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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Education Law</h1><div class="u-tcGrayDark">5,841 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Education Law</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Education_Law">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Education_Law/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Education_Law/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Education_Law/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Education_Law">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60202714" data-work_id="60202714" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60202714/Educational_foundations_General_editors_preface">Educational foundations: General editors' preface</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Readers of a certain age will undoubtedly remember Choose Your Own Adventure children's books. In a normal novel, the author leads the reader through a series of fixed events and experiences lived by some other person. Choose Your Own... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60202714" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Readers of a certain age will undoubtedly remember Choose Your Own Adventure children's books. In a normal novel, the author leads the reader through a series of fixed events and experiences lived by some other person. Choose Your Own Adventure books were different because they made the reader the protagonist. Every few pages, options were proposed about what to do next so that the story unfolded in different ways depending on the reader's choices. The net effect, enhanced by the uncustomary use of the second person throughout, is that readers themselves determine the reading experience. We offer this six-volume book series on educational foundations in much the same spirit. It does not have to be read sequentially, but rather can be delved into according to one's personal, academic or professional interests and informational needs. These are books made for exploration.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60202714" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="02e673a737dc088b09cde244f2d5096f" rel="nofollow" data-download="{"attachment_id":86508996,"asset_id":60202714,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86508996/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7455890" href="https://universityofmontreal.academia.edu/BruceMaxwell">Bruce Maxwell</a><script data-card-contents-for-user="7455890" type="text/json">{"id":7455890,"first_name":"Bruce","last_name":"Maxwell","domain_name":"universityofmontreal","page_name":"BruceMaxwell","display_name":"Bruce Maxwell","profile_url":"https://universityofmontreal.academia.edu/BruceMaxwell?f_ri=152837","photo":"https://0.academia-photos.com/7455890/2724380/42239150/s65_bruce.maxwell.jpg"}</script></span></span></li><li class="js-paper-rank-work_60202714 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60202714"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 60202714, container: ".js-paper-rank-work_60202714", }); });</script></li><li class="js-percentile-work_60202714 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 60202714; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_60202714"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_60202714 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="60202714"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60202714; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60202714]").text(description); $(".js-view-count-work_60202714").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_60202714").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="60202714"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="974" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology_of_Education">Sociology of Education</a>, <script data-card-contents-for-ri="974" type="text/json">{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2196" rel="nofollow" href="https://www.academia.edu/Documents/in/History_of_Education">History of Education</a>, <script data-card-contents-for-ri="2196" type="text/json">{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2559" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy_of_Education">Philosophy of Education</a><script data-card-contents-for-ri="2559" type="text/json">{"id":2559,"name":"Philosophy of Education","url":"https://www.academia.edu/Documents/in/Philosophy_of_Education?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=60202714]'), work: {"id":60202714,"title":"Educational foundations: General editors' preface","created_at":"2021-10-28T06:13:22.234-07:00","url":"https://www.academia.edu/60202714/Educational_foundations_General_editors_preface?f_ri=152837","dom_id":"work_60202714","summary":"Readers of a certain age will undoubtedly remember Choose Your Own Adventure children's books. In a normal novel, the author leads the reader through a series of fixed events and experiences lived by some other person. Choose Your Own Adventure books were different because they made the reader the protagonist. Every few pages, options were proposed about what to do next so that the story unfolded in different ways depending on the reader's choices. The net effect, enhanced by the uncustomary use of the second person throughout, is that readers themselves determine the reading experience. We offer this six-volume book series on educational foundations in much the same spirit. It does not have to be read sequentially, but rather can be delved into according to one's personal, academic or professional interests and informational needs. These are books made for exploration.","downloadable_attachments":[{"id":86508996,"asset_id":60202714,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7455890,"first_name":"Bruce","last_name":"Maxwell","domain_name":"universityofmontreal","page_name":"BruceMaxwell","display_name":"Bruce Maxwell","profile_url":"https://universityofmontreal.academia.edu/BruceMaxwell?f_ri=152837","photo":"https://0.academia-photos.com/7455890/2724380/42239150/s65_bruce.maxwell.jpg"}],"research_interests":[{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=152837","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true},{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=152837","nofollow":true},{"id":2559,"name":"Philosophy of Education","url":"https://www.academia.edu/Documents/in/Philosophy_of_Education?f_ri=152837","nofollow":true},{"id":4557,"name":"Economics of Education","url":"https://www.academia.edu/Documents/in/Economics_of_Education?f_ri=152837"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":869075,"name":"Educational Foundations","url":"https://www.academia.edu/Documents/in/Educational_Foundations?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42012431" data-work_id="42012431" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42012431/Der_Streit_um_die_Verfassungsm%C3%A4%C3%9Figkeit_von_Kopfnoten_im_s%C3%A4chsischen_Schulrecht">Der Streit um die Verfassungsmäßigkeit von Kopfnoten im sächsischen Schulrecht</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Im Freistaat Sachsen gibt es einen Streit zwischen dem Verwaltungsgericht Dresden und dem Oberverwaltungsgericht Sachsens um die Rechtmäßigkeit von Kopfnoten auf Abschlusszeugnissen. Insbesondere geht es um die Frage, ob das Sächsische... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42012431" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Im Freistaat Sachsen gibt es einen Streit zwischen dem Verwaltungsgericht Dresden und dem Oberverwaltungsgericht Sachsens um die Rechtmäßigkeit von Kopfnoten auf Abschlusszeugnissen. Insbesondere geht es um die Frage, ob das Sächsische Schulgesetz eine ausreichende Rechtsgrundlage für die Erteilung von Kopfnoten darstellt.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42012431" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="15e6d205dbbccbe09af842c9fe7ecdbe" rel="nofollow" data-download="{"attachment_id":62137170,"asset_id":42012431,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62137170/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14710537" href="https://independent.academia.edu/DriurHannesBerger">Dr. iur. Hannes Berger</a><script data-card-contents-for-user="14710537" type="text/json">{"id":14710537,"first_name":"Dr. iur. Hannes","last_name":"Berger","domain_name":"independent","page_name":"DriurHannesBerger","display_name":"Dr. iur. Hannes Berger","profile_url":"https://independent.academia.edu/DriurHannesBerger?f_ri=152837","photo":"https://0.academia-photos.com/14710537/20147037/19891571/s65_hannes.berger.jpg"}</script></span></span></li><li class="js-paper-rank-work_42012431 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42012431"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42012431, container: ".js-paper-rank-work_42012431", }); });</script></li><li class="js-percentile-work_42012431 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42012431; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_42012431"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42012431 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42012431"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42012431; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42012431]").text(description); $(".js-view-count-work_42012431").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42012431").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42012431"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="51429" rel="nofollow" href="https://www.academia.edu/Documents/in/Public_Law">Public Law</a>, <script data-card-contents-for-ri="51429" type="text/json">{"id":51429,"name":"Public Law","url":"https://www.academia.edu/Documents/in/Public_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="132195" rel="nofollow" href="https://www.academia.edu/Documents/in/Public_Education">Public Education</a>, <script data-card-contents-for-ri="132195" type="text/json">{"id":132195,"name":"Public Education","url":"https://www.academia.edu/Documents/in/Public_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42012431]'), work: {"id":42012431,"title":"Der Streit um die Verfassungsmäßigkeit von Kopfnoten im sächsischen Schulrecht","created_at":"2020-02-18T22:06:46.902-08:00","url":"https://www.academia.edu/42012431/Der_Streit_um_die_Verfassungsm%C3%A4%C3%9Figkeit_von_Kopfnoten_im_s%C3%A4chsischen_Schulrecht?f_ri=152837","dom_id":"work_42012431","summary":"Im Freistaat Sachsen gibt es einen Streit zwischen dem Verwaltungsgericht Dresden und dem Oberverwaltungsgericht Sachsens um die Rechtmäßigkeit von Kopfnoten auf Abschlusszeugnissen. Insbesondere geht es um die Frage, ob das Sächsische Schulgesetz eine ausreichende Rechtsgrundlage für die Erteilung von Kopfnoten darstellt.","downloadable_attachments":[{"id":62137170,"asset_id":42012431,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14710537,"first_name":"Dr. iur. Hannes","last_name":"Berger","domain_name":"independent","page_name":"DriurHannesBerger","display_name":"Dr. iur. Hannes Berger","profile_url":"https://independent.academia.edu/DriurHannesBerger?f_ri=152837","photo":"https://0.academia-photos.com/14710537/20147037/19891571/s65_hannes.berger.jpg"}],"research_interests":[{"id":51429,"name":"Public Law","url":"https://www.academia.edu/Documents/in/Public_Law?f_ri=152837","nofollow":true},{"id":132195,"name":"Public Education","url":"https://www.academia.edu/Documents/in/Public_Education?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41993434" data-work_id="41993434" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41993434/On_legal_literacy_and_mobilization_of_students_rights_from_a_disempowered_professional_status_The_case_of_Israeli_teachers">On legal literacy and mobilization of students' rights from a disempowered professional status: The case of Israeli teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Both authors contributed equally to this work. Abstract The study examined Israeli teachers' knowledge and perceptions of student's rights, and their reports on their actions in rights-related cases. Semi-structured interviews with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41993434" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Both authors contributed equally to this work. Abstract The study examined Israeli teachers' knowledge and perceptions of student's rights, and their reports on their actions in rights-related cases. Semi-structured interviews with teachers revealed that although teachers encounter frequent legal questions, most of them were only minimally knowledgeable, expressed reluctance to seek out information, and perceived themselves as lacking the capacity to do so. Moreover, due to legal myths that purportedly limit teachers' autonomy, teachers reported feeling helpless and acknowledged violating rules that in actuality do not exist. The conclusions discuss the interface of legal literacy, Israeli teachers' low social status, and their perceptions of teachers' professionalism.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41993434" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="535347738c35fb6330b04887aa2153cb" rel="nofollow" data-download="{"attachment_id":62117232,"asset_id":41993434,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62117232/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="412122" href="https://haifa.academia.edu/LotemPerryHazan">Lotem Perry-Hazan</a><script data-card-contents-for-user="412122" type="text/json">{"id":412122,"first_name":"Lotem","last_name":"Perry-Hazan","domain_name":"haifa","page_name":"LotemPerryHazan","display_name":"Lotem Perry-Hazan","profile_url":"https://haifa.academia.edu/LotemPerryHazan?f_ri=152837","photo":"https://0.academia-photos.com/412122/181027/14844706/s65_lotem.perry-hazan.jpg"}</script></span></span></li><li class="js-paper-rank-work_41993434 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41993434"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41993434, container: ".js-paper-rank-work_41993434", }); });</script></li><li class="js-percentile-work_41993434 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41993434; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41993434"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41993434 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41993434"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41993434; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41993434]").text(description); $(".js-view-count-work_41993434").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41993434").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41993434"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="17773" rel="nofollow" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a>, <script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="28140" rel="nofollow" href="https://www.academia.edu/Documents/in/Childrens_rights_Political_Science_">Children's rights (Political Science)</a>, <script data-card-contents-for-ri="28140" type="text/json">{"id":28140,"name":"Children's rights (Political Science)","url":"https://www.academia.edu/Documents/in/Childrens_rights_Political_Science_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a>, <script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41993434]'), work: {"id":41993434,"title":"On legal literacy and mobilization of students' rights from a disempowered professional status: The case of Israeli teachers","created_at":"2020-02-16T20:22:31.727-08:00","url":"https://www.academia.edu/41993434/On_legal_literacy_and_mobilization_of_students_rights_from_a_disempowered_professional_status_The_case_of_Israeli_teachers?f_ri=152837","dom_id":"work_41993434","summary":"Both authors contributed equally to this work. Abstract The study examined Israeli teachers' knowledge and perceptions of student's rights, and their reports on their actions in rights-related cases. Semi-structured interviews with teachers revealed that although teachers encounter frequent legal questions, most of them were only minimally knowledgeable, expressed reluctance to seek out information, and perceived themselves as lacking the capacity to do so. Moreover, due to legal myths that purportedly limit teachers' autonomy, teachers reported feeling helpless and acknowledged violating rules that in actuality do not exist. The conclusions discuss the interface of legal literacy, Israeli teachers' low social status, and their perceptions of teachers' professionalism.","downloadable_attachments":[{"id":62117232,"asset_id":41993434,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":412122,"first_name":"Lotem","last_name":"Perry-Hazan","domain_name":"haifa","page_name":"LotemPerryHazan","display_name":"Lotem Perry-Hazan","profile_url":"https://haifa.academia.edu/LotemPerryHazan?f_ri=152837","photo":"https://0.academia-photos.com/412122/181027/14844706/s65_lotem.perry-hazan.jpg"}],"research_interests":[{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=152837","nofollow":true},{"id":28140,"name":"Children's rights (Political Science)","url":"https://www.academia.edu/Documents/in/Childrens_rights_Political_Science_?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":815525,"name":"Children`s Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights-1?