IU Indianapolis ScholarWorks :: Browsing by Subject "Social justice"

Browsing by Subject "Social justice"

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Beyond the Color Lines: A Duoethnography of Multiraciality and Unhooking
(Brill, 2021) Santamaría Graff, Cristina; Manlove, Josh
What does it mean to unhook from whiteness, specifically in academic spaces, when one self-identifies as a multiracial scholar of mixed white heritage? Beyond the Color Lines is an exploration of this question and means locating oneself or being located by others on the margins or outside of a color line that, in the U.S., is historically Black/white. As a self-identified biracial Mexicana and a multiracial Filipino, the authors share the complexities and nuances of their racialized experiences and identifications through Duoethnographic methodology. (Re)tellings of their lived experiences unearth difficult truths that bring into focus moments where racism, monoracism, colorism and differential micro-racialization (as explained through a MultiCrit framework) made each question their own identities in relation to their whiteness (e.g., passing, code-switching) as well as their affinity for and comfort in their avowed identities—those which most feel “like home.” Through dialogic exchange, where they co- and de-constructed complex ‘landscapes’ of identity, they emerged with deeper ‘sensemaking’ not only of their own ‘mixed’ identities, but also of ways to examine fluid typologies of multiracial identity and their connection to “unhooking.”
Brazilian mystics say they’re sent by aliens to ‘jump-start human evolution’ – but their vision for a more just society is not totally crazy
(The Conversation US, Inc., 2020-04-29) Hayes, Kelly E.; Religious Studies, School of Liberal Arts
Diversity, equity, and inclusion initiatives in the Medical Library Association: a look back at the last twenty-five years
(Pitt Open Library, 2024) Pionke, J. J.; Chambers, Thane; Hernandez, Marisol; Linares, Brenda; Murphy, Beverly; Bartley, Kelsa; Pieczko, Brandon T.; Giustini, Dean; Ruth Lilly Medical Library, School of Medicine
Over the past twenty-five years, the Medical Library Association (MLA) has pursued a range of diversity, equity, and inclusion (DEI) initiatives. This article, written by members of the Journal of the Medical Library Association (JMLA)'s Equity Advisory Group (EAG), outlines significant measures taken to raise awareness about specific concepts, opportunities, and challenges related to DEI among MLA members. Topics discussed include the impact of influential Black, Indigenous, and people of color (BIPOC) leaders, the establishment of DEI and social justice-focused membership communities, and specific initiatives led by various working groups and committees which have served to strengthen MLA's commitment to diversity, equity, and inclusion during the last three decades.
Domestic Violence Advocacy
(2014) Wood, Leila Grace; Hostetter, Carol; Sullenberger, Sabrina Williamson; Barton, William H., 1949-; Adamek, Margaret E.; Sloan, Rebecca S.
Advocacy, in the form of direct service, is a critical type of intervention to help intimate partner or domestic violence survivors. Little is known the best practices for social workers and other helping professionals to assist survivors of domestic violence who present for services at shelters, non-residential outreach, and legal settings. This dissertation reviews relevant research related to domestic violence direct services, which is also called advocacy. The study also outlines a brief overview of the history, theory, and paradigms of thought related to the movement to end intimate partner violence. The research project used the grounded theory method to conduct and analyze semi-structured, in-depth interviews with advocates at domestic violence agency to answer the research question: What constructs and practices inform the delivery of direct services to survivors of domestic violence from shelter and non-residential service advocates? A total of 22 women working primarily with domestic violence survivors in shelters and non-residential agencies participated in the dissertation study. Participants came from one Midwestern and one Southwestern state. The interviewees had a range 1-20 years of experience in the field of domestic violence advocacy. Eighteen of 22 participants had experienced some sort of intimate violence in their lifetime. Several important findings emerged. Advocates typically enter the field because of personal motivations. The empowerment and strengths-based perspective are important to the delivery of advocacy services, as is belief in hope. Advocates typically endorse a survivor centered approach to their work. Data analysis revealed a concurrent process of advocacy that occurs within advocates and between advocates and survivors. This parallel process is marked in the earlier state of assessing and grounding; in the middle stage of establishing and affirming; and the ending stages of hoping and reflecting. These findings suggest the importance of personal experiences, hope, and reflection in the delivery of advocacy services. Community collaboration and support are essential to maintaining services that are aimed at the individual needs of survivors. More research is needed about the perceptions of services among survivors of domestic violence.
How Civic Entrepreneurship Addresses Social Justice Issues for Women Around the World
(2018-02-27) Hook, Sara Anne; Lawler, Audra
