From bilingual education and racial epithets to gendered pronouns and immigration discourses, language is a central concern in contemporary conversations and controversies surrounding social inequality. Developed as a collaborative effort by members of the American Anthropological Association’s Language and Social Justice Task Force, this innovative volume synthesizes scholarly insights on the relationship between patterns of communication and the creation of more just societies. Using case studies by leading and emergent scholars and practitioners written especially for undergraduate audiences, the book is ideal for introductory courses on social justice in linguistics and anthropology.
This collection of essays on restorative justice surveys the different contexts in which restorative justice can be utilized in the practice of law and elsewhere. Restorative justice is itself an elusive concept and the essays show how the meaning of restorative justice can shift depending upon the needs of the parties and the community. Restorative justice is not only related to criminal law and corrections. It is related to all aspects of life and law, including civil disputes, civil rights, interpersonal relationships, and personal growth and self-awareness. Consequently, the essays roam over many fields: housing discrimination, family disputes, the war on drugs, the death penalty, juvenile courts, the law school curriculum, torture, immigration, clergy sexual abuse, international conflicts, yoga, and self-healing. The book calls for action as well as reflection. Sheila M. Murphy is a retired Illinois trial judge. She was Presiding Judge of the Markham court. Its jurisdiction consisted of 37 towns and over 1 million people. Among the many cases she heard was the case of Verneal Jimerson who had been condemned to death. His innocence became evident in a de novo hearing and Judge Murphy dismissed his indictment and freed him. In her retirement she assisted Dominique Green advocating against the death penalty in his case in Texas. Dominique s case is the subject matter of a book by Thomas Cahill, A Saint on Death Row. Prior to becoming a judge, Sheila Murphy served as a Cook County Public Defender for seven years and as a panel lawyer for the Federal Defenders of Northern District of Illinois for eleven years. Judge Murphy graduated from Marquette University, where she met her husband, Patrick Racey and De Paul University Law School. In 2014 she was awarded a lifetime achievement award by the Illinois Judges Association. Professor Michael Seng and Adjunct Professor Sheila Murphy designed a unique course in restorative justice at John Marshall Law School in Chicago . Law students learn restorative justice and then bring it to the grade and high schools, communities and courts. Sheila Murphy has lectured on restorative justice in China, the Czech Republic, Ireland, Slovakia, Taiwan, and recently, Norway. Michael P. Seng is a professor at The John Marshall Law School where he teaches a variety of courses focused on constitutional law, civil rights, and comparative law. He is the co-director of The John Marshall Law School Fair Housing Legal Support Center and Clinic. He is also the director of International Student Programs at The John Marshall Law School. Before teaching, he was in private practice and was directing attorney for the Land of Lincoln Legal Assistance Office in Cairo, Illinois, where he litigated many civil rights cases. He was a Fulbright Professor in Nigeria and in the Czech Republic. He is a graduate of the University of Notre Dame and the Notre Dame Law School. He has been teaching restorative justice with Judge Murphy since 2011. "
Just Practice: A Social Justice Approach to Social Work provides a foundation for critical and creative social work that integrates theory, history, ethics, skills, and rights to respond to the complex terrain of 21st century social work. Just Practice puts the field of social work's expressed commitment to social justice at center stage with a framework that builds upon five key concepts: meaning, context, power, history, and possibility. How do we give meaning to the experiences and conditions that shape our lives? What are the contexts in which those experiences and conditions occur? How do structures and relations of power shape people's lives and the practice of social work? How might a historical perspective help us to grasp the ways in which struggles over meaning and power have played out and to better appreciate the human consequences of those struggles? Taken together, these concepts provide a guide for integrative social work that bridges direct practice and community building. The text prepares readers with the theoretical knowledge and practice skills to address the complex challenges of contemporary social work from direct practice with individuals and families, to group work, organizational and community change, and policy analysis and advocacy. Each chapter includes learning activities, reflection moments, practice examples, and the stories and voices of practitioners and service users to engage students as critical thinkers and practitioners. The author encourages teachers and students alike to take risks, move from safe, familiar, pedagogical spaces and practices, challenge assumptions, and embrace uncertainty.
William Simon, a legal theorist with experience in practice, here argues that the profession's standard approach to questions of legal ethics is incoherent and implausible, insisting the critical weakness is the style of judgment.
There is a healthy development in the human service professions these days. At community clinics, private practices, and universities around the country mental health professionals and service providers are working with increased awareness of the toxic effects of social inequities in the lives of people they aim to help. Quietly, by acting out thei
An exploration of how design might be led by marginalized communities, dismantle structural inequality, and advance collective liberation and ecological survival. What is the relationship between design, power, and social justice? “Design justice” is an approach to design that is led by marginalized communities and that aims expilcitly to challenge, rather than reproduce, structural inequalities. It has emerged from a growing community of designers in various fields who work closely with social movements and community-based organizations around the world. This book explores the theory and practice of design justice, demonstrates how universalist design principles and practices erase certain groups of people—specifically, those who are intersectionally disadvantaged or multiply burdened under the matrix of domination (white supremacist heteropatriarchy, ableism, capitalism, and settler colonialism)—and invites readers to “build a better world, a world where many worlds fit; linked worlds of collective liberation and ecological sustainability.” Along the way, the book documents a multitude of real-world community-led design practices, each grounded in a particular social movement. Design Justice goes beyond recent calls for design for good, user-centered design, and employment diversity in the technology and design professions; it connects design to larger struggles for collective liberation and ecological survival.
Practice What You Teach follows three different groups of educators to explore the challenges of developing and supporting teachers' sense of social justice and activism at various stages of their careers.
This book analyzes the practicalities of setting up and running restorative justice schemes, the costs involved and the key professional and ethical issues involved such as victims' and offenders' needs and expectations, community and desistance.
