Social justice: concepts and contemporary applications

Social Justice

We have described one of the roles of social justice work as that of the "bricoleur," What is the significance of this role for the process of research and evaluation?

The reading explains that the bricoleur is mindful of the subjective nature of inquiry and the preferences that inquiries bring during research. In fact, every part of a research project, from thesis to drafting is different depending on the personality and preferences of the researcher. Being aware of this is key to ensuring an unbiased approach to the study. The means of reaching a state of unbiased study and reflection is through the same approach as the bricoleur. Researchers must step back and study the various components behind the motives for the study. Once the motives are evaluated and the researcher made aware of any potential biases, then the study can be conducted with the researcher effectively stepping back to evaluate the overall work. By stepping back at various points throughout the research and drafting, the final created report brings both the researcher's personality along with the subject's personality and communication to the forefront.

Question 2: What are the common linkages between participatory approaches to evaluation and social work's theory base discussed in Chapter 5?

Participatory research is research that allows the subjects to be in their normal environment (Selener, 1997). The purpose behind participatory research is to eliminate prior restraints commonly associated with formal studies. Often researchers assume that a study is meant to be top-down and the person forming the study is in charge of how the study should go. In a participatory approach, the researcher becomes an anonymous participant. This allows for more freedom of expression from the actual research subjects, as there are no assumed rules or restrictions in their responses (Cornwall, 2009).

Another common link between participatory approaches and the theory base is the fact the subjects are fragile. Often children and parents within the situations are struggling to make ends meet or life normal, so honestly and actively participating in a research study may not be very appealing to that person. Take for instance a study on preschool children. Taking a child alone into an interview room is highly intimidating. Instead, a researcher can use a more creative approach, such as asking the child to make a song or act out a play. The researcher takes on an active role encouraging the interaction. While the initial ideas presented to the child may be directed a specific way for the study, the results will be much more sporadic and useful for interpretation and reflection.

Question 3: Are there other suggestions you might have for building critical reflection skills beyond those discussed in the chapter?

One of the most effective means of critical reflection I have found is meditation on an issue. Ironically enough, I have drafted my best critical analysis in my mind during a 30 minute nap. The simple time taken to clear the mind of everything else can add a heightened sense of focus and analysis that is otherwise not achievable.

Another critical reflection strategy that can be effective is mapping out ideas and arguments (Fook, 2007). A very helpful example would be to form a spider's web using the prescribed beliefs and train of thought to reach those beliefs. This approach forces the researcher to make the necessary connections, link only the applicable links, and address the disconnects. Other styles along this same line could be diagrams or even factor trees. The idea is to present all the associated facts and beliefs on paper and then organize those beliefs logically, providing many linkages that would otherwise have been missed (Mezirow, 1998).

Question 4: Give your current practicum, practice, or volunteer setting, how could you evaluate the effectiveness of your practice? How could you make it participatory?

I currently tutor group home kids as my volunteer setting. For the most part my practice is one-on-one sessions where I help the kids think outside of the standard education box. The approach for group home kids is very different than regular kids as most are not motivated to work hard in school. The fact is that the kids are on their own in the group home. They are expected to advocate for themselves in school and be responsible for completing their own schoolwork at the home. It is this angle of their surroundings that I have sought for many months to improve. I so desperately want to empower the kids to take ownership of their work and fight for a better future.

Perhaps the best way I could make this goal a reality is through some participatory sessions with the whole group home. Thus far my tutoring has been one-on-one and focused on school work. What the children might benefit from even more is a reality check in the life that awaits them if they do not press on and work hard in school. Something such as having the kids act out a skit that presents possible futures for them or watch a movie about a group home kid who beats the odds would help motivate the kids to succeed.