injustice   1115

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Learning disability 'trapped' in hospitals as NHS target missed - BBC News
Figures for March show that there are at least 2,260 people with learning disabilities or autism staying in hospitals in England - most for around two years, with half being kept in secure wards. [...] But charity Mencap said "hundreds of people with a learning disability who should have been living in the community are still trapped in in-patient settings".

The charity said families were often powerless to get them out and people could be locked up for years on end, instead of being supported in their communities.
NHS  Austerity  Council  Disabled  Minority  Gesellschaft  Zivilgesellschaft  Society  care  failure  nasty  party  Tories  CON-servative  Conservative  Theresa  May  human  rights  injustice 
3 days ago by asterisk2a
Michael Dutton: Why Stop & Shop workers could be on picket lines - NewsTimes
Why is Stop & Shop looking to cut benefits and essentially freeze wages? Even though Stop & Shop claims to be struggling to stay competitive with its non-union competition, Ahold USA is a profitable company and, according to its own shareholder statements, its union stores, Stop & Shop and Giant, are more profitable than its non-union stores. With last year’s cut of corporate taxes, the company has had even more free cash to work with. That cash has been used buy out a regional grocery chain on Long Island and at the same time aggressively buy back Ahold stock shares, rewarding the company’s institutional investors.

The board of directors of any corporation is entitled to take actions that reward its investors, and they are entitled to be rewarded, but is taking benefits from the hard-working families who help you earn those profits and giving that money to money managers moral? Is Stop & Shop management proud that by pushing their employees harder they are allowing more profits to be outsourced to European investors? Couldn’t just a bit of those profits be used to reward the workers who helped earn those profits? How much is enough for Ahold? When is the stock price high enough that they can share the profits with the employees?
2019-04  labor  inequality  unions  injustice 
7 days ago by Weaverbird
The Supreme Court’s conservatives just legalized torture.
The court could also allow the execution of minors, mentally disabled people, and those who committed crimes other than murder. So long as a state does not “superadd pain,” it can apparently get away with anything, even barbarous executions that don’t intentionally inflict unnecessary suffering.
Torture  injustice  law  evil 
20 days ago by flyingcloud
Wife of NASA scientist jailed in Turkey 'frustrated' by Trump's focus on pastor's case
American citizen Serkan Golge is behind bars on charges U.S. says are “without credible evidence.” But pastor Andrew Brunson has the president's attention.
turkey  police_state  injustice 
6 weeks ago by Weaverbird
(1) Guest DESTROYS Bloomberg Panel On The American Dream Lie - YouTube - The New Feudalism
Beyond Corporate Social Responsibility
- Edelman Trust Barometer - 76% want change - lead by CEO, not wait for government.
Bullshit about the Aggregate.
The Aggregate bullshit you've been telling doesn't matter for fly over American country.
Davos should be cancelled this year because of Brexit, Trump (gov shutdown), Gelbwesten, AfD, Salvini, refugee crisis (Mittelmeer Wall)
Davos is a family reunion for who broke the world.
Outcomes inevitable by policy (Austerity, tax evasion etc)
&! - Stop Talking about Philanthropy
taxes taxes taxes all the rest is bullshit
&! Davos elites reject higher taxes, offer upskilling as answer to inequality -
American  Dream  Book  Anand  Giridharadas  Corporate  Social  Responsibility  inequality  mobility  philanthropy  CEO  bullshit  injustice  1%  democracy  No  Representation  Policy  Hoarders  10%  poverty  trap  downward  income  inheritance  taxation  tax  evasion  avoidance  China  India  Davos  Gesellschaft  Brexit  DonaldTrump  Donald  Trump  Gelbwesten  AfD  Salvini  refugee  crisis  Austerity  marginal  rate  AOC  history  neoliberal  neoliberalism  CSR  skills  upskilling  training  automation 
12 weeks ago by asterisk2a
isbn:0198237901 - Google Search
Epistemic Injustice: Power and the Ethics of Knowing, by Miranda Fricker
*to_read  book  epistemic_injustice  miranda_fricker  2007  injustice 
january 2019 by cluebucket
Sexual assault forensics centres failing some victims - BBC News
Young victims of sexual assault are not being forensically examined within a critical time period at some privately-run referral centres, a BBC investigation has found.
UK  Police  Justice  injustice  Austerity  Britain 
january 2019 by asterisk2a
Two in Three Military Women Say They Have Been Sexually Assaulted or Harassed
The new poll numbers are far higher than in a previous Pentagon-commissioned survey.
military  crime  rape  injustice 
january 2019 by flyingcloud
(1160) The Christian volunteers doing police work in Reading: 'I'll ask God to intervene' - YouTube
As government cuts affect police numbers, Reading is feeling the pinch. With one officer claiming there are ‘very serious jobs, for instance stabbings, that we cannot get to’, Thames Valley police have turned to a group of Christian volunteers to help them police the town centre on Friday and Saturday nights. As well as keeping an eye out for trouble and known criminals, the Street Pastors care for people in no fit state to get home, and even run a taxi service for people too drunk for most drivers to accept

