Social Justice and Intersectionality in Education Contexts
EDLD 7038 - Leadership for Social Justice
University of Cincinna
Introduction
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
Education has a long history of involvement in social justice and it has become increasingly
common for education scholars and education leaders to express having a social justice lens in
their work (Mutch et al., 2007). The focus on creating socially just educational communities
has become more prominent and the term social justice is being used in school mission
statements and educational reform proposals (Mutch et al., 2007). Someone unfamiliar with
the term social justice may see it as being about equality and fairness, or align the term with
human rights (Hocking, 2017); however, the broad range of definitions of social justice within
academic literature makes it difficult to truly understand the concept and apply it effectively to
an educational setting (Hackman, 2005). Hitten & Bettez (2011) write “it is often unclear in
any practical terms what we mean when we invoke a vision of social justice or how this
influences such issues as program development, curricula, practicum opportunities, educational
philosophy, social vision, and activist work” (p.8). This paper will discuss the broad range of
definitions of social justice and how I believe intersectionality is often bound to social
structures that inhibit marginalised groups from achieving success.
Social Justice Defined
Social justice is a multi-faceted philosophical perspective, that arose in the 18th Century
(Hocking, 2017). It is difficult to find a definition for this concept as the “varying
understandings and uses of the term reflect equally diverse goals that traverse a wide spectrum
of political and philosophical perspectives” (Craig, Burchardt, & Gordon, 2008, as cited in
Mutch et al., 2007). While there is significant debate about the definition of social justice, it is
usually referred to as the fair and equitable distribution of resources, opportunities and
responsibilities regardless of a person’s ethnicity, race, gender, religion, sexual orientation or
socioeconomic status (Hudson, 2013). Hayek (n.d., as cited in Novak 2000) states that there
are academic literature and whole books written on this topic without defining it; however, it
seems as though various disciplines provide their individual lengthy explanations and
perspectives. Craig (2002) describes social justice effectively and highlights the multiple
elements of social justice:
“a framework of political objectives, pursued through social, economic, environmental and
political policies, based on an acceptance of difference and diversity, and informed by values
concerned with achieving fairness, and equality of outcomes and treatment; recognising the
dignity and equal worth and encouraging the self-esteem of all; the meeting of basic needs;
maximizing the reduction of inequalities in wealth, income and life chances; and the
participation of all, including the most disadvantaged” (Craig, 2002, pp. 671-672, as cited in
O’Brien, 2009).
Social justice relates to various disciplines, such as education, social work, and law. I believe
as an educator in New Zealand many aspects to your role closely align with these disciplines.
This is because you are responsible for teaching, developing relationships with students,
modelling socially just behaviour, advocating for equity and equality in education and caring
for the wellbeing of your students. I have researched the definition of social justice within these
roles to highlight the common themes throughout the definitions.
Education
Social justice in education takes two forms “within an educational structure and within the
classroom” (Soken-Huberty, n.d, para.6). Social justice within an educational structure refers
to the level of equality and fairness in the treatment of students within the educational
environment (Soken-Huberty, n.d). Educators need to ensure that students have access to the
support and resources they need to be successful, regardless of their culture, ethnicity, gender,
circumstances and background (Gerwitz, 2006). Education environments should founded in
the concept of inclusivity, and teachers should be culturally responsive, empathetic, and
understanding of all learners (Bishop & Glynn, 2003). When leaders in education value social
justice they are able to transform the school culture, promote inclusive pedagogical practices
and adapt the school organization to ensure students from marganilized groups can benefit
(Zembylas & Sotiroula, 2017). School leaders can face barriers when trying to promote social
justice within their school organization, as they cannot control the political aspect of social
justice (Apple, 2009). They often follow a national curriculum, which is influenced by the
current political leaders at the time. Social justice requires school leaders to advocate for
change when they see and unbalance of equity or fairness. Education is crucial for achieving a
sustainable future as the educational success of individuals can influence their social and
economic position in society (Holfelder, 2009). It is important that education supports
individuals to achieve in order for them to be positive, healthy and productive members of
society; however social justice advocacy is needed to by school leaders to achieve this
(Holfelder, 2009).
