Topic
Economic Justice
About: Economic Justice is a research topic. Over the lifetime, 41600 publications have been published within this topic receiving 661535 citations.
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TL;DR: In this paper, the authors highlight the importance of understanding the social impacts and consequences, as well as the distributional effects, of transport decision-making, and demonstrate that by overlooking these social impacts, by neglecting the social equity and social equity implications, we are fundamentally undermining quality of life and social well-being in our towns, cities and rural settlements.
237 citations
07 Jun 2018
TL;DR: In this article, the authors track the historical development of European criminal law, offering a detailed critical analysis of the criminal justice systems responsible for its implementation, and provide a thorough understanding of European Criminal Law and the institutions involved.
Abstract: Since their creation, the European Union and the Council of Europe have worked to harmonise the justice systems of their member states. This project has been met with a series of challenges. European Criminal Law offers a compelling insight into the development and functions of European criminal law. It tracks the historical development of European criminal law, offering a detailed critical analysis of the criminal justice systems responsible for its implementation. While the rapid expansion and transnationalisation of criminal law is a necessary response to the growing numbers of free movement of persons and goods, it has serious implications for the rights of European citizens and needs to be balanced with rights protections. With its close analysis of secondary legislation and reliance on a wide variety of original sources, this book provides a thorough understanding of European Criminal Law and the institutions involved.
236 citations
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TL;DR: In this paper, the authors consider some reasons for and against viewing states as primary agents of justice, and focus in particular on the importance of recognising the contribution to justice that other agents and agencies can make when states are weak.
Abstract: Accounts of international or global justice often focus primarily on the rights or goods to be enjoyed by all human beings, rather than on the obligations that will realise and secure those rights and goods, or on the agents and agencies for whose action obligations of justice are to be prescriptive. In the background of these approaches to international or global justice there are often implicit assumptions that the primary agents of justice are states, and that all other agents and agencies are secondary agents of justice, whose main contribution to justice will be achieved by conforming to the just requirements of states. This background picture runs into difficulties when states are either unjust or weak. The problems posed by unjust states have been widely noted, but the distinctive problems weak states create are less commonly discussed. In this paper I shall consider some reasons for and against viewing states as primary agents of justice, and will focus in particular on the importance of recognising the contribution to justice that other agents and agencies can make when states are weak.
235 citations
TL;DR: This article propose a theoretical model of engaged learning for democracy and justice that draws from multicultural education and critical pedagogy, Freireian dialogic education, and Kolb's active experiential learning.
Abstract: The authors propose a theoretical model of engaged learning for democracy and justice that draws from multicultural education and critical pedagogy, Freireian dialogic education, and Kolb's active, experiential learning. Engaged learning is defined as applying concepts and ideas from the classroom to out-of-class cognition and action. An empirical investigation (n=203) examines the impact of a course focusing on intergroup relations and social conflict. The course is shown to increase students' structural attributions for racial/ethnic inequality and socio-historical causation. The course also increases students' action orientation away from individual blaming to individual action toward institutional targets, and institutional and societal change. On pre- and post-test measures, engaged learning is shown to mediate the impact of course content and active pedagogy on students' active thinking and understanding of socio-historical causation as well as students' action strategies that promote more tolerance...
235 citations