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49986772" data-work_id="49986772" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49986772/Response_to_Welsh_Government_Consultation_on_Religion_Values_and_Ethics_Guidance">Response to Welsh Government Consultation on Religion, Values and Ethics Guidance</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this submission to the consultation on the RVE guidance, I argue that clarity is required in respect of the following seven issues: (1) The place of RVE within the Humanities AoLE given that it is a statutory requirement (2) The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49986772" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this submission to the consultation on the RVE guidance, I argue that clarity is required in respect of the following seven issues:  (1) The place of RVE within the Humanities AoLE given that it is a statutory requirement<br />(2) The position of the opt out for teachers<br />(3) The nature of RVE in schools with a religious character where it is taught in accordance with trust deeds or ethos<br />(4) The definition of RVE<br />(5) The definition of religion<br />(6) The definition of philosophical convictions<br />(7) The position of sixthformers</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49986772" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f9512834821963024600a8a31ad61c5b" rel="nofollow" data-download="{"attachment_id":68140106,"asset_id":49986772,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Sandberg","profile_url":"https://cardiff.academia.edu/RussellSandberg?f_ri=152837","photo":"https://0.academia-photos.com/53929542/14227414/15195021/s65_russell.sandberg.jpeg"}</script></span></span></li><li class="js-paper-rank-work_49986772 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49986772"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49986772, container: ".js-paper-rank-work_49986772", }); });</script></li><li class="js-percentile-work_49986772 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49986772; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49986772"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2397" rel="nofollow" href="https://www.academia.edu/Documents/in/Religious_Education">Religious Education</a>, <script data-card-contents-for-ri="2397" type="text/json">{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4565" rel="nofollow" href="https://www.academia.edu/Documents/in/Law_and_Religion">Law and Religion</a>, <script data-card-contents-for-ri="4565" type="text/json">{"id":4565,"name":"Law and Religion","url":"https://www.academia.edu/Documents/in/Law_and_Religion?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="66434" rel="nofollow" href="https://www.academia.edu/Documents/in/Religion_and_Law">Religion and Law</a>, <script data-card-contents-for-ri="66434" type="text/json">{"id":66434,"name":"Religion and Law","url":"https://www.academia.edu/Documents/in/Religion_and_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="96273" rel="nofollow" href="https://www.academia.edu/Documents/in/Wales">Wales</a><script data-card-contents-for-ri="96273" type="text/json">{"id":96273,"name":"Wales","url":"https://www.academia.edu/Documents/in/Wales?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49986772]'), work: {"id":49986772,"title":"Response to Welsh Government Consultation on Religion, Values and Ethics Guidance","created_at":"2021-07-16T09:17:04.418-07:00","url":"https://www.academia.edu/49986772/Response_to_Welsh_Government_Consultation_on_Religion_Values_and_Ethics_Guidance?f_ri=152837","dom_id":"work_49986772","summary":"In this submission to the consultation on the RVE guidance, I argue that clarity is required in respect of the following seven issues: (1) The place of RVE within the Humanities AoLE given that it is a statutory requirement\n(2) The position of the opt out for teachers\n(3) The nature of RVE in schools with a religious character where it is taught in accordance with trust deeds or ethos\n(4) The definition of RVE\n(5) The definition of religion\n(6) The definition of philosophical convictions\n(7) The position of sixthformers\n ","downloadable_attachments":[{"id":68140106,"asset_id":49986772,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":53929542,"first_name":"Russell","last_name":"Sandberg","domain_name":"cardiff","page_name":"RussellSandberg","display_name":"Russell Sandberg","profile_url":"https://cardiff.academia.edu/RussellSandberg?f_ri=152837","photo":"https://0.academia-photos.com/53929542/14227414/15195021/s65_russell.sandberg.jpeg"}],"research_interests":[{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=152837","nofollow":true},{"id":4565,"name":"Law and Religion","url":"https://www.academia.edu/Documents/in/Law_and_Religion?f_ri=152837","nofollow":true},{"id":66434,"name":"Religion and Law","url":"https://www.academia.edu/Documents/in/Religion_and_Law?f_ri=152837","nofollow":true},{"id":96273,"name":"Wales","url":"https://www.academia.edu/Documents/in/Wales?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38031290 coauthored" data-work_id="38031290" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38031290/APPLICATION_OF_FIVE_LAWS_OF_LIBRARY_SCIENCE_IN_THE_CONTEXT_OF_THE_WEB">APPLICATION OF FIVE LAWS OF LIBRARY SCIENCE IN THE CONTEXT OF THE WEB</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper focus on the five laws of library science of Dr. S. R. Ranganathan in the context of the web. The web provides a dynamic source of information for all kinds of users. These five laws of the web are applicable to the web... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38031290" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper focus on the five laws of library science of Dr. S. R. Ranganathan in the context of the web. The web provides a dynamic source of information for all kinds of users. These five laws of the web are applicable to the web resources as well as web services delivering to its user community. These laws analyze the vital characteristics of the web. Web resources and services can be evaluated by applying the five laws of the web.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38031290" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="47b21a9cbae161d338943fc890744efc" rel="nofollow" data-download="{"attachment_id":58053574,"asset_id":38031290,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58053574/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8518670" href="https://independent.academia.edu/IRJMSH">International Res Jour Managt Socio Human</a><script data-card-contents-for-user="8518670" type="text/json">{"id":8518670,"first_name":"International Res Jour","last_name":"Managt Socio Human","domain_name":"independent","page_name":"IRJMSH","display_name":"International Res Jour Managt Socio Human","profile_url":"https://independent.academia.edu/IRJMSH?f_ri=152837","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-38031290">+1</span><div class="hidden js-additional-users-38031290"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/UrmilaDeb">Urmila Deb</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-38031290'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-38031290').html(); 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R. Ranganathan in the context of the web. The web provides a dynamic source of information for all kinds of users. These five laws of the web are applicable to the web resources as well as web services delivering to its user community. These laws analyze the vital characteristics of the web. 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This highlights a need to identify the kind of approaches that would take understanding of the field of education law forward. The aim of this article is to explore the essence <br />of education law research. In doing so it attempts to <br />grapple with and move beyond the apparent tension between legal and educational approaches towards collaborations and approaches that will address the current issues in education more holistically. In comparing South African with international approaches this article will contribute towards discourses about education law <br />epistemologies and methodologies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8972495" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8275460a9b4c5ec895b7622798a929a8" rel="nofollow" data-download="{"attachment_id":35287854,"asset_id":8972495,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35287854/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20026311" href="https://nwu.academia.edu/AnnamagrietdW">Annamagriet DeWet</a><script data-card-contents-for-user="20026311" type="text/json">{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}</script></span></span></li><li class="js-paper-rank-work_8972495 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8972495"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8972495, container: ".js-paper-rank-work_8972495", }); 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This highlights a need to identify the kind of approaches that would take understanding of the field of education law forward. The aim of this article is to explore the essence\r\nof education law research. In doing so it attempts to\r\ngrapple with and move beyond the apparent tension between legal and educational approaches towards collaborations and approaches that will address the current issues in education more holistically. In comparing South African with international approaches this article will contribute towards discourses about education law\r\nepistemologies and methodologies. 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Schulrecht 101.pdf</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38318539" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dd8ff35ad2a3f360eaa397b103a226d2" rel="nofollow" data-download="{"attachment_id":58878500,"asset_id":38318539,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58878500/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43454382" href="https://independentresearcher.academia.edu/RijadDautovi%C4%87">Rijad Dautović</a><script data-card-contents-for-user="43454382" type="text/json">{"id":43454382,"first_name":"Rijad","last_name":"Dautović","domain_name":"independentresearcher","page_name":"RijadDautović","display_name":"Rijad Dautović","profile_url":"https://independentresearcher.academia.edu/RijadDautovi%C4%87?f_ri=152837","photo":"https://0.academia-photos.com/43454382/16690386/31654597/s65_rijad.dautovi_.png"}</script></span></span></li><li class="js-paper-rank-work_38318539 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38318539"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38318539, container: ".js-paper-rank-work_38318539", }); 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Schulrecht 101.pdf","created_at":"2019-02-09T14:35:32.395-08:00","url":"https://www.academia.edu/38318539/Dautovic_Kurzskriptum_Schulrecht_101_pdf?f_ri=152837","dom_id":"work_38318539","summary":null,"downloadable_attachments":[{"id":58878500,"asset_id":38318539,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43454382,"first_name":"Rijad","last_name":"Dautović","domain_name":"independentresearcher","page_name":"RijadDautović","display_name":"Rijad Dautović","profile_url":"https://independentresearcher.academia.edu/RijadDautovi%C4%87?f_ri=152837","photo":"https://0.academia-photos.com/43454382/16690386/31654597/s65_rijad.dautovi_.png"}],"research_interests":[{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true},{"id":51429,"name":"Public Law","url":"https://www.academia.edu/Documents/in/Public_Law?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":1795246,"name":"Öffentliches Recht","url":"https://www.academia.edu/Documents/in/%C3%96ffentliches_Recht?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27648985" data-work_id="27648985" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27648985/L_istruzione_tra_diritto_europeo_e_diritto_nazionale">L’istruzione tra diritto europeo e diritto nazionale</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">L’evoluzione della politica scolastica, in Italia, si è sempre caratterizzata per la forte tensione tra due diverse prospettive: quella finalizzata a concepire l’istruzione come luogo neutrale per la crescita della persona; e quella,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27648985" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">L’evoluzione della politica scolastica, in Italia, si è sempre caratterizzata per la forte tensione tra due diverse prospettive: quella finalizzata a concepire l’istruzione come luogo neutrale per la crescita della persona; e quella, viceversa, tesa a vedere nella scuola anche un momento strategico per realizzare politiche ulteriori. Negli ultimi vent’anni, il diritto europeo ha sicuramente influito a favore della prevalenza della seconda prospettiva. Il presente contributo si propone di illustrare quali siano le regole, i principi e gli strumenti di cui dispone l’Unione europea per realizzare le proprie politiche sull’istruzione e di verificare quale sia stato l’impatto di tale azione sulle riforme promosse dal legislatore italiano dalla fine degli anni Novanta del secolo scorso ai giorni nostri.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27648985" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="df464e4c183d13f488eb75713aa82f97" rel="nofollow" data-download="{"attachment_id":47914692,"asset_id":27648985,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47914692/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37320686" href="https://unitn.academia.edu/FCortese">Fulvio Cortese</a><script data-card-contents-for-user="37320686" type="text/json">{"id":37320686,"first_name":"Fulvio","last_name":"Cortese","domain_name":"unitn","page_name":"FCortese","display_name":"Fulvio Cortese","profile_url":"https://unitn.academia.edu/FCortese?f_ri=152837","photo":"https://0.academia-photos.com/37320686/13708880/14834871/s65_fulvio.cortese.jpg"}</script></span></span></li><li class="js-paper-rank-work_27648985 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27648985"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27648985, container: ".js-paper-rank-work_27648985", }); });</script></li><li class="js-percentile-work_27648985 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27648985; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_27648985"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_27648985 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="27648985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27648985; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27648985]").text(description); $(".js-view-count-work_27648985").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27648985").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27648985"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="547" rel="nofollow" href="https://www.academia.edu/Documents/in/Constitutional_Law">Constitutional Law</a>, <script data-card-contents-for-ri="547" type="text/json">{"id":547,"name":"Constitutional Law","url":"https://www.academia.edu/Documents/in/Constitutional_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15167" rel="nofollow" href="https://www.academia.edu/Documents/in/European_Union_Law">European Union Law</a>, <script data-card-contents-for-ri="15167" type="text/json">{"id":15167,"name":"European Union Law","url":"https://www.academia.edu/Documents/in/European_Union_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="51429" rel="nofollow" href="https://www.academia.edu/Documents/in/Public_Law">Public Law</a>, <script data-card-contents-for-ri="51429" type="text/json">{"id":51429,"name":"Public Law","url":"https://www.academia.edu/Documents/in/Public_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27648985]'), work: {"id":27648985,"title":"L’istruzione tra diritto europeo e diritto nazionale","created_at":"2016-08-09T06:57:06.325-07:00","url":"https://www.academia.edu/27648985/L_istruzione_tra_diritto_europeo_e_diritto_nazionale?f_ri=152837","dom_id":"work_27648985","summary":"L’evoluzione della politica scolastica, in Italia, si è sempre caratterizzata per la forte tensione tra due diverse prospettive: quella finalizzata a concepire l’istruzione come luogo neutrale per la crescita della persona; e quella, viceversa, tesa a vedere nella scuola anche un momento strategico per realizzare politiche ulteriori. Negli ultimi vent’anni, il diritto europeo ha sicuramente influito a favore della prevalenza della seconda prospettiva. Il presente contributo si propone di illustrare quali siano le regole, i principi e gli strumenti di cui dispone l’Unione europea per realizzare le proprie politiche sull’istruzione e di verificare quale sia stato l’impatto di tale azione sulle riforme promosse dal legislatore italiano dalla fine degli anni Novanta del secolo scorso ai giorni nostri.","downloadable_attachments":[{"id":47914692,"asset_id":27648985,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37320686,"first_name":"Fulvio","last_name":"Cortese","domain_name":"unitn","page_name":"FCortese","display_name":"Fulvio Cortese","profile_url":"https://unitn.academia.edu/FCortese?f_ri=152837","photo":"https://0.academia-photos.com/37320686/13708880/14834871/s65_fulvio.cortese.jpg"}],"research_interests":[{"id":547,"name":"Constitutional Law","url":"https://www.academia.edu/Documents/in/Constitutional_Law?f_ri=152837","nofollow":true},{"id":15167,"name":"European Union Law","url":"https://www.academia.edu/Documents/in/European_Union_Law?f_ri=152837","nofollow":true},{"id":51429,"name":"Public Law","url":"https://www.academia.edu/Documents/in/Public_Law?