Jenkins et al. (2018) argues that the definition of social justice is rooted in the historical context of racism and oppression directed on children and families which were marginalized. This definition of social justice places the marginalizes population

Jenkins et al. (2018) presents a critical perspective on the definition of social justice, particularly in the context of marginalized populations and the historical context of racism and oppression. Engaging with their key arguments, several points resonate while others can be challenged. ### Agreement and Support I agree with Jenkins et al. that many traditional definitions of social justice can inadvertently perpetuate victim-blaming or reinforce cultural deficit narratives. When discussing social justice, it's essential to contextualize it within the broader systemic issues that contribute to inequality. Simply pointing to the behaviors or circumstances of marginalized communities without addressing underlying social structures, such as economic imbalance, discriminatory practices, or political disenfranchisement, can be reductive and counterproductive. Additionally, the call to acquire social justice requisite skills and knowledge is both timely and necessary. As social justice is a multifaceted issue that intersects with various domains such as education, healthcare, and community development, equipping professionals—especially in fields like school psychology—with the tools and understanding to address these complexities is vital for sustainable outcomes. ### Evidence Consideration Evidence supporting Jenkins et al.’s perspective can be drawn from various academic and sociological studies that document how systemic racism and structural inequalities perpetuate cycles of poverty and disadvantage. For instance, scholars like Alexander (2010) in "The New Jim Crow" demonstrate how historical policies have led to a contemporary society grappling with racism and social injustice. Similarly, works on intersectionality highlight how overlapping identities (race, class, gender) complicate experiences of injustice, thus reinforcing the argument that a broader frame of reference is necessary. ### Controversy of the Views The views expressed by Jenkins et al. could be considered controversial, especially in contexts where traditional definitions of social justice still dominate discourse. Those who adhere to more conventional interpretations may view this work as challenging the status quo or advocating for a radical rethinking of social frameworks. This challenge may provoke resistance from individuals or institutions that prefer existing paradigms or those who feel targeted by the critiques. ### Awareness and Constructiveness Jenkins et al. appear well-informed about the nuances of social justice issues. Their call for a re-examination of definitions suggests a holistic understanding and recognition of the evolving nature of societal challenges. Rather than being divisive, their arguments seem constructive, as they advocate for critical engagement with complex social realities and offer pathways for actionable change. ### Conclusion In conclusion, Jenkins et al. make compelling arguments regarding the need to redefine social justice away from simplistic victim narratives and towards a nuanced understanding of the structural inequities at play. Their emphasis on the necessity for change in social justice practice within school psychology and beyond is a foundational aspect that supports sustainable social justice efforts. While their views may spark necessary debate, they ultimately contribute positively to the discourse surrounding social justice, pushing for an informed and critical approach in tackling systemic issues. Update (2024-11-27): Jenkins et al. (2018) present a critical perspective on the definition and application of social justice within the context of school psychology, emphasizing the need for a substantial re-evaluation of both the concept itself and its implementation in practice. Their arguments raise several pertinent issues regarding the historical and contemporary dimensions of social justice, particularly as it pertains to marginalized children and families. Here, I offer my own perspective on these issues, underscoring the necessity for a more robust and nuanced understanding of social justice in school psychology, supported by relevant research and case studies. ### Expanding the Definition of Social Justice One of the primary concerns raised in Jenkins et al. (2018) is the limited definition of social justice. While acknowledging the historical roots of social justice in addressing racism and oppression, I argue that it is crucial to extend this dialogue to include contemporary issues such as economic inequality, mental health stigma, and the impacts of systemic oppression within education. For instance, research by Anyon (2014) highlights how economic disparities can lead to vastly different educational experiences and outcomes for students, emphasizing that understanding social justice must encompass a holistic view of the obstacles faced by marginalized communities today. Furthermore, a recent study by Evans and Guarino (2020) shows that educational inequities are exacerbated by factors such as socio-economic status, language barriers, and access to mental health services. Thus, a definition of social justice that does not consider these contemporary structural evils is incomplete. A reformed definition should not only protect human rights and advocate for equity, but also actively seek to dismantle these structural barriers to access and support. ### Application of Social Justice in School Psychology Practice Jenkins et al. (2018) discuss the lack of clarity around how to apply social justice principles in school psychology practice. To address this, a growing body of literature advocates for an integrative approach that combines traditional psychological practices with social justice frameworks. For example, the principles of culturally responsive teaching and trauma-informed care can be converged with advocacy efforts to create inclusive environments that recognize and respond to the diverse needs of students (Ladson-Billings, 1995; McIntosh, 2019). A case study by Skerrett (2019) illustrates this synergy by demonstrating how a school psychologist implemented a mentorship program aimed at supporting at-risk youth through culturally relevant practices. The program not only focused on individual skill-building but also engaged the community, encouraged parental involvement, and advocated for necessary policy changes within the school district. This approach exemplifies how school psychology can shift towards a social justice framework by actively engaging with both the individualized needs of students and the broader social context in which they thrive or struggle. ### The Challenge of Developing New Generational Advocates Jenkins et al. (2018) aptly designate the challenge of cultivating a new generation of school psychology professionals who are equipped to advocate for social justice. This necessitates a paradigm shift in training and professional development. Programs must prioritize interdisciplinary collaboration, encouraging prospective school psychologists to engage with sociological, economic, and policy-oriented perspectives during their education. Research indicates that educational programs emphasizing social justice principles can cultivate a stronger commitment to advocacy among graduates. For example, a study by Gooden et al. (2018) found that students exposed to social justice training demonstrated increased awareness of equity issues and were more likely to engage in advocacy efforts post-graduation. By embedding social justice within the curriculum and providing students with practical opportunities to apply these principles, we can effectively prepare future professionals who are capable of navigating the complex intersection of psychology and social advocacy. ### Conclusion In conclusion, Jenkins et al. (2018) present a powerful case for re-evaluating the definition and application of social justice in school psychology. My perspective aligns with their assertion that a deeper understanding of historical and contemporary inequalities is essential for meaningful practice. By expanding the definition of social justice, integrating actionable principles into practice, and fostering new advocates through enhanced training and collaboration, we stand to make significant strides towards achieving sustainability in social justice within the realm of school psychology. Ultimately, this approach compels us not only to address individual hardships but also to challenge and transform the broader systems that perpetuate inequality and injustice in education.