“An Absurdly Quiet Spot”: The Spatial Justice of WW1 Fraternizations

Recent research on WW1 shows that incidents of fraternization across enemy lines took place regularly. However, fraternization remains a taboo in many contexts. The fact that the 2005 film Joyeux Noel by Christian Caron, which explicitly deals with the subject, encountered resistance from the authorities, is an indication of the kind of difficulty associated with the issue. I am drawing my inspiration from the way fraternizations are depicted in the film and in the literature in order to explore the concept of spatial justice. I define spatial justice as the question that emerges when a body desires to occupy the same space at the same time as another body. Defined like this, the question of spatial justice opens up in the dread of No Man’s Land and in particular the exchange of affects, objects and narratives that went on during fraternizations. I trace the movement of spatial justice as one of withdrawal from the asphyxiating atmosphere of the war and the propaganda machine. This withdrawal is not one of unpatriotic stance but of a courageous and difficult detachment from the supposed legality of the war that could only function on the basis of hate and demonization. While fraternizations did not end the war, they allowed for the possibility of spatial justice to emerge, as an opportunity to reorient the space and the bodies within.

Digital evidence as a means of proof before the International Court of Justice

This article discusses the use of digital evidence as a means of proof before the International Court of Justice (ICJ). The absence of specific Court rules and procedures for digital evidence (with the exception of Practice Direction IX bis) is not necessarily an obstacle to its production and evaluation before the ICJ, as the general evidentiary rules can also be applied to digital evidence. The article first looks at the rules on the production of documentary evidence and then examines the specific issues related to audiovisual evidence. Finally, it examines the admissibility of digital evidence unlawfully obtained by a litigant through unilateral transborder access to data. The article concludes that, even if specific regulation may be needed as to the specific way in which authenticity and accuracy of digital evidence are to be established, the particular facts of the case and the grounds of challenge can vary widely, and it is doubtful that any regulation could be sufficiently flexible to deal with this in advance.

Juvenile Justice System Planning Data Iowa’s Juvenile Justice Advisory Council Three Year Comprehensive Plan with Additional Juvenile Justice System Information, November 2015

This report provides key juvenile justice system planning data, most of which are taken from Iowa’s 2015 Juvenile Justice and Delinquency Prevention Act Three Year Plan. The data and related descriptions serve as an overview of decision making for major juvenile justice system processing points, and also assist state and local officials with policy and practice. Included in the report are school discipline data and data related to juvenile in the adult criminal justice system.

Teachers' perceptions of effects of terminal examinations on teaching and learning at the secondary school level in Zimbabwe

This study was particularly aimed at the examinations and the effect they have on schooling at the secondary school level in Zimbabwe. The views and opinions of teachers on the use of terminal examinations for certification and the influence they are seen to have on teachers' approach to the curriculum were examined. The literature has shown that there is widespread criticism of the justice and effects of terminal examinations. It is argued that they lead to an over-emphasis of that which is measured, knowledge and intellectual ability, at the expense of that kind of education progress which is almost impossible to measure in an end-of-the-course assessment. Three hundred and six secondary school teachers responded to a survey which asked for teachers' perceptions of examinations and the curriculum. The findings of this study indicated that teaching is structured towards examinations. Although teachers are trying to teach and develop reasoning skills and other activities, the pressure of examinations and the importance of doing well in them force teachers to restrict themselves to examination requirements.

Power, resistance and Spanish Residential School

This thesis explores the relationship between exercises of disciplinary power and acts of resistance as they relate to the negotiation of identities at Spanish Residential School between the years of 1878 and 1930. The school itself, originally Wikwemikong Industrial School, was administered by the Jesuits and the Daughters of the Heart of Mary and relocated to Spanish, Ontario in 1913. Various archival and printed sources have been used to reveal methods of disciplinary power that administrators used to reshape the Aboriginal students. However, despite their incessant efforts, the administrators of Spanish Residential School did not succeed in completely reforming their pupils. The documentary record, then, also suggests that students at Spanish Residential School, although confined in a very oppressive institution, creatively used opportunities to alter their circumstances.

