Defining Social Justice
It is expected that students will:
A2 demonstrate effective research skills, including:
- accessing information
- assessing information
- collecting data
- evaluating data
- organizing and presenting information
Suggested Achievement Indicators
Students who have fully met the Prescribed Learning Outcome are able to:
Access a range of information sources on selected topics,
including sources
−from a range of media types (e.g., print, broadcast, online)
−from a range of media producers, including mainstream,
alternative, and specialized (e.g., advocacy networks, special
interest groups, religious)
−representing a range of perspectives
−covering an appropriate timeframe
−that qualify as primary (e.g., original documents, interviews,
surveys, court documents) and secondary (e.g., books,
articles, reports, summaries)
−that deal specifically with social justice issues (e.g.,
community organizations, local and international NGOs,
government and international bodies, government sources
accessed via freedom of information requests)
explain the importance of accessing and considering a range of
information sources (e.g., to acknowledge and challenge own
beliefs and biases, to represent a range of viewpoints)
Students who have fully met the Prescribed Learning Outcome are able to:
Assess the accuracy, reliability, and relevance of collected
information by
−determining examples of point of view, bias, and implicit/
explicit agenda
−deconstructing language (e.g., analysing connotations,
double-speak, emotive conjugation, and euphemism)
−identifying the data collection methods used (e.g., poll,
census, interview, survey)
−differentiating between primary and secondary sources
−checking references to determine the affiliations of the
producer/author
−investigating funding sources or affiliations of the
information
−determining currency of information
−assessing consistency with information obtained from other
sources on the same topic
differentiate between written and non-written histories and
information (e.g., differences in how perspective is expressed
and received)
collect and organize primary data (e.g., designing and
conducting a survey, designing and conducting an interview,
conducting a keyword incidence analysis)
synthesize and evaluate collected data
organize information effectively (e.g., using summaries, notes,
timelines, visual organizers, maps) and present information
using a variety of forms appropriate for the purpose (e.g., written,
oral, graphic)
A6 conduct a self-assessment of their own attitudes and behaviours related to social justice
Suggested Achievement Indicators
Assess their reasons for taking Social Justice 12
respond to questions such as the following to examine their
own attitudes, behaviours, values, and beliefs:
−What are my biases?
−Where do my beliefs come from? (e.g., family, peers, school,
religious teachings, media, experiences)
Glossary
Cultural imperialism
indigenous culture. In the present day, this bias usually results in a lack of visibility and
role models in broadcast media, literature, films, and education resources, but is also
pervasive in laws and in societal values and practices. In present-day North America,
cultural imperialism is commonly manifested as Eurocentrism, the practice of viewing the
world from a European perspective and the implied belief in the pre-eminence of European
concerns and values.
Identity
as a result of a number of influences (e.g., migration, media, technology, pluralism). Identity
becomes a social justice issue when one group’s identity is diminished (e.g., as a result of
cultural imperialism or globalization), or when two or more groups’ identities are in conflict.
of injustice. Systemic analysis focusses on analysing the roles of institutions (e.g., legal,
education, media), infrastructures, and belief systems within a society that may or may not
create unjust situations. It shifts the focus from individuals and their personal experiences
to social dynamics of power imbalance, exclusion, marginalization, etc.
