Justice and Change in the Global World: Challenges and Solutions

This essay delves into the principles of justice and change within the global landscape, emphasizing the concept of the common good and its implications for social equity, particularly concerning indigenous communities. The essay explores the challenges faced by these communities in accessing university education and healthcare, highlighting issues such as historical injustices, lack of trust in modern healthcare, and the devaluation of education. It examines the inequitable access to higher education and healthcare professions, and the need for equitable opportunities. The essay also proposes potential solutions, including campaigns to promote modern healthcare and the encouragement of education by indigenous university graduates. The essay underscores the importance of achieving the common good through equitable access to education and healthcare, advocating for measures to address these challenges and ensure justice for all communities. The essay references several academic sources to support its arguments.

Running head: JUSTICE AND CHANGE IN GLOBAL WORLD
Justice and Change in Global World
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Justice and Change in Global World
The principle of the common good is concerned with achievement of social equity
among communities and societies (Duke, 2020). The principle is not concerned with the
equity at the individual level but rather at the community level (Reimers, 2018). With regards
to respect for human life and promotion of human dignity, every community in a country or
society should have equitable access to various social amenities (Lotz-Sisitka, 2017). With
regard enrolment and graduation rates, it would only be just for every community or group of
people in a country to have equitable access. University education is an important aspect in
helping communities solve the problems that are facing them and in extension those that are
facing the globe. If we were to abide by the principle of common good, every country around
the globe would aspire to ensure that there are mechanisms in place to support indigenous
and other special communities around the world have access to university education (Felber,
2019). For this kind of access to university to be achieved for the indigenous and minority
communities around the world, there must be measures to ensure that there is appropriate
support right from the primary level of education.
There are numerous challenges that are faced with realization of the common good in
university enrolment and graduation for the indigenous communities. In the context of
nursing and healthcare, there are various challenges that contribute to the existence of low
rate of enrolment and graduation for these communities. One of the challenges is that most of
these communities, for instance the aboriginal and Torres Islander people of Australia, do not
have great trust in modern healthcare (Marginson, 2016). Most indigenous communities
around the globe still hold on to their traditions, including traditional healthcare which make
it rather hard to have university enrolment and graduations. Although there have been some
improvements in helping the communities appreciate the importance of modern healthcare,
there is still a lot to be done (Wilkins, 2019). Another challenge when it comes to achieving

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equitable enrolment and graduation opportunities among the indigenous communities both
locally and internationally is that members of these communities do not value education.
There exists extensive evidence to show that the indigenous people associate education with
colonization (Arthur, Kristjánsson & Vogler, 2020). As a result, they abstain from enrolling
children in education institutions. Instead, they focus on teaching their young ones the
traditional ways. It is important to appreciate that this too has been gradually changing.
Unequitable access to higher education is yet another challenge. Looking at the issue from
the nursing and healthcare profession, there has been little access to enrolment and graduation
from health care related professions for most indigenous communities around the world.
There have been various historical injustices that has led to this situation. Right from the
colonial times, these communities were considered to be less superior (Unterhalter, 2019). As
a result, they were greatly discriminated against when it comes to healthcare access and
training. The historical injustices have had far reaching effects. The effects are still felt today.
It is important to note that the challenges described above are common among
indigenous communities both in Australia and other parts of the world. These communities
have experienced great levels of injustices that has greatly reduced their ability to achieve and
enjoy the principle of the common good. When it comes to university enrolment and
graduation, every community should have an equitable access if the principle of common
good is to be achieved (Biesecker, 2019). Otherwise, the injustices may persist for a long
time. There are various ways that in which these issues can be addressed to ensure that there
is equity and that the principle of common good is achieved. With regard to the nursing and
healthcare profession, there has been various campaigns carried across the globe to encourage
the indigenous communities to embrace modern healthcare (Dahlvig, 2018). The campaigns
have had varying levels of success across the globe but definitely have had some positive
impact. Another possible way to address the issue from my professional community is to

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rally members of the indigenous communities who have graduated from the university to
encourage fellow community members of the importance of education.

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References
Arthur, J., Kristjánsson, K., & Vogler, C. (2020). Seeking the common good in education
through a positive conception of social justice. British Journal of Educational Studies,
1-17.
Biesecker, B. A. (2019). The crisis of higher education and the rhetorical vicissitudes of the
common good. Review of Communication, 19(2), 111-126.
Dahlvig, J. E. (2018). Flourishing for the common good: Positive leadership in Christian
higher education during times of change. Christian Higher Education, 17(1-2), 97-
109.
Duke, G. (2020). 15 The principle of the common good. Christianity and Global Law.
Felber, C. (2019). Change everything: Creating an economy for the common good. Zed
Books Ltd.
Lotz-Sisitka, H. (2017). Education and the common good. In Post-Sustainability and
Environmental Education (pp. 63-76). Palgrave Macmillan, Cham.
Marginson, S. (2016). Higher education and the common good. Melbourne Univ. Publishing.
Reimers, F. (Ed.). (2018). Learning to Collaborate for the Global Common Good.
CreateSpace Independent Publishing Platform.
Unterhalter, E. (2019). Higher Education and the Common Good. Melbourne: Melbourne
Univ. Publishing
Wilkins, A. (2019). Reframing education as a public and common good: enhancing
democratic governance. Journal of Education Policy.