Abstract
In this chapter, students’ conceptualizations of social justice during their tenure in the Citizen Scholars Program are explored through sharing the definitions and visions that comprise the program participants’ thoughts. Examining when, during the program, these conceptualizations emerge and how these understandings relate to traditional theorizing of social justice, the chapter also highlights elements of the service-learning curriculum that influence these patterns of thinking.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bell, L. A. (1997). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 3–15). New York: Routledge.
Flew, A. (1995). Socialism and ‘social’ justice. Journal of Libertarian Studies, 11(2), 76–93.
Fraser, N. (1997). Justice interruptus: Critical reflections on the “postsocialist” condition. New York: Routledge.
Hayek, F. A. (1976). Law, legislation, and liberty: The mirage of social justice (Vol. 2). Chicago, IL: University of Chicago Press.
Jasso, G. (1998). Studying justice: Cross-country data for empirical justice analysis. Social Justice Research, 11(2), 193–209.
Johnson, M. (1994). Moral imagination: Implications of cognitive science for ethics. Chicago, IL: University of Chicago Press.
Miller, D. (1976). Social justice. London: Oxford University Press.
Miller, D. (1999). Principles of social justice. Cambridge, MA: Harvard University Press.
Mitchell, T. D. (2005). Service-learning and social justice: Making connections, making commitments (Doctoral Dissertation). University of Massachusetts-Amherst.
Mitchell, T. D. (2007). Critical service-learning as social justice education: A case study of the Citizen Scholars Program. Equity and Excellence in Education, 40(2), 101–112.
Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50–65.
Noddings, N. (1999). Introduction. In M. S. Katz, N. Noddings, & K. A. Strike (Eds.), Justice and caring: The search for common ground in education (pp. 1–4). New York: Teachers College Press.
Nussbaum, M. (1990). Love’s knowledge: Essays on philosophy and literature. New York: Oxford University Press.
Rawls, J. (1971/1999). A theory of justice. Cambridge, MA: Harvard University Press.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: SAGE Publications.
Tyler, T. R. (2001). Social justice. In R. Brown & S. L. Gaertner (Eds.), Blackwell handbook of social psychology: Intergroup processes (pp. 344–364). Malden, MA: Blackwell Publishers.
Tyler, T., Degoey, P., & Smith, H. (2001). Understanding why the justice of group procedures matters: A test of the psychological dynamics of the group-value model. In M. A. Hogg & D. Abrams (Eds.), Intergroup relations: Essential readings (pp. 205–228). Philadelphia, PA: Psychology Press.
Wendorf, C. A., Alexander, S., & Firestone, I. J. (2002). Social justice and moral reasoning: An empirical integration of two paradigms in psychological research. Social Justice Research, 15(1), 19–39.
Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.
Young, I. M. (1997). Intersecting voices: Dilemmas of gender, political philosophy, and policy. Princeton, NJ: Princeton University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Mitchell, T.D. (2018). Citizen Scholars’ Conceptions of Social Justice. In: Mitchell, T., Soria, K. (eds) Educating for Citizenship and Social Justice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-62971-1_10
Download citation
DOI: https://doi.org/10.1007/978-3-319-62971-1_10
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-62970-4
Online ISBN: 978-3-319-62971-1
eBook Packages: EducationEducation (R0)