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Descriptors:
Justice; Intellectual Development; Models; Teaching Methods; Definitions; Ethics; Information Sources

Abstract:
There are many models for education that place students in the forefront. This proposed model for informational education presents a particular structural and pedagogical suggestion that aims at enabling students to grow intellectually. It also situates education, as a human action, with a system of justice. The intellectual and personal growth of students, as is demonstrated here, depends upon a clear idea of what is just within institutions and among people. Definitions and examples are offered wherever possible to illustrate the efficacy of the suggested model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Educational Policy; Equal Education; Sex Fairness; Discourse Analysis; Gender Issues; International Organizations; Feminism; Empowerment; Justice; Gender Differences; Social Differences

Abstract:
Girls' education has been a focus of international development policy for several decades. The discursive framing of international organizations' policy initiatives relating to girls' education, however, limits the potential for discussing complex gender issues that affect the possibilities for gender equity. Because discourse shapes our understanding of reality, the emphases and omissions of policy language can affect our understanding of complex issues such as the challenges of girls' education in international development. Using feminist critical policy discourse analysis, this study analyzes 300 policy documents, published between 1995 and 2008, that represent the "public face" of 14 organizations active in the field of international development education. We examine three types of discursive arguments given in the documents for educating girls: justice arguments, utility arguments, and empowerment arguments. We show that the robustness of "gender", and related concepts such as equity and equality as theoretical constructs, are limited, which is a factor constraining what can be understood as important in gender equity in education. Policy remains focused on girls and not gender (or boys), and on easily measurable indicators (counting boys and girls in school). This policy discourse does little to recognize that gender as a social process reproduces--or has the potential to challenge--social inequities. (Contains 1 table and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Risk Management; Role Conflict; Ethics; Foreign Countries; Mental Retardation; Justice; Criminals; Caseworker Approach; Civil Rights; Correctional Rehabilitation; Vocational Rehabilitation; Change Strategies; Institutionalized Persons; Normalization (Disabilities); Ambiguity (Context); Therapy; Client Characteristics (Human Services); Individual Characteristics; Caregiver Role; Role Perception; Semi Structured Interviews; Focus Groups

Abstract:
In New Zealand, the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 provides diversion for persons with an intellectual disability who have been charged with, or convicted of, a criminal offence. This unique Act moves the responsibility for such "care recipients" from the criminal justice system to a disability sector that values a social model of disability and philosophies of autonomy, choice and normalisation. This research identified dilemmas faced by care managers legally responsible for care recipients. Care managers experienced: tension between imperatives of risk management, rehabilitation and human rights; role ambiguity between"custodian" or "therapist"; philosophical incongruity within their services; and ethical dilemmas over decisions to lengthen care orders. The changing care recipient population has intensified these dilemmas: services must now adapt to the needs of young, street-wise people with alcohol and drug problems and histories of criminal behaviour. The article makes recommendations about how these dilemmas can be addressed. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indigenous Populations; Females; Educational Quality; Foreign Countries; Self Determination; Politics; Interviews; Racial Bias; Feminism; High School Students; Disadvantaged; Role; Secondary School Students; Suburban Schools; Justice

Abstract:
This paper presents data from a study of secondary school for girls, the majority of whom identify as Indigenous Australian. "Gamarada" High School is located in a suburban area of Queensland (Australia) and was established to provide quality education for disadvantaged girls. The paper draws on student and teacher interview data from a broader study that was concerned with examining how the school addressed the economic, cultural and political dimensions of Indigenous girls' disadvantage. The focus here is on issues of political justice in relation to Indigenous representation and, more specifically, how such representation at the school supports the key Indigenous equity priority of self-determination. Feminist post-colonial theories are drawn on to argue the importance of educators engaging with a politics of representation that initiates theory from the social location of Indigenous experience, reflects an anti-racist/anti-colonial agenda and recognises and values the central role relationality plays in Indigenous lives. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Figurative Language; Authoritarianism; History Instruction; Victims; War; Teaching Methods; Ideology; Politics; Justice

Abstract:
Michalinos Zembylas examines how history education can be reconceived in terms of Jacques Derrida's notion of "hauntology," that is, as an ongoing conversation with the "ghost"--in the case of this essay, the ghosts of disappeared victims of war and dictatorship. Here, Zembylas uses hauntology as both metaphor and pedagogical methodology for deconstructing the orthodoxies of academic history thinking and learning about "the disappeared." As metaphor, hauntology evokes the figure of the ghost in order both to trouble the hegemonic status of representational modes of knowledge in remembrance practices and to undermine their ontological frames and ideological histories. As pedagogical methodology, hauntology reframes histories of loss and absence and uses them as points of departure to acknowledge the complexities and contradictions that emerge from haunting. "Pedagogies of hauntology" are constituted as responses to "spectacle pedagogy" in teaching about the disappeared, that is, a ubiquitous form of representation that manifests the ghosts in a sensationalized and ideological manner. (Contains 59 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethics; Decision Making; Foreign Countries; Employees; Organizational Culture; Supervisor Supervisee Relationship; Employment Practices; Correlation; Regression (Statistics); Personnel Evaluation; Work Attitudes; Work Environment; Job Satisfaction; Justice

