A collage of images, featuring most prominently a person holding a sign reading "no justice no peace"

Yearly Archive: 2023

General

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From the Vault: Justice in Education and Upbringing

While Justice Everywhere takes a short break over the summer, we recall some of the highlights from our 2022-23 season. 

Here are a few highlights from this year’s writing on issues relating to education, children, and upbringing:

Stay tuned for even more on this topic in our 2023-24 season!

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Justice Everywhere will return in full swing on 4th September with fresh weekly posts by our cooperative of regular authors (published on Mondays), in addition to our Journal of Applied Philosophy series and other special series (published on Thursdays). If you would like to contribute a guest post on a topical justice-based issue (broadly construed), please feel free to get in touch with us at justice.everywhere.blog@gmail.com.

General

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From the Vault: Justice and Nature

While Justice Everywhere takes a short break over the summer, we recall some of the highlights from our 2022-23 season. 

Here are some highlights from this year’s writing on issues relating to nature, climate, and animals:

Stay tuned for even more on this topic in our 2023-24 season!

***

Justice Everywhere will return in full swing on 4th September with fresh weekly posts by our cooperative of regular authors (published on Mondays), in addition to our Journal of Applied Philosophy series and other special series (published on Thursdays). If you would like to contribute a guest post on a topical justice-based issue (broadly construed), please feel free to get in touch with us at justice.everywhere.blog@gmail.com.

General / International / War

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Is there a place for mercenaries in the future of war?

A photograph showing group of young people standing in front of a tank being transported through the Russian city Rostov-on-Don by Wagner Group mercenaries.
People standing in front of a Wagner Group tank in Rostov-on-Don, 24 June 2023. Fargoh, CC0, via Wikimedia Commons.

They have been active in Ukraine since the 2014 annexation of Crimea, and in Syria as early as 2013 (in the form of predecessor, the Slavonic Corps). They have significant presence in countries including the Central African Republic, Libya and Mali. But it is their involvement in the invasion of Ukraine since early 2022 that has pushed the Wagner Group into headlines across the globe. Now, especially after the abortive mutiny in late June, everyone knows who they are.

However, Wagner Group, though perhaps especially brutal, and especially shadowy, is far from unique. From Aegis to G4S to Blackwater (now Academi), recent conflicts have seen an increasing number private contractors take on logistics, training and even security and combat roles. (Though in the case of Wagner, it’s somewhat questionable how “private” they really were). It’s the latter, often called mercenaries, which are particularly controversial. But what are mercenaries, and how worried should we be about their proliferation?

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Democracy / Distribution / Economics / General / Governance / Public Philosophy

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How Should We Understand NIMBYism?

In this post, Travis Quigley (U. Arizona) discusses his article recently published in the Journal of Applied Philosophy  about the issues at stake and justifications for and against restrictive zoning policies.

You might think that zoning policy should be politically boring. Instead, there is a high-stakes and high-intensity debate between defenders of restrictive zoning regulations, which currently set aside huge swaths of land for single-family houses, and those who wish to abolish most such restrictions. Defenders of restrictive zoning often are called NIMBYs, for Not In My Backyard; reformers are then called YIMBYs, for Yes In My Backyard. As such things go, each term can be an insult or a point of pride, depending on who’s speaking. In the housing context, the rationale of increasing supply to decrease prices is pitted against neighborhood preservation; the climate context pits ecological conservation against large-scale climate change mitigation projects. The two issues intersect: new, dense housing is far more energy efficient. I focus especially on residential zoning here.   

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Academia / Education / Environment / General / Pedagogy / Teaching / Teaching Philosophy

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Why We Should ‘Environmentalise’ the Curriculum

A photograph of a group of people sitting on a frosty hillside. One person is standing up and talking to the others.
Outdoor Philosophy Session by the Critique Environmental Working Group: Place-Based Ecological Reflection Exercise in Holyrood Park, Edinburgh. Photo supplied by authors.

This is a guestpost in Justice Everywhere’s Teaching Philosophy series. It is written by Talia Shoval, Grace Garland and Joseph Conrad, of the Environmental Working Group of the University of Edinburgh’s Centre for Ethics and Critical Thought (Critique).

In this blogpost, we share insights from the exploratory journey we undertook into ‘environmentalising’ the curriculum: a project aimed at bringing the environment to the fore of learning and teaching in higher education. After briefly explaining the guiding rationale, we sketch the contours of the environmentalising project and suggest trajectories for moving forward.