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":219212,"name":"Diritto Amministrativo","url":"https://www.academia.edu/Documents/in/Diritto_Amministrativo?f_ri=152837"},{"id":219641,"name":"Diritto Costituzionale","url":"https://www.academia.edu/Documents/in/Diritto_Costituzionale?f_ri=152837"},{"id":682892,"name":"Diritto pubblico","url":"https://www.academia.edu/Documents/in/Diritto_pubblico?f_ri=152837"},{"id":1812684,"name":"DIRITTO SCOLASTICO","url":"https://www.academia.edu/Documents/in/DIRITTO_SCOLASTICO?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12813919" data-work_id="12813919" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12813919/Discipline_and_learner_rights_Guidelines_for_school_governing_bodies_and_educators">Discipline and learner rights: Guidelines for school governing bodies and educators</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A major challenge confronting educators in South Africa, in a fashion similar to what occurs in schools throughout the world, is the tension that can arise when they apply learner discipline. On the one hand, The South African Schools Act... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12813919" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A major challenge confronting educators in South Africa, in a fashion similar to what occurs in schools throughout the world, is the tension that can arise when they apply learner discipline. On the one hand, The South African Schools Act (SA, 1996b, section 8) and the Guidelines for the Consideration of Governing Bodies in Adopting a Code of Conduct for Learners (SA, 1998) recognise the authority of educators to control learner behaviour in order to maintain safe and orderly learning environments. On the other hand, in a culture that arguably places too much emphasis on the rights of learners (Rossouw, 2004:50; Carstens, 2007:17), the same South African Constitution (SA,1996a) and national laws (National Education Policy Act, 1996c; South African Schools Act, 1996b) confer a variety of rights on learners. In light of this simmering conflict, this article is divided into four sections. The first section examines the rights of learners while the second part reviews the powers and duties of educators and governing bodies to maintain safe and orderly learning environments. The third section reviews the boundaries of permissible discipline. The fourth and final substantive section offers practical guidelines for educators and governing bodies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12813919" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="218ace49b8987707d036de52a73899b1" rel="nofollow" data-download="{"attachment_id":37835584,"asset_id":12813919,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37835584/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20026311" href="https://nwu.academia.edu/AnnamagrietdW">Annamagriet DeWet</a><script data-card-contents-for-user="20026311" type="text/json">{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}</script></span></span></li><li class="js-paper-rank-work_12813919 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12813919"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12813919, container: ".js-paper-rank-work_12813919", }); });</script></li><li class="js-percentile-work_12813919 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12813919; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12813919"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12813919 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12813919"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12813919; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12813919]").text(description); $(".js-view-count-work_12813919").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12813919").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12813919"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2592" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights">Human Rights</a>, <script data-card-contents-for-ri="2592" type="text/json">{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a>, <script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="39525" rel="nofollow" href="https://www.academia.edu/Documents/in/Discipline">Discipline</a>, <script data-card-contents-for-ri="39525" type="text/json">{"id":39525,"name":"Discipline","url":"https://www.academia.edu/Documents/in/Discipline?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12813919]'), work: {"id":12813919,"title":"Discipline and learner rights: Guidelines for school governing bodies and educators","created_at":"2015-06-05T06:34:44.308-07:00","url":"https://www.academia.edu/12813919/Discipline_and_learner_rights_Guidelines_for_school_governing_bodies_and_educators?f_ri=152837","dom_id":"work_12813919","summary":"A major challenge confronting educators in South Africa, in a fashion similar to what occurs in schools throughout the world, is the tension that can arise when they apply learner discipline. On the one hand, The South African Schools Act (SA, 1996b, section 8) and the Guidelines for the Consideration of Governing Bodies in Adopting a Code of Conduct for Learners (SA, 1998) recognise the authority of educators to control learner behaviour in order to maintain safe and orderly learning environments. On the other hand, in a culture that arguably places too much emphasis on the rights of learners (Rossouw, 2004:50; Carstens, 2007:17), the same South African Constitution (SA,1996a) and national laws (National Education Policy Act, 1996c; South African Schools Act, 1996b) confer a variety of rights on learners. In light of this simmering conflict, this article is divided into four sections. The first section examines the rights of learners while the second part reviews the powers and duties of educators and governing bodies to maintain safe and orderly learning environments. The third section reviews the boundaries of permissible discipline. The fourth and final substantive section offers practical guidelines for educators and governing bodies.","downloadable_attachments":[{"id":37835584,"asset_id":12813919,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}],"research_interests":[{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":39525,"name":"Discipline","url":"https://www.academia.edu/Documents/in/Discipline?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":280348,"name":"School Governance","url":"https://www.academia.edu/Documents/in/School_Governance?f_ri=152837"},{"id":300021,"name":"Education and Law","url":"https://www.academia.edu/Documents/in/Education_and_Law?f_ri=152837"},{"id":403684,"name":"Educational Laws","url":"https://www.academia.edu/Documents/in/Educational_Laws?f_ri=152837"},{"id":565127,"name":"Learner Discipline","url":"https://www.academia.edu/Documents/in/Learner_Discipline?f_ri=152837"},{"id":1922015,"name":"Student Discipline","url":"https://www.academia.edu/Documents/in/Student_Discipline?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10889670" data-work_id="10889670" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10889670/Freedom_of_Speech_in_Schools_and_the_Right_to_Participation_When_the_First_Amendment_Encounters_the_Convention_on_the_Rights_of_the_Child">Freedom of Speech in Schools and the Right to Participation: When the First Amendment Encounters the Convention on the Rights of the Child</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The rights to both free speech and participation present two normative frameworks for analyzing children's expressions in school. This Article examines the differences between these normative frameworks, to explore how they apply in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10889670" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The rights to both free speech and participation present two normative frameworks for analyzing children's expressions in school. This Article examines the differences between these normative frameworks, to explore how they apply in different situations, and to assist in shaping just and educative policies for coping with children's controversial expressions in school. The data sources are 56 American cases concerning school children's free speech. The analysis highlights the distinctions between participatory and non-participatory expressions in educational environments. The right to participation captures only expressions that have a dialogic character, which are also supported by stronger justifications. The Article assists in identifying those expressions that are invaluable for democracy, and thus deserving of greater protection.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10889670" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1b3b7400925d6ebfcf2a0038d20ed920" rel="nofollow" data-download="{"attachment_id":36703949,"asset_id":10889670,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36703949/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="412122" href="https://haifa.academia.edu/LotemPerryHazan">Lotem Perry-Hazan</a><script data-card-contents-for-user="412122" type="text/json">{"id":412122,"first_name":"Lotem","last_name":"Perry-Hazan","domain_name":"haifa","page_name":"LotemPerryHazan","display_name":"Lotem Perry-Hazan","profile_url":"https://haifa.academia.edu/LotemPerryHazan?f_ri=152837","photo":"https://0.academia-photos.com/412122/181027/14844706/s65_lotem.perry-hazan.jpg"}</script></span></span></li><li class="js-paper-rank-work_10889670 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10889670"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10889670, container: ".js-paper-rank-work_10889670", }); 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This Article examines the differences between these normative frameworks, to explore how they apply in different situations, and to assist in shaping just and educative policies for coping with children's controversial expressions in school. The data sources are 56 American cases concerning school children's free speech. The analysis highlights the distinctions between participatory and non-participatory expressions in educational environments. The right to participation captures only expressions that have a dialogic character, which are also supported by stronger justifications. The Article assists in identifying those expressions that are invaluable for democracy, and thus deserving of greater protection.","downloadable_attachments":[{"id":36703949,"asset_id":10889670,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":412122,"first_name":"Lotem","last_name":"Perry-Hazan","domain_name":"haifa","page_name":"LotemPerryHazan","display_name":"Lotem Perry-Hazan","profile_url":"https://haifa.academia.edu/LotemPerryHazan?f_ri=152837","photo":"https://0.academia-photos.com/412122/181027/14844706/s65_lotem.perry-hazan.jpg"}],"research_interests":[{"id":8471,"name":"Participation","url":"https://www.academia.edu/Documents/in/Participation?f_ri=152837","nofollow":true},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=152837","nofollow":true},{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20386247" data-work_id="20386247" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20386247/%D7%AA%D7%94%D7%9C%D7%99%D7%9B%D7%99_%D7%94%D7%94%D7%A1%D7%93%D7%A8%D7%94_%D7%A9%D7%9C_%D7%94%D7%97%D7%99%D7%A0%D7%95%D7%9A_%D7%94%D7%97%D7%A8%D7%93%D7%99_%D7%91%D7%99%D7%A9%D7%A8%D7%90%D7%9C_%D7%A4%D7%95%D7%9C%D7%99%D7%98%D7%99%D7%A7%D7%94_%D7%9E%D7%A9%D7%A4%D7%98_%D7%95%D7%9E%D7%94_%D7%A9%D7%91%D7%99%D7%A0%D7%99%D7%94%D7%9D">תהליכי ההסדרה של החינוך החרדי בישראל - פוליטיקה, משפט ומה שביניהם</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">במאמר זה אבקש להתחקות אחר תהליכי ההסדרה של החינוך החרדי בשני העשורים האחרונים. בפרט, אבקש לעמוד על יחסי הגומלין בין הרשות המחוקקת, הרשות המבצעת והרשות השופטת במסגרת תהליכי ההסדרה ועל האופנים בהם השפיעו על עיצוב הנורמות המסדירות את בתי... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20386247" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">במאמר זה אבקש להתחקות אחר תהליכי ההסדרה של החינוך החרדי בשני העשורים האחרונים. בפרט, אבקש לעמוד על יחסי הגומלין בין הרשות המחוקקת, הרשות המבצעת והרשות השופטת במסגרת תהליכי ההסדרה ועל האופנים בהם השפיעו על עיצוב הנורמות המסדירות את בתי הספר החרדיים ועל יישומן. אעסוק בשני נושאים מרכזיים בתהליכי ההסדרה של החינוך החרדי – גיבושה ויישומה של תכנית ליבה בבתי הספר החרדיים ומיון תלמידות ותלמידים על רקע עדתי בבתי ספר אלה. אבקש לטעון כי ככלל התנהגותם של בתי המשפט העידה על זהירות ומודעות לקשיים הכרוכים במעורבות שיפוטית במדיניות חינוך. אף על פי כן, יחסי הגומלין בין שלוש הרשויות התאפיינו בכשלים שהביאו ליצירת נורמות אשר נועדו להסדיר באופן נקודתי ומזורז קשיים שהתעוררו עקב פסיקת בית המשפט והליך חקיקתן נעדר חשיבה מערכתית על פרשנותן ועל השלכותיהן. עוד אטען כי אופיים השטחי של תהליכי ההסדרה של החינוך החרדי הביא לכך שההסדרים שגובשו בעקבותיהם לא יושמו בבתי הספר. תהליכים אלה ממחישים כי לצורך יישומה של רפורמה בתחום החינוך החרדי נדרשת מעורבות מלאה של כוחות רבים. לפיכך, על ארגונים חברתיים המעוניינים לקדם שינויים בחינוך החרדי לשלב מגוון של אסטרטגיות ולא לתלות את יהבם בבתי המשפט בלבד.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20386247" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="211a4f17d50ce89c01378ca7da91c537" rel="nofollow" data-download="{"attachment_id":44780154,"asset_id":20386247,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="557494" rel="nofollow" href="https://www.academia.edu/Documents/in/Haredim">Haredim</a><script data-card-contents-for-ri="557494" type="text/json">{"id":557494,"name":"Haredim","url":"https://www.academia.edu/Documents/in/Haredim?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20386247]'), work: {"id":20386247,"title":"תהליכי ההסדרה של החינוך החרדי בישראל - פוליטיקה, משפט ומה שביניהם","created_at":"2016-01-19T10:41:54.129-08:00","url":"https://www.academia.edu/20386247/%D7%AA%D7%94%D7%9C%D7%99%D7%9B%D7%99_%D7%94%D7%94%D7%A1%D7%93%D7%A8%D7%94_%D7%A9%D7%9C_%D7%94%D7%97%D7%99%D7%A0%D7%95%D7%9A_%D7%94%D7%97%D7%A8%D7%93%D7%99_%D7%91%D7%99%D7%A9%D7%A8%D7%90%D7%9C_%D7%A4%D7%95%D7%9C%D7%99%D7%98%D7%99%D7%A7%D7%94_%D7%9E%D7%A9%D7%A4%D7%98_%D7%95%D7%9E%D7%94_%D7%A9%D7%91%D7%99%D7%A0%D7%99%D7%94%D7%9D?f_ri=152837","dom_id":"work_20386247","summary":"במאמר זה אבקש להתחקות אחר תהליכי ההסדרה של החינוך החרדי בשני העשורים האחרונים. בפרט, אבקש לעמוד על יחסי הגומלין בין הרשות המחוקקת, הרשות המבצעת והרשות השופטת במסגרת תהליכי ההסדרה ועל האופנים בהם השפיעו על עיצוב הנורמות המסדירות את בתי הספר החרדיים ועל יישומן. אעסוק בשני נושאים מרכזיים בתהליכי ההסדרה של החינוך החרדי – גיבושה ויישומה של תכנית ליבה בבתי הספר החרדיים ומיון תלמידות ותלמידים על רקע עדתי בבתי ספר אלה. אבקש לטעון כי ככלל התנהגותם של בתי המשפט העידה על זהירות ומודעות לקשיים הכרוכים במעורבות שיפוטית במדיניות חינוך. אף על פי כן, יחסי הגומלין בין שלוש הרשויות התאפיינו בכשלים שהביאו ליצירת נורמות אשר נועדו להסדיר באופן נקודתי ומזורז קשיים שהתעוררו עקב פסיקת בית המשפט והליך חקיקתן נעדר חשיבה מערכתית על פרשנותן ועל השלכותיהן. עוד אטען כי אופיים השטחי של תהליכי ההסדרה של החינוך החרדי הביא לכך שההסדרים שגובשו בעקבותיהם לא יושמו בבתי הספר. תהליכים אלה ממחישים כי לצורך יישומה של רפורמה בתחום החינוך החרדי נדרשת מעורבות מלאה של כוחות רבים. לפיכך, על ארגונים חברתיים המעוניינים לקדם שינויים בחינוך החרדי לשלב מגוון של אסטרטגיות ולא לתלות את יהבם בבתי המשפט בלבד.","downloadable_attachments":[{"id":44780154,"asset_id":20386247,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":412122,"first_name":"Lotem","last_name":"Perry-Hazan","domain_name":"haifa","page_name":"LotemPerryHazan","display_name":"Lotem Perry-Hazan","profile_url":"https://haifa.academia.edu/LotemPerryHazan?f_ri=152837","photo":"https://0.academia-photos.com/412122/181027/14844706/s65_lotem.perry-hazan.jpg"}],"research_interests":[{"id":3680,"name":"Courts","url":"https://www.academia.edu/Documents/in/Courts?f_ri=152837","nofollow":true},{"id":4565,"name":"Law and Religion","url":"https://www.academia.edu/Documents/in/Law_and_Religion?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":557494,"name":"Haredim","url":"https://www.academia.edu/Documents/in/Haredim?f_ri=152837","nofollow":true},{"id":869489,"name":"Haredi Judaism","url":"https://www.academia.edu/Documents/in/Haredi_Judaism?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12814724" data-work_id="12814724" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12814724/Inclusivity_Applications_of_dignity_freedom_and_equality">Inclusivity: Applications of dignity, freedom and equality</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Through evidence embedded in legal determinants and empirical research, this paper explores the interpretation and application of dignity, equality and freedom with reference to diversity, pluralism and inclusivity. Empirical evidence... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12814724" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Through evidence embedded in legal determinants and empirical research, this paper explores the interpretation and application of dignity, equality and freedom with reference to diversity, pluralism and inclusivity. Empirical evidence will indicate that student-teachers understand human rights and have undergone an attitude change towards enhancing a human rights culture and inclusion. Evidence, however, also indicates that 20 years after the adoption of the new Constitution of South Africa, this knowledge is at times superficial while uncertainties about the praxis still exist. Nevertheless, student-teachers seemingly have internalised human rights to such an extent that they are able to critique the current school system and evidently appreciate the role of teachers as change agents in this regard.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12814724" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3c1105e599eaf419a8bd6f1b8407613a" rel="nofollow" data-download="{"attachment_id":37836084,"asset_id":12814724,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37836084/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20026311" href="https://nwu.academia.edu/AnnamagrietdW">Annamagriet DeWet</a><script data-card-contents-for-user="20026311" type="text/json">{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}</script></span></span></li><li class="js-paper-rank-work_12814724 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12814724"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12814724, container: ".js-paper-rank-work_12814724", }); });</script></li><li class="js-percentile-work_12814724 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12814724; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12814724"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12814724 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12814724"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12814724; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12814724]").text(description); $(".js-view-count-work_12814724").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12814724").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12814724"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2169" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights_Law">Human Rights Law</a>, <script data-card-contents-for-ri="2169" type="text/json">{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2592" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights">Human Rights</a>, <script data-card-contents-for-ri="2592" type="text/json">{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2613" rel="nofollow" href="https://www.academia.edu/Documents/in/Diversity">Diversity</a>, <script data-card-contents-for-ri="2613" type="text/json">{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7413" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights_Education">Human Rights Education</a><script data-card-contents-for-ri="7413" type="text/json">{"id":7413,"name":"Human Rights Education","url":"https://www.academia.edu/Documents/in/Human_Rights_Education?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12814724]'), work: {"id":12814724,"title":"Inclusivity: Applications of dignity, freedom and equality","created_at":"2015-06-05T07:07:55.086-07:00","url":"https://www.academia.edu/12814724/Inclusivity_Applications_of_dignity_freedom_and_equality?f_ri=152837","dom_id":"work_12814724","summary":"Through evidence embedded in legal determinants and empirical research, this paper explores the interpretation and application of dignity, equality and freedom with reference to diversity, pluralism and inclusivity. Empirical evidence will indicate that student-teachers understand human rights and have undergone an attitude change towards enhancing a human rights culture and inclusion. Evidence, however, also indicates that 20 years after the adoption of the new Constitution of South Africa, this knowledge is at times superficial while uncertainties about the praxis still exist. Nevertheless, student-teachers seemingly have internalised human rights to such an extent that they are able to critique the current school system and evidently appreciate the role of teachers as change agents in this regard.","downloadable_attachments":[{"id":37836084,"asset_id":12814724,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}],"research_interests":[{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true},{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true},{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=152837","nofollow":true},{"id":7413,"name":"Human Rights Education","url":"https://www.academia.edu/Documents/in/Human_Rights_Education?f_ri=152837","nofollow":true},{"id":9604,"name":"Equality and Diversity","url":"https://www.academia.edu/Documents/in/Equality_and_Diversity?f_ri=152837"},{"id":11721,"name":"Equality","url":"https://www.academia.edu/Documents/in/Equality?f_ri=152837"},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":32938,"name":"Pluralism","url":"https://www.academia.edu/Documents/in/Pluralism?f_ri=152837"},{"id":90804,"name":"Human Dignity","url":"https://www.academia.edu/Documents/in/Human_Dignity?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":161014,"name":"Social Integration","url":"https://www.academia.edu/Documents/in/Social_Integration?f_ri=152837"},{"id":292930,"name":"Fundamental Rights and Human Dignity","url":"https://www.academia.edu/Documents/in/Fundamental_Rights_and_Human_Dignity?f_ri=152837"},{"id":300021,"name":"Education and Law","url":"https://www.academia.edu/Documents/in/Education_and_Law?f_ri=152837"},{"id":1643310,"name":"Human Rights Literacy","url":"https://www.academia.edu/Documents/in/Human_Rights_Literacy?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40386025" data-work_id="40386025" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40386025/A_Tale_of_Two_Cameras_Sex_and_Surveillance_in_R_v_Jarvis">A Tale of Two Cameras: Sex and Surveillance in R. v. Jarvis</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40386025" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8cec042cf5cf08d00d44315c780a197d" rel="nofollow" data-download="{"attachment_id":62183734,"asset_id":40386025,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62183734/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="573128" href="https://queensu.academia.edu/LisaKelly">Lisa Kelly</a><script data-card-contents-for-user="573128" type="text/json">{"id":573128,"first_name":"Lisa","last_name":"Kelly","domain_name":"queensu","page_name":"LisaKelly","display_name":"Lisa Kelly","profile_url":"https://queensu.academia.edu/LisaKelly?f_ri=152837","photo":"https://0.academia-photos.com/573128/14229785/15196734/s65_lisa.kelly.jpg"}</script></span></span></li><li class="js-paper-rank-work_40386025 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40386025"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40386025, container: ".js-paper-rank-work_40386025", }); });</script></li><li class="js-percentile-work_40386025 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40386025; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40386025"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40386025 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40386025"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40386025; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40386025]").text(description); $(".js-view-count-work_40386025").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40386025").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40386025"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="535" rel="nofollow" href="https://www.academia.edu/Documents/in/Criminal_Law-1">Criminal Law</a>, <script data-card-contents-for-ri="535" type="text/json">{"id":535,"name":"Criminal Law","url":"https://www.academia.edu/Documents/in/Criminal_Law-1?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2783" rel="nofollow" href="https://www.academia.edu/Documents/in/Privacy">Privacy</a>, <script data-card-contents-for-ri="2783" type="text/json">{"id":2783,"name":"Privacy","url":"https://www.academia.edu/Documents/in/Privacy?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7480" rel="nofollow" href="https://www.academia.edu/Documents/in/Surveillance_Studies">Surveillance Studies</a>, <script data-card-contents-for-ri="7480" type="text/json">{"id":7480,"name":"Surveillance Studies","url":"https://www.academia.edu/Documents/in/Surveillance_Studies?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="123006" rel="nofollow" href="https://www.academia.edu/Documents/in/Feminist_legal_theory">Feminist legal theory</a><script data-card-contents-for-ri="123006" type="text/json">{"id":123006,"name":"Feminist legal theory","url":"https://www.academia.edu/Documents/in/Feminist_legal_theory?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40386025]'), work: {"id":40386025,"title":"A Tale of Two Cameras: Sex and Surveillance in R. v. Jarvis","created_at":"2019-09-18T12:09:43.602-07:00","url":"https://www.academia.edu/40386025/A_Tale_of_Two_Cameras_Sex_and_Surveillance_in_R_v_Jarvis?f_ri=152837","dom_id":"work_40386025","summary":null,"downloadable_attachments":[{"id":62183734,"asset_id":40386025,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":573128,"first_name":"Lisa","last_name":"Kelly","domain_name":"queensu","page_name":"LisaKelly","display_name":"Lisa Kelly","profile_url":"https://queensu.academia.edu/LisaKelly?f_ri=152837","photo":"https://0.academia-photos.com/573128/14229785/15196734/s65_lisa.kelly.jpg"}],"research_interests":[{"id":535,"name":"Criminal Law","url":"https://www.academia.edu/Documents/in/Criminal_Law-1?f_ri=152837","nofollow":true},{"id":2783,"name":"Privacy","url":"https://www.academia.edu/Documents/in/Privacy?f_ri=152837","nofollow":true},{"id":7480,"name":"Surveillance Studies","url":"https://www.academia.edu/Documents/in/Surveillance_Studies?f_ri=152837","nofollow":true},{"id":123006,"name":"Feminist legal theory","url":"https://www.academia.edu/Documents/in/Feminist_legal_theory?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36937870" data-work_id="36937870" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36937870/The_Resegregation_of_Public_Schools_Examining_the_PICS_and_Meredith_Decision_in_Practice">The Resegregation of Public Schools?: Examining the PICS and Meredith Decision in Practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Following the 2007 Supreme Court decision in PICS and Meredith, this study investigated the efficacy of ensuing proxy policies replacing race-based student assignment strategies. Highlighting one urban school district—Chicago Public... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36937870" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Following the 2007 Supreme Court decision in PICS and Meredith, this study investigated the efficacy of ensuing proxy policies replacing race-based student assignment strategies. Highlighting one urban school district—Chicago Public Schools—we examined differences in racial composition at their elite, " selective enrollment " schools before and after such strategies became unconstitutional. Using repeated measures ANOVA, we found the transition to socioeconomic criteria are inadvertently resegregating Chicago's top schools—significantly reducing African American enrollment. We argue the Supreme Court's decision to strike down race-based student assignment policies directly contributed to local policy changes for urban districts like Chicago, marking a distinct change in K-12 desegregation jurisprudence.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36937870" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dfcc89e750e9c32e0a14c9e76b786e73" rel="nofollow" data-download="{"attachment_id":56888045,"asset_id":36937870,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56888045/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43706490" href="https://uic.academia.edu/CraigDeVoto">Craig De Voto</a><script data-card-contents-for-user="43706490" type="text/json">{"id":43706490,"first_name":"Craig","last_name":"De Voto","domain_name":"uic","page_name":"CraigDeVoto","display_name":"Craig De Voto","profile_url":"https://uic.academia.edu/CraigDeVoto?f_ri=152837","photo":"https://0.academia-photos.com/43706490/12011428/24699336/s65_craig.de_voto.jpg"}</script></span></span></li><li class="js-paper-rank-work_36937870 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36937870"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36937870, container: ".js-paper-rank-work_36937870", }); 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$(".js-view-count[data-work-id=36937870]").text(description); $(".js-view-count-work_36937870").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36937870").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36937870"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9822" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a>, <script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1212113" rel="nofollow" href="https://www.academia.edu/Documents/in/School_Resegregation">School Resegregation</a><script data-card-contents-for-ri="1212113" type="text/json">{"id":1212113,"name":"School Resegregation","url":"https://www.academia.edu/Documents/in/School_Resegregation?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36937870]'), work: {"id":36937870,"title":"The Resegregation of Public Schools?: Examining the PICS and Meredith Decision in Practice","created_at":"2018-06-28T14:22:39.612-07:00","url":"https://www.academia.edu/36937870/The_Resegregation_of_Public_Schools_Examining_the_PICS_and_Meredith_Decision_in_Practice?f_ri=152837","dom_id":"work_36937870","summary":"Following the 2007 Supreme Court decision in PICS and Meredith, this study investigated the efficacy of ensuing proxy policies replacing race-based student assignment strategies. Highlighting one urban school district—Chicago Public Schools—we examined differences in racial composition at their elite, \" selective enrollment \" schools before and after such strategies became unconstitutional. Using repeated measures ANOVA, we found the transition to socioeconomic criteria are inadvertently resegregating Chicago's top schools—significantly reducing African American enrollment. We argue the Supreme Court's decision to strike down race-based student assignment policies directly contributed to local policy changes for urban districts like Chicago, marking a distinct change in K-12 desegregation jurisprudence.","downloadable_attachments":[{"id":56888045,"asset_id":36937870,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43706490,"first_name":"Craig","last_name":"De Voto","domain_name":"uic","page_name":"CraigDeVoto","display_name":"Craig De Voto","profile_url":"https://uic.academia.edu/CraigDeVoto?f_ri=152837","photo":"https://0.academia-photos.com/43706490/12011428/24699336/s65_craig.de_voto.jpg"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":1212113,"name":"School Resegregation","url":"https://www.academia.edu/Documents/in/School_Resegregation?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74692770" data-work_id="74692770" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74692770/Comprendre_les_effets_du_rapport_au_droit_contenu_dans_le_curriculum_cach%C3%A9_sur_l_%C3%A9ducation_%C3%A0_la_citoyennet%C3%A9">Comprendre les effets du rapport au droit contenu dans le curriculum caché sur l’éducation à la citoyenneté</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Cet article explore les liens qui s'articulent entre le rapport que les élèves développent aux règles scolaires comme cadre proto-légal faisant partie du curriculum caché et la formation citoyenne. La robustesse du concept de rapport au... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74692770" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cet article explore les liens qui s'articulent entre le rapport que les élèves développent aux règles scolaires comme cadre proto-légal faisant partie du curriculum caché et la formation citoyenne. La robustesse du concept de rapport au droit (legal consciouness), défini selon le modèle de Ewick et Silbey (1998), ainsi que la typologie de citoyenneté de Westheimer et Kahne (2004) pour décrire ces liens est évaluée dans une étude de deux cas où les élèves sont appelés à résoudre une situation relative au droit. Les résultats de l'analyse portent à conclure que le dernier niveau du modèle de Ewick et Silbey ne permet pas de distinguer entre une contestation légitime des lois (ou des règles) et un rejet anomique de la loi et qu'il importe de distinguer le droit des droits. ABSTRACT. This article explores the relationship between how students conceive school rules and codes as a protolegal framework of the hidden curriculum and citizenship education. The robustness of Ewick and Silbey's legal consciouness model, as well as Westheimer and Kahne's citizenship typology in describing this relationship is evaluated through the study of two cases where high school students must resolve a legal situation. The results of the analysis lead to conclude that the third level of Ewick and Silbey's model does not allow for a distinction between legitimately contesting a law and an anomic rejection of the law. It further highlights the importance of distinguishing legal education from rights education. MOTS-CLÉS. éducation à la citoyenneté, éducation au droit, socialisation politique, école secondaire, rapport au droit, curriculum caché.