Institute for Social Justice
Education for Social Justice
Research-informed education, training and CPD addressing social justice and inequalities.
Education for Social Justice is at the core of the work of the ISJ, describing the delivery of research-informed education, training and CPD designed to address inequalities, challenge prejudices, enhance wellbeing, develop better professional practice or transform live opportunities.
This includes education opportunities for individuals excluded from education and training for practitioners and professionals.
Prison Partnership Project
Education for resettlement
How can people rebuild their lives after spending time in prison? How do we help people reconcile their experiences and the path they have taken to define a different course for their lives in the future?
Led by Rachel Conlon, The Prison Partnership Project involves staff and students from drama and other disciplines working directly with women in prison to explore their experiences, reflect on their choices and rediscover their identity in the outside world.
Education for recovery
How do we address the mental health crisis affecting society? How can universities work with communities to help people from every background whose lives are affected by mental illness?
Directed by Dr Nick Rowe, Converge is an award-winning collaboration between York St John University and the NHS that sees our staff and students offer hope and help to mental health service users through creative courses and new connections.
The Military Human
Education for transition
After people have served their country and risked their lives in the military, sometimes seeing the worst of humanity in the process, how do we help them integrate back into daily life?
Co-ordinated by Nick Wood, The Military Human is a nationally recognised programme that explores and addresses this challenge, enhancing our national response through training and awareness raising.
Education for opportunity
How can we ensure that young autistic adults leaving further and higher education have the employment opportunities that they deserve? We believe that in order to bring about real and lasting change, all the stakeholders in the process – employers, parents/carers, specialist employment services, further education/university staff, and especially young autistic adults – must be involved.
Lead by Dr Jonathan Vincent, PRO Autism seeks to support the Prospects, Recruitment and Opportunities for autistic adults through workshops, CPD and research.
From the Ground Up
Education for community regeneration
The From the Ground Up research project explores how arts practice can be used to help meet the education and social needs of a post-industrial community’s children and young people.
Lead by Dr Vanessa Corby, this project worked with a number of municipal galleries in Barnsley, along with schools, artists and the Yorkshire Sculpture Park. It sought to provide a new materials-led model of arts education that encouraged young people to use drawing as a process of reflection on their daily lives, depicting their homes, pets, as well as their family and friends, in order to think about their place in these relationships.
A film output documents an artist’s residency hosted at York St John in 2020.
Education for our future
How would we know if a university was responding to the climate and ecological emergency? This project seeks to capture students’ perceptions and expectations of ecological justice at university, in the curriculum and in the institution’s approach to environmental issues. Emerging themes relate to students’ expectations, anxieties and sense of agency.
Throughout the course of 2020-21, the project is undertaking participatory action research to examine curriculum design for ecological justice awareness raising. This is a cross school project, involving colleagues from arts, linguistics, geography and business.
Education for science learning
How can augmented reality help encourage science learning for primary school children? Formal learning remains the standardised and most common system for educating the young generation in the sciences. However, schools are no longer the only place where science education is taking place.
Lead by Warren Fearne (Design), this project explores the development of innovative uses of augmented reality (AR) to bridge the gap between classroom experiences and remote science learning with the goal of encouraging more young children to become engage in science-based subjects and careers.