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Introduction to Social Justice

Learning Module

Abstract

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Objectives

Overview:

This learning module provides students an introduction to social justice issues by exploring selected topics. This 1000-level course is designed for a freshman college-level student. 

  • Course can be taken as an elective or as part of a major or minor;
  • 8-week online course through Blackboard (asynchronous-at your own pace); 
  • All reading materials are provided by instructor; 
  • Instructor is available by email and/or Skype or Zoom (by appointment only);  
  • Students are to comment on 3 peers' comments for the week (25% of grade);  
  • Create a comment for the weekly topic designated in the module (25% of grade); 
  • Complete a Final Project and 2 Peer Reviews (50% of grade). 

Objectives:

  • Learn about the foundations of human rights through the analyzing of the Universal Declaration of Human Rights; 
  • Apply human rights in the context of the outlined topics; 
  • Develop an awareness of local and global issues; 
  • Reflect on social justice issues and develop action items. 

Topics addressed: 

  • What is Social Justice? 
  • Universal Declaration of Human Rights 
  • Immigration
  • Human Trafficking
  • Homelessness
  • Access to Water
  • Women's Rights 

1.) What is Social Justice?

For the Student

https://pixabay.com/en/handshake-regard-cooperate-connect-2009195/

What is Social Justice? According to the United Nations: 

  • "While there is no consensus on the meaning and scope of the term, social justice is commonly associated with the creation of a just society, with the underlying assumption that justice implies human welfare through equal rights and share of benefits, fair treatment, recognition of cultural differences, and fair access to resources and opportunities." (United Nations) 
  • promoting development & human dignity 
Media embedded March 2, 2019
  • What responsibilities do governments have in providing stability to its residents? 
  • What can be some of the challenges and benefits of providing social services? 

 

Complete the following surveys: 

  1. “How many slaves work for you?” Survey http://slaveryfootprint.org/
  2. “Global Footprint Network” Survey https://www.footprintnetwork.org/
  3. Human Rights Questionnaire (emailed to students) 

Comment: After completing the “How many slaves work for you?”  and “Global Footprint Network” surveys, share about one aspect in your life that you can work towards changing to decrease your consumption or impact. How does this relate to social justice?

Comments should be 200 words or more. Comment on 3 peers' comments. 

For the Instructor

Define term: Social Justice 

Pre-Survey: 

Using Survey Monkey or other survey generator, create a survey with the questions in the PDF below. This survey will gauge students on Human Rights. Email the survey to students and instruct to complete by the end of the first week. Keep track of completion of this survey. 

Teaching Tolerance: Human Rights Questionnaire

Survey: 

Students will take two surveys (links provided below). It is recommend the instructor take the survey to understand what the students are taking.

  1. “How many slaves work for you?” Survey http://slaveryfootprint.org/
  2. “Global Footprint Network” Survey https://www.footprintnetwork.org/

Students will not be required to share the results of this survey with peers but rather share what they can do to work towards implementing a personal change. 

This begins the Learning by Design Pedagogy of "Experiencing." Students begin to become self-aware of their own personal choices, experiences and beliefs.  

Experiencing: 

  • the known – learners reflect on their own familiar experiences, interests and perspectives.
  • the new – learners observe or take part in something that is unfamiliar; they are immersed in new situations or contents.
Learning by Design Pedagogy

 

References: 

http://newlearningonline.com/learning-by-design/pedagogy 

https://www.tolerance.org/magazine/by-virtue-of-being-human-a-human-rights-questionnaire 

https://www.unescwa.org/sites/www.unescwa.org/files/publications/files/social-justice-concepts-principles-tools-challenges-english.pdf 

http://slaveryfootprint.org/ 

https://www.footprintnetwork.org/ 

https://youtu.be/6EgWzmf6w7Y

https://pixabay.com/en/handshake-regard-cooperate-connect-2009195/  

2.) Universal Declaration of Human Rights (UDHR)

For the Student

https://pixabay.com/en/human-rights-icon-scale-1294855/

What are Human Rights? According to the United Nations: 

  • "Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Everyone is entitled to these rights, without discrimination" (United Nations) 

 

Read the Universal Declaration of Human Rights (UDHR): http://www.un.org/en/universal-declaration-human-rights/index.html. Be sure to bookmark this link or download the PDF version available on the site. You will be referencing this document throughout the module. 

