Practice 16 Justice-Doing: Institutional–Organizational Change
Bibliographic record
Abstract
Justice-doing goes beyond recognizing inequities and advocating for change. It involves taking direct, intentional, concrete actions to dismantle oppressive systems and co-create more equitable ones. Sandra, Melissa, and Jane examine how counsellors and psychotherapists can engage in justice-doing as part of their professional practice, turning their commitment to social justice into meaningful, transformative action within the organizations, communities, and institutions in which they are situated. They position therapy and activism as intertwined. Rather than helping those who are suffering to accommodate oppressive lives, justice-doing involves using any access to collective power to work toward transforming the social contexts that create and sustain oppression. The authors describe common elements in justice-doing. They then focus on specific examples of how healthcare practitioners might take action to enact institutional–organizational change: (a) advocacy, including interprofessional and interorganizational collaboration; (b) community work, including community engagement, community outreach, community capacity-enhancement, and consultation; (c) organizational development; (d) organizational policy change; and (e) program development and evaluation. Jane threads her expertise in community, organizational, and policy change throughout the chapter. Sandra, Melissa, and Jane emphasize the importance of cultural humility, inviting practitioners to step back, listen deeply, and recognize when to follow the leadership of others who are actively within their own cultural communities. An invitation to action encourages practitioners to demonstrate solidarity in healthcare and other settings through initiatives centring justice, accessibility, inclusion, diversity, and equity (JAIDE). Sandra, Melissa, and Jane are honoured to feature practice illustrations by the following co-authors: • Kitana Connelly offers an ink on canvas depiction of the flow of land energy with Eagle positioned as protector. • Lisa Gunderson challenges readers to move beyond allyship in justice-doing to embrace the roles of disruptor, dismantler, and abolitionist. • Kirby Huminuik describes a new Indigenous Mental Health and Well-Being Initiative through campus counselling services which models how effective policy can support responsive program development. • Jo Anni Joncas and Annie Pilote illustrate how institutional level changes in the conceptualization and implementation of guidance and career counselling can open up new education and career paths. • Gina Ko describes her use of participatory action research to foster ownership and agency of Muslim youth as they navigate competing demands on their loyalties. • Kaltrina Kusari examines the ideological and theoretical lens of postcolonialism, noting that globalization can both reinforce and challenge the legacies of colonialism, creating a complex and dynamic interplay between the two forces. • Stephanie Martin and Fatima Saleem share the story of Sarah to highlight the role of community outreach in work with Muslim women. • Sonya Sehgal provides an illustration of organizational change aimed at enhancing racial equity, drawing on strategies and practices that support the creation of an anti-racist workplace.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.140 | 0.012 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".