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74692770" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9fde73f79fbf5959a4488ee5a47cd1ab" rel="nofollow" data-download="{"attachment_id":82752222,"asset_id":74692770,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82752222/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38268809" href="https://uqo.academia.edu/DavidLefran%C3%A7ois">David Lefrançois</a><script data-card-contents-for-user="38268809" type="text/json">{"id":38268809,"first_name":"David","last_name":"Lefrançois","domain_name":"uqo","page_name":"DavidLefrançois","display_name":"David Lefrançois","profile_url":"https://uqo.academia.edu/DavidLefran%C3%A7ois?f_ri=152837","photo":"https://0.academia-photos.com/38268809/45382058/35408093/s65_david.lefran_ois.png"}</script></span></span></li><li class="js-paper-rank-work_74692770 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74692770"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74692770, container: ".js-paper-rank-work_74692770", }); 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$(".js-view-count[data-work-id=74692770]").text(description); $(".js-view-count-work_74692770").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74692770").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74692770"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2169" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights_Law">Human Rights Law</a>, <script data-card-contents-for-ri="2169" type="text/json">{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8031" rel="nofollow" href="https://www.academia.edu/Documents/in/Socialization">Socialization</a>, <script data-card-contents-for-ri="8031" type="text/json">{"id":8031,"name":"Socialization","url":"https://www.academia.edu/Documents/in/Socialization?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9490" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_for_Citizenship">Education for Citizenship</a>, <script data-card-contents-for-ri="9490" type="text/json">{"id":9490,"name":"Education for Citizenship","url":"https://www.academia.edu/Documents/in/Education_for_Citizenship?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12912" rel="nofollow" href="https://www.academia.edu/Documents/in/Normativity">Normativity</a><script data-card-contents-for-ri="12912" type="text/json">{"id":12912,"name":"Normativity","url":"https://www.academia.edu/Documents/in/Normativity?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74692770]'), work: {"id":74692770,"title":"Comprendre les effets du rapport au droit contenu dans le curriculum caché sur l’éducation à la citoyenneté","created_at":"2022-03-27T06:47:50.217-07:00","url":"https://www.academia.edu/74692770/Comprendre_les_effets_du_rapport_au_droit_contenu_dans_le_curriculum_cach%C3%A9_sur_l_%C3%A9ducation_%C3%A0_la_citoyennet%C3%A9?f_ri=152837","dom_id":"work_74692770","summary":"Cet article explore les liens qui s'articulent entre le rapport que les élèves développent aux règles scolaires comme cadre proto-légal faisant partie du curriculum caché et la formation citoyenne. La robustesse du concept de rapport au droit (legal consciouness), défini selon le modèle de Ewick et Silbey (1998), ainsi que la typologie de citoyenneté de Westheimer et Kahne (2004) pour décrire ces liens est évaluée dans une étude de deux cas où les élèves sont appelés à résoudre une situation relative au droit. Les résultats de l'analyse portent à conclure que le dernier niveau du modèle de Ewick et Silbey ne permet pas de distinguer entre une contestation légitime des lois (ou des règles) et un rejet anomique de la loi et qu'il importe de distinguer le droit des droits. ABSTRACT. This article explores the relationship between how students conceive school rules and codes as a protolegal framework of the hidden curriculum and citizenship education. The robustness of Ewick and Silbey's legal consciouness model, as well as Westheimer and Kahne's citizenship typology in describing this relationship is evaluated through the study of two cases where high school students must resolve a legal situation. The results of the analysis lead to conclude that the third level of Ewick and Silbey's model does not allow for a distinction between legitimately contesting a law and an anomic rejection of the law. It further highlights the importance of distinguishing legal education from rights education. MOTS-CLÉS. éducation à la citoyenneté, éducation au droit, socialisation politique, école secondaire, rapport au droit, curriculum caché.","downloadable_attachments":[{"id":82752222,"asset_id":74692770,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38268809,"first_name":"David","last_name":"Lefrançois","domain_name":"uqo","page_name":"DavidLefrançois","display_name":"David Lefrançois","profile_url":"https://uqo.academia.edu/DavidLefran%C3%A7ois?f_ri=152837","photo":"https://0.academia-photos.com/38268809/45382058/35408093/s65_david.lefran_ois.png"}],"research_interests":[{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true},{"id":8031,"name":"Socialization","url":"https://www.academia.edu/Documents/in/Socialization?f_ri=152837","nofollow":true},{"id":9490,"name":"Education for Citizenship","url":"https://www.academia.edu/Documents/in/Education_for_Citizenship?f_ri=152837","nofollow":true},{"id":12912,"name":"Normativity","url":"https://www.academia.edu/Documents/in/Normativity?f_ri=152837","nofollow":true},{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement?f_ri=152837"},{"id":29308,"name":"Socio-Legal Studies (Law)","url":"https://www.academia.edu/Documents/in/Socio-Legal_Studies_Law_?f_ri=152837"},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":41608,"name":"Citizenship","url":"https://www.academia.edu/Documents/in/Citizenship?f_ri=152837"},{"id":66607,"name":"Hidden Curriculum","url":"https://www.academia.edu/Documents/in/Hidden_Curriculum?f_ri=152837"},{"id":74031,"name":"Socialisation","url":"https://www.academia.edu/Documents/in/Socialisation?f_ri=152837"},{"id":85471,"name":"Citizen participation","url":"https://www.academia.edu/Documents/in/Citizen_participation?f_ri=152837"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":195238,"name":"Emancipatory Pedagogy","url":"https://www.academia.edu/Documents/in/Emancipatory_Pedagogy?f_ri=152837"},{"id":203101,"name":"Educations","url":"https://www.academia.edu/Documents/in/Educations?f_ri=152837"},{"id":402111,"name":"Junior High School","url":"https://www.academia.edu/Documents/in/Junior_High_School?f_ri=152837"},{"id":613766,"name":"Service Civique éducation Civique éducation à La Citoyenneté","url":"https://www.academia.edu/Documents/in/Service_Civique_education_Civique_education_a_La_Citoyennete?f_ri=152837"},{"id":1198710,"name":"Normativité","url":"https://www.academia.edu/Documents/in/Normativite?f_ri=152837"},{"id":1348945,"name":"Legal Socialization","url":"https://www.academia.edu/Documents/in/Legal_Socialization?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24771124" data-work_id="24771124" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24771124/Understanding_harassment_and_bullying_of_learners_in_school_An_education_law_perspective">Understanding harassment and bullying of learners in school: An education law perspective</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">South African learners are often subjected to harassment, bullying and other forms of victimisation and abuse in schools. A duty rests of educators, schools and the Department of Basic Education to provide and maintain safe school... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24771124" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">South African learners are often subjected to harassment, bullying and other forms of victimisation and abuse in schools. A duty rests of educators, schools and the Department of Basic Education to provide and maintain safe school environments that are free from harassment, bullying and other forms of victimisation and abuse. Having a clear understanding of the concepts that describe different forms of bullying and harassing behaviour can be regarded as one of the key-measures for preventing and addressing harassment, bullying and other forms of victimisation and abuse in schools is. Without a clear understanding of each of the concepts as well as what behaviour constitutes each form of misconduct, educators will be unable to identify and act on harassment and bullying when it occurs. However, a great variety of definitions and conceptualisations exist for bullying and harassment. Moreover, the Protection from Harassment Act came into effect in 2013, highlighting the need for a clear conceptualisation of harassment and related concepts within the school setting. This article analysed legal documents as well as theoretical conceptualisations of harassment, sexual harassment and bullying in an attempt to provide a clear conceptualisation that will aid schools to identify behaviour that amounts to harassment or bullying. Differences between the respective concepts as well as differences between permitted and prohibited behaviour received particular attention with a view to aid educators and schools in understanding which behaviour constitutes bullying and which behaviour constitutes harassment, including sexual harassment. The article concludes with guidelines for handling harassment and bullying in the school environment</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24771124" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="920de23365fbae746fb95d836547e536" rel="nofollow" data-download="{"attachment_id":45477198,"asset_id":24771124,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45477198/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20026311" href="https://nwu.academia.edu/AnnamagrietdW">Annamagriet DeWet</a><script data-card-contents-for-user="20026311" type="text/json">{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}</script></span></span></li><li class="js-paper-rank-work_24771124 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24771124"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24771124, container: ".js-paper-rank-work_24771124", }); 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$(".js-view-count[data-work-id=24771124]").text(description); $(".js-view-count-work_24771124").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24771124").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24771124"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4917" rel="nofollow" href="https://www.academia.edu/Documents/in/Gender_and_Sexuality">Gender and Sexuality</a>, <script data-card-contents-for-ri="4917" type="text/json">{"id":4917,"name":"Gender and Sexuality","url":"https://www.academia.edu/Documents/in/Gender_and_Sexuality?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6942" rel="nofollow" href="https://www.academia.edu/Documents/in/Discrimination">Discrimination</a><script data-card-contents-for-ri="6942" type="text/json">{"id":6942,"name":"Discrimination","url":"https://www.academia.edu/Documents/in/Discrimination?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24771124]'), work: {"id":24771124,"title":"Understanding harassment and bullying of learners in school: An education law perspective","created_at":"2016-04-26T06:13:56.448-07:00","url":"https://www.academia.edu/24771124/Understanding_harassment_and_bullying_of_learners_in_school_An_education_law_perspective?f_ri=152837","dom_id":"work_24771124","summary":"South African learners are often subjected to harassment, bullying and other forms of victimisation and abuse in schools. A duty rests of educators, schools and the Department of Basic Education to provide and maintain safe school environments that are free from harassment, bullying and other forms of victimisation and abuse. Having a clear understanding of the concepts that describe different forms of bullying and harassing behaviour can be regarded as one of the key-measures for preventing and addressing harassment, bullying and other forms of victimisation and abuse in schools is. Without a clear understanding of each of the concepts as well as what behaviour constitutes each form of misconduct, educators will be unable to identify and act on harassment and bullying when it occurs. However, a great variety of definitions and conceptualisations exist for bullying and harassment. Moreover, the Protection from Harassment Act came into effect in 2013, highlighting the need for a clear conceptualisation of harassment and related concepts within the school setting. This article analysed legal documents as well as theoretical conceptualisations of harassment, sexual harassment and bullying in an attempt to provide a clear conceptualisation that will aid schools to identify behaviour that amounts to harassment or bullying. Differences between the respective concepts as well as differences between permitted and prohibited behaviour received particular attention with a view to aid educators and schools in understanding which behaviour constitutes bullying and which behaviour constitutes harassment, including sexual harassment. The article concludes with guidelines for handling harassment and bullying in the school environment","downloadable_attachments":[{"id":45477198,"asset_id":24771124,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true},{"id":4917,"name":"Gender and Sexuality","url":"https://www.academia.edu/Documents/in/Gender_and_Sexuality?f_ri=152837","nofollow":true},{"id":6942,"name":"Discrimination","url":"https://www.academia.edu/Documents/in/Discrimination?f_ri=152837","nofollow":true},{"id":10666,"name":"Bullying","url":"https://www.academia.edu/Documents/in/Bullying?f_ri=152837"},{"id":11256,"name":"School Bullying","url":"https://www.academia.edu/Documents/in/School_Bullying?f_ri=152837"},{"id":27879,"name":"Racial and ethnic discrimination","url":"https://www.academia.edu/Documents/in/Racial_and_ethnic_discrimination?f_ri=152837"},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":35007,"name":"Sex-Based Harassment and Violence in Schools","url":"https://www.academia.edu/Documents/in/Sex-Based_Harassment_and_Violence_in_Schools?f_ri=152837"},{"id":44945,"name":"Gender Discrimination","url":"https://www.academia.edu/Documents/in/Gender_Discrimination?f_ri=152837"},{"id":45082,"name":"Sexual Harassment","url":"https://www.academia.edu/Documents/in/Sexual_Harassment?f_ri=152837"},{"id":106344,"name":"Cyber Bullying","url":"https://www.academia.edu/Documents/in/Cyber_Bullying?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":452453,"name":"Verbal sexual harassment","url":"https://www.academia.edu/Documents/in/Verbal_sexual_harassment?f_ri=152837"},{"id":559291,"name":"Gender Based Violence and Sexual Harassment","url":"https://www.academia.edu/Documents/in/Gender_Based_Violence_and_Sexual_Harassment?f_ri=152837"},{"id":565128,"name":"School management and leadership","url":"https://www.academia.edu/Documents/in/School_management_and_leadership?f_ri=152837"},{"id":982217,"name":"School Climate(Pupil and Teacher Discipline)","url":"https://www.academia.edu/Documents/in/School_Climate_Pupil_and_Teacher_Discipline_?f_ri=152837"},{"id":1136232,"name":"Cyber Harassment","url":"https://www.academia.edu/Documents/in/Cyber_Harassment?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49935410" data-work_id="49935410" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49935410/Edukacja_prawnicza_Karola_Marksa_Legal_Education_of_Karl_Marx_">Edukacja prawnicza Karola Marksa [Legal Education of Karl Marx]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this article is to analyse a short period in the life of Karl Marx when he was a student at the Law Faculty at the University of Bonn, and then at the Law Faculty at the University of Berlin. During the period of these,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49935410" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this article is to analyse a short period in the life of Karl Marx when he was a student at the Law Faculty at the University of Bonn, and then at the Law Faculty at the University of Berlin. During the period of these, ultimately uncompleted, legal studies, his attention was absorbed by the notions of "state" and "law", the analysis of which in his later work - as a philosopher, economist and revolutionary activist - was an important element of his academic delibarations. This article therefore analyses issues related to Karl Marx's first steps as a young student of law. The author  presents selected threads of Karl Marx's statements, mainly those concerning the political and legal system, which  appeared in his publications, both during the period in question and later.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49935410" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a93bf43c13199bed8339e706cc77b7cb" rel="nofollow" data-download="{"attachment_id":71301781,"asset_id":49935410,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71301781/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27403809" href="https://independent.academia.edu/MarcinKonarski">Marcin Konarski</a><script data-card-contents-for-user="27403809" type="text/json">{"id":27403809,"first_name":"Marcin","last_name":"Konarski","domain_name":"independent","page_name":"MarcinKonarski","display_name":"Marcin Konarski","profile_url":"https://independent.academia.edu/MarcinKonarski?f_ri=152837","photo":"https://0.academia-photos.com/27403809/9951826/36534761/s65_marcin.konarski.jpg"}</script></span></span></li><li class="js-paper-rank-work_49935410 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49935410"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49935410, container: ".js-paper-rank-work_49935410", }); 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$(".js-view-count[data-work-id=49935410]").text(description); $(".js-view-count-work_49935410").