Abstract:
Ethics in decision making has been an issue for academics, practitioners, and governmental regulators for decades. In the last decade, numerous scandals and consequently many corporate crises in the global business world have added credence to the criticisms of business ethics. Therefore, it is vital to understand the factors affecting employees' ethical decision making. Culture also has a strong impact on decision making. Paternalism is the combination of strong discipline, subordinate loyalty, and the superior's generous concern for that subordinate, culminating in a more intricate and dominating relationship in the organization. A paternalist culture, by its very nature, has a powerful impact on decision making. Investigating the various factors affecting the decision-making process guides practitioners and managers toward taking the necessary steps to prevent unethical events in the future. In this study, the impacts of positive perception of distributive justice and performance appraisal fairness on employees' ethical decision making in paternalist organizational culture are investigated. The total sample (N = 107) contained white-collar employees working in five small-medium enterprises in Turkey. The data was analyzed using correlation and regression analysis. The results showed only perception of performance appraisal fairness has an impact on employees' ethical decision making. The study concludes by discussing the implications of the results for researchers interested in exploring ethical decision making and performance appraisal systems. Recommendations for future research are also presented. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Control; Socialization; Rewards; Psychology; Social Control; Delinquency; Age Differences; Correlation; Crime; Adolescent Development; Longitudinal Studies; Interviews; Statistical Significance; Justice; Peer Influence; Victims; Interpersonal Relationship; Emotional Development; Social Development; Attribution Theory; Young Adults; Antisocial Behavior; Employment; Marriage; Juvenile Gangs

Abstract:
Age is one of the most robust correlates of criminal behavior. Yet, explanations for this relationship are varied and conflicting. Developmental theories point to a multitude of sociological, psychological, and biological changes that occur during adolescence and adulthood. One prominent criminological perspective outlined by Gottfredson and Hirschi claims that age has a direct effect on crime, inexplicable from sociological and psychological variables. Despite the attention this claim has received, few direct empirical tests of it have been conducted. We use data from Pathways to Desistance, a longitudinal study of over 1,300 serious youthful offenders (85.8% male, 40.1% African-American, 34.3% Hispanic, 21.0% White), to test this claim. On average, youths were 16.5 years old at the initial interview and were followed for 7 years. We use multilevel longitudinal models to assess the extent to which the direct effects of age are reduced to statistical and substantive non-significance when constructs from a wide range of developmental and criminological theories are controlled. Unlike previous studies, we are able to control for changes across numerous realms emphasized within differing theoretical perspectives including social control (e.g., employment and marriage), procedural justice (e.g., perceptions of the legitimacy and fairness of the legal system), learning (e.g., gang membership and exposure to antisocial peers), strain (e.g., victimization and relationship breakup), psychosocial maturity (e.g., impulse control, self-regulation and moral disengagement), and rational choice (e.g., costs and rewards of crime). Assessed separately, these perspectives explain anywhere from 3% (procedural justice) to 49% (social learning) of the age-crime relationship. Together, changes in these constructs explain 69% of the drop in crime from ages 15 to 25. We conclude that the relationship between age and crime in adolescence and early adulthood is largely explainable, though not entirely, attributable to multiple co-occurring developmental changes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music Education; Music Teachers; Altruism; Philosophy; Ethics; Caring; Theories; Feminism; Justice; Teacher Student Relationship

Abstract:
In "The Good Life of Teaching: An Ethics of Professional Practice," Chris Higgins (2011) reminds people that "self-interest and altruism, personal freedom and social roles, and practical wisdom and personhood" have been ancient philosophical topics that remain vitally important in the practice of contemporary teaching and learning. One of the most fundamental questions Higgins raises is this: "How do we reconcile self-regard and concern for others?" Higgins echoes John Dewey's concern for "balancing the distinctive capacity of an individual with his social service." In other words, and educationally speaking: What does it mean to live "the good life" as an educator? And what occurs when educators connect their answer to two related questions: "Why teach?" and "How should I live?" In answering these questions, Higgins combines arguments put forward by MacIntyre, Arendt, Dewey, Gadamer, and others, and considers human flourishing ("eudaimonia"), ethics, and the internal goods of practices--combined concerns that music and music education philosophers often neglect. While Higgins is centrally concerned with the quest for "the good life," he is equally concerned with the idea that "professional ethics should concern the needs, desires, aspirations, and welfare of practitioners themselves." The author is extremely supportive of the general claims of Higgins's detailed and erudite discussion, and she finds quite persuasive his emphasis on the importance of virtue ethics in education. In this essay the author focuses primarily on his claim that ""virtue" ethics...needs teaching as much as teaching needs "virtue" ethics" (italics added, 10). She wishes to proffer sympathetically that additional concepts of selfhood and ethics may have a place in Higgins's project, in discussions of educational ethics, and in ethics for music education. Specifically, the author introduces key themes from the relatively recent fields of "enaction" and "care ethics," explaining what she thinks they might contribute to one's understandings of ethics (and virtue ethics) in music education. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Change; Innovation; Role; Justice; Organizations (Groups); Work Environment; Creativity; Employees; Organizational Climate; Research Needs

Abstract:
To provide a more developed research model of innovation in organizations, we reconsidered current thinking about the effects of organizational justice on innovative behavior at work. We investigated the mediating role of perceived organizational support (POS) between the two constructs. As hypothesized, empirical results showed that justice dimensions were related to innovative behavior of employees, whereas all of their relationships became no longer significant when POS intervened (full mediation). This indicates that organizational justice promotes innovative behavior through the psychological mechanism of POS rather than directly. We discussed implications and limitations of this study, and proposed future research avenues. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Studies; Secondary School Curriculum; Moral Values; High School Students; Teaching Methods; Justice; Transformative Learning

Abstract:
Many competing ideas exist around teaching "standard" high school social studies subjects such as history, government, geography, and economics. The purpose of this paper is to explore the potential of social studies teaching and learning as a moral activity. I first propose that current high school curriculum standards in the United States often fail in focusing on the kinds of sustained discourse and ideas necessary for students to develop an awareness and commitment to justice in a pluralistic society. I then make the argument that understanding social studies as an inherently moral activity creates a space for transformative and meaningful learning to occur. Lastly, I contend that public schools are inextricably linked to understanding and creating elements of a just society and as such, hold equal potential to both support and severely hinder its development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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