• Filmed in Reading town centre on 28 and 29 September 2018.

"we are doing a disservice the victims as we can not attent to all calls"
Police  Austerity  UK  rationing  justice  injustice 
december 2018 by asterisk2a
We’re Having the Wrong Conversation About the Future Of Schools
"Despite the rhetoric, modern movements to reform schools have had a devastating effect on education"

"As a full-time teacher, I don’t have a lot of time to look up from the dailiness of the job to consider something as nebulous as the “future” of education. When I do, I feel a vague unease that too many non-teachers seem to have a lot of time to do this kind of thinking.

One thing in my favor is that education reform seems to take the same basic forms, year after year. There’s the standards and accountability movement and the ongoing attempts to give it “teeth.” Then there are the tech giants peddling autonomy and self-direction in lieu of soul-crushing activities like reading The Outsiders and using protractors. And though the latter reformers are often critics of the former, the two have a lot in common.

Both represent billion-dollar industries. Both frequently co-opt a rhetoric of liberation, autonomy, and empowerment. Both can barely disguise a deep disdain for teachers and schools, especially of the “sage on the stage” variety. And both are almost exclusively headed up by white men.

These are the kind of people setting a bold agenda for the future of education.

Admittedly, us unruly American educators would have a hard time coming up with anything coherent enough to compete with the brave visions set forth by the leaders of these two industries. The very fact that such an all-encompassing solution is needed testifies to their dominance in framing the narrative around American schools. Mired in the day-to-day challenges and complexities of actually caring for and educating children, many teachers exhibit a complete failure of imagination when it comes to sweeping monolithic initiatives with pithy acronyms, eye-catching logos, and font pairings that are straight fire.

But we do need to change. Beyond the usual Alice Cooper-type critiques, we teachers have been especially complicit in the widespread marginalizing, neuroticizing, and criminalizing of our most vulnerable students. Yes, we need to stop boring future white rockstars and Silicon Valley entrepreneurs. This is already well known. But, more importantly, we also need to stop harming children of color with our whitewashed curriculum, inequitable funding systems, and disparate use of punitive disciplinary measures.

Can today’s reformers help us make progress toward these goals? Or do they exacerbate, perpetuate, and contribute to the very problems we face?

Trying to pin deception, manipulation, and violence on this rag-tag bunch leaves me feeling petty and mean-spirited. After all, they’re often so upbeat and sincere, their rhetoric so humanistic and progressive. Ted Dintersmith, former venture capitalist and billionaire author of the book What School Could Be, recently teamed up with Prince Ea, who has made not one but two viral videos echoing the same message: schools must change. And on the standards and accountability side, David Coleman, “architect” of the Common Core and now CEO of the College Board, has boldly laid out a “beautiful vision” for American schools. In a field plagued by widespread mediocrity and entrenched inequities, shouldn’t we applaud any moves toward a more inspiring, inclusive future?