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49935410").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49935410"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1060" rel="nofollow" href="https://www.academia.edu/Documents/in/Legal_Education">Legal Education</a>, <script data-card-contents-for-ri="1060" type="text/json">{"id":1060,"name":"Legal Education","url":"https://www.academia.edu/Documents/in/Legal_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1698" rel="nofollow" href="https://www.academia.edu/Documents/in/Marxism">Marxism</a>, <script data-card-contents-for-ri="1698" type="text/json">{"id":1698,"name":"Marxism","url":"https://www.academia.edu/Documents/in/Marxism?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3772" rel="nofollow" href="https://www.academia.edu/Documents/in/Legal_History">Legal History</a>, <script data-card-contents-for-ri="3772" type="text/json">{"id":3772,"name":"Legal History","url":"https://www.academia.edu/Documents/in/Legal_History?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6728" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy_Of_Law">Philosophy Of Law</a><script data-card-contents-for-ri="6728" type="text/json">{"id":6728,"name":"Philosophy Of Law","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49935410]'), work: {"id":49935410,"title":"Edukacja prawnicza Karola Marksa [Legal Education of Karl Marx]","created_at":"2021-07-15T03:08:16.721-07:00","url":"https://www.academia.edu/49935410/Edukacja_prawnicza_Karola_Marksa_Legal_Education_of_Karl_Marx_?f_ri=152837","dom_id":"work_49935410","summary":"The aim of this article is to analyse a short period in the life of Karl Marx when he was a student at the Law Faculty at the University of Bonn, and then at the Law Faculty at the University of Berlin. During the period of these, ultimately uncompleted, legal studies, his attention was absorbed by the notions of \"state\" and \"law\", the analysis of which in his later work - as a philosopher, economist and revolutionary activist - was an important element of his academic delibarations. This article therefore analyses issues related to Karl Marx's first steps as a young student of law. The author presents selected threads of Karl Marx's statements, mainly those concerning the political and legal system, which appeared in his publications, both during the period in question and later. ","downloadable_attachments":[{"id":71301781,"asset_id":49935410,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27403809,"first_name":"Marcin","last_name":"Konarski","domain_name":"independent","page_name":"MarcinKonarski","display_name":"Marcin Konarski","profile_url":"https://independent.academia.edu/MarcinKonarski?f_ri=152837","photo":"https://0.academia-photos.com/27403809/9951826/36534761/s65_marcin.konarski.jpg"}],"research_interests":[{"id":1060,"name":"Legal Education","url":"https://www.academia.edu/Documents/in/Legal_Education?f_ri=152837","nofollow":true},{"id":1698,"name":"Marxism","url":"https://www.academia.edu/Documents/in/Marxism?f_ri=152837","nofollow":true},{"id":3772,"name":"Legal History","url":"https://www.academia.edu/Documents/in/Legal_History?f_ri=152837","nofollow":true},{"id":6728,"name":"Philosophy Of Law","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Law?f_ri=152837","nofollow":true},{"id":7561,"name":"Comparative Legal Education","url":"https://www.academia.edu/Documents/in/Comparative_Legal_Education?f_ri=152837"},{"id":8843,"name":"Philosophy of Karl Marx","url":"https://www.academia.edu/Documents/in/Philosophy_of_Karl_Marx?f_ri=152837"},{"id":10806,"name":"Marxist theory","url":"https://www.academia.edu/Documents/in/Marxist_theory?f_ri=152837"},{"id":23678,"name":"Law and philosophy","url":"https://www.academia.edu/Documents/in/Law_and_philosophy?f_ri=152837"},{"id":33298,"name":"Karl Marx","url":"https://www.academia.edu/Documents/in/Karl_Marx?f_ri=152837"},{"id":52690,"name":"History of Law","url":"https://www.academia.edu/Documents/in/History_of_Law?f_ri=152837"},{"id":110478,"name":"History of Revolutions","url":"https://www.academia.edu/Documents/in/History_of_Revolutions?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":620707,"name":"Philosophy of Law","url":"https://www.academia.edu/Documents/in/Philosophy_of_Law-1?f_ri=152837"},{"id":695368,"name":"History of Law and Administration","url":"https://www.academia.edu/Documents/in/History_of_Law_and_Administration?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73243802" data-work_id="73243802" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73243802/Entre_fordistas_e_renascentistas_na_p%C3%B3s_gradua%C3%A7%C3%A3o_A_evolu%C3%A7%C3%A3o_da_%C3%81rea_do_Direito_entre_2018_2021_e_a_redu%C3%A7%C3%A3o_do_produtivismo_acad%C3%AAmico_na_ficha_de_avalia%C3%A7%C3%A3o_Otavio_Luiz_Rodrigues_Jr_">Entre fordistas e renascentistas na pós-graduação. A evolução da Área do Direito entre 2018-2021 e a redução do produtivismo acadêmico na ficha de avaliação (Otavio Luiz Rodrigues Jr.)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">O objeto deste artigo, que se vale da estrutura das duas publicações de 2017, consiste (i) na análise de dois modelos da pós-graduação em Direito, os quais poderiam ser também identificados nas Humanidades e, em certa medida, em algumas... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73243802" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">O objeto deste artigo, que se vale da estrutura das duas publicações de<br />2017, consiste (i) na análise de dois modelos da pós-graduação em Direito, os quais poderiam ser também identificados nas Humanidades e, em certa medida, em algumas das áreas de Ciências Exatas e de Ciências da Vida: o renascentista e o fordista. Expressões essas que utilizei de modo inédito (ao menos para o Direito) em 2017 e que têm sido utilizadas em alguns artigos sobre o tema, concedendo-me os créditos por essa terminologia ou ignorando minha contribuição. Em uma segunda parte, (ii) examinarei a aplicação desses modelos na produção de periódicos e de livros. Na terceira e última parte (iii), demonstrarei a alteração radical do modelo de avaliação da Área do Direito no que se refere a essa mesma produção, a partir da Ficha de Avaliação do Direito de 2020. O peso específico da produção bibliográfica (livros e periódicos) caiu de 33% da Ficha<br />de Avaliação anterior para 6% do total da Ficha de 2020.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73243802" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6ff6ecb101719541fad31ce852748a34" rel="nofollow" data-download="{"attachment_id":81840351,"asset_id":73243802,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81840351/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12452958" href="https://usp-br.academia.edu/OtavioLuizRodriguesJunior">Otavio Luiz Rodrigues Junior</a><script data-card-contents-for-user="12452958" type="text/json">{"id":12452958,"first_name":"Otavio Luiz","last_name":"Rodrigues Junior","domain_name":"usp-br","page_name":"OtavioLuizRodriguesJunior","display_name":"Otavio Luiz Rodrigues Junior","profile_url":"https://usp-br.academia.edu/OtavioLuizRodriguesJunior?f_ri=152837","photo":"https://0.academia-photos.com/12452958/5890671/61354290/s65_otavio_luiz.rodrigues_junior.jpeg"}</script></span></span></li><li class="js-paper-rank-work_73243802 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73243802"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73243802, container: ".js-paper-rank-work_73243802", }); });</script></li><li class="js-percentile-work_73243802 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73243802; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_73243802"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_73243802 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="73243802"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73243802; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73243802]").text(description); $(".js-view-count-work_73243802").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73243802").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73243802"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="548" rel="nofollow" href="https://www.academia.edu/Documents/in/Civil_Law">Civil Law</a>, <script data-card-contents-for-ri="548" type="text/json">{"id":548,"name":"Civil Law","url":"https://www.academia.edu/Documents/in/Civil_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18521" rel="nofollow" href="https://www.academia.edu/Documents/in/Direito">Direito</a>, <script data-card-contents-for-ri="18521" type="text/json">{"id":18521,"name":"Direito","url":"https://www.academia.edu/Documents/in/Direito?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="81881" rel="nofollow" href="https://www.academia.edu/Documents/in/Ensino">Ensino</a><script data-card-contents-for-ri="81881" type="text/json">{"id":81881,"name":"Ensino","url":"https://www.academia.edu/Documents/in/Ensino?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73243802]'), work: {"id":73243802,"title":"Entre fordistas e renascentistas na pós-graduação. A evolução da Área do Direito entre 2018-2021 e a redução do produtivismo acadêmico na ficha de avaliação (Otavio Luiz Rodrigues Jr.)","created_at":"2022-03-07T06:22:07.019-08:00","url":"https://www.academia.edu/73243802/Entre_fordistas_e_renascentistas_na_p%C3%B3s_gradua%C3%A7%C3%A3o_A_evolu%C3%A7%C3%A3o_da_%C3%81rea_do_Direito_entre_2018_2021_e_a_redu%C3%A7%C3%A3o_do_produtivismo_acad%C3%AAmico_na_ficha_de_avalia%C3%A7%C3%A3o_Otavio_Luiz_Rodrigues_Jr_?f_ri=152837","dom_id":"work_73243802","summary":"O objeto deste artigo, que se vale da estrutura das duas publicações de\n2017, consiste (i) na análise de dois modelos da pós-graduação em Direito, os quais poderiam ser também identificados nas Humanidades e, em certa medida, em algumas das áreas de Ciências Exatas e de Ciências da Vida: o renascentista e o fordista. Expressões essas que utilizei de modo inédito (ao menos para o Direito) em 2017 e que têm sido utilizadas em alguns artigos sobre o tema, concedendo-me os créditos por essa terminologia ou ignorando minha contribuição. Em uma segunda parte, (ii) examinarei a aplicação desses modelos na produção de periódicos e de livros. Na terceira e última parte (iii), demonstrarei a alteração radical do modelo de avaliação da Área do Direito no que se refere a essa mesma produção, a partir da Ficha de Avaliação do Direito de 2020. O peso específico da produção bibliográfica (livros e periódicos) caiu de 33% da Ficha\nde Avaliação anterior para 6% do total da Ficha de 2020. ","downloadable_attachments":[{"id":81840351,"asset_id":73243802,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12452958,"first_name":"Otavio Luiz","last_name":"Rodrigues Junior","domain_name":"usp-br","page_name":"OtavioLuizRodriguesJunior","display_name":"Otavio Luiz Rodrigues Junior","profile_url":"https://usp-br.academia.edu/OtavioLuizRodriguesJunior?f_ri=152837","photo":"https://0.academia-photos.com/12452958/5890671/61354290/s65_otavio_luiz.rodrigues_junior.jpeg"}],"research_interests":[{"id":548,"name":"Civil Law","url":"https://www.academia.edu/Documents/in/Civil_Law?f_ri=152837","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":18521,"name":"Direito","url":"https://www.academia.edu/Documents/in/Direito?f_ri=152837","nofollow":true},{"id":81881,"name":"Ensino","url":"https://www.academia.edu/Documents/in/Ensino?f_ri=152837","nofollow":true},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=152837"},{"id":95272,"name":"Direito Civil","url":"https://www.academia.edu/Documents/in/Direito_Civil?f_ri=152837"},{"id":98485,"name":"Post Graduate","url":"https://www.academia.edu/Documents/in/Post_Graduate?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":749778,"name":"Pós Graduação","url":"https://www.academia.edu/Documents/in/P%C3%B3s_Gradua%C3%A7%C3%A3o?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10850690" data-work_id="10850690" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10850690/La_persona_e_la_funzione_promozionale_della_scuola_la_realizzazione_del_disegno_costituzionale_e_il_necessario_ruolo_dei_poteri_pubblici_I_casi_dellistruzione_delle_persone_disabili_e_degli_alunni_stranieri">La persona e la funzione promozionale della scuola: la realizzazione del disegno costituzionale e il necessario ruolo dei poteri pubblici. I casi dell'istruzione delle persone disabili e degli alunni stranieri</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">L’articolo parte dall’analisi del contesto costituzionale nell’ambito dell’istruzione e della scuola, incentrandosi in particolare sul rapporto tra funzione scolastica, centralità della persona e ruolo dei pubblici poteri. Su tale base,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10850690" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">L’articolo parte dall’analisi del contesto costituzionale nell’ambito dell’istruzione e della scuola, incentrandosi in particolare sul rapporto tra funzione scolastica, centralità della persona e ruolo dei pubblici poteri. Su tale base, verrà proposta <br />la qualificazione della scuola come comunità, intesa quale formazione sociale attraverso la quale si forma e svolge la personalità degli individui. Il quadro teorico proposto verrà quindi messo alla prova attraverso l’analisi di due ambiti specifici del settore scolastico, all’interno dei quali la tenuta della rete costituzionale costituita dagli articoli 33 e 34 e 2 e 3 Cost. raggiunge il livello di “rottura” più elevato. I casi analizzati sono la disciplina dell’accesso all’istruzione degli studenti <br />disabili e degli studenti stranieri. In sede di conclusioni, il quadro normativo verrà riconsiderato sulla base dell’analisi dei due casi di studio, inserendo la variabile, decisiva nel determinare il livello di corrispondenza tra quadro costituzionale e quadro normativo di attuazione, del finanziamento del “diritto allo studio”, la cui effettiva realizzazione risulta condizionata dagli investimenti finanziari garantiti in tale ambito dall’intervento pubblico, anche alla luce della giurisprudenza costituzionale (ed europea) in termini di natura economicamente condizionata del diritto all’istruzione.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10850690" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f67d21f5ec33dff328fa74697b7d394" rel="nofollow" data-download="{"attachment_id":36661065,"asset_id":10850690,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36661065/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="843928" href="https://unitn.academia.edu/SimonePenasa">Simone Penasa</a><script data-card-contents-for-user="843928" type="text/json">{"id":843928,"first_name":"Simone","last_name":"Penasa","domain_name":"unitn","page_name":"SimonePenasa","display_name":"Simone Penasa","profile_url":"https://unitn.academia.edu/SimonePenasa?f_ri=152837","photo":"https://0.academia-photos.com/843928/298038/38013435/s65_simone.penasa.jpg"}</script></span></span></li><li class="js-paper-rank-work_10850690 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10850690"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10850690, container: ".js-paper-rank-work_10850690", }); 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$(".js-view-count[data-work-id=10850690]").text(description); $(".js-view-count-work_10850690").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10850690").