Browsing by Subject "Social Justice"

Now showing 1 - 10 of 14
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    Are the "leading" journals bad for your health?
    (2019-05-05) Odell, Jere D.
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    COVID-19, Social Justice, and Clinical Cancer Research
    (Oxford University Press, 2020-10-15) Doroshow, James H.; Prindiville, Sheila; McCaskill-Stevens, Worta; Mooney, Margaret; Loehrer, Patrick J.; Medicine, School of Medicine
    The COVID-19 pandemic and related socioeconomic events have markedly changed the environment in which cancer clinical trials are conducted. These events have resulted in a substantial, immediate-term decrease in accrual to both diagnostic and therapeutic cancer investigations as well as substantive alterations in patterns of oncologic care. The sponsors of clinical trials, including the United States National Cancer Institute, as well as the cancer centers and community oncology practices that conduct such studies, have all markedly adapted their models of care, usage of health care personnel, and regulatory requirements in the attempt to continue clinical cancer investigations while maintaining high levels of patient safety. In doing so, major changes in clinical trials practice have been embraced nationwide. There is a growing consensus that the regulatory and clinical research process alterations that have been adopted in response to the pandemic (such as the use of telemedicine visits to reduce patient travel requirements and the application of remote informed consent procedures) should be implemented long term. The COVID-19 outbreak has also refocused the oncologic clinical trials community on the need to bring clinical trials closer to patients by dramatically enhancing clinical trial access, especially for minority and underserved communities that have been disproportionately affected by the pandemic. In this Commentary, changes to the program of clinical trials supported by the National Cancer Institute that could improve clinical trial availability, effectiveness, and diversity are proposed.
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    Elevating the ‘open’ Conversation: Access to Health Information as a Social Justice Concern
    (2019-05) Pike, Caitlin; Mehra, Bharat; Odell, Jere D.; St. Jean, Beth
    Social justice, including equitable access to information and bridging the digital divide, are concepts familiar to many librarians. As a result, these ideas create a natural intersection for advocacy as health information professionals. As a brief background before the panel, we will review the literature on open access and social justice to provide context for the topic, and discuss survey results from undergraduate student opinions regarding open access. Panelists will then speak to the topic from their individual perspectives, and the audience will have an opportunity to engage and ask questions.
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    Exploring Transformative Justice Principles to Inform Survivor-Centered Design for Muslim Women in the United States
    (Association for Computing Machinery, 2021) Rabaan, Hawra; Human-Centered Computing, School of Informatics and Computing
    Domestic violence (DV) is a social, political, and legal problem and requires contextual examination. In the U.S., earlier advocacy work focused on law reform to empower survivors in influencing the public and state in taking DV seriously and providing resources to support and protect survivors. However, harm is still perpetuated systemically and socially for survivors, especially from religious and racial minorities. In my dissertation work, I focus on DV within the Muslim population in the U.S. due to the unique issues Muslim survivors face when dealing with governmental services and service providers (e.g., gendered Islamophobia, racial discrimination, punitive actions) and within the Muslim community itself (e.g., community trauma, untrained faith leaders in dealing with abuse). I argue that in order to validate the Muslim survivor’s experience, provide competent resources and information, and allow for informed decision making, a transformative justice (TJ) approach supported by Islamic feminism and trauma-informed healing concepts must be integrated into design, to provide a multidimensional approach to tackling DV within the Muslim community. I will conceptually explore the strengths and weaknesses of using a TJ model through using design as a mode of social inquiry to elicit and understand the social phenomena of DV and TJ within sociotechnical interventions.
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    Not Just Mathematics, "Just' Mathematics: Investigating Mathematical Learning and Critical Race Consciousness
    (2021-07) Gatza, Andrew Martin; Tillema, Erik; Morton, Crystal; Willey, Craig; Cross Francis, Dionne
    This study is situated at the confluence of three calls for research within mathematics education: 1) work using novel approaches for studying students’ understanding of nonlinear meanings of multiplication; 2) work using discrete mathematics to explore social issues related to equity; and 3) work at the intersection of mathematical learning and critical race consciousness—specifically, social justice mathematics initiatives that explicitly address racism and the learners’ perspectives. The design research methodology of the study with 8th grade students provides practical curricular and pedagogical steps for doing work at the intersection of mathematical learning and race and racism; offers domain-specific learning insights; and merges theory and practice in conceptualizing the multiple complexities of learning and development in situ to create new possibilities for a more just mathematics education. Findings from this study offer insights at the intersection of the evolution of students’ establishment of nonlinear meanings of multiplication and critical race consciousness development. Specifically, this study identifies two schemes that students use to establish a nonlinear meaning of multiplication (SARC Scheme and RA Scheme), illustrates students’ growing racism awareness, and highlights how these initiatives can be mutually supportive in helping to normalize conversations about race and racism.
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    Open Access to Health Information: A Social Justice Issue
    (2019-06) Pike, Caitlin
    Open access(OA) publishing has steadily gained traction as an alternative to traditional publishing models since its introduction in the early 2000s. Social justice, including equitable access to information and bridging the digital divide, are also concepts familiar to many librarians. As a result, these ideas create a natural intersection for advocacy as health information professionals. In this workshop, we will briefly review the literature on OA and social justice to provide background on the topic, and discuss survey results on undergraduate student opinions regarding open access as a social justice concern. Following this overview, participants will break into groups, and each group will be given a topic with questions to spark discussion on the subject. Questions such as "Historically, how has access to health information created benefits or barriers to users?" or "When thinking about medical research, what stakeholders are concerned about open access and why?" Each group will select a notetaker to keep track of the responses, and time will be given at the end of the workshop to report out and have a wider discussion with each other.
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    Open for Health: How Open Access Can Create a More Equitable World
    (2021-10-08) Pike, Caitlin A.
    This lesson plan was created for the Scholarly Communications Notebook (SCN). The SCN is a hub of open teaching and learning content on scholarly communications topics that is both a complement to an open book-level introduction to scholarly communication librarianship and a disciplinary and course community for inclusively sharing models and practices. IMLS funded the SCN in 2019. In this lesson plan, there is an optional reading list to review the literature related to OA, health equity, and social justice to provide background on the topics depending on student familiarity. A brief PowerPoint lecture is included to provide an overview, and then students will break into groups, and each group will be given a topic with questions to spark discussion on the subject. Questions such as "Historically, how has access to health information created benefits or barriers to users?" or "When thinking about medical research, what stakeholders are concerned about open access and why?" Each group will select a notetaker to keep track of the responses, and time will be given at the end of the class to report out and have a wider discussion with each other.
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    Psychology of the Oppressed: Viewpoints
    (IUPUI ScholarWorks, 2020-07) Makki Alamdari, Sara
    This essay discusses psychological influences and processes resulted from oppression that affect the personality, behaviors, and the mind of the oppressed individuals.
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    "Returning to the Root" of the Problem: Improving the Social Condition of African Americans through Science and Mathematics Education
    (TRACE, 2017-04-14) Pitts Bannister, Vanessa; Davis, Julius; Mutegi, Jomo; Thompson, LaTasha; Lewis, Deborah; School of Education
    The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus promoting mathematics learning and teaching that aim to improve African communities worldwide.