As political theorists working on issues concerning the environment, we start from the working observation that environmental issues tend to be downplayed—or worse, altogether overlooked—in the context of academic learning and teaching, as well as in scholarly research. The environment, when it is mentioned, is often treated as a miscellaneous category, an ‘Other’ that falls outside the remit of and constitutes the backdrop to human affairs. This tendency is exemplified by the lack of environmental materials in syllabi across the social sciences and humanities. Even when environmental issues are present, they are discussed, more often than not, in human-centred ways. Juxtaposed with the evidence of environmental degradation all around, this felt odd, and somewhat disquieting. Our initial intuition told us that the environment should take up much more space in academic curricula and common research, learning, and teaching practices—even in the social sciences, including politics and ethics.

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Beyond the Ivory Tower

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An Interview with Thomas Shakespeare (Beyond the Ivory Tower Series)

This is the latest interview in our Beyond the Ivory Tower series, a conversation between Diana Popescu and Tom Shakespeare. Tom Shakespeare (CBE, FBA) is a Professor of Disability Research at the London School of Hygiene and Tropical Medicine. He was trained in social and political sciences at Cambridge University but his work combines disability studies with sociology, social policy, and sexuality studies. His books include The Sexual Politics of Disability (1996); Disability Rights and Wrongs (2006; 2014); Disability – the Basics (2017). He was a member of Arts Council, England (2003-2008), a technical officer at the World Health Organisation where he co-edited the World Report on Disability (2008-2013), and a member of the Nuffield Council on Bioethics (2013-2019).  He is currently chair of Light for the World – UK, and vice-chair of Light for the World International.

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Gender

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Feminism without “woman”?

Anyone who is at all online these days – as you are if you’re reading this – will know that one of the most fierce culture wars revolve around the meaning of “woman”. They’re fought in courts, in universities, on other blogs and of course on social media and even on streets.

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Children / Democracy / Education / General / Teaching

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Taking political education out of families

Political education can be defined as the process by which people come to form political judgments – how they evaluate different political parties and issues of public policy, basically. The primary context of political education is the family. It is in this environment that people are first exposed to political judgments and inculcated with political values. It should come as no surprise that, as a result, many (if not most) people remain faithful to their parents’ political orientations, as research in political sociology often reports. Fortunately, though, political education is not reducible to family transmission. As they grow up, kids become more and more exposed to different political views, be it in school or within their social network, and they can be influenced by all sorts of people and events in this process. It remains true, however, that in the absence of a strong countervailing educational process, families are the main driver of political education in most if not all countries. Should we be happy with this situation?

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Gender / Punishment

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The care perspective and the police: reform, defund or abolition?

In recent months, the police have been the object of extensive discussion and harsh criticism in the UK. The Louise Casey report published in March found the Metropolitan Police (the police service for the Greater London area) to be institutionally racist, misogynistic and homophobic. Since then, various incidents in different parts of the country – most recently in Cardiff last week, resulting in the tragic deaths of teenagers Kyrees Sullivan and Harvey Evans – have seen the police behaving in deeply problematic ways. The police have also come under attack for its behaviour towards protesters, or people believed to be such, especially during the weekend of the Coronation following the passing of the Public Order Bill. This is in the context of a crisis of legitimacy that the institution has been facing for a few years now, in part as a result of a number of other high-profile cases and investigations. The police are increasingly seen not as an institution that function to protect all citizens, but as a potential threat to members of different social groups. Scepticism about whether the police can be trusted to act lawfully and to provide truthful accounts of its activities is mounting. Mistrust towards the police is of course not in itself a new phenomenon, especially among certain sectors of society, but it has been gaining more traction in broader segments of the population.

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General

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The Need for Technomoral Resilience

Changes in moral norms, practices and attitudes are partly driven by technological developments, a phenomenon called “technology-induced moral change”. Such change can be profoundly disruptive, meaning that it disrupts human practices at a fundamental level, including moral concepts. In a recent paper, Katharina Bauer and I argue that such changes and disruptions require the development of what we call “technomoral resilience”, and that moral education should aim at fostering this complex capacity. We illustrate our concept of technomoral resilience by means of the example of human caregivers confronted with the introduction of care robots in elderly care. Our argument does not entail that the cultivation of moral resilience is sufficient for dealing with current challenges in elderly care and healthcare more generally. Structural changes such as better payment for care workers are urgently called for, and it is not our intention to place the burden of ensuring the continuous provision of good care entirely on individuals. We see the development of technomoral resilience as contributing to a differentiated and balanced reaction to the change that happens, thus complementing the necessary changes at the political and institutional level.

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