This presentation will provide a retrospective of nearly ten years of a faculty member’s activities with microfinance/women’s empowerment projects throughout the world, including working with a variety of community partners both here and overseas and in collaboration with undergraduate students funded by IUPUI as Service Learning Assistants. The faculty member was first the leader of a successful microfinance/women’s empowerment project in Mexico. More recently, she has been assisting a microfinance/women’s empowerment organization that concentrates its efforts in Sierra Leone, Kenya, and India. These civic entrepreneurship efforts directly address the social injustice of limited employment opportunities and insufficient financial resources that hamper the advancement of women in many countries. Through partnerships with non-profit organizations, higher education institutions can meaningfully deploy their intellectual resources towards endeavors that promote greater social justice for disadvantaged populations. Being part of these activities is integral to shaping student perceptions of themselves as engaged citizens of the greater community. These projects have given the faculty member’s students opportunities to contribute their skills and talents in foreign language translation, writing, public speaking, web design, information architecture, and communications technology. Photographs and testimonials of women from these countries proudly showcasing the results of the loans that they have received are both inspiring and humbling for the faculty member and her students. After attending this session, participants will be able to support how properly planned and deployed civic entrepreneurship projects address social justice issues throughout the world, articulate the important role of partnerships between higher education and community organizations in promoting social justice, promote quality microfinance projects as an effective and long-lasting approach for economic development that empowers women and builds community, and highlight how even small non-profit organizations can provide students with meaningful real-world experiences to use their skills and talents to address social justice issues.
“I Am So Angry I Could . . . Help!” The nature of Empathic Anger
(2018) Bringle, Robert G.; Hedgepath, Ashley; Wall, Elizabeth
Empathy is widely viewed as a precursor to civic engagement, a mediator of other responses during civic engagement, and an outcome resulting from civic engagement. However, empathic sadness is can be biased toward helping a lone victim, a member of an in-group, a person who is physically nearby, and an individual who is personally identified. Alternatively, empathic anger occurs when an observer experiences anger, rather than sadness, on behalf of a victim as the basis for inferring social injustice and for taking action. Empathic anger represents an untapped dimension of motivation that is not captured within other approaches to motives for civic engagement. This article details three studies which found that those reporting higher empathic anger were altruistic, not aggressive, oriented toward advocacy rather than charitable service, nonprejudicial, endorsed a social justice perspective, and active in communities outside (and independent) of campus activities. Implications for future research on motives for civic engagement are presented as well as implications for designing service-learning courses to promote empathic anger as a basis for action directed at social justice issues.
The Need for Reproductive Justice in Pediatrics
(American Medical Association, 2021) Cohen, Rachel E.; Wilkinson, Tracey A.; Staples-Horne, Michelle; Pediatrics, School of Medicine
The Unbearable Whiteness of Being
(Brill, 2019) Santamaría Graff, Cristina
This paper explores the following questions: a) What does it mean to self-identify as a biracial Mexicana? How does this self-identity impact me and others as an educator and leader in higher education? b) How are pain and privilege embodied and enacted in the choices I have made or circumstances I have confronted in higher educational settings? In what ways is whiteness ‘unbearable’? c) How, as teacher educators, can we integrate multiraciality into our pedagogy to prepare future teachers to work with minoritized monoracial and multiracial students?
Transformative school-community collaboration as a positive school climate to prevent school absenteeism
(Wiley, 2020-11) Kim, Jangmin; Gentle-Genitty, Carolyn; School of Social Work
School absenteeism has become a prevalent problem that affects student development and future societies across the world. We examined whether and how the framework for transformative school-community collaboration (TSCC) can be utilized to effectively reduce school absenteeism. To achieve this goal, we analyzed clustered data involving 3428 students within 14 schools that collaborated with communities in providing out-of-school time programs. A generalized ordered logit analysis with clustered standard errors showed that overall TSCC significantly decreased the likelihood of students' school absenteeism. Democratic and empowering structures in the collaboration were particularly significant for reducing the higher level of school absenteeism. We conclude our article with practice implications to translate the core dimensions of TSCC into effective practice.
United We Stand: Social Justice for All: A Study of Social Justice and Power Through a Bona Fide Group Perspective
(2011-06-14) Champion-Shaw, Charmayne; White-Mills, Kim; Parrish-Sprowl, John; Flynn, Johnny P.
"In an increasingly abrasive and polarized American society, a greater commitment to social justice can play a construcive role in helping people develop a more sophisticated understanding of diversity and social group interaction, more critically evaluate oppressive social patterns and institutions, and work more democratically with diverse others to create just and inclusive practices and social structures." The importance of social justice is to "help people identify and analyze dehumanizing sociopolitical processes, reflect on their own positions in relation to these processes so as to consider the consequences of oppressive socialization intheir loives, and think proactively about alternate actions given this analysis. The goal of social justice education is to enable people to develop critical analytical tools necessary to understand oppression and their own socialization within oppressive systems, and to develop a sense of agency and capacity to interrupt and chnge oppressive patterns and behaviors in themselves and in the institutions and communitites of which they are a part" (Adams, Bell and Griffin, 1997). Utilizing bona fide group perspective during an ethnographic study of a student group, this study examines how an individual's perception of their self-constructed and group identity(ies) are manifested through social justice behavior - as memebers of a group whose purpose is to engage in social justice.

Browsing by Subject "Social justice"

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