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This set presents a comprehensive analytical study of the state of social justice in India. The four volumes undertake theoretical and empirical inquiry into the various spheres of justice, collectively creating what can be termed a 'report card' of the regime of social justice in the country. Authored by some of the finest ethnographers and analysts in the country, the works approach the issue of justice in the broader context of post-colonial democracy, and look at the limits within which democracy permits justice, social justice in particular. The volumes, which are part of the series State

Social justice

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Social justice.

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"This volume speaks to the use of poetry in critical qualitative research and practice focused on social justice. In this collection, poetry is a response, a call to action, agitation, and a frame for future social justice work. The authors engage with poetry's potential for connectivity, political power, and evocation through methodological, theoretical, performative, and empirical work. The poet-researchers consider questions of how poetry and Poetic Inquiry can be a response to political and social events, be used as a pedagogical tool to critique inequitable social structures, and how Poetic Inquiry speaks to our local identities and politics. The authors answer the question: "What spaces can poetry create for dialogue about critical awareness, social justice, and re-visioning of social, cultural, and political worlds?" This volume adds to the growing body of Poetic Inquiry through the demonstration of poetry as political action, response, and reflective practice. We hope this collection inspires you to write and engage with political poetry to realize the power of poetry as political action, response, and reflective practice." -- Publisher's description.

Social justice.

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"Assessment for learning (AfL) has become an established idea within higher education, based on the evidence that assessment is one of the most powerful drivers of student learning and thus can be harnessed as a means to improve such learning. Assessment for Social Justice extends this idea to look at assessment in higher education through the lens of critical pedagogy and social justice, and as such offers new insights to both fields of enquiry. The starting premise, adapted from AfL, is that the way in which we devise and practice assessment can and should influence the social justice outcomes of higher education. Looking at a number of different theories of social justice, Jan McArthur explores how alternative theories provide the foundations for different perspectives on what counts as just. McArthur invites the reader to rethink familiar positions on assessment and fairness and seeks to explore the full complexity of a critical theory-inspired notion of social justice. Key to this is the work of third generation critical theorist, Axel Honneth. McArthur takes inspiration from his three realms of mutual recognition to reconsider the nature of assessment relationships and practices. A further theoretical strand is introduced in the form of social practice theory, and particularly the work of Theodore Shatzki. McArthur provides a theoretically rigorous understanding of assessment as a social practice, and as a vehicle both for and against social justice. Together with critical theory this work enables a realizable vision of an alternative approach to assessment in higher education, where the underlying aim is greater social justice. Assessment for social justice is explored in two complementary ways--the justice of assessment within higher education, and assessment practices that promote greater social justice through the actions and dispositions of graduates. In doing so, this book contributes to ongoing debates about the nature and purposes of higher education. McArthur argues that students must be nurtured to recognise the social contribution that they can make as a result of engaging with knowledge in higher education, rather than defining their achievements in terms of a mark, grade or degree classification."--Bloomsbury Publishing.

Social justice.

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At least until the beginning of the 1990s, when the paradigm of recognition seemed to supplant the paradigm of redistributive justice theories, all the biggest contemporary political theories attempted to single out injustice in some form of inequality and tried in various ways to make individuals equal within a particular space for interpersonal comparison: whether this be the space of fundamental freedoms, income, wealth, conditions for self-respect, well-being, chances of well-being or capabilities. The objective of this work is to rebuild the main notions of equality and justice which have emerged from the contemporary philosophical-political debate and, at the same time, account for the critical theories that they have inspired, from the theories in which the language of difference adds to or surpasses the language of equality, to the paradigms located radically beyond all those regulatory positions which more or less explicitly arise from the liberal tradition, such as the paradigm of biopolitics, and that of cognitive capitalism.

Social justice.