The Agenda for Social Justice: Solutions for 2016 provides accessible insights into some of the most pressing social problems in the United States and proposes public policy responses to those problems. Written by a highly respected team of authors brought together by the Society for the Study of Social Problems (SSSP), it offers recommendations for action by elected officials, policy makers, and the public around key issues for social justice, including a discussion of the role of key issues of sustainability and technology in the development and timbre of future social problems. It will be of interest to scholars, practitioners, advocates, and students interested in public sociology and the study of social problems.

The Global Agenda for Social Justice provides accessible insights into some of the world’s most pressing social problems and proposes international public policy responses to those problems. Written by a highly respected team of authors brought together by the Society for the Study of Social Problems (SSSP), chapters examine topics such as criminal justice, media concerns, environmental problems, economic problems, and issues concerning sexualities and gender. They offer recommendations for action by governing officials, policy makers, and the public around key issues of social justice. It will be of interest to scholars, practitioners, advocates, and students interested in public sociology, the study of social problems and the pursuit of social justice.

The Agenda for Social Justice 3: Solutions for 2024 provides accessible insights into some of the most pressing social problems and proposes public policy responses to those problems. Written by a highly respected team of authors brought together by the Society for the Study of Social Problems (SSSP), the book offers recommendations for action by elected officials, policymakers and the public regarding key issues for social justice. Chapters include discussion of social problems related to criminal justice, the economy, food insecurity, education, healthcare, housing and immigration. The book will be of interest to scholars, practitioners, advocates and students interested in public sociology, the study of social problems and the pursuit of social justice.

The Global Agenda for Social Justice provides accessible insights into some of the world’s most pressing social problems and proposes practicable international public policy responses to those problems. Written by a highly respected team of authors brought together by the Society for the Study of Social Problems (SSSP), chapters examine topics such as education, violence, discrimination, substance abuse, public health, and environment. The volume provides recommendations for action by governing officials, policy makers, and the public around key issues of social justice. The book will be of interest to scholars, practitioners, advocates, journalists, and students interested in public sociology, the study of social problems, and the pursuit of social justice.

The book relates three years of history of social movements from Asia and Europe who work on social justice, as a rough overview. The work for the book is mainly done on the ground, day after day, working in villages and cities, with people and their organisations, organising resistance and preparing alternatives. It is based on the fact that European and Asian concerns are identical, in spite of divergent levels of development and wealth, and that the existing international initiatives, such as the ILO’s social protection floors, or the UN’s Sustainable Development Goals are perfectly compatible with neoliberal policies. The book goes beyond and sees social commons as a strategic tool for transforming societies. It is basically a project for the sustainability of life, of humans, of societies, and of nature. The book describes the ideas at the basis of the work in different sectors. It is not about the practice of social policies but about the ideas and discourses that can in the end shape the political practices. In sum, this book, presents a new social paradigm. It concretely shows how social justice and environmental justice do go hand in hand.

Social justice language teacher education conceptualizes language teacher education as responding to social and societal inequities that result in unequal access to educational and life opportunities. In this volume authors articulate a global view of Social Justice Language Teacher Education, with authors from 7 countries offering a theorized account of their situated practices.

This book sets out the core principles for social justice in the psychological therapies, from theory to practice in the therapy room, and beyond.

This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post- School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro- credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive. This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.

Timely and original, this book examines gender equality in schooling as an aspiration of global social justice. With nearly one billion people having little or no schooling and women and girls comprising nearly two-thirds of this total, this book analyses the historical, sociological, political and philosophical issues involved as well as exploring actions taken by governments, Inter-Government Organisations, NGOs and women’s groups since 1990 to combat this injustice. Written by a recognised expert in this field, the book is organised clearly into three parts: the first provides a background to the history of the provision of schooling for girls worldwide since 1945 and locates the challenges of gender inequality in education the second examines different views as to why questions of gender and schooling should be addressed globally, contrasting arguments based on human capital theory, rights and capabilities the third analyses how governments, Inter-Government Organisations and NGOs have put policy into practice. Addressing the urgent global challenges in gender and schooling, this book calls for a new connected approach in policy and practice. It is essential reading for all those interested in education, along with developmental studies, sociology, politics and women’s studies.

This book assesses how policies developed by the National Assembly for Wales are affecting gender inequalities and investigates whether they are having an impact on social justice for women in Wales. In 1999 the first elections to devolved governments took place in Scotland and Wales. In Wales this resulted in 40 per cent of Assembly Members being women. In 2003 this proportion increased to 50 per cent which makes the National Assembly for Wales 'the first legislative body with equal numbers of men and women in the world' ("The Guardian", 3/5/03). This new gender balance of political representatives is a significant change in the gendering of political institutions and this, together with the creation of a new tier of government, has the potential to create new opportunities for the development of social policies which address gender and other social inequalities. Focusing on distinct policy domains, this book explores gender politics in a devolved Wales. Each chapter investigates a particular aspect of social policy, exploring the way it has developed since devolution and the extent to which considerations of gender and social justice for women are central to this development. The empirical chapters which form the core of the book are situated theoretically and politically by the first chapter which discusses how gender and social justice can be theorised and explores devolution and its relation to gender politics in Wales.