  • World War II urged the world to reassess the mass human rights violations that prompted leaders to come together 
  • Adopted by the United Nations in 1948 
  • Created by representatives from different countries and backgrounds 
  • "Universal" document that agrees on what human rights are and that all are entitl and protected 
  • Influenced the creation of other policies and sets of beliefs by countries and governments 
https://www.facinghistory.org/resource-library/image/udhr-infographic

 

Media embedded February 16, 2019
  • If human rights are protected, why do we continue to see injustices? 
  • How can this document be applied to countries where oppressive leaders rule? 

 

Comment: Choose one Article in the UDHR and relate this to a current human rights issue in their state, US, or around the world. Assess the human rights issue by providing the benefits and challenges. 

Comments should be 200 words or more. Comment on 3 peers' comments.

For the Instructor

Define term: human rights 

Exploring the Universal Declaration of Human Rights from a historical perspective and why this document is important. 

History of the Document: 

Build a foundation of human rights so that students will be able to make connections to social justice issues and be able to analyze and describe violations and injustices. 

Learning by Design Pedagogy:

Conceptualizing: 

  • by naming – learners group things into categories, apply classifying terms, and define these terms.
  • with theory – learners make generalisations using concepts, and connect terms in concept maps or theories.

 

References: 

http://www.un.org/en/universal-declaration-human-rights/index.html

https://pixabay.com/en/human-rights-icon-scale-1294855/

https://youtu.be/JaHwy5tdLOY

https://www.facinghistory.org/resource-library/image/udhr-infographic 

http://www.un.org/en/sections/issues-depth/human-rights/ 

http://www.un.org/en/sections/universal-declaration/history-document/index.html 

http://www.un.org/en/sections/universal-declaration/drafters-universal-declaration-human-rights/index.html

http://newlearningonline.com/learning-by-design/pedagogy

3.) Immigration

For the Student

https://pixabay.com/en/map-of-the-world-human-group-1005413/

 

 

Media embedded February 16, 2019
  • Does history continue to repeat itself towards immigrants? 
  • How do policies protect or leave vulnerable immigrant communities? 

Comment: How has the history of immigration in the United States shaped the views on immigration today? Elaborate on one example of how a group has been oppressed. What can you do to help this issue? Connect this to one Article from the UDHR.

Comments should be 200 words or more. Comment on 3 peers' comments.

For the Instructor

Immigration is a delicate topic but one that needs to be at the forefront of social justice issues. Students are building on their knowledge around immigration with a historical perspective and current policies in the U.S. 

Monitor student comments to make sure there is a level of respect and constructive dialogue. 

 

Learning by Design Pedagogy: 

Analyzing: 

  • functionally – learners analyse logical connections, cause and effect, structure and function.
  • critically – learners evaluate their own and other people’s perspectives, interests and motives.

 

References: 

https://pixabay.com/en/map-of-the-world-human-group-1005413/

https://www.socialworkers.org/LinkClick.aspx?fileticket=9diqjSxR4Ik%3d&portalid=0

https://youtu.be/18pL2VmoMCQ 

http://newlearningonline.com/learning-by-design/pedagogy

 

4.) Human Trafficking

For the Student

https://pixabay.com/en/photos/trafficking/

What is Human Trafficking? According to the United Nations: 

  • "Trafficking in Persons as the recruitment, transportation, transfer, harbouring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation" (United Nations). 
  • Read "What is Human Trafficking?" https://www.dhs.gov/blue-campaign/what-human-trafficking 
  • Read "Myths & Misconceptions" https://www.dhs.gov/blue-campaign/myths-and-misconceptions#

Elements of Human Trafficking: 

  • The Act (What is done)
  • The Means (How it is done)
  • The Means (How it is done)
Elements of Human Trafficking- United Nations
Media embedded February 16, 2019
  • What are some myths around human trafficking? 

 

Comment: Human trafficking is prevalent throughout the world. Research one type of industry in which human trafficking is used for forced labor. Connect this to one Article from the UDHR.