The problem is that, despite all the rhetoric and good intentions, both these movements have had a devastating effect on education, all while continually escaping blame for their outsized impact. Any negative outcomes are used to justify further expansion and dominance. Poor test scores and persistent achievement gaps aren’t seen as issues with the tests, but as misalignment and implicit bias on the part of teachers. Student attention deficit and boredom aren’t seen as a function of technology addiction, but rather an occasion to blast schools for their inability to fully capitalize on the promise of the digital age.

Not surprisingly, this seeming unassailable innocence reveals close links to the logics of white supremacy culture, especially the values of individualism, objectivity, and so-called meritocracy. They additionally amplify neoliberal beliefs in the absolute goods of privacy and consumer choice, thus shifting the blame away from dominant elites under the guise of “empowerment.” To borrow the central metaphor from Todd Rose’s The End of Average, they ultimately seek to style us as fighter pilots in the “cockpits of our economy,” where we must summon limitless initiative, grit, and resourcefulness just to survive.

Ultimately, their ideas are rooted in America’s original “solutions” to the problems of pluralism, wherein subtle self-effacement and silencing became stratagems for consolidating power. All of this is part of a long tradition in the United States, one that dates back to colonial times, guiding both the “Strange Compromise” of 1789 and the founding of the Common School. Although these roots may be less obvious in our day, they are arguably more powerful and moneyed than ever before."

"Ultimately, the several silences of education reform have proven a powerful gambit for privatization and profit. These industries implicitly offer themselves as neutral alternatives to our fraught political climate, much as Horace Mann’s enjoinder to “read without comment” secularized schools in a sectarian age. They also shift the onus of agency and ownership from themselves onto the student, who assumes full responsibility for finding and following their own educational path.

Whereas Mann, perhaps unconsciously, hoped to indoctrinate students into his supposedly doctrineless Unitarianism, these reformers peddle the so-called empty doctrines of individualism, personalization, objectivity, entrepreneurialism, and meritocracy—all while exacerbating inequities and deprofessionalizing teachers.

Resisting these trends starts by seeing them as two sides of the same coin. Anything that counsels and valorizes silence—before the text, the test, or even the individual student—may partake in this phenomenon. The primary effect is always to atomize: content into itemized bits, classrooms into individualized projects and timelines, and each of us into solitary individuals pursuing personalized pathways.

Among the many omissions implicit in this vision is the notion that each student has equal access to a pathway of choice. Once that false premise is established, you are truly on your own. Pull yourself up by the bootstraps, find your own personal road less traveled, dive headfirst into the entrepreneurial shark tank. Unfortunately, far too many smaller-scale reform movements espouse a similar ethos, often flooding Twitter with a toxic positivity that ignores intransigent inequities and injustices."

"None of this is intended to romanticize the educational mainstays of the past: lectures, textbooks, worksheets. But we should note how these more modern trends themselves often devolve into regressive, behaviorist, sit-and-get pedagogy.

Confronted by daunting challenges like widespread budget shortfalls, inequitable funding, increasing school segregation, whitewashed curriculum, and racial injustice, it’s no wonder we would reach for solutions that appear easy, inexpensive, and ideologically empty. At a time when we most need to engage in serious deliberations about the purposes and future of schools, we instead equivocate and efface ourselves before tests and technology, leaving students to suffer or succeed within their own educational echo chamber.

