Essential reading for World Day of Social Justice

Posted on 20th February, 2025

Celebrated in 20th February each year, the World Day of Social Justice is an international day recognising the need to promote social justice, which includes efforts to tackle issues such as poverty, exclusion, gender inequality, unemployment, human rights, and social protections.

We asked our journals team to share a selection of articles on 2025’s theme: ‘Strengthening a Just Transition for a Sustainable Future’.

Rethinking entrenched narratives about protected areas and human wellbeing in the Global South from UCL Open Environment

This important article outlines the five entrenched narratives regarding the relationship between protected areas and human wellbeing in the Global South, the and where the first three narratives being conservation being pro-poor, poverty reduction benefiting conservation, and compensation neutralising conservation costs, are problematic. The authors highlight the need to integrate social equity into conservation efforts, especially in light of the proposed expansion of protected areas.

Exploring the implications of university campuses as intercultural spaces through the lens of social justice from London Review of Education

This paper in London Review of Education explores how university campuses can serve as intercultural spaces that promote inclusivity and social justice, particularly in the context of increasing diversity among students. It highlights the need for both top-down and bottom-up strategies to address the challenges of social and academic exclusion, emphasizing the importance of integrating support for home and international students to foster intercultural connections.

Culturally responsive teaching through primary science in Aotearoa New Zealand from London Review of Education

A discussion of the integration of culturally responsive teaching in primary science education in Aotearoa New Zealand, highlighting the lack of support for teachers amidst curriculum changes. It emphasizes the partnership between mainstream science and Mātauranga Māori (Indigenous traditional knowledge) through cultural narratives, demonstrating how this approach can enhance learning and cultural competence for all students.

Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach from London Review of Education

An exploration of a pedagogical approach aimed at promoting justice-oriented teaching in school science education in England, addressing the need for more equitable engagement with STEM subjects. It highlights the importance of supporting teachers in adopting critical pedagogical practices that challenge social inequalities related to race, gender, and class, while emphasizing the value of learners’ cultural and social assets.

Raciality, intersubjectivity and transgression in the Brazilian system of socio-educational services: insights for social education from International Journal of Social Pedagogy

This fascinating article explores the intersection of racism, intersubjectivity, and transgression within Brazil’s socio-educational services, drawing on the theories of Paulo Freire and bell hooks. It presents a theoretical model to address ethnic-racial issues in educational contexts, aiming to enhance social education and inform public policies that promote social justice and anti-racism.