Impact of social constructs on administrator understanding of social justice

Educational administrators are expected to relate social justice considerations to their actions and to the theoretical foundations of their practice. At the same time, social constructs-including those related to administrative practice, social justice, and societal norms-are important in helping administrators understand, frame, and describe administrative issues. Furthermore, as part of socially constructed language, these constructs represent discursive practices and accepted ways of knowing, valuing, and experiencing the world. Drawing on the multidimensional methods of critical discourse analysis as articulated in the writings of Michel Foucault, Norman Fairclough, and Allan Luke, and using deconstruction as a strategic device for reading and interpreting texts, this exploratory qualitative study examined how administrator knowledge, values, and experiences impact their understanding of social justice within the context of delivering social justice for students who experience bullying. Study findings reveal that school administrators interpreted social justice as equitable distribution, action, and results; fairness; and equity. Constructs embedded in these interpretations assumed common things such as universal acceptance of norms of social relations and conveyed administrator intent to secure the kind of social relations that enabled individuals to enjoy greater equality within existing social arrangements.

A Home at School: Building Stronger Indigenous People through Cultural Resurgence in an Urban Ontario Public School Context.

In this thesis, I work through the educational narratives of young Aboriginal women and men as I explore the relationship between cultural programming and student engagement. My analysis is structured through a collaborative Indigenous research project. My overarching task is to explore how a cultural support program, the Native Youth Advancement with Education Hamilton (NYA WEH) Program, offered at Sir John A. Macdonald Secondary School, located in Hamilton, Ontario, Canada, attempts to re-imagine Aboriginal education in ways that directly challenge the residential school legacy. In particular, I work to illuminate how particular forms of Aboriginal education are connected to the graduation rates of Aboriginal youth. I argue that the ways in which the NYA WEH Program navigates Native Studies curriculum, relationships, and notions of culture and tradition are significant to the engagement of Aboriginal youth. This research develops theoretical connections between the contemporary experience of Aboriginal social inequality and educational initiatives which attempt to reverse that legacy. By placing the NYA WEH Program narratives side-by-side with literature supporting Aboriginal education for Self-determination, I work to learn how to best support and encourage Aboriginal student engagement in secondary schools across Ontario.

"They're trying to trick us!": Making sense of anti-oppressive children's literature in the elementary school classroom

This study examines how children make sense of “anti-oppressive” children’s literature in the classroom, specifically, books that integrate and promote positive portrayals of gender non-conformity and sexual diversity. Through a feminist poststructural lens, I conducted ethnographic observations and reading groups with twenty students in a grade one/two classroom to explore how children engage with these storybooks. I further explored how the use of these books in the classroom might help to mediate and negotiate existing gendered and heteronormative beliefs and practices within educational settings. The books used in this study challenge oppressive gender and sexuality regimes within mainstream children’s literature that have traditionally served to marginalize and silence gender non-conforming and LGBTQ individuals. Responses from participants in this study aid in questioning how dominant discourses of gender and sexuality are produced and reinforced, as well as where we may find opportunities for change and reform within the elementary school classroom.

La justice globale et son rapport aux pratiques internationales : deux approches pour l’éradication de la pauvreté

Cette recherche a bénéficié du soutien de plusieurs organismes. D’abord, je remercie le Conseil de recherche en sciences humaines du Canada (CRSH) de m’avoir accordé la bourse J.A. Bombardier – bourse de recherche pour la maitrise. Je remercie également le département de philosophie pour les quelques bourses de recherche et de voyage qui m’ont été offertes au cours de mes études de deuxième cycle au département. Je tiens finalement à exprimer ma gratitude envers le Groupe de recherche interuniversitaire en philosophie politique (GRIPP) pour son soutient financier ainsi que pour l’expérience enrichissante qu’il m’a promulgué. Une partie de ce mémoire a été présentée en avril 2012 à la Graduate Conference on Global Justice, tenue à la Gallatin School, New York University.