As appealing as these options may seem, they are not without content or consequences. Ironically, today’s progressive educators find themselves in the strange position of having to fight reform, resisting those who would render everything—including their own intentions and impact—invisible."
arthurchiaravalli  education  edreform  reform  history  invisibility  progressive  siliconvalley  infividualism  horacemann  2018  collegeboard  individualism  personalization  commonschool  us  inequality  justice  socialjustice  injustice  race  racism  whitesupremacy  reading  hilarymoss  thomasjefferson  commoncore  davidcoleman  politics  policy  closereading  howweread  ela  johnstuartmill  louiserosenblatt  sat  standardizedtesting  standardization  tedtalks  teddintersmith  democracy  kenrobinson  willrichardson  entrepreneurship  toddrose  mikecrowley  summitschools  religion  secularism  silence  privatization  objectivity  meritocracy  capitalism  teaching  howweteach  schools  publicschools  learning  children  ideology  behaviorism  edtech  technology  society  neoliberalism 
december 2018 by robertogreco
Making the Ordinary Visible: Interview with Yasar Adanali : Making Futures
"Yaşar Adanalı defines his work over the past decade as being that of a “part time academic researcher and part time activist”. He is one of the founders of the Center for Spatial Justice in Istanbul, an urban institute that focuses on issues of spatial justice in Istanbul and beyond. In this interview, he reflects upon “continuance” as a tool of engagement, the power of attending to the ordinary within the production of space, and the different types of public that this works seeks to address.

What led to the founding of the Center for Spatial for Justice and how does its work relate to the worlds of academia, activism and urbanism?

I’m interested in questions regarding spatial production in general and more specifically justice – the injustices that derive from spatial processes or the spatial aspect of social injustices. The Center for Spatial Justice takes the acronym MAD in Turkish – a MAD organisation against mad projects, that’s our founding moto. We bring together people from different disciplines such as architects, urban planners, artists, journalists, filmmakers, lawyers and geographers to produce work in relation to what’s going here: grassroots struggles in the city and in the countryside. The Center for Spatial Justice believes in the interconnectedness of urban and rural processes.

As educator and an activist, you work both within and outside an institutional setting. Have you been able to take the latter experience back into the academy and if so, what in particular? How do these two roles inform each other?

Since 2014 I have been teaching a masters design studio at TU Darmstadt. It’s a participatory planning course that both follows and supports a cooperative housing project in Düzce, Turkey, produced for and by the tenants who were badly affected by the 1999 earthquake. Over the course of the past five years, the master students have been developing a 4000 sq m housing project from scratch. The students from Darmstadt come to Istanbul as interns, working partly on the project. The result is a long-lasting relationship with the neighbourhoods in question and with the organisations we have been working with.

Apart from that, through MAD and Beyond Istanbul we develop summer and winter schools – non-academic experiences that similarly bridge the gap between the alternative universe and the mainstream universe. When you start to put critical questions into the minds of the students, these linger and they then take them back to the university, so their friends and professors also become exposed to that. We prefer to develop this approach outside of the university so that we are freed from bureaucracy and rigid structures but we keep it open to enrolled students and professors.

What are some particular strategies and methodologies that you adopt to engender this approach to urban practice? How do you involve local residents, for example?

That building of long-term relationships with communities is why we do a lot of walking. Our research questions are informed by the community and the site we arrive at – we do not predetermine hypotheses in advance. We remain in direct contact with different groups in the city and walk through these territories – with the neighbourhood association – not just once but every week. We listen to a lot of stories and record them. Oral histories are an important part of the ethnographic enquiry.

We also use mapping, a tool commonly used to exert power but that nature can be reversed. Through mapping we reclaim territories that have perhaps been “erased” – that is, transformed by injustice. We also map informal areas and then give those maps to the communities there because the way they appear on official plans often doesn’t reflect how things look on the ground. What looks like a carpark in the plan might be someone’s house; what’s represented as a commercial development might currently be a neighbourhood park or some other form of already existing social infrastructure.

In addition, we try to embed journalistic means within our academic interests, which is why we work with documentary journalists and photographers on each of our projects. We broadcast spatial justice news videos, in depth films that offer 8-10 minutes of reporting on a particular issue, giving it context and also pointing towards possible solutions. Solution journalism, which doesn’t just focus on crisis, is very important in the work we do.

