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Relevant bibliographies by topics / Social Justice Research / Dissertations / Theses

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Dissertations / Theses on the topic 'Social Justice Research'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Dennis, Kelly Sullivan. "Clinical Social Workers' Use of Computer-mediated Intervention and Social Justice." Thesis, Fordham University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743852.

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<p> The aim of this study was to explore how clinical social workers use computer-mediated intervention, as well as, how they incorporate, if at all, the social justice framework in their practice. A qualitative dominant mixed method design using a phenomenological approach was used. The 28 participants in the sample were recruited using purposeful, convenience sampling with criterion and snowball-sampling techniques. The sensitizing concepts of computer-mediated intervention and social justice were measured using the Internet-based Survey including the self-developed questionnaire C<i>omputer

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2

Inness, Michelle Lynn. "Entitlement in social justice research, theory, application, and measurement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ33233.pdf.

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3

Stina, Lyon E. "Social research for social justice : Alva and Gunnar Myrdal and Viola Klein and the history of social science research." Thesis, London South Bank University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593648.

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This thesis addresses questions about the tension in the history of sociology between academic self-description and the practical actuality of ‘doing sociology’ in traditionally broader social and political contexts. In focusing on the work and careers of three socially committed sociological researchers: Gunnar and Alva Myrdal and Viola Klein, it aims to show that activities in the margin of a discipline in themselves constitute an important field of inquiry illustrating the inherent dilemmas and tensions of the discipline: between science and values, theory and practice, the ideological and

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4

Silverman, Sarah Kozel. "ON RESPONSIBILITY: TEACHERS’ CONCEPTIONS OF PROMOTING SOCIAL JUSTICE." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245300262.

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5

Bridges, Christopher E. "Privileged Students: White Men as Social Justice Allies." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1299013051.

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6

Park, Sung Choon. "Teachers' perceptions of teaching for social justice." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211568529.

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7

Keevers, Lynne Maree. "Practising social justice: Community organisations, what matters and what counts." Faculty of Economics and Business, University of Sydney, 2009. http://hdl.handle.net/2123/5822.

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Doctor of Philosophy (PhD)<br>This thesis investigates the situated knowing-in-practice of locally-based community organisations, and studies how this practice knowledge is translated and contested in inter-organisational relations in the community services field of practices. Despite participation in government-led consultation processes, community organisations express frustration that the resulting policies and plans inadequately take account of the contributions from their practice knowledge. The funding of locally-based community organisations is gradually diminishing in real terms and in

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8

Wood, Jeffery W. "Moses's story: Critical literacy and social justice in an urban kindergarten." National Association for the Education of Young Children, 2005. https://zone.biblio.laurentian.ca/dspace/handle/10219/31.

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In this article, Jeffrey Wood reflects on his teacher research project in his kindergarten classroom. Wood focuses on the value of critical literacy as seen through his work with Moses, a student in his classroom. Wood shows us how much we need to consider children’s points of views in early childhood literacy teaching. Wood describes how an important idea such as critical literacy—which involves creating literacy teaching that speaks to children’s identities and empowers them—brings us closer to the worlds of our children and to those moments of insight and learning for ourselves as teachers.

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9

Updike, Lisa Stoneman. "Triggering transformation: College freshmen use children's literature to consider social justice perceptions." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26720.

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This 3-month long, participatory-action research study with 19 college freshmen exposed students to children's literature selections hoping to initiate dialogue on social justice. The following questions guided the study: 1) How do students in a freshman writing course at a small, private liberal arts college initially perceive social justice? 2) How will critical reading of children's literature texts impact students' perceptions of social justice? 3) How do students self-identified as preservice teachers differ from the remainder of class members in relation to the first 2 questions? Data in

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10

Grenardo, Jennifer. "Latino Middle School Students Read to Learn Critical Literacy| Social Justice through Action Research." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615963.

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<p> This action research study explored if changes in the reading curriculum, specifically implementation of critical literacy approaches that acknowledge bicultural students, increase student learning as perceived by teachers and students in a Catholic elementary school, where students have been chronically performing at the lowest level in the Archdiocese of Los Angeles. By using critical pedagogy (Darder, 1991; Freire, 1970; Giroux, 1983; Macedo, 1994; McLaren, 1988) as a theoretical framework, this action research project investigated the effective elements of critical literacy (Cadiero-Ka

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11

Grenardo, Jennifer. "Latino Middle School Students Read to Learn Critical Literacy: Social Justice through Action Research." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/207.