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10850690"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="547" rel="nofollow" href="https://www.academia.edu/Documents/in/Constitutional_Law">Constitutional Law</a>, <script data-card-contents-for-ri="547" type="text/json">{"id":547,"name":"Constitutional Law","url":"https://www.academia.edu/Documents/in/Constitutional_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4822" rel="nofollow" href="https://www.academia.edu/Documents/in/Migration_Law">Migration Law</a>, <script data-card-contents-for-ri="4822" type="text/json">{"id":4822,"name":"Migration Law","url":"https://www.academia.edu/Documents/in/Migration_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5551" rel="nofollow" href="https://www.academia.edu/Documents/in/Immigration_Law">Immigration Law</a><script data-card-contents-for-ri="5551" type="text/json">{"id":5551,"name":"Immigration Law","url":"https://www.academia.edu/Documents/in/Immigration_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10850690]'), work: {"id":10850690,"title":"La persona e la funzione promozionale della scuola: la realizzazione del disegno costituzionale e il necessario ruolo dei poteri pubblici. I casi dell'istruzione delle persone disabili e degli alunni stranieri","created_at":"2015-02-16T15:28:29.320-08:00","url":"https://www.academia.edu/10850690/La_persona_e_la_funzione_promozionale_della_scuola_la_realizzazione_del_disegno_costituzionale_e_il_necessario_ruolo_dei_poteri_pubblici_I_casi_dellistruzione_delle_persone_disabili_e_degli_alunni_stranieri?f_ri=152837","dom_id":"work_10850690","summary":"L’articolo parte dall’analisi del contesto costituzionale nell’ambito dell’istruzione e della scuola, incentrandosi in particolare sul rapporto tra funzione scolastica, centralità della persona e ruolo dei pubblici poteri. Su tale base, verrà proposta\r\nla qualificazione della scuola come comunità, intesa quale formazione sociale attraverso la quale si forma e svolge la personalità degli individui. Il quadro teorico proposto verrà quindi messo alla prova attraverso l’analisi di due ambiti specifici del settore scolastico, all’interno dei quali la tenuta della rete costituzionale costituita dagli articoli 33 e 34 e 2 e 3 Cost. raggiunge il livello di “rottura” più elevato. I casi analizzati sono la disciplina dell’accesso all’istruzione degli studenti\r\ndisabili e degli studenti stranieri. In sede di conclusioni, il quadro normativo verrà riconsiderato sulla base dell’analisi dei due casi di studio, inserendo la variabile, decisiva nel determinare il livello di corrispondenza tra quadro costituzionale e quadro normativo di attuazione, del finanziamento del “diritto allo studio”, la cui effettiva realizzazione risulta condizionata dagli investimenti finanziari garantiti in tale ambito dall’intervento pubblico, anche alla luce della giurisprudenza costituzionale (ed europea) in termini di natura economicamente condizionata del diritto all’istruzione.","downloadable_attachments":[{"id":36661065,"asset_id":10850690,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":843928,"first_name":"Simone","last_name":"Penasa","domain_name":"unitn","page_name":"SimonePenasa","display_name":"Simone Penasa","profile_url":"https://unitn.academia.edu/SimonePenasa?f_ri=152837","photo":"https://0.academia-photos.com/843928/298038/38013435/s65_simone.penasa.jpg"}],"research_interests":[{"id":547,"name":"Constitutional Law","url":"https://www.academia.edu/Documents/in/Constitutional_Law?f_ri=152837","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":4822,"name":"Migration Law","url":"https://www.academia.edu/Documents/in/Migration_Law?f_ri=152837","nofollow":true},{"id":5551,"name":"Immigration Law","url":"https://www.academia.edu/Documents/in/Immigration_Law?f_ri=152837","nofollow":true},{"id":14730,"name":"Migration Studies","url":"https://www.academia.edu/Documents/in/Migration_Studies?f_ri=152837"},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":67148,"name":"Fundamental Rights","url":"https://www.academia.edu/Documents/in/Fundamental_Rights?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":219641,"name":"Diritto Costituzionale","url":"https://www.academia.edu/Documents/in/Diritto_Costituzionale?f_ri=152837"},{"id":243706,"name":"Diritti Fondamentali E Inviolabili","url":"https://www.academia.edu/Documents/in/Diritti_Fondamentali_E_Inviolabili?f_ri=152837"},{"id":247377,"name":"Migrant Education","url":"https://www.academia.edu/Documents/in/Migrant_Education?f_ri=152837"},{"id":296555,"name":"Giustizia costituzionale","url":"https://www.academia.edu/Documents/in/Giustizia_costituzionale?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28500153" data-work_id="28500153" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28500153/Leveling_down_in_Education_HEBREW_%D7%94%D7%A9%D7%95%D7%95%D7%90%D7%94_%D7%9B%D7%9C%D7%A4%D7%99_%D7%9E%D7%98%D7%94_%D7%91%D7%97%D7%99%D7%A0%D7%95%D7%9A">Leveling down in Education (HEBREW) השוואה כלפי מטה בחינוך</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines the moral and legal justifications for leveling down in education. Leveling down occurs when equality is pursued by taking away advantage, or limiting it, rather than by improving the situation of the worse off.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28500153" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines the moral and legal justifications for leveling down in education. Leveling down occurs when equality is pursued by taking away advantage, or limiting it, rather than by improving the situation of the worse off. Leveling down may seem irrational and immoral, an action motivated wholly by envy. This paper argues that in the realm of education, this intuitive reaction should be rejected and restricting advantage is crucial for achieving justice. <br />The article is comprised of two parts. The first puts forward a philosophical argument in support of leveling down in education. This argument is based on the contemporary philosophical debate concerning distributive justice in education, which recognizes that education is a “positional good”, meaning that its value for individuals is determined according to their relative standing compared to others. This relative nature entails that it is not enough, in terms of justice, to promote the education of the disadvantaged and limiting the ability to gain advantage is indispensible.  <br />In the second part of the paper I perform a comprehensive analysis of the protection Israeli Education Law grants the principle of equality in education, and whether it extends also to measures of leveling down.  The analysis focuses on two issues that are the subject of frequent legal attention: resource allocation and student assignment. The conclusion is that while legislation and court cases purport to offer a strong protection to educational equality, this protection does not, for the most part, include measures of leveling down such as limiting parental ability to invest additional resources, or choose segregated schools for their children. As a result, I argue that Israeli education law in Israel is unable to ensure meaningful educational justice. The article points to a few recent regulations and court decisions that do recognize the need for limiting advantage in education. These decisions suggest a more robust interpretation of the principle of educational equality that should be further developed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28500153" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8df245cfb76893596d24422cc3a442cb" rel="nofollow" data-download="{"attachment_id":48848514,"asset_id":28500153,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48848514/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25714298" href="https://haifa.academia.edu/TammyHarelBenShahar">Tammy Harel Ben Shahar</a><script data-card-contents-for-user="25714298" type="text/json">{"id":25714298,"first_name":"Tammy","last_name":"Harel Ben Shahar","domain_name":"haifa","page_name":"TammyHarelBenShahar","display_name":"Tammy Harel Ben Shahar","profile_url":"https://haifa.academia.edu/TammyHarelBenShahar?f_ri=152837","photo":"https://0.academia-photos.com/25714298/7032692/83658630/s65_tammy.harel_ben_shahar.jpg"}</script></span></span></li><li class="js-paper-rank-work_28500153 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28500153"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28500153, container: ".js-paper-rank-work_28500153", }); 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$(".js-view-count[data-work-id=28500153]").text(description); $(".js-view-count-work_28500153").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28500153").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28500153"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9604" rel="nofollow" href="https://www.academia.edu/Documents/in/Equality_and_Diversity">Equality and Diversity</a>, <script data-card-contents-for-ri="9604" type="text/json">{"id":9604,"name":"Equality and Diversity","url":"https://www.academia.edu/Documents/in/Equality_and_Diversity?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11721" rel="nofollow" href="https://www.academia.edu/Documents/in/Equality">Equality</a>, <script data-card-contents-for-ri="11721" type="text/json">{"id":11721,"name":"Equality","url":"https://www.academia.edu/Documents/in/Equality?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a><script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28500153]'), work: {"id":28500153,"title":"Leveling down in Education (HEBREW) השוואה כלפי מטה בחינוך","created_at":"2016-09-14T23:33:09.471-07:00","url":"https://www.academia.edu/28500153/Leveling_down_in_Education_HEBREW_%D7%94%D7%A9%D7%95%D7%95%D7%90%D7%94_%D7%9B%D7%9C%D7%A4%D7%99_%D7%9E%D7%98%D7%94_%D7%91%D7%97%D7%99%D7%A0%D7%95%D7%9A?f_ri=152837","dom_id":"work_28500153","summary":"This paper examines the moral and legal justifications for leveling down in education. Leveling down occurs when equality is pursued by taking away advantage, or limiting it, rather than by improving the situation of the worse off. Leveling down may seem irrational and immoral, an action motivated wholly by envy. This paper argues that in the realm of education, this intuitive reaction should be rejected and restricting advantage is crucial for achieving justice. \nThe article is comprised of two parts. The first puts forward a philosophical argument in support of leveling down in education. This argument is based on the contemporary philosophical debate concerning distributive justice in education, which recognizes that education is a “positional good”, meaning that its value for individuals is determined according to their relative standing compared to others. This relative nature entails that it is not enough, in terms of justice, to promote the education of the disadvantaged and limiting the ability to gain advantage is indispensible. \nIn the second part of the paper I perform a comprehensive analysis of the protection Israeli Education Law grants the principle of equality in education, and whether it extends also to measures of leveling down. The analysis focuses on two issues that are the subject of frequent legal attention: resource allocation and student assignment. The conclusion is that while legislation and court cases purport to offer a strong protection to educational equality, this protection does not, for the most part, include measures of leveling down such as limiting parental ability to invest additional resources, or choose segregated schools for their children. As a result, I argue that Israeli education law in Israel is unable to ensure meaningful educational justice. The article points to a few recent regulations and court decisions that do recognize the need for limiting advantage in education. These decisions suggest a more robust interpretation of the principle of educational equality that should be further developed. \n\n","downloadable_attachments":[{"id":48848514,"asset_id":28500153,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25714298,"first_name":"Tammy","last_name":"Harel Ben Shahar","domain_name":"haifa","page_name":"TammyHarelBenShahar","display_name":"Tammy Harel Ben Shahar","profile_url":"https://haifa.academia.edu/TammyHarelBenShahar?f_ri=152837","photo":"https://0.academia-photos.com/25714298/7032692/83658630/s65_tammy.harel_ben_shahar.jpg"}],"research_interests":[{"id":9604,"name":"Equality and Diversity","url":"https://www.academia.edu/Documents/in/Equality_and_Diversity?f_ri=152837","nofollow":true},{"id":11721,"name":"Equality","url":"https://www.academia.edu/Documents/in/Equality?f_ri=152837","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":159181,"name":"Equality and Non Discrimination","url":"https://www.academia.edu/Documents/in/Equality_and_Non_Discrimination?f_ri=152837"},{"id":293819,"name":"Israeli Law","url":"https://www.academia.edu/Documents/in/Israeli_Law?f_ri=152837"},{"id":619460,"name":"Residential and Educational Segregation","url":"https://www.academia.edu/Documents/in/Residential_and_Educational_Segregation?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35829052" data-work_id="35829052" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35829052/Underperformance_and_the_Right_to_Education_docx">Underperformance and the Right to Education.docx</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper focuses the attention of the right to basic education in the Constitution on the priorities identified in the South African Schools Act. The paper identifies underperformance as one of those priorities and proceeds to analyse... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35829052" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper focuses the attention of the right to basic education in the Constitution on the priorities identified in the South African Schools Act. The paper identifies underperformance as one of those priorities and proceeds to analyse the legislation, compliance with the legislation and various strategies that can be engaged to ensure that underperformance is addressed so as to advance the right to basic education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35829052" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b1fe39f6749d4505b052be301671b359" rel="nofollow" data-download="{"attachment_id":55706631,"asset_id":35829052,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55706631/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34288804" href="https://harvard.academia.edu/TessPeacock">Tess Peacock</a><script data-card-contents-for-user="34288804" type="text/json">{"id":34288804,"first_name":"Tess","last_name":"Peacock","domain_name":"harvard","page_name":"TessPeacock","display_name":"Tess Peacock","profile_url":"https://harvard.academia.edu/TessPeacock?f_ri=152837","photo":"https://0.academia-photos.com/34288804/11356971/12669049/s65_tess.peacock.jpg"}</script></span></span></li><li class="js-paper-rank-work_35829052 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35829052"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35829052, container: ".js-paper-rank-work_35829052", }); 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$(".js-view-count[data-work-id=35829052]").text(description); $(".js-view-count-work_35829052").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35829052").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35829052"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2169" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights_Law">Human Rights Law</a>, <script data-card-contents-for-ri="2169" type="text/json">{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a>, <script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="94476" rel="nofollow" href="https://www.academia.edu/Documents/in/Public_Interest_Litigation">Public Interest Litigation</a><script data-card-contents-for-ri="94476" type="text/json">{"id":94476,"name":"Public Interest Litigation","url":"https://www.academia.edu/Documents/in/Public_Interest_Litigation?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35829052]'), work: {"id":35829052,"title":"Underperformance and the Right to Education.docx","created_at":"2018-02-03T05:57:55.951-08:00","url":"https://www.academia.edu/35829052/Underperformance_and_the_Right_to_Education_docx?f_ri=152837","dom_id":"work_35829052","summary":"This paper focuses the attention of the right to basic education in the Constitution on the priorities identified in the South African Schools Act. The paper identifies underperformance as one of those priorities and proceeds to analyse the legislation, compliance with the legislation and various strategies that can be engaged to ensure that underperformance is addressed so as to advance the right to basic education.","downloadable_attachments":[{"id":55706631,"asset_id":35829052,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34288804,"first_name":"Tess","last_name":"Peacock","domain_name":"harvard","page_name":"TessPeacock","display_name":"Tess Peacock","profile_url":"https://harvard.academia.edu/TessPeacock?f_ri=152837","photo":"https://0.academia-photos.com/34288804/11356971/12669049/s65_tess.peacock.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":94476,"name":"Public Interest Litigation","url":"https://www.academia.edu/Documents/in/Public_Interest_Litigation?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44411337" data-work_id="44411337" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44411337/%CE%97_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%AF%CE%B1_%CF%84%CE%BF%CF%85_%CF%83%CE%B5%CE%B2%CE%B1%CF%83%CE%BC%CE%BF%CF%8D_%CF%83%CF%84%CE%B7%CE%BD_%CE%A0%CE%BD%CE%B5%CF%85%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AE_%CE%99%CE%B4%CE%B9%CE%BF%CE%BA%CF%84%CE%B7%CF%83%CE%AF%CE%B1_%CF%83%CE%B5_%CE%BC%CE%B1%CE%B8%CE%B7%CF%84%CE%AD%CF%82_%CE%A0%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%AC%CE%B8%CE%BC%CE%B9%CE%B1%CF%82_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7%CF%82_">Η διδασκαλία του σεβασμού στην Πνευματική Ιδιοκτησία σε μαθητές Πρωτοβάθμιας Εκπαίδευσης,</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Καθώς η Κοινωνία της Πληροφορίας αναπτύσσεται με ταχύτατους ρυθμούς, οι τεχνολογικές κατακτήσεις από τον χώρο της επιστήμης των υπολογιστών και τηλεπικοινωνιών αποτελούν σημαντικό κεφάλαιο σε αρκετούς επιμέρους τομείς του κοινωνικού βίου,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44411337" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Καθώς η Κοινωνία της Πληροφορίας αναπτύσσεται με ταχύτατους ρυθμούς, οι τεχνολογικές κατακτήσεις από τον χώρο της επιστήμης των υπολογιστών και τηλεπικοινωνιών αποτελούν σημαντικό κεφάλαιο σε αρκετούς επιμέρους τομείς του κοινωνικού βίου, ανάμεσα στους οποίους είναι και ο πολιτισμός. Η πολιτισμική ποικιλομορφία του υπάρχοντος υλικού και η διάθεση για<br />αξιοποίηση της επιπρόσθετης εκπαιδευτικής του αξίας, σε συνδυασμό με την απαίτηση για διάσωση των πρωτότυπων έργων, συνθέτει ένα πολύπλοκο τεχνολογικό πρόβλημα με νομικές και κοινωνικές προεκτάσεις. Είναι πολύ σημαντικό το να μαθαίνουν οι μαθητές από την αρχή τον σεβασμό στη δημιουργία, στην προστασία της πνευματικής ιδιοκτησίας, αλλά και στην προφύλαξη<br />από διάφορους παράγοντες όπως το παράνομο κέρδος.