Social justice is a concept which is widely touted and lauded as desirable, yet its meaning may differ depending on whether its focus is on the underlying values of social justice, the more specific objectives these entail, or the actual practices or policies which aim to achieve social justice. In the current global political context, we need to re-examine what we mean by social justice, and demonstrate that "making a difference" and contributing to human flourishing is more achievable than this context would suggest. The book aims to increase our sense of being able to enact social justice, by showcasing different ways of contributing to social justice, and "making a difference" in different settings and different ways.
Part 1 introduces a fluid and contextual approach to social justice. Part 2 examines social justice and faith perspectives, such as Christianity, Judaism, Islam and community organisations. Part 3 illustrates perspectives on children, the family, sport and local government. Part IV provides perspectives of social justice in education.
Considering concepts of citizenship and social justice from a variety of contemporary perspectives, Everyday Social Justice and Citizenship should be considered essential reading for academics and students from a range of social scientific disciplines with an interest in social justice, as well as those working in education, community work, youth work and chaplaincy.
Ann Marie Mealey is a senior lecturer in ethics and moral theology at Leeds Trinity University, where she is currently Academic Group Leader for theology and religious studies, hstory and plitics. She is the author of 'The Identity of Christian Morality' and other scholarly articles that relate to moral conscience, ecofeminism and bioethics. Ann Marie is a member of the leadership team of Leeds Citizens, the Justice and Peace Commission in the Diocese of Leeds and the CAFOD (Catholic Agency for Overseas Development) Theological Reference Group in the United Kingdom.
Pam Jarvis is a chartered psychologist and a historian. Her key research focus is the well-being of children, young people and their families, and the development of social policy to support this. She has numerous publications and is currently Reader in childhood, youth and education at Leeds Trinity University. She is an active campaigner for 'developmentally informed' policy and practice, frequently blogging in The Huffington Post on this topic.
Jan Fook is currently Professor of Higher Education Pedagogy at Leeds Trinity University. She has worked in Australia, Canada and the UK and has held several chairs, including at the University of Southampton and Royal Holloway, University of London. She has published twelve books and over 100 book chapters and articles, mostly in the area of critical social work and critical reflection.
Jonathan Doherty is a lecturer in teacher education, where he teaches professional studies to pre-service teachers. Previously he has worked as an educational adviser, consultant and as a senior manager in two HEIs. His research is in the areas of educational disadvantage, inclusion and school improvement and he has published extensively in these areas.
Part I: Introducing Social Justice
Chapter 1. Introducing Social Justice. (Sue Goodwin and Janis Fook)
Part II: Social Justice and Faith Perspectives
Chapter 2. Social Justice Perspectives in Christianity. (Ann Marie Mealey)
Chapter 3. 'See, Judge, Act' - The Foundation of the Citizens Project? (Patricia Kelly)
Chapter 4. Powerful Agents and Suffering Servants: The Community Organising Vocation. (John Battle)
Chapter 5. Tzedakah, Tikkun: Jewish Approaches to Social Justice. (Alana Vincent)
Chapter 6. Social Justice in Islam. (Qari Asim)
Part III: Perspectives on Children, the Family and Sport
Chapter 7. Social Justice for Children and Young People in England: Citizens or Drones? (Pam Jarvis)
Chapter 8. Families with Young Children, Precarious Work and Social Justice. (Stefano Ba')
Chapter 9. Neoliberalism and the Family (Pam Jarvis)
Chapter 10. Developing Socially Just Citizenship Education in Divided Contexts: The Freedom to Self-define and Not Define. (Helen Hanna)
Chapter 11. Social Justice in Local Government: A Delicate Balance. (Susan Elmer)
Chapter 12. Children, Young People and Sport. (Graham Turner)
Part IV: Perspectives in Education
Chapter 13. Social Justice in our Schools: A Need to Reconceptualise Ideas and Classroom Practice. (Jonathan Doherty)
Chapter 14. Developing a Core compulsory module to teach principles of social justice and citizenship (Janis Fook, Jonathan Glazzard, Ann Marie Hayes, Ann Marie Mealey, Chris Rowley)
'This monograph is particularly timely in the current environment in which the concept of citizenship is the subject of increasing political and ideological conflict and contention. Its well-written essays provide valuable insights about the common and diverse interpretations of social justice expressed by various cultures and faiths. They also make important contributions to our understanding of the implications of social justice for policy and practice by demonstrating how the concept could be applied to such varied fields as education, sports, and children and family services.' - Michael Reisch, Daniel Thursz Distinguished Professor of Social Justice, University of Maryland