Comments should be 200 words or more. Comment on 3 peers' comments.

 

Policy Brief Final Project:

Submit your brief topic via email to the instructor. Topic should be from the topics explored in this course.

For the Instructor

Define term: Human Trafficking 

This topic will provide students an overview of the many "faces" of human trafficking and how common it actually is. 

Learning by Design Pedagogy:

Analyzing:

  • functionally – learners analyse logical connections, cause and effect, structure and function.
  • critically – learners evaluate their own and other people’s perspectives, interests and motives.

Students will be submitting their Policy Brief topic via email. 

References: 

https://www.unodc.org/unodc/en/human-trafficking/what-is-human-trafficking.html#What_is_Human_Trafficking 

https://pixabay.com/en/photos/trafficking/

https://www.dhs.gov/blue-campaign/what-human-trafficking

https://www.dhs.gov/blue-campaign/myths-and-misconceptions#

5.) Homelessness

For the Student

https://pixabay.com/en/homeless-homelessness-poverty-3987525/

What is Homelessness? According to the United Nations: 

  • "In its Recommendations for the Censuses of Population and Housing, the CES identifies homeless people under two broad groups: (a) Primary homelessness (or rooflessness). This category includes persons living in the streets without a shelter that would fall within the scope of living quarters; (b) Secondary homelessness. This category may include persons with no place of usual residence who move frequently between various types of accommodations (including dwellings, shelters and institutions for the homeless or other living quarters). This category includes persons living in private dwellings but reporting ‘no usual address’ on their census form" (United Nations Economic Commission for Europe)
  • Look up your state (if in the U.S.) to learn about homelessness.  https://endhomelessness.org/
  • Look up your country to learn about homelessness. If you can't find your country, choose any country or state in the U.S. https://homelessworldcup.org/homelessness-statistics/ 
State of Homelessness in U.S.

 

Media embedded February 16, 2019
  • Homelessness is prevalent throughout the world and even in some of the most expensive cities. 

Comment: Research homelessness where you live. What are some statistics and challenges? What is being done to address this issue? What can you do to help this issue? Connect this to one Article from the UDHR.

Comments should be 200 words or more. Comment on 3 peers' comments. 

For the Instructor

Define term: Homelessness

Students are introduced to this topic by learning about homelessness in Los Angeles, California. 

Analyze how social, environmental and political factors can contribute towards people becoming homeless.

Students are prompted to research homelessness statistics either in their state or country and how they can help contribute towards change. 

Learning by Design Pedagogy:

Analyzing:

  • functionally – learners analyse logical connections, cause and effect, structure and function.
  • critically – learners evaluate their own and other people’s perspectives, interests and motives.

 

References: 

https://pixabay.com/en/homeless-homelessness-poverty-3987525/ 

https://endhomelessness.org/

https://homelessworldcup.org/homelessness-statistics/

https://youtu.be/WYCbdQ2uF8c 

https://www.unece.org/fileadmin/DAM/stats/documents/ece/ces/ge.41/2009/7.e.pdf

https://endhomelessness.org/homelessness-in-america/homelessness-statistics/state-of-homelessness-report/

6.) Access to Water

For the Student

https://pixabay.com/en/latvia-kolka-pollution-beach-sea-1349659/

Why does access to clean water matter? 

  • Read Goal #6 of the UN Sustainable Development Goals: 
  • "Water scarcity, poor water quality and inadequate sanitation negatively impact food security, livelihood choices and educational opportunities for poor families across the world. At the current time, more than 2 billion people are living with the risk of reduced access to freshwater resources and by 2050, at least one in four people is likely to live in a country affected by chronic or recurring shortages of fresh water. Drought in specific afflicts some of the world’s poorest countries, worsening hunger and malnutrition. Fortunately, there has been great progress made in the past decade regarding drinking sources and sanitation, whereby over 90% of the world’s population now has access to improved sources of drinking water" (United Nations) 
  • Goal-6.pdf
    Media embedded March 2, 2019

     

Media embedded March 2, 2019
  • Who are the most impacted by lack of access to clean water? 

