Environmental Justice Is a Social Justice Issue: Incorporating Environmental Justice Into Social Work Practice Curricula

Social justice education for social work practice is concerned with addressing issues of power and oppression as they impact intersections of identity, experience, and the social environment. However, little focus is directed toward the physical and natural environment despite overwhelming evidence that traditionally marginalized groups bear the burden of environmental problems. In this article, we discuss environmental disaster impacts on marginalized communities, presence of environmental justice in social work literature, and opportunities for integrating environmental justice into social work’s mandated disciplinary competencies. We conclude with an example of a module implemented in a foundation Social Justice for Social Work Practice course using place-based education principles as an illustration of concrete strategies for incorporating environmental justice into social justice curricula.     

A Framework for Looking at Causes of Changes in Ex-nuptial Birthrates

An attempt is made, firstly, to sort out and summarize the causal influences mentioned in the literature on the subject of ex-nuptiality; and secondly, to propose an initial step toward theory development in the area.     

Reports of Conferences,Institutes, and Seminars

Abstract

This column covers several conference sessions from the 14th annual Electronic Resources & Libraries Conference, providing guidance on how to navigate ebook duplication, improving documentation and workflows, implementing OpenAthens, and experiences with Project SILLVR (Streaming Interlibrary Loan Video Resources)and knowledge bases and related tools (KBART) automation. There is also a report from IFLA’s SIG Library Publishing Mid-Term meeting, which was an ideological meeting in nature, discussing community building, resource sharing, and status updates. A report from the 2018 Charleston Conference is also included.     

Leadership education for English language learners as transformative pedagogy

This qualitative case study investigates the transformative power of a leadership course designed for immigrant secondary school students learning English as an additional language with a social justice orientation. Course projects allowed the students to get involved in tutoring, present at a conference on intercultural education, deliver equity presentations and role model presentation skills for their peers by discussing topics such as Canadian culture, showcase their talents from their L1 cultures and give advice on how to integrate into the school and to lead activities to create school spirit by sharing music from their culture, running a ‘thank your teacher’ campaign, or taking the lead with an international humanitarian cause. The teacher’s plans and notes, course assignments, video footage of students presenting a conference workshop and monthly feedback forms were the data that allowed us to understand how transformative pedagogy was enacted by the teacher and experienced by the students in one Canadian secondary school with a very diverse student population.     

Nonconscious processing of sexual information: a generalization to women

Sexually competent stimuli may nonconsciously activate sexual memory and set up sexual responding. In men, subliminally presented sexual pictures facilitated recognition of sexual information. The goal of the two experiments reported here was to investigate to what extent this result can be generalized to women. A direct replication in women failed in Experiment 1. In Experiment 2, besides the male-oriented sexual picture set, pictures of two other sets were presented: female-oriented sexual pictures and baby pictures. Effects of the menstrual cycle were also examined. In Experiment 2 only male-oriented pictures showed a facilitation effect. Sensitivity for reproductive stimuli was enhanced during the midluteal phase. Like men, women may nonconsciously recognize a stimulus as sexual. This recognition process seems unrelated to the potential of the stimulus to elicit subjective arousal.     

The Design of Conditional Cash Transfers: Experiences from Argentina's Universal Child Allowance

Conditional cash transfers (CCTs) have spread rapidly in developing countries in the past decade. While there is extensive literature assessing their impacts health, education and other outcomes, little attention has been paid to beneficiaries' subjective experiences of CCT design. This article addresses this issue by exploring how beneficiaries of Argentina's flagship CCT, the Universal Child Allowance, perceive the programme's unique design features. We find male and female beneficiaries tend to support targeted transfers to female carers, and that confusion about payment schedules has important implications for beneficiary engagement. Analysis of these findings offers useful insights into how CCT programme design may affect outcomes.