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Social Justice in the Australian Social Work Discourse

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Social Justice in the Australian Social Work Discourse AN EXPLORATION OF THE CONSTRUCTS OF SOCIAL JUSTICE IN THE AUSTRALIAN SOCIAL WORK DISCOURSE A thesis submitted for the Degree of Doctor Of Philosophy Charles Sturt University By Bruce Valentine, BSocWk (Hons Class 1) (CSU), Grad Dip Admin (UTS) April 2005 CONTENTS Declaration vii Acknowledgements viii Abbreviations x Abstract xi Section 1 1 1.0 Introduction 2 1.1 Overview 3 1.2 Motivation 3 1.3 Historical perspective 4 1.4 Thesis outline 5 2.0 Theory and methodology 9 2.1 Introduction 9 2.2 Theory 10 2.2.1 Postmodernism 10 2.2.2 Critical theory 12 2.2.3 Discourses and their analysis 13 2.3 Methodology 17 2.3.1 Overview 17 2.3.2 A qualitative approach 17 2.3.3 Describing the journey 19 2.3.4 Thematic analysis of references to social justice 21 2.4 Interpreting the social work discourse 24 2.5 Identifying references to social justice in the social work discourse 28 2.6 Research limitations 30 Section 2 32 Introduction 33 3.0 Liberalism 34 3.1 Overview 34 3.2 History of liberalism 34 3.3 Core values of liberalism 38 3.4 Anglo-American liberalism 40 3.4.1 Classical liberalism 41 ii 3.4.2 Laissez-faire liberalism 44 3.4.3 Reform liberalism 46 3.4.4 Contested points in the Anglo-American discourse 49 3.4.4.1 The nature of individualism 50 3.4.4.2 The role of government 50 3.4.4.3 Extent of neutrality 51 3.4.4.4 Public private divide 51 3.5 European liberalism 51 3.6 Liberalism and democracy 55 3.7 Conclusion 56 4.0 Justice 58 4.1 Overview 58 4.2 Constructs of justice 59 4.2.1 Contract 59 4.2.2 Fairness 60 4.2.3 Impartiality 61 4.2.4 Rights 64 4.2.5 Reason 70 4.2.6 Utility 73 5.2.7 Desert 77 4.3 Conclusion 79 5.0 Social justice 82 5.1 Overview 82 5.2 Constructs of social justice 88 5.2.1 Procedural fairness 88 5.2.2 Distributive justice 92 5.2.3 Equality of employment opportunities 97 5.2.4 Relative deprivation 99 5.2.5 Positive discrimination 100 5.2.6 Reciprocal relations 102 5.2.7 Freedom from domination and oppression 103 5.2.8 Subjective construct 106 5.2.9 A reference 107 iii 5.3 Conclusion 108 6.0 Social justice and justice 110 6.1 Overview 110 6.2 Practice critiques of social justice 110 6.2.1 Procedural fairness 110 6.2.2 Distributive justice 111 6.2.3 Equality of employment opportunities 113 6.2.4 Relative deprivation 114 6.2.5 Positive discrimination 115 6.2.6 Reciprocal relations 117 6.2.7 Freedom from domination and oppression 118 6.2.8 Subjective construct 119 6.2.9 A reference 120 6.3 Conclusion 121 Section 3 123 7.0 Australian political beliefs and values 124 7.1 Overview 124 7.2 Influences on the development of the Australian political discourse 126 7.3 Political development 134 7.4 The political discourse from 1900 – 1945 136 7.5 The political discourse from 1945 – 1975 140 7.6 The political discourse since 1975 143 7.7 Conclusion 151 8.0 Social justice in Australia 155 8.1 Overview 155 8.2 The influence of the political 156 8.3 Theorising social justice 158 8.3.1 Social justice as positive discrimination 158 8.3.2 Social justice as procedural fairness 159 8.3.3 Social justice as distributive justice 160 8.3.4 Social justice as a reference 164 iv 8.4 Constructing justice as social justice 165 8.4.1 Justice as rights constructed as social justice 165 8.4.2 Justice as contract constructed as social justice 165 8.5 Expressions of social justice in Australia 168 8.5.1 In social policy and legislation 168 8.5.2 Social justice and citizenship 174 8.5.3 Social justice statements by government 182 8.5.4 Social justice, Aboriginal self determination and reconciliation 183 8.5.5 Social justice in the print media 185 8.6 Criticisms of social justice 186 8.7 Conclusion 189 9.0 Social justice and social work 192 9.1 Overview 192 9.2 The social work discourse 192 9.3 Australian social work history 193 9.4 Expressions of social justice in the social work discourse 197 9.4.1 Expressions in the written conversation 197 9.4.1.1 Expressions of social justice in articles published in the journal Australian Social Work and its predecessors 197 9.4.1.2 Expressions of social justice by social workers in articles in journals other than Australian Social Work’ 200 9.4.1.3 Expressions of social justice in social work monographs 200 9.4.1.4 Expressions of social justice in AASW Codes of Ethics 202 9.4.1.5 Expressions