Comment: Reflect and describe on 5 different ways you use water. How accessible is this water?If you did not have water for the 5 different ways you described, how would this impact your life?Connect this to one Article from the UDHR.

Comments should be 200 words or more. Comment on 3 peers' comments. 

Submit: Policy Brief draft. 

For the Instructor

Question: Why does access to clean water matter?

Students are introduced to this topic to understand that environmental justice is also part of social justice. 

Learn about lack of access to clean water in different parts of the world. 

Prompt a reflection on how much water the student consumes and continue to reflect on human rights violations. 

Learning by Design Pedagogy:

Analyzing:

  • functionally – learners analyse logical connections, cause and effect, structure and function.
  • critically – learners evaluate their own and other people’s perspectives, interests and motives.

Students will be submitting Policy Brief draft. Next step will be to assign 2 policy briefs per student for review. Email the following rubric for students to use when reviewing paper. 

Peer Review Rubric

References: 

https://youtu.be/yPxMOzN0Uq4 

https://www.un.org/sustainabledevelopment/water-and-sanitation/ 

https://youtu.be/KihgZDYSfks 

https://pixabay.com/en/latvia-kolka-pollution-beach-sea-1349659/

http://home.snu.edu/~hculbert/criteria.pdf

7.) Women’s Rights

For the Student

https://pixabay.com/en/education-job-search-girl-power-3245768/

Why are Women's Rights important? According to the United Nations: 

  • Laws and policies prohibit women from equal access to land, property, and housing
  • Economic and social discrimination results in fewer and poorer life choices for women, rendering them vulnerable to trafficking
  • Gender-based violence affects at least 30% of women globally
  • Women are denied their sexual and reproductive health rights
  • Women human rights defenders are ostracized by their communities and seen as a threat to religion, honour or culture
  • Women’s crucial role in peace and security is often overlooked, as are the particular risks they face in conflict situations (United Nations Office of the High Commissioner) 

 

Media embedded February 16, 2019

United Nations Infographic

 

Comment: Research and choose one aspect of women's rights issue and describe how this can be addressed. What would you propose as a policy to be in place to protect women? Connect this to one Article from the UDHR.

Comments should be 200 words or more. Comment on 3 peers' comments.

Submit: Peer Review Assignment 

For the Instructor

Question: Why are Women's Rights important? 

Women's rights is a broad topic and is flexible to include any topic you would like to focus on. Using the infographic, students are able to choose an issue to write about in their comment. 

http://www.un.org/en/sections/issues-depth/gender-equality/ 

Students will be submitting Peer Review Assignment. 

 

References: 

https://pixabay.com/en/education-job-search-girl-power-3245768/  

https://youtu.be/FIUrV1TkfDU

https://www.ohchr.org/en/issues/women/wrgs/pages/wrgsindex.aspx

 

8.) Final Project

For the Student

In this course, we have explored social justice issues using the Universal Declaration of Human Rights as a framework to understanding human rights. From the topics discussed (immigration, human trafficking, homelessness, access to water, women's rights), choose one topic and create a policy brief. The purpose of the policy brief is to examine a social justice issue and provide a recommendation. The policy brief should be: 

  • 5 pages
  • Double-spaced
  • Times New Roman
  • 12-point font, 1 inch margins
  • Utilize minimum 3 sources 
  • Incorporate at least one Article from the UDHR document 
  • Title
  • Executive Summary
  • Context or Scope of Problem
  • Policy Alternatives
  • Policy Recommendations
  • References 

Resource for writing the Policy Brief: 

https://writingcenter.unc.edu/policy-briefs/ 

http://www.fao.org/3/i2195e/i2195e03.pdf 

Rubric: 

Policy Brief Rubric

 

For the Instructor

Students should have an overall understanding that social justice issues exist on a local and global level. The weekly comments challenge students to think about their own experiences and understandings around the selected topics and to think about what they can do to make personal changes.

Students will be writing a Policy Brief about one of the topics discussed in class for their final project. This will encourage students to consider the political implications in creating change.  

 

 

Rubric for Policy Brief

Resources: 

http://home.snu.edu/~hculbert/criteria.pdf