As part of its work making spatial injustices visible, MAD publishes a wide range of materials. Which are the publics you try to communicate with through this?

Research has to be coupled with a conscious effort to communicate because you want to make change. We don’t want to make research for the sake of research or produce publications for the sake of publishing. We want to create those publics you allude to – and to influence them. We are addressing people involved in the discipline in its broadest sense: planners, architects, sociologists, activists, but perhaps most especially students who are interested in spatial issues, urban questions and environmental concerns. They are our main target. We want them to understand that their discipline has much more potential than what they are learning at university. I’m not saying the entire education system is wrong but there is much larger perspective beyond it and great potential for collaboration with other disciplines and engagement with different publics as well.

Another important public is the one directly involved with our work, i.e. the community that is being threatened by renewal projects. These groups are not only our public but also our patrons – we are obliged to be at their service and offer technical support, whether that’s recording a meeting with the mayor or analysing a plan together. Then there is the larger audience of broader society, who we hope to encourage to think of and engage with these issues of inequality and spatial justice.

I found an interesting quote on your webpage that says that the founding of MAD “is an invitation to understand the ordinary in an extraordinary global city context”. Can you talk a little about the urban context of Istanbul, Turkey and why the focus on the ordinary?

Everything about Istanbul is extraordinary: transformation, speed, scale. We are interested in making the ordinary visible because when we focus so much on the mega-projects, on the idea of the global city, then the rest of the city is made invisible. We look beyond the city centre – the façade – and beyond the mainstream, dominant discourse. This “ordinary” is the neighbourhood, nature and that which lies beyond the spectacle – other Turkish cities, for example. This approach can entail initiatives that range from historical urban gardening practices, working with informal neighbourhoods subject to eviction and relocation processes, or rural communities on the very eastern border currently threatened by new mine projects.

More specifically, today we live in an extraordinary state. The public arena is in a deep crisis and the democratic institutions and their processes do not really deserve our direct involvement right now. Having said that, there are different pockets within these systems, municipal authorities that operate differently, for example, and when we find these we work with them, but we remain realistic with regards to our limits. The “now” in Turkey has been lost in the sense that its relevance is not linked to the future beyond or to the next generation. That is a deep loss. But if you have the vision and the production means, if you set up a strong system, build the capacity first of yourself and then of the groups your work with, then when the right moment comes, all of these elements will flourish."
urban  urbanism  urbanplanning  cities  maps  mapping  neighborhoods  unschooling  deschooling  education  independence  lcproject  openstudioproject  justice  visibility  istanbul  turkey  ethnography  inquiry  erasure  injustice  infrastructure  socialinfrastructure  2018  rosariotalevi  speed  scale  transformation  walking  community  yasaradanali  space  placemaking  interconnectedness  interconnected  geography  interdisciplinary  crossdisciplinary  socialjustice  architecture  design  film  law  legal  filmmaking  journalism  rural  engagement 
december 2018 by robertogreco
Revealed: legal aid cuts forcing parents to give up fight for children | Law | The Guardian
Ex-minister says cuts went too far, as Guardian investigation shows wide-ranging impact [...] “draconian”. Protracted austerity since 2012 has reduced funding by about £950m a year in real terms, causing an alarming rise in the number of people forced to represent themselves. [...] Prevented hundreds of thousands of people from pursuing justice in other areas such as housing, debt, employment, clinical negligence, immigration, welfare payments and education. [...] “What saved the courts from chaos is that [the government also] cut police funding. If you restored funding to the police and they caught and prosecuted more [suspects], the courts would be in desperate trouble.” &! &! &! &! &!
UK  Austerity  injustice  inequality  LegalAid  legal  aid  poverty  Police  prison  Probation  Privatisation  postcode  lottery 
december 2018 by asterisk2a

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