Le leadership en matière de justice sociale : cas d’une direction d’école primaire francophone de milieu défavorisé de Montréal

Cette recherche consiste en une étude de cas qui a pour objectif de décrire en quoi consiste l’exercice d’un leadership porté sur la justice sociale par une direction d’école primaire de milieu défavorisé de Montréal (cas exemplaire). En utilisant le cadre opérationnel pour l’étude du leadership transformatif, un concept très proche de celui de la justice sociale élaboré par Archambault et Garon (2011a), nous avons tracé le portrait émergeant du discours de la direction de l’école, des autres acteurs de l’école (enseignants et autres membres de l’équipe-école, parents et membres de la communauté) et de notre observation continue (shadowing) de la direction. Ce portrait présente les trois constituantes du cadre conceptuel. Tout d’abord, il fera état des connaissances portant sur la notion de leadership de justice sociale, sur le contexte des élèves de milieu défavorisé et sur leurs attitudes et comportements liés à la justice sociale. Il présentera aussi des attitudes, croyances et valeurs traduisant la volonté du leader de changer les choses pour promouvoir plus de justice sociale au sein de son école. Finalement, ce portrait fera état des comportements (rapportés ou observés) qui traduisent la mise en place par la direction de l’école de stratégies pour changer les choses vers plus de justice sociale. Le portrait émergeant placerait la direction d’école étudiée dans la lignée des directions ayant un intérêt pour la justice sociale dans les milieux défavorisés de Montréal et qui mettent en œuvres des actions pour redresser les injustices au sein de leurs écoles (Archambault et Garon, 2013). Cette étude de cas présente, en plus, un portrait bâti sur la base de l’observation de la direction jumelée à des entrevues semi-dirigées avec elle-même, avec d’autres membres de l’équipe-école et des membres de la communauté scolaire en général; notre étude présente de ce point de vue un portrait assez complet et nuancé du leadership porté sur la justice sociale de la direction de l’école. Elle met également en évidence l’utilité du cadre opérationnel pour l’étude de leadership transformatif (Archambault et Garon, 2011a). Cette recherche n’aspire pas à une quelconque généralisation de ses résultats, c’est une étude de cas qui espère toutefois avoir présenté un cas exemplaire qui répondrait à l’intérêt pour l’étude du leadership de justice sociale dans le contexte des écoles primaires de milieux défavorisés de Montréal

Supporting Parallel Legal Systems as a Means of Improving Access to Justice in Guatemala

Parallel legal systems can and do exist within a single sovereign nation, and rural Guatemala offers one example. Such parallel systems are generally viewed as failures of legal penetration which compromise the rule of law. The question addressed in this paper is whether the de facto existence of parallel systems in Guatemala benefits the indigenous population, or whether the ultimate goal of attaining access to justice requires a complete overhaul of the official legal system. Ultimately, the author concludes that while the official justice system needs a lot of work in order to expand access to justice, especially for the rural poor, the existence of a parallel legal system can be a vehicle for, rather than a hindrance to, expanding such access.

New Standards of Justice: Uncovering Motivations for Mexico’s Recent Judicial Reforms amid a Security Crisis

From the introduction: Mexico is in a state of siege. In recent years, organized crime and drug-related violence have escalated dramatically, taking innocent lives and leaving the country mired in bloodshed. The Mexican government, under the leadership of President Felipe Calderón, has responded in part by significantly extending the reach of its security operations, deploying thousands of federal police officers and military troops to combat the activities of drug cartels, and collaborating with the United States on an extensive regional security plan known as the Mérida Initiative. In the midst of the security crisis, however, the government has somewhat paradoxically adopted judicial reforms that protect human rights and civil liberties rather than erode them, specifically the presumption of innocence standard in criminal proceedings and the implementation of oral trials. Assuming that the new laws on the books will be applied in practice, these reforms represent an important commitment on the part of the government to uphold human rights and civil liberties. This is in stark contrast to the infamous judicial reforms in Colombia—the institutionalization of anonymous or “faceless” prosecutions in special courts—implemented after a surge in leftist and cartel brutality, and the murders of several prominent public and judicial officials in the 1980s.