Dynamics of gender justice, conflict and social cohesion: analysing educational reforms in Pakistan

This paper analyses the role of national level reforms in school curriculum and initial teacher education in gender justice in conflict-affected Pakistan, using a multidisciplinary framework applied to multiple data sets from selected teacher education institutions in Sindh. The school curriculum texts analysed potentially perpetuate gender injustice and foster conflict. While teacher education reforms offer the potential for transformative gender justice, gender remains peripheral in initial teacher education curriculum. Furthermore, institutional practices entrench gendered norms. Lecturers’ and teachers’ limited understanding of their role and capacity for transformative gender justice pose challenges to education for gender justice, social cohesion and conflict mitigation. Informed by our understanding of gender as socially constructed, multiple strategies within and beyond education are offered towards transformative gender justice

The “Integrative Justice Model” as Transformative Justice for Base-of-the-Pyramid Marketing

Writing in Business and Politics, Santos and Laczniak (Business and Politics 14(1) 2012) formulated a normative, ethical approach to be followed when marketers e ngage impoverished market segments. It is labeled the integrative justice model (IJM). As noted below, that approach called for authentic engagement, co-creation, and customer interest representation, among other elements, when transacting with vulnerable market segments. Basically, the IJM derived certain operational virtues, implied by moral philosophy, to be used when marketing to the poor. But this well-intentioned approach raises a significant “So what?” question. Are such sentiments anything but lofty aspirations for idealists or are there steps to be taken by society and business managers of goodwill to make the adaptation of the IJM by corporations more likely and pragmatic? This paper begins to layout a roadmap that shows “how and why” the IJM might more likely be vitalized. The crux, as described below, is found in the transformational justice dimensions that are embedded in institutions (and supporting institutional arrangements); such external institutions provide a “power” impetus to assure the ethical rights claims that impoverished consumers have owed to them. In this way, the ideal exchange characteristics for bottom (or base) of the pyramid (BoP) markets argued for in the IJM can become actively transformational. The main contribution of this paper is that it begins to chart out the institutional system elements that need to exercise power in order to deliver a “fairer” marketplace for BoP consumers

Developing Critical Social Justice Literacy in an Online Seminar

The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators

Transformative justice, reparations and transatlantic slavery

This article considers lessons recent debates concerning transitional and transformative justice, and surrounding transformative reparations, could offer to discussions regarding reparations for transatlantic slavery. Even transitional justice programmes aiming to provide transformative reparations in the form of development programmes (such as healthcare, education and housing provision) have enabled governments to avoid addressing structural causes of inequalities. The article argues that calling for reparations for transatlantic slavery in the form of development projects is potentially regressive. Framing development programmes as reparations, as parts of the Caribbean Community Ten-Point Plan for reparations do, risks presenting these as necessary only because of powerful states’ duty to make amends for past wrongdoing. The article calls for advocates of reparations for transatlantic slavery to be more explicit in demarcating the backward- and forward-looking foundations of their claims. The importance of symbolic and non-financial reparations ought to be more explicitly highlighted as a potential contributor to the social repair of transatlantic slavery’s harmful legacies. Moreover, distributive justice should be explicitly emphasized as being necessary to realize the present-day and future rights of people suffering from the historical legacy of transatlantic slavery and not simply because the present situation is the result of historical injustice

Some reflections on the legitimacy of international trial justice

This paper addresses a number of interrelated conceptual difficulties that impact adversely on the ability of international criminal trials to deliver outcomes perceived as legitimate by victims and communities in post-conflict states. It begins by exploring the extent to which those moral justifications for punishment espoused by international courts are instrumental in marginalizing the aspirations for justice of victims and victim communities, and suggests how a greater appreciation of the sociological context of punishing international crimes can contribute towards an improved understanding of normative practice. The paper then examines the relationship between perceptions of international crime and punishment, and the broader issue of whether international criminal law provides an appropriate normative structure for giving effect to those universal humanitarian values concerned with punishment in an increasingly pluralistic world. Finally, the paper considers how the theory and practice of punishing international crimes can more effectively satisfy both local and global aspirations for post-conflict justice through enhancing the transformative capacity of international criminal trials

Building Commons Governance for a Greener Economy

Much recent work in ecological economics and political ecology, including calls for “de-growth” in the transition towards more sustainable economies, focuses on commons as a promising paradigm for sustainable governance institutions.  The vision involves people who depend on or have an interest in a resource or asset, working together co-operatively to use that asset for production, service provision, and exchange which creates value and well-being while integrating ecological care, justice, and long-term planning to the best of diverse communities’ abilities. This includes institutions such as co-ops, land trusts, and non-market or beyond-market collective ways of organizing production, distribution, consumption, and waste or materials management.Developing such collective institutions requires nurturing the skills and abilities needed to create and maintain them: empathy, communication and listening skills, a sense of shared purpose, creativity, dispute resolution across differences, long-term vision, environmental awareness and stewardship, among others. Transformative education praxis and transdisciplinarity facilitate the growth of these skills and abilities in children and adults, as Paulo Freire and other transformative learning practitioners have shown (Gadotti 2009; O’Sullivan 1999;Gutierrez & Prado 1998). Transformative pedagogy, including both eco-pedagogy and transdisciplinarity, is foundational as human society evolves institutions for sustainability such as commons.This research was supported by the International Development Research Centre, grant number IDRC GRANT NO. 106002-00

Daring to Lead : Global perceptions of the IFHE Position Statement "Home Economics in the 21st Century"

Peer reviewedPublisher PD

Giving voice and visibility to victims of sexual violence has the potential to drive cultural change in Colombia

Professor Christine Chinkin reflects on the power of grassroots initiatives and the potential for PSVI to contribute to transformative justice for survivors of sexual and gender-based violence against women