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Black, Indigenous, and Peoples of Color--reimagine library and information science through the lens of critical race theory. In Knowledge Justice, Black, Indigenous, and Peoples of Color scholars use critical race theory (CRT) to challenge the foundational principles, values, and assumptions of Library and Information Science and Studies (LIS) in the United States. They propel CRT to center stage in LIS, to push the profession to understand and reckon with how white supremacy affects practices, services, curriculum, spaces, and policies.
"Knowledge for Justice: An Ethnic Studies Reader is a joint publication of UCLA's four ethnic studies research centers (American Indian Studies, Asian American Studies, Chicana/o Studies, and African American Studies) and their administrative organization, the Institute of American Cultures. This book is premised on the assumption articulated by Johnnella Butler that ethnic studies is an essential and valuable course of study and follows an intersectional approach in organizing the articles. The book is divided into five sections-Legacies at Fifty, Formations and Ways of Being, Gender and Sexuality, Arts and Cultural Production, and Social Movements, Justice, and Politics-with each center contributing one or more articles or book chapters to each. In focusing on the intersectional intellectual, social, and political struggles that confront all of the groups represented in this anthology, the selections nonetheless articulate the specificity of each racial ethnic group's struggle, while simultaneously interrogating the ways in which such labels or categories are inadequate. The editors selected articles that not only address intersectional issues confronting various ethnic constituencies, but that also complicate the categories of representation undergirding such a project itself"--
Key contemporary discussions of distributive justice have formulated egalitarian approaches in terms of responsibility. But this approach, Hurley contends, has ignored the way our understanding of responsibility constrains the roles it can actually play within distributive justice.
Combining the knowledge and experience of leading international researchers, practitioners and policy consultants, Knowledge for Peace discusses how we identify, claim and contest the knowledge we have in relation to designing and analysing peacebuilding and transitional justice programmes. Exploring how knowledge in the field is produced, and by whom, the book examines the research-policy-practice nexus, both empirically and conceptually, as an important part of the politics of knowledge production.
Barton and Ho present a global vision of social and civic education, one that reorients the field toward justice and harmony. Drawing from diverse philosophical and cultural traditions, as well as empirical research, they introduce curriculum principles designed to motivate and inform students’ thoughtful and compassionate deliberation of public issues. This book argues that the curriculum must prepare young people to take action on issues of justice and harmony—societal ideals that are central to all communities. Effective action depends on deliberation characterized by emotional commitment, collaborative problem-solving, and engagement with diverse perspectives and forms of expression. Deliberation for public action also requires knowledge—of people’s lives and experiences, their insights into social issues, and strategies for advancing justice and harmony. These curriculum principles are illustrated through case studies of public housing, food insecurity, climate change, gender bias, public health, exploitation of domestic workers, incarceration of racialized minorities, the impact of development and environmental change on Indigenous communities, and other pressing global concerns. For additional resources and related information, please visit the authors’ website, www.justiceandharmony.com.
The mobility of people, objects, information, ideas, services, and capital has reached levels unprecedented in human history. Such forms of mobility are manifested in continued advances in communication and transportation capacities, in the growing use of digital and biometric technologies, in the movements of Indigenous, migrant, and women's groups, and in the expansion of global capitalism into remote parts of the world. Mobilities, Knowledge, and Social Justice demonstrates how knowledge is mobilized and how people shape, and are shaped by, matters of mobility. Richly detailed and illuminating essays reveal the ways in which issues of mobility are at the centre of debates, ranging from practices of belonging to war and border security measures, from gender, race, and class matters to governance and international trade, and from citizenship and immigration policies to human rights. Contributors analyze how particular forms of mobility generate specific types of knowledge and give rise to claims for social justice. This collection reconsiders mobility as a key term in the social sciences and humanities by delineating new ways of understanding how mobility informs and shapes lives as well as social, cultural, and political relations within, across, and beyond states. Contributors include Rob Aitken (Alberta), Tanya Basok (Windsor), Janine Brodie (Alberta), William Coleman (Waterloo), Ronjon Paul Datta (Alberta), Karl Froschauer (Simon Fraser), Daniel Gorman (Waterloo), Amanda Grzyb (Western), Suzan Ilcan (Waterloo), Eleonore Kofman (Middlesex), Anita Lacey (Auckland), Theresa McCarthy (Buffalo), Daniel J. Paré (Ottawa), Nicola Piper (Sydney), Parvati Raghuram (Open), Kim Rygiel (Wilfrid Laurier), Leslie Regan Shade (Toronto), Sandra Smeltzer (Western ), Daiva Stasiulis (Carleton), Myra Tawfik (Windsor), and Lloyd Wong (Calgary).
Cognitive Justice in a Global World: Prudent Knowledges for a Decent Life is an edited collection that springs from the now dormant debates known as 'The Science Wars,' which questioned the nature of scientific theories. Learning from the debates about the plurality of truths and opinions, editor Boaventura de Sousa Santos has realized an opportunity for strengthening the relations between the natural and social sciences with more epistemological affinities and for opening up new transnational dialogues between scientists and other producers of knowledge. This book analyses in detail some of the topics that amount to a set of problematic relations between science and ethics; between objectivity and neutrality; between the sociological and theoretical condition of production and the limits of scientific rigor; between public faith in science and the economic powers that determine scientific priorities; and between science and other kinds of knowledge existing in society. Maintaining that global social injustice is by and large epistemological injustice and that there can be no global social justice without global cognitive justice, Cognitive Justice in a Global World is an important collection for higher-level students and researchers in the social sciences, philosophy of science, and intellectual history.
Throughout Latin America, the idea of "justice" serves as the ultimate goal and rationale for a wide variety of actions and causes. In the Chilean Atacama Desert, residents have undertaken a prolonged struggle for their right to groundwater. Family members of bombing victims in Buenos Aires demand that the state provide justice for the attack. In Colombia, some victims of political violence have turned to the courts for resolution, while others reject the state's ability to fairly adjudicate their grievances and have constructed a non-state tribunal. In each of these examples, the protagonists seek one main thing: justice. A Sense of Justice ethnographically explores the complex dynamics of justice production across Latin America. The chapters examine (in)justice as it is lived and imagined today and what it means for those who claim and regulate its parameters, including the Brazilian police force, the Permanent Peoples' Tribunal in Colombia, and the Argentine Supreme Court. Inextricable as "justice" is from inequality, violence, crime, and corruption, it emerges through memory, in space, and where ideals meet practical limitations. Ultimately, the authors show how understanding the dynamic processes of constructing justice is essential to creating cooperative rather than oppressive forms of law.
Presents an analysis of what justice is, the transcendental theory of justice and its drawbacks, and a persuasive argument for a comparative perspective on justice that can guide us in the choice between alternatives.
Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical, focused on explanations for student and school success and failure, and the other philosophical, focused on education’s value and purpose within the larger society. Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines. The contributors explore how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual. Then the authors evaluate constraints on achieving the goals of democracy and justice in the educational arena and identify strategies that we can employ to work through or around those constraints. More than a thorough compendium on a timely and contested topic, Education, Justice, and Democracy exhibits an entirely new, more deeply composed way of thinking about education as a whole and its importance to a good society.