Course title: Social Justice Education Course No. SJE 529 Full marks: 50 (30T+20P)Nature of the course: Theory + practical Pass marks: 22 (12T+ 10P)Level: M. Ed Periods per week: 3Year: Second Time per period: 55 minutes

Total periods: 90

1. Course DescriptionThis course is designed to assist the students to understand, appreciate and practice the essence of social justice in real life situation. It aims to generate multiplier effect of social justice education extending from the master’s level classroom to the realities of the households. It will also assist the students in familiarizing themselves with the issues of social justice by exploring their own assumptions and beliefs. The students are supposed to identify not only the local social justice issues but also explore their scenario at the national and international contexts. In this sense, the course intends to help the students situate themselves in the lived reality and connect with the macro environment around them.

2. General Objectives The general objectives of the course are as follows:

To make the students familiar with the evolution of the concept of social justice. To enhance the knowledge of students in promoting social justice through affirmative

action. To impart the knowledge on education as a requisite for social justice. To enable the students in assessing the socio-politico-economic structure and social

justice. To make the students familiar with the contribution of social justice for social

development and empowerment. To enable the students in carrying out an enquiry into social movement as a global

movement.

3. Specific Objectives and ContentsSpecific objectives Contents

Describe the concept of social justice along with its historical evolvement.

Identify theoretical foundations of social justice education.

Draw a pedagogical framework for social justice education.

Draw implications from poor and corn laws for the Nepalese context.

Unit I: Concept of Social Justice (10)1.1 Evolvement of the concept of social

justice in the East and the West1.2 Theoretical foundations of social

justice education1.3 Pedagogical framework for social

justice education in the East and West1.4 Implications of poor laws and corn

laws to Nepalese context. Explain education as a

transformative, informative and conservative force to bring changes in the field of social justice.

Unit II: Education for social justice (15)2.1 Education as a conservative force to

change in social justice2.2 Education as transformative force to

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Identify the curricular and pedagogical roles of education

bring change in social justice2.3 Education as reformative force for

social justice2.4 Curricular role for social justice2.5 Pedagogical role for social justice

2.5.1 Classroom practices 2.5.2 Participation and inclusion of

students in the classroom2.6 Extra -curricular role for social justice

2.6.1 Group 2.6.2 Institutional 2.6.3 Individual roles

Relate socio-politico-economic structure with social justice.

Explain the redirection of political, social, economic structure for necessary educational intervention.

Draw implication of free market to social justice.

Unit III: Socio-politico-economic Structure and Social Justice

(20)3.1 Social structure and social justice3.2 Political structure and social justice3.3 Economic structure and social justice3.4 Implications of free market for social

justice3.5 Redirecting above factors for desired

educational interventions Justify social justice as political,

distributive and economic justice. Analyze the concept for equality

and equity. Relate poverty alleviation with

social justice. Define human rights from the

perspective of social development and justice.

Unit IV : Social justice for social development (5)

4.1 Social justice as political, distributive and economic justice

4.2 Critical domains of equity and equality 4.3 Poverty alleviation for social justice4.4 Human rights for social development

and justice.

Relate social justice with empowerment through social defense program; poverty alleviation; self-employment and development programming and welfare of persons with disabilities.

Unit V: Social Justice and Empowerment (5)

5.1 Social defense programs5.2 Employment and poverty alleviation, 5.3 Self employment and development

programs, 5.4 Welfare of persons with disabilities.

Explain the ways of ensuring social justice through affirmative actions as morally relevant characteristics; compensatory justice; equality of opportunity in employment; individual rights and group rights; and pluralism in politics.

Unit VI : Social Justice through Affirmative Action (5)

6.1 Affirmative action and morally relevant characteristics

6.2 Affirmative action and compensatory justice

6.3 Justification of affirmative action in employment

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6.4 Individual rights and group rights6.5 Pluralism in politics

Relate social movement as global movements with focus on children, women, and special needs people, elderly people, indigenous people and other disadvantaged groups of people.

Explain the movements for international conventions and charters.

Identify the forms and nature of social movements.

Draw implications of such movements for social justice.

Unit VII: Social Movements as Global Movements (15)

7.1 Movements for diversified people in Nepal and abroad in relation to children, women, special needs people, elderly people, indigenous people, other disadvantaged groups of people.

7.2 Movements for international conventions and charters

7.3 Forms and nature of international and national social movements

7.4 Implications of such movements for social justice

Point out the indigenous approach to social justice.

Analyse the social movements of women, dalit, indigenous and language minority groups.

