Problematizing the Social in Social Justice Education

Abstract

The term "social justice" has been the subject of much scholastic debate, but there is still no clear consensus on its definition, and it is interpreted in many different ways. This lack of consensus also exists when discussing social justice in the field of education in general and particularly in schools. With this in mind, we consider globally differentiated practices as an integral part in promoting social justice in different contexts. Moreover, we invoke critical discourse and consider the following questions: "Why do the educational systems in transitional and previously underrepresented areas need to move in the direction of Western

Integrative strategies for social inclusion and equity: Enhancing refugee access to higher education in Jordan

“…Moreover, they may confront physical and psychological threats to their well-being. A study shed light on the particular hurdles posed by political populism, including travel bans and the complexities of securing visas, which further complicate access to and completion of higher education studies [ 12 ]. Even nations with longstanding histories of migration face disruptions in the current era of increasing global migration.…”

Place-based Pedagogy in a Border Region: A Qualitative Examination of Experiences

“…Of note, we must also contend with our own western conception of what is socially just in leadership and education and any assumption that other marginalized cultures move westward in their thinking and action (So, 1990; Waite & Arar, 2020). Culturally responsive pedagogies and practices are necessary for outdoor education programs serving marginalized participants (Goodman, 2020).…”