Social justice within the classroom refers to the teaching of social justice and supporting
students to recognize and respond to societal inequality (Blake, n.d). Providing students with
opportunities to critically analyze social issues from various perspectives and form their own
opinions is essential to social justice education, as some believe that social justice in education
is political (Rochester, 2017). If students are not provided with multiple sides to an argument,
they are denied the opportunity to critically analyze facts and form a judgement (Rochester,
2017). Hackman (2005) states “Social justice education encourages students to take an active
role in their own education and supports teachers in creating empowering, democratic, and
critical educational environments” (p. 103). As teachers, it is common to steer the discussion
toward a desired outcome to support student’s learning, but when educating for social justice
it is important that teachers are “disingenuous in posing as facilitators of student-centered
learning” (Rochester, 2017, para.8). Promoting social justice within an educational structure
requires a commitment to creating an equitable and inclusive learning environment and the
implementation of unbias pedagogical practices (Rochester, 2017). This is to ensure social
justice in education allows equal opportunities for success.
Social Work
The social work code of ethics gives “significant attention to social justice as the basis of social
work practice” (O’Brien, 2009, p.3). Social workers have an ethical responsibility to promote
social justice and engage in political and social action that “ensures that all people have equal
access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully” (The National Association of Social Workers, 2008,
6.04a). They are expected to:
“prevent and eliminate domination of, exploitation of, and discrimination against any person,
group, or class on the basis of race, ethnicity, national origin, colour, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
or mental or physical ability” (National Association of Social Workers, 2008, 6.04d).
Although there is not a clear definition of social justice within the discipline of social work,
advocating for social justice seems to be an underlying concept and lens throughout the work
of a social worker.
Law
There is a lack of a clear definition of social justice within the discipline of law, although the
law can be used to achieve social justice (Chambers, 2016). Current legal social justice issues
include poverty, racism, sexism, climate change, food insecurity and income inequality. Rand
(2006), states “As lawyers, we want our profession to be on the forefront of seeking social
justice” (p.464). Social justice within the discipline of law is to alleviate oppression and work
to “reform the social institutions by which I am enriched and he or she is impoverished”
(Rhodes,1996, as cited in Rand, 2006, p.460).
Although these definitions do not accurately define social justice, the common theme
throughout is the commitment and responsibility to promote a socially just society by
advocating for equity. Whether it be by ensuring individuals have equal access to educational
opportunities, engaging in political and social action or using legal tools to reform social
institutions. Social justice in education requires all of these elements to ensure all students
achieve success regardless of their identity or background.
Intersectionality in Aotearoa
Intersectionality is a concept that was established on the premise that human experience is
jointly shaped by multiple overlapping social identities, such as gender, race, culture, sexuality
and ability (Crenshaw, 2017). The concept identifies that these identities intersect and interact
with each other, creating unique experiences of discrimination and privilege (Crenshaw, 2017).
Kimberlé Crenshaw first developed the concept in 1989 to describe the experiences of black
women in the United States (Crenshaw, 2017). She drew attention to the oppression black
women faced due to their gender and race and argued that the oppressions were experienced
simultaneously and could not be separated (Crenshaw, 2017). Intersectionality helps us to
explain why the membership of multiple marginalised groups can increase the risk of negative
life experiences, while membership of multiple privileged groups can increase the likelihood
of positive life experiences (Settles & Buchanan, 2014, as cited in Roy et al., 2020).
Intersectionality also highlights that members of multiple marginalised groups help to build
resistance and produce unique positive outcomes for individuals (Roy et al., 2020).
In Aotearoa, this concept is relevant to social justice issues that impact diverse communities
and draws on the complex history of colonization and cultural assimilation (Roy et al., 2020).
Individuals from marginalized communities in Aotearoa experience discrimination due to
multiple social identities and this creates significant barriers for them to achieve success (Roy
et al., 2020). Roy et al. (2020), states “Intersectionality provides us with a lens that assists us
in understanding the overlapping of multiple identities and relations to more than one group”
(p.1). This lens allows us to understand how the multiple groups we are aligned with shape us
individually.