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This action research study explored if changes in the reading curriculum, specifically implementation of critical literacy approaches that acknowledge bicultural students, increase student learning as perceived by teachers and students in a Catholic elementary school, where students have been chronically performing at the lowest level in the Archdiocese of Los Angeles. By using critical pedagogy (Darder, 1991; Freire, 1970; Giroux, 1983; Macedo, 1994; McLaren, 1988) as a theoretical framework, this action research project investigated the effective elements of critical literacy (Cadiero-Kaplan

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12

Helme, Marion Frances. "Appreciating metaphor for participatory practice : constructivist inquiries in a children and young people's social justice organisation." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269996.

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13

Wier, Betsy A. "The Sanctity of Water| Sustainability through Community Engagement and Inclusive Restoration of the Upper Chesapeake Bay." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10681758.

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<p> A robust body of research suggests that inclusive and collaborative approaches to ecological restoration, specifically watershed management, are not only successful but also optimal for long-term sustainability. This research is embedded within the context of the EPA regulated Chesapeake Watershed restoration, which spans six states and requires multiple levels of collaboration and engagement. The research used ethnographic methods to explore what motivated community leaders to engage in water resource conservation and restoration initiatives in Havre de Grace, Maryland, a city on the shor

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14

Scott, Cheri R. "Chronicling the Flint, Michigan Water Crisis| A Rigid Dichotomy Between Environmental Policy and Environmental Justice." Thesis, Union Institute and University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10672392.

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<p> This research study examines the Flint water crisis to determine if Flint residents were the target of a degenerative policy. The study employs critical ethnography to explore the development and implementation of environmental water policy and investigate state-appointed legislator's decision to switch water sources in the city of Flint, Michigan, a predominantly low-income and minority community. In addition to using critical ethnography as a method, the study is interdisciplinary, integrating secondary data from news reports, governmental and nongovernmental documents, and budgets. The

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15

Lally, William E. "The Application of Social Geometry Concerning the Administration of Justice in Cases of Assault." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1393799767.

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Wright, John Bennet Gundlach James H. "Applying social science data tools to criminal justice politics, administration, and research the case of Alabama /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/WRIGHT_JOHN_11.pdf.

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17

Campbell, Christopher M. "Student Perspectives on Procedural Justice and the University Judicial Process." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1237382026.

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18

Mitescu, Reagan Emilie. "Examining the relationships among undergraduate teacher candidates' experiences, perceptions, and beliefs about teaching for social justice." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1992.

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Thesis advisor: Larry H. Ludlow<br>Teacher preparation programs face an urgent call to prepare high-quality and "highly qualified" teachers who teach all students in an increasingly culturally, racially, ethnically, and linguistically diverse student population, and who work toward closing the achievement gap that separates students along these demographic lines. In response, and as part of the current accountability context, there has been greater focus on outcomes in teacher education. Along different lines, also in response to these challenges, there has been an increase in social justice-o

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19

Francis, D., and Roux A. Le. "Using life history to understand the interplay between identity, critical agency and social justice education." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/605.

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Published Article<br>In this article we use the concepts identity, agency and social justice education as a lens to explore the role of life history research in the study of the interconnection between emerging teacher identities, critical agency and social justice education. By exploring the life history of a white woman pre-service teacher, this study foregrounds the use of life history research to help teacher educators to understand the contexts through which student teachers' identities are constructed, and how these identities feed into agency and a stance to bring about social change.

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20

Schwartz, Abegail Faraja. "A social justice approach for counselling psychology in South Africa: lessons from a collaborative action research intervention." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/5233.

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In the past decade, increased attention has been paid to the changing role of counselling psychology in South Africa. The aim of this study is to contribute to the debates about the social responsiveness, scope and focus of the field. The following research question was formulated: What lessons about a social justice approach can a counselling psychologist learn from a youth unemployment community engagement activity? Through engagement with a group of unemployed young people about their status and exploring the role that a counselling psychologist might take, a collaborative action research a

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21

Vaillancourt, Guylaine. "Mentoring Apprentice Music Therapists for Peace and Social Justice through Community Music Therapy: An Arts-Based Study." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1255546013.

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Thesis (Ph.D.)--Antioch University, 2009.<br>Title from PDF t.p. (viewed March 26, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 263-277).

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22

Kaburu, Gilbert. "Teaching for Social Justice in Northern Uganda: The Case of Mission Girl's School." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879.

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23

McKevitt, Susan. "What Keeps Them Going: Factors that Sustain U.S. Women's Life-Long Peace and Social Justice Activism." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1286647915.

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24

Sterling, Eric A. "Linkages between Concentrated Animal Feeding Operation (CAFO) expansion and county board politics in rural Illinois." Thesis, Northern Illinois University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1599719.

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<p> Concentrated Animal Feeding Operations (CAFOs) are rapidly expanding in rural Illinois. This research explores the political power linkages between county boards and corporate entities in four Illinois counties. The hypothesis is that collusion and impropriety within county board politics and CAFO expansion in rural Illinois are attributed to stakeholder influence and power at the local county government level. My research revealed a connection between ownership of CAFOs, county board political power, and endorsement of expansion. Utilizing Walter Goldschmidt’s method of a controlled

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25

Lobb, Peggy. "The Art of Caring: Woman and Restorative Justice." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1281016936.

