Not exact matches
No Christian writer of the New Testament, so far as our records reveal, ever faced the responsibility of applying high moral principles to preserving the institutions of society, administering governments, handling international relationships, prosecuting
social reforms, or even mitigating by public measures the
inequities of an economic system.1
In the face of
social inequities he rests his
reform program primarily on his own example (5:10 - 19).
The Office's goals are to enhance the economic, civic, and
social integration of immigrant New Yorkers; facilitate access to justice for immigrant New Yorkers; and advocate for continued immigration
reforms at all levels of government in order to eliminate
inequities that impact New York's immigrant communities.
The fact is that
reforming urban schools is an issue of
social justice: there are too many children in cities across the U.S. who are denied the opportunity to have a high - quality education, and these
inequities run strongly along lines of race and class.
Since its founding in 1985, the Bradley Foundation has been at the epicenter of reactionary policies, including welfare
reform, opposition to affirmative action, and claims that «moral poverty,» rather than structural
inequity, is the source of
social ills in poor urban communities.
As we demonstrated in our 2015 analysis of the Common Core debate on Twitter, the dispute about the standards was largely a proxy war over other politically - charged issues, including opposition to a federal role in education, which many believe should be the domain of state and local education policy; a fear that the Common Core could become a gateway for access to data on children that might be used for exploitive purposes rather than to inform educational improvement; a source for the proliferation of testing which has come to oppressively dominate education; a way for business interests to exploit public education for private gain; or a belief that an emphasis on standards
reform distracts from the deeper underlying causes of low educational performance, which include poverty and
social inequity.
They covered diverse topics including refugees, mental health,
social movements and activism, chronic illnesses and infectious diseases,
inequities in data and health care provision, gender inequalities and family violence, screening and diagnostic tests, Indigenous health, the NDIS, health
reform, and voluntary assisted dying, as well as philosophical questions.