Intersectionality and Education in New Zealand
Intersectionality is a critical concept in education in New Zealand. Although the history is
complex, as the Māori experienced colonization and assimilation, the education system is
committed to promoting equal access to opportunities for all students regardless of their
identity or background (Roy et al., 2020). Intersectionality is a lens that educators can use to
promote inclusivity, and cultural identity and allow all students to achieve success (Roy et al.,
2020). It helps to identify the barriers people may face when accessing resources and services.
Intersectionality can be used to support educators' understanding of their student's educational
development, and the barriers they face by being a member of multiple marginalised groups
(Roy et al., 2020). There needs to be an understanding that when an individual is a member of
multiple overlapping social identities, they can face unique experiences of discrimination and
privilege (Crenshaw, 2017).
Intersectionality and Society
The frameworks of society including policies, social structures, economy and cultural norms
have a significant influence on an individual’s social or economic position (Wilkinson, 2002).
An individual's social or economic position impacts their quality of life, opportunities and
overall health (Wilkinson, 2002). I agree with the statement "the intersectionality of
experiences, which continue to sustain and support a form of resilience founded on a sense of
moral purpose, are frequently bound by often-static structures [eg: policy, culture, gender,
socioeconomic status] that fail in their responsiveness and relational attributes to address
aspects of injustice" (Morrison et al., 2017, p. 166). This is because the barriers that
marginalised groups face are often systemic and often require social advocacy and policy
change (Seng et al., 2012). If an individual is a member of multiple marginalised communities,
they will experience the discrimination inflicted on these communities simultaneously (Seng
et al., 2012).
For example, if a rangatahi Māori with disabilities feels excluded from society and they have
been discriminated against, they will have a uniquely negative experience of oppression due to
their overlapping social identities (Crenshaw, 2017). This is because rangatahi Māori have
experienced discrimination, poverty and social exclusion, which has influenced their social
identity (Roy et al., 2020). It has “systematically contributed to a breakdown of traditional
cultural structures for Māori, leaving a legacy of hopelessness and loss of meaning for many
contemporary rangatahi Māori” (Roy et al., 2020, p.11). Social structures have not been
responsive to the barriers of rangatahi
Māori and this has led to poorer educational achievement (Berryman & Eley, 2017). The
barriers that rangatahi Māori face contribute negatively to their quality of life and can lead to
poorer mental health outcomes (Berryman & Eley, 2017). Furthermore, young people with
disabilities often experience discrimination and bullying from their peers, compared to those
without disabilities (Bourke & Burgman, 2010; Chatzitheochari et al., 2016; Kearney, 2009, as
cited in Roy et al., 2020). They have lower levels of participation in education and social or
physical activities, which can hinder their chance of gaining employment (Carroll et al., 2018).
This has an overall effect on their health and wellbeing. For young people with disabilities to
thrive in society they need to be well supported in education and have a social structure that
values equity to ensure they have access to the resources they need. These overlapping social
identities cause an individual to face more barriers in society and are more likely to have a
poorer quality of life (Roy et al., 2020). It is essential that social structures change to promote
equity and that intersectionality is identified within the process of change.
Conclusion
The exploration of academic literature revealed differences in the uses of social justice;
however, a common theme throughout the literature was the essential need to attain equity and
fairness. To promote social justice in all disciplines individuals must acknowledge the systemic
barriers that marginalised communities face and advocate for social justice (Blackmore, 2002).
Blackmore (2002) states “Equity is not a “luxury item” but an essential aspect of a truly civil
society, which will incidentally promote economic growth” (p.218). The concept of
intersectionality supports social structures to understand that individuals can face more
discrimination if they are members of multiple marginalised groups, and societal change is
needed to support these individuals (Roy et al., 2020). Society has not been responsive to the
needs of these communities and it has led to poorer education outcomes, a higher risk of
negative health outcomes and exclusion from society (Roy et al., 2020). A socially just society
requires fair and equitable distribution of resources, inclusivity and advocacy for social justice
(Hudson, 2013). I believe promoting social justice will lead to a more equitable, productive,
and harmonious society, where everyone has the opportunity to succeed and contribute to their
full potential.
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