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26

Miller, Larry S., and John T. Whitehead. "Report Writing for Criminal Justice Professionals." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1455777692.

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The criminal justice process is dependent on accurate documentation. Criminal justice professionals can spend 50-75% of their time writing administrative and research reports. Report Writing for Criminal Justice Professionals, Fifth Edition provides practical guidance--with specific writing samples and guidelines--for providing strong reports. Much of the legal process depends on careful documentation and the crucial information that lies within, but most law enforcement, security, corrections, and probation and parole officers have not had adequate training in how to provide well-written, acc

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27

Leontis, Vassiliki Leonardou. "THE SOCIAL INSTITUTION OF CLINICAL RESEARCH INVOLVING HUMAN SUBJECTS: A CONCEPTUAL AND ETHICAL ANALYSIS." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1136903207.

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28

Pannett, Margaret Lorraine. "Making a livable life in Manchester: doing justice to people seeking asylum." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/making-a-livable-life-in-manchester-doing-justice-to-people-seeking-asylum(308f7f3d-ee5a-4ea1-93d3-69b600f0732e).html.

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This thesis explores how people struggle to make livable lives in the conditions of existence of seeking asylum in the UK. The study is based on ethnographic research, conversations and participant observation, with people seeking asylum in Manchester. Grounding the research in their narratives is a contribution to decolonizing knowledge and doing justice to the sentience of people who are marginalized and pathologized. The narratives are brought into dialogue with feminist and decolonial philosophy and political theory, and with empirical studies of 'refugeedom' from a number of disciplines,

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29

Natarajan, Aravindhan. "Motivational Level and Factors Associated with Stages of Change: Mandated Treatment for Substance Abuse under the Criminal Justice System." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1264190060.

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30

Vah, Seliskar Holli Jeanne. "MOVING FROM BAD KID ISLAND TO SECOND CHANCE COMMUNITY:A CASE STUDY OF AN ALTERNATIVE AND RESTORATIVE SCHOOL." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531918850145748.

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31

McKibbin, Charmaine Zoe, and n/a. "Parent Participation, Action Research and Government Through Community: Lessons from a 1990s Queensland Case Study." Griffith University. School of Arts, Media and Culture, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050210.154526.

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This thesis examines the historical relationship between government and self-government, and the contemporary role that Action Research (AR) occupies as a liberal technology of government. It draws upon the Teaching for Effective Learning in Senior Schooling (TELSS) project as the example. This project, which was based on a 'collaborative' AR methodology, was just one of the many national post-compulsory schooling reform initiatives that emerged during the late 1980s and 1990s. At that time, AR and Participatory Action Research (PAR) were preferred methodologies by education faculty personnel

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32

Atkinson, Kelsey. "Bridging the Justice Gap: Exploring Approaches for Improving Indigent Access to Civil Counsel." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/pomona_theses/121.

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The United States is among one of the only democratic industrialized nations in the world that does not provide guaranteed access to civil representation in cases involving basic human need. This leaves indigent litigants who are at risk of losing their homes or their children left to seek counsel through insufficient pro-bono programs or limited scope legal self-help centers. This thesis provides a history of the struggle for the right to civil counsel, known as Civil Gideon, and explores a variety of proposed solutions to bridge the justice gap for indigent litigants. Despite considerable su

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33

Thomas, L'lia E. "Youth Art Ambassadors| A Youth Participatory Action Research Project Using Social Justice to Incite Change in Classrooms where Teachers Teach Young People of Color." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638632.

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<p> This is a qualitative case study using youth-based participatory action research as a model. The author views the youth-based participatory action research through both a social justice and multicultural lens. The prevalence of Eurocentric ideals in society and in the classroom are addressed and solutions on how to remedy these ideals to foster a greater sense of awareness to discrimination, encourage positive ethnic identity, and increase self-esteem are some of the issues addressed in this research. Instead of approaching the research individually, the researcher joined ranks with middle

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34

Rector-Aranda, Amy. "Critically Compassionate Intellectualism in Teacher Education: Making Meaning of a Practitioner and Participatory Action Research Inquiry." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491303424138702.

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35

Bridges, Patrick Cherie. "Navigating the Silences: Social Worker Discourses Around Race." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1587936621036872.

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36

Crowl, Justin Nicholas. "An Analysis of Music and Its Influence on Adult Lifestyle Choices and Behavioral Tendencies." Youngstown State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1254324107.

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37

Place, Alison L. "IRL Feminism: Bridging Physical and Digital Spaces to Empower Millennial Activists." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1511970317427688.

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38

Santamaria, Cristina Corrine. "Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194619.