of social justice in the AASW National Bulletin 203 9.4.2 Expressions of social justice in the oral conversations as presented at social work conferences 207 v 9.4.3 Expressions of social justice in the university conversation 207 9.4.3.1 The university conversations 208 9.4.3.2 Analysis of the university conversations 214 9.5 Discussion 216 9.6 Conclusion 222 10.0 A construct of social justice for social workers 225 10.1 Overview 225 10.2 Developing a construct of social justice for social workers 227 10.3 Enabling strategies 230 10.3.1 Addressing social exclusion to create a more inclusive society 230 10.3.2 Minimising social inequality to create a less unequal society and reduce social tension 235 10.3.3 Promoting active citizenship to facilitate participation 238 10.3.4 Developing social capital 242 10.3.5 Developing social cohesion 246 10.4 Person and context specific strategies 249 10.5 A supportive political paradigm 251 10.6 Conclusion 252 Section 4 254 Bibliography 1 255 Bibliography 2 Social justice media articles 269 vi HD7 CERTIFICATE OF AUTHORSHIP OF THESIS & AGREEMENT FOR THE RETENTION & USE OF THE THESIS DOCTORAL AND MASTER BY RESEARCH APPLICANTS To be completed by the student for submission with each of the bound copies of the thesis submitted for examination to the Centre of Research & Graduate Training. For duplication purpose, please TYPE or PRINT on this form in BLACK PEN ONLY. Please keep a copy for your own records. I Bruce Vivian Valentine Hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma at Charles Sturt University or any other educational institution, except where due acknowledgment is made in the thesis. Any contribution made to the research by colleagues with whom I have worked at Charles Sturt University or elsewhere during my candidature is fully acknowledged. I agree that the thesis be accessible for the purpose of study and research in accordance with the normal conditions established by the University Librarian for the care, loan and reproduction of thesis. Signature Date * Subject to confidentiality provisions as approved by the University vii ACKNOWLEDGEMENTS I have enjoyed myself. There are many people to be thanked for this through their assistance and support. Undertaking a PhD is a highly personal and at times isolating experience, the isolation being even greater when doing so by distance education. Being a distance education student who was not immersed in academia posed its own particular difficulties. Undertaking a PhD involves more than researching and studying, it is also a cultural experience usually associated with the pursuit of an academic career. Academia and academic expression are subject to rules and conventions and these need to be learnt in order to successfully proceed. While all academic institutions have their regulations, there are also unwritten rules, which tend to be discovered by experiential learning. Thus, for example, I found that there are marked differences between ‘good’ academic writing and ‘good’ public service writing, with each of them having their own conventions and rules. One’s supervisor is a key player in alerting the student to these conventions. The introduction of a higher degrees forum by the Centre for Rural Social Research was a most positive step. This enabled both distance education and campus based, full-time and part-time, students to interact on a regular basis and share their experiences. The forum has become a rich source of ideas reflecting the diversity of life experiences of those who attend. Thanks go to my supervisor, Margaret Alston, for her guidance, encouragement, reading and rereading of draft material and organising four PhD seminars each year. Thanks also go to my associate supervisor, Wendy Bowles for her insights. I am also appreciative of the contribution of my fellow PhD students. With them I was able to exchange and explore ideas. Individually and collectively, in formal sessions and over many a glass of red wine, they acted as a valuable sounding board. Family support is also vital. To Carolyn, my wife, go my thanks for her support and understanding, even if she did think me a trifle touched for tackling a PhD. Sometimes support can come from unlikely directions. Mid-way through my research, which I undertook on a part-time basis and by distance education, viii as I was in full-time employment, my son commenced his PhD in science (palaeontology).
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