According to Kostiner (2003), activists employ three different schemas of evaluation to assess the role of law in social change. The three schemas include the instrumental, political and cultural. Instrumental schema emphasizes a change in the allocation of concrete resources. Regarding political schema, activists view the existent change as the typical empowerment of communities that have been marginalized. Finally, cultural schema emphasizes the transformation of assumptions, which have the likelihood of being shared by society.
The instrumental schema is used in the correction of justice through the provision of necessary needs to people such as education, employment, healthcare, and language access. For example, the provision of non-material demand in the education area forms the demand for a multicultural curriculum (Kostiner, 2003). This implies that a multicultural curriculum is needed for minority students for their success in school and future life. Notably, the contemporary curricula are limited in their reflection to the experiences of minority students who are alienated from school leading to failure and school dropouts.
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Additionally, the political schema is employed in the process of attempting to cure justice. Power is viewed as a source of injustice done by oppressing the marginalized communities. Since the political schema focuses on empowering the marginalized communities, minor groups form to fight against those in power referring to them as ‘us against them.' For example, groups create boundaries between the minorities fighting whites, the underprivileged fighting the middle and upper classes, or reformists against fundamentalists (Kostiner, 2003).
Finally, the cultural schema is employed when individuals view the redistribution of resources as a way that does not solve social injustices. Applying cultural schema incorporates the devising of meaningful social change by ensuring that individuals are embracing and thinking respectfully with other people and cultures. For example, barriers encountered at the workplace when workers advance themselves in terms of education.
Reference
Kostiner, I. (2003). Evaluating legality: Toward a cultural approach to the study of law and social change. Law & Society Review, 37(2), 323-368,260. Retrieved from https://sci-hub.tw/10.2307/1555132