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The purpose of this investigation was to support and foster parent participation among Mexican origin parents of special needs children. However, a limited amount of empirical research existed that considered Mexican origin parents' understanding of participation in general and special education settings.Parent participation was viewed as a dynamic and evolving process through which parent participants could construct knowledge and meaning. Novice (newcomer) parents worked with veteran (experienced) parents to learn about participation. Critical and reflective discussions were central to their

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39

Rivers, Jewrell. "Faith-Based Organizations and the Criminal Justice System: Perceived vs. Actual Roles in Serving Offenders, their Families and Communities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/29.

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This research assessed the perceived and actual roles of Faith-Based Organizations (FBOs) in their community and in working with offenders and their families in relation to the Criminal Justice System (CJS). Additionally, the research study evaluated this issue on the local level in an attempt to ascertain whether FBOs still do what they have historically been perceived to do or whether their involvement with the CJS has shifted in any way. Particularly, the research study also examined perceptions of staff members from FBOs regarding services and support provided for families of offenders. Th

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40

Schalk, Samantha Dawn. "When Students Take Action: How and Why to Engage in College Student Activism." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1208968417.

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41

Hom, John S. "Making the Invisible Visible: Interrogating social spaces through photovoice." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284482097.

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42

Kim, InSul. "Art as a Catalyst for Social Capital: A Community Action Research Study for Survivors of Domestic Violence and its Implications for Cultural Policy." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293723512.

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43

Lewis, Denise Y. "Juvenile Delinquency: An Examination of the Disproportionality of Minority vs. Non-Minority Juvenile Offenders Involved with the Juvenile Justice System." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1240968065.

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44

Rygg, Michelle K. "Context, Content, and Practice: Factors Influencing the Social Literacy of Students in One, All-Female, College-Preparatory Catholic High School." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1341192937.

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45

McElvain, James Patrick. "Domestic violence: An evaluation of policy effects on arrests for the Riverside County Sheriff's Department from 1987 to 1997." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1817.

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46

Winter, N. A. "Change in juvenile justice policy : implications for rights and responsibilities : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Social Science at Lincoln University /." Diss., Lincoln University, 2009. http://hdl.handle.net/10182/1286.

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Changes in juvenile justice are often attributed to increases in offending and media attention to crime. A "cycle" of reforms, which alternate between punitive and treatment type responses has been identified. This study explores the possibility that wider socio-political events also have implications for reforms. Nations in which welfare and juvenile justice systems are highly integrated, may exhibit different patterns of policy change than those observed elsewhere. Changes in juvenile justice policy in New Zealand and Sweden are examined. The implications of policy change for the rights and

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47

Garcia, Leyda W. "Unaccompanied Youth in Our Public Schools and Our Opportunity to Lead for Emancipatory Practices (Jóvenes no acompañados en nuestras escuelas públicas y nuestra oportunidad para liderar prácticas emancipatorias)." Digital Commons at Loyola Marymount University and Loyola Law School, 2021. https://digitalcommons.lmu.edu/etd/994.

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Unaccompanied youth are migrant children who travel by themselves to the United States, mostly from Central America and Mexico. Since 2014, more than 200,000 unaccompanied youth have entered the United States, with approximately 28,000 residing in Los Angeles, California (U.S. Customs and Border Protection [CBP], CBP 2018, 2019, 2020, 2021a, 2021b). Hundreds of these young migrants have enrolled in public schools (Pierce, 2016). Schools seek adequate and effective ways to support these students’ complex needs and aspirations. Within the body of research about this sub-group of immigrants there

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48

Lougee, Nicholas 1972. "Who rocks the boat? Environmental organizations in the US: The effects of identities, strategies, and resources on oppositionality of political advocacy." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10529.

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xviii, 274 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Environmental organizations in the US engage in a variety of political practices in order to meet their goals. Some organizations consciously pursue more contentious and oppositional actions to match their goals, while others adopt methods that align with conventional institutional practices to achieve their goals. This variation in the terrain of the environmental movement is indicated by the behavior of the environmental organiz

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49

Levenberg, Bradley G. "Applying the Present to the Past: The Experiences of Five Civil Rights Rabbis in Context of Contemporary Leadership Theory." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1622817065915215.

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50

Tenneson, Katherine B. "San Antonio High School Food Justice Program: A Handbook and Evaluation of Edible Education." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/pitzer_theses/22.

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This senior environmental studies thesis explains and analyzes edible education through a food and gardening program at a continuation high school in Claremont, California. The first chapter situates the program-specific analysis by providing background information of the edible education movement, a history of the Edible Schoolyard in Berkeley, California, and an explanation of why food is a powerful teaching tool. The second chapter delineates the program by describing all of its components and compiling essential resources and teaching documents. The third chapter is based on interviews wit

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