Identify the causes and role of domestic violence in relation to women, children, elderly people and deprived people.

Analyze the right based movements of dalits, ethnic, religious minorities and special needs people as a part of social movement.

Derive implications from social movements for distributive justice

Unit VIII: Social Movements and Justice in Nepal (15)

8.1 Indigenous approach to social justice8.2 Social movements of women, dalit,

indigenous and language minority groups

8.3 Domestic violence and social justice in relation to women, children, elderly people and deprived people

8.4 Rights- based movements of dalits, ethnic and religious minorities and special needs people

8.5 Social movements for distributive justice

Note: The figures in the parentheses indicate the approximate periods for the respective units.

4. Instructional TechniquesThe students will be involved in different learning activities as needed. The instructional techniques for this course are recommended to be in two major groups, they are:

4.1 General Instructional Techniques

4.2 Specific Instructional TechniquesStudy and critically analyze the documents published by the UNO agencies, ministry of Education, law and justice related agencies with the government system and national and international organizations in relation to social justice education.

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5. Evaluation Theory Part

Types of questionsTotal questions

to be asked

Number of questions

to be answered and marks allocated

Total marks

Short answer questions 5 questions 5 × 6 marks 30

Practical PartFor the practical part, each student is required to identify and choose one of the contemporary social issues or any area from the last unit and conduct a research based intensive case study for the final the evaluation. S/he is expected to use the relevant theories in describing and explaining the various aspects of the chosen case in order to prepare the case study report for final evaluationSuggested case study format and distribution of marks are as follows:

Contents Internal External1. Introduction

1.1 Statement of the case (with brief background)1.2 Rationale of the selection of the case (showing the importance

of studying the case as a problem)1.3 Objectives of the case study1.4 Research questions 1.5 Delimitations of the case

3 3

2. Review of related literature 2.1 Selection of related theory2.2 Review of related literature

1 1

3. Procedures of the case study3.1 Designing the case3.2 Instrumentation/ Tools: Questionnaires, interviews, focus

group discussion (FGD), field notes, discussion guidelines etc.

3.3 Data collection procedures

2 2

4. Analysis and interpretation of the case4.1 Analysis and interpretation of case based on the collected

information and evidences related to the case. 4.2 Triangulation under specific themes/ sub themes generated

from the information collected.

2 2

5. Findings, conclusions and suggestions5.1 Findings of the case 5.2 Conclusions 5.3 Suggestions to improve the case

2 2

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6. Recommended Books and ReferencesRecommended Books

Adams, M. (1997). Pedagogical frameworks for social justice education. In Adams, M., Bell, L. A. & Griffin, P.(eds)) Teaching for diversity and social justice. New York: Routledge. (For units I and II)

Bell, L. A. (1997). Theoretical foundations for social justice education. In Adams, M., Bell, L. A. & Griffin, P.(eds) Teaching for diversity and social justice. New York: Routledge. (For units I and II)

Bista, D.B. (1992). Fatalism and development: Nepal’s struggle for modernization. Calcutta: Orient Longman (For units III and IV)

Bourdieu, P. (1980).The logic of practice (English translation) translated by Richard Nice, 1990. California: Stanford University Press. (For unit V)

Dumont, L. (1980). Homo hierarchies: The caste system and its implications. Chicago: The University Press. (For unit VIII)

Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press. (For units I, III and V) Mahajan, G. (ed). (1998). Democracy, difference and social justice. London: or New Delhi:

Oxford University Press. (For units IV, VI and VII)Ministry of Labor and Transport Management (2001). National master plan against child labour.

Kathmandu: Author. (For units IV, VII and VIII)Stake, R.E. (1995). The art of case study. California: Sage publication . (For unit VIII)Satture, O. (1993). Child labour in Nepal. Kathmandu: CWIN Nepal (For units IV, VII and

VIII)United Nations (2006). Social justice in an open world: The role of United Nations. New York:

United Nations. (For units II, III, IV and V)Yugh, P. (2000). Social justice and empowerment. Delhi: Kal Paz publications (For units V, VI

and VII)

ReferencesILO conventions: No.29 –forced labor convention (1930), No. 87- freedom of association and

protection of the right to organize (1948), No.98- right to organize and collective bargaining convention (1949), No.100- equal remuneration convention (1951), No.105- abolition of forced labor convention (1957), No.111- discrimination employment and occupation convention (1958), No.138 –minimum age convention (1973) and No.182- worst forms of child labor convention (1999).

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