<br />Στην ΣΤ΄ τάξη του 1ου Δημοτικού Σχολείου Κρυονερίου και σε συνεργασία με τον Οργανισμό Πνευματικής Ιδιοκτησίας υλοποιήσαμε ένα πρόγραμμα για την Πνευματική Ιδιοκτησία. Το πρόγραμμα αυτό εγκρίθηκε από το Υπουργείο Παιδείας και Θρησκευμάτων, με σκοπό την ενημέρωση και ευαισθητοποίηση των μαθητών της του Δημοτικού και ιδιαίτερα των μαθητών των δύο τελευταίων τάξεων για τη σημασία του έργου των δημιουργών  (συγγραφέων, εικαστικών,<br />φωτογράφων, μουσικοσυνθετών, δημιουργών λογισμικού, κ.λπ.) και των δικαιούχων συγγενικών δικαιωμάτων (τραγουδιστών, μουσικών, ηθοποιών, εκδοτών, παραγωγών ταινιών και δισκογραφικών εταιρειών).<br />Γενικός σκοπός ήταν οι μαθητές να συνειδητοποιήσουν ότι το δικαίωμα πνευματικής ιδιοκτησίας και τα συγγενικά δικαιώματα αποκτούν μια ολοένα αυξανόμενη σημασία στη σύγχρονη κοινωνία και οικονομική πραγματικότητα, ενώ συνιστούν καθοριστικό παράγοντα για την προώθηση της δημιουργικότητας και του πολιτισμού.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44411337" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="660d664bfbd0b0686e3c4a2eb918862b" rel="nofollow" data-download="{"attachment_id":64822513,"asset_id":44411337,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64822513/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1755038" href="https://culture-routes.academia.edu/KONSTANTINOSKALEMIS">KONSTANTINOS KALEMIS</a><script data-card-contents-for-user="1755038" type="text/json">{"id":1755038,"first_name":"KONSTANTINOS","last_name":"KALEMIS","domain_name":"culture-routes","page_name":"KONSTANTINOSKALEMIS","display_name":"KONSTANTINOS KALEMIS","profile_url":"https://culture-routes.academia.edu/KONSTANTINOSKALEMIS?f_ri=152837","photo":"https://0.academia-photos.com/1755038/3003479/48242584/s65_konstantinos.kalemis.jpg"}</script></span></span></li><li class="js-paper-rank-work_44411337 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44411337"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44411337, container: ".js-paper-rank-work_44411337", }); 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$(".js-view-count[data-work-id=44411337]").text(description); $(".js-view-count-work_44411337").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44411337").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44411337"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="13151" rel="nofollow" href="https://www.academia.edu/Documents/in/Intellectual_Property_Law">Intellectual Property Law</a>, <script data-card-contents-for-ri="13151" type="text/json">{"id":13151,"name":"Intellectual Property Law","url":"https://www.academia.edu/Documents/in/Intellectual_Property_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="59792" rel="nofollow" href="https://www.academia.edu/Documents/in/Intellectual_Capital">Intellectual Capital</a>, <script data-card-contents-for-ri="59792" type="text/json">{"id":59792,"name":"Intellectual Capital","url":"https://www.academia.edu/Documents/in/Intellectual_Capital?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44411337]'), work: {"id":44411337,"title":"Η διδασκαλία του σεβασμού στην Πνευματική Ιδιοκτησία σε μαθητές Πρωτοβάθμιας Εκπαίδευσης,","created_at":"2020-11-01T02:09:28.200-08:00","url":"https://www.academia.edu/44411337/%CE%97_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%AF%CE%B1_%CF%84%CE%BF%CF%85_%CF%83%CE%B5%CE%B2%CE%B1%CF%83%CE%BC%CE%BF%CF%8D_%CF%83%CF%84%CE%B7%CE%BD_%CE%A0%CE%BD%CE%B5%CF%85%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CE%AE_%CE%99%CE%B4%CE%B9%CE%BF%CE%BA%CF%84%CE%B7%CF%83%CE%AF%CE%B1_%CF%83%CE%B5_%CE%BC%CE%B1%CE%B8%CE%B7%CF%84%CE%AD%CF%82_%CE%A0%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%AC%CE%B8%CE%BC%CE%B9%CE%B1%CF%82_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7%CF%82_?f_ri=152837","dom_id":"work_44411337","summary":"Καθώς η Κοινωνία της Πληροφορίας αναπτύσσεται με ταχύτατους ρυθμούς, οι τεχνολογικές κατακτήσεις από τον χώρο της επιστήμης των υπολογιστών και τηλεπικοινωνιών αποτελούν σημαντικό κεφάλαιο σε αρκετούς επιμέρους τομείς του κοινωνικού βίου, ανάμεσα στους οποίους είναι και ο πολιτισμός. Η πολιτισμική ποικιλομορφία του υπάρχοντος υλικού και η διάθεση για\nαξιοποίηση της επιπρόσθετης εκπαιδευτικής του αξίας, σε συνδυασμό με την απαίτηση για διάσωση των πρωτότυπων έργων, συνθέτει ένα πολύπλοκο τεχνολογικό πρόβλημα με νομικές και κοινωνικές προεκτάσεις. Είναι πολύ σημαντικό το να μαθαίνουν οι μαθητές από την αρχή τον σεβασμό στη δημιουργία, στην προστασία της πνευματικής ιδιοκτησίας, αλλά και στην προφύλαξη\nαπό διάφορους παράγοντες όπως το παράνομο κέρδος.\nΣτην ΣΤ΄ τάξη του 1ου Δημοτικού Σχολείου Κρυονερίου και σε συνεργασία με τον Οργανισμό Πνευματικής Ιδιοκτησίας υλοποιήσαμε ένα πρόγραμμα για την Πνευματική Ιδιοκτησία. Το πρόγραμμα αυτό εγκρίθηκε από το Υπουργείο Παιδείας και Θρησκευμάτων, με σκοπό την ενημέρωση και ευαισθητοποίηση των μαθητών της του Δημοτικού και ιδιαίτερα των μαθητών των δύο τελευταίων τάξεων για τη σημασία του έργου των δημιουργών (συγγραφέων, εικαστικών,\nφωτογράφων, μουσικοσυνθετών, δημιουργών λογισμικού, κ.λπ.) και των δικαιούχων συγγενικών δικαιωμάτων (τραγουδιστών, μουσικών, ηθοποιών, εκδοτών, παραγωγών ταινιών και δισκογραφικών εταιρειών).\nΓενικός σκοπός ήταν οι μαθητές να συνειδητοποιήσουν ότι το δικαίωμα πνευματικής ιδιοκτησίας και τα συγγενικά δικαιώματα αποκτούν μια ολοένα αυξανόμενη σημασία στη σύγχρονη κοινωνία και οικονομική πραγματικότητα, ενώ συνιστούν καθοριστικό παράγοντα για την προώθηση της δημιουργικότητας και του πολιτισμού.","downloadable_attachments":[{"id":64822513,"asset_id":44411337,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1755038,"first_name":"KONSTANTINOS","last_name":"KALEMIS","domain_name":"culture-routes","page_name":"KONSTANTINOSKALEMIS","display_name":"KONSTANTINOS KALEMIS","profile_url":"https://culture-routes.academia.edu/KONSTANTINOSKALEMIS?f_ri=152837","photo":"https://0.academia-photos.com/1755038/3003479/48242584/s65_konstantinos.kalemis.jpg"}],"research_interests":[{"id":13151,"name":"Intellectual Property Law","url":"https://www.academia.edu/Documents/in/Intellectual_Property_Law?f_ri=152837","nofollow":true},{"id":59792,"name":"Intellectual Capital","url":"https://www.academia.edu/Documents/in/Intellectual_Capital?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44688888" data-work_id="44688888" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44688888/EDU_Vienna_Conference_Proceedings">EDU Vienna Conference Proceedings</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44688888" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9c2b943958df6ec173d42d58cdfe0de6" rel="nofollow" data-download="{"attachment_id":65163305,"asset_id":44688888,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65163305/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="73333445" href="https://independent.academia.edu/MMakoa">Moshe Moses Makoa</a><script data-card-contents-for-user="73333445" type="text/json">{"id":73333445,"first_name":"Moshe Moses","last_name":"Makoa","domain_name":"independent","page_name":"MMakoa","display_name":"Moshe Moses Makoa","profile_url":"https://independent.academia.edu/MMakoa?f_ri=152837","photo":"https://0.academia-photos.com/73333445/18697667/21589848/s65_moshe_moses.makoa.jpg"}</script></span></span></li><li class="js-paper-rank-work_44688888 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44688888"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44688888, container: ".js-paper-rank-work_44688888", }); 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$(".js-view-count[data-work-id=44688888]").text(description); $(".js-view-count-work_44688888").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44688888").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44688888"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="17773" rel="nofollow" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a>, <script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44688888]'), work: {"id":44688888,"title":"EDU Vienna Conference Proceedings","created_at":"2020-12-12T05:43:19.235-08:00","url":"https://www.academia.edu/44688888/EDU_Vienna_Conference_Proceedings?f_ri=152837","dom_id":"work_44688888","summary":null,"downloadable_attachments":[{"id":65163305,"asset_id":44688888,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":73333445,"first_name":"Moshe Moses","last_name":"Makoa","domain_name":"independent","page_name":"MMakoa","display_name":"Moshe Moses Makoa","profile_url":"https://independent.academia.edu/MMakoa?f_ri=152837","photo":"https://0.academia-photos.com/73333445/18697667/21589848/s65_moshe_moses.makoa.jpg"}],"research_interests":[{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12265028" data-work_id="12265028" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12265028/Race_Class_and_Religion_Creaming_and_Cropping_in_Religious_Ethnic_and_Cultural_Charter_Schools">Race, Class and Religion: Creaming and Cropping in Religious, Ethnic and Cultural Charter Schools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This Article is devoted to one of the most fascinating contemporary developments in American public education – the phenomenal rise of religious charter schools. Religious charter schools are established by a religious or cultural... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12265028" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This Article is devoted to one of the most fascinating contemporary developments in American public education – the phenomenal rise of religious charter schools. Religious charter schools are established by a religious or cultural community with the aim of providing an education saturated with their respective values and culture. Despite their growing prevalence and the significant legal challenges they pose, they have, thus far, not been given sufficient attention by legal scholars. What little discussion there is focuses solely on religious charter schools’ incompatibility with the First Amendment’s Establishment Clause. This Article complements the discussion, highlighting another crucial aspect of religious charter schools: their negative impact on the educational opportunities of children from racial minorities and lower socioeconomic classes. The Article argues that because of their unique characteristics, religious charter schools are especially likely to have negative effects on educational equality, and makes the case for legislative intervention in order to prevent this outcome. First, the Article exposes and explores the central detrimental effects of religious charter schools: racial and socioeconomic segregation, and the twin-processes of ‘creaming’ and ‘cropping’. Then, based on a comprehensive critical survey of all charter legislation in the U.S. aimed at preventing segregation in the different States, the Article argues that charters’ antidiscrimination rules have the surprising effect of worsening inequality instead of alleviating it, and that the legislative measures aimed at ensuring integration cannot fully promote equality. Therefore, the Article supports a different strategy, adopted recently in Delaware, according to which religious charter schools should be authorized only if they do not compromise the education of students in traditional public schools.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12265028" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b396dbac20cf59d724e3b00712551029" rel="nofollow" data-download="{"attachment_id":50709731,"asset_id":12265028,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50709731/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25714298" href="https://haifa.academia.edu/TammyHarelBenShahar">Tammy Harel Ben Shahar</a><script data-card-contents-for-user="25714298" type="text/json">{"id":25714298,"first_name":"Tammy","last_name":"Harel Ben Shahar","domain_name":"haifa","page_name":"TammyHarelBenShahar","display_name":"Tammy Harel Ben Shahar","profile_url":"https://haifa.academia.edu/TammyHarelBenShahar?f_ri=152837","photo":"https://0.academia-photos.com/25714298/7032692/83658630/s65_tammy.harel_ben_shahar.jpg"}</script></span></span></li><li class="js-paper-rank-work_12265028 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12265028"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12265028, container: ".js-paper-rank-work_12265028", }); 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$(".js-view-count[data-work-id=12265028]").text(description); $(".js-view-count-work_12265028").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12265028").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12265028"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2397" rel="nofollow" href="https://www.academia.edu/Documents/in/Religious_Education">Religious Education</a>, <script data-card-contents-for-ri="2397" type="text/json">{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2592" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights">Human Rights</a>, <script data-card-contents-for-ri="2592" type="text/json">{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4566" rel="nofollow" href="https://www.academia.edu/Documents/in/First_Amendment_Law_USA_">First Amendment Law (USA)</a>, <script data-card-contents-for-ri="4566" type="text/json">{"id":4566,"name":"First Amendment Law (USA)","url":"https://www.academia.edu/Documents/in/First_Amendment_Law_USA_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5321" rel="nofollow" href="https://www.academia.edu/Documents/in/International_Human_Rights_Law">International Human Rights Law</a><script data-card-contents-for-ri="5321" type="text/json">{"id":5321,"name":"International Human Rights Law","url":"https://www.academia.edu/Documents/in/International_Human_Rights_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12265028]'), work: {"id":12265028,"title":"Race, Class and Religion: Creaming and Cropping in Religious, Ethnic and Cultural Charter Schools","created_at":"2015-05-06T09:19:49.058-07:00","url":"https://www.academia.edu/12265028/Race_Class_and_Religion_Creaming_and_Cropping_in_Religious_Ethnic_and_Cultural_Charter_Schools?f_ri=152837","dom_id":"work_12265028","summary":"This Article is devoted to one of the most fascinating contemporary developments in American public education – the phenomenal rise of religious charter schools. Religious charter schools are established by a religious or cultural community with the aim of providing an education saturated with their respective values and culture. Despite their growing prevalence and the significant legal challenges they pose, they have, thus far, not been given sufficient attention by legal scholars. What little discussion there is focuses solely on religious charter schools’ incompatibility with the First Amendment’s Establishment Clause. This Article complements the discussion, highlighting another crucial aspect of religious charter schools: their negative impact on the educational opportunities of children from racial minorities and lower socioeconomic classes. The Article argues that because of their unique characteristics, religious charter schools are especially likely to have negative effects on educational equality, and makes the case for legislative intervention in order to prevent this outcome. First, the Article exposes and explores the central detrimental effects of religious charter schools: racial and socioeconomic segregation, and the twin-processes of ‘creaming’ and ‘cropping’. Then, based on a comprehensive critical survey of all charter legislation in the U.S. aimed at preventing segregation in the different States, the Article argues that charters’ antidiscrimination rules have the surprising effect of worsening inequality instead of alleviating it, and that the legislative measures aimed at ensuring integration cannot fully promote equality. Therefore, the Article supports a different strategy, adopted recently in Delaware, according to which religious charter schools should be authorized only if they do not compromise the education of students in traditional public schools.","downloadable_attachments":[{"id":50709731,"asset_id":12265028,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25714298,"first_name":"Tammy","last_name":"Harel Ben Shahar","domain_name":"haifa","page_name":"TammyHarelBenShahar","display_name":"Tammy Harel Ben Shahar","profile_url":"https://haifa.academia.edu/TammyHarelBenShahar?f_ri=152837","photo":"https://0.academia-photos.com/25714298/7032692/83658630/s65_tammy.harel_ben_shahar.jpg"}],"research_interests":[{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=152837","nofollow":true},{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true},{"id":4566,"name":"First Amendment Law (USA)","url":"https://www.academia.edu/Documents/in/First_Amendment_Law_USA_?f_ri=152837","nofollow":true},{"id":5321,"name":"International Human Rights Law","url":"https://www.academia.edu/Documents/in/International_Human_Rights_Law?f_ri=152837","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=152837"},{"id":20561,"name":"Charter schools","url":"https://www.academia.edu/Documents/in/Charter_schools?f_ri=152837"},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":207735,"name":"Social mobility and education. Social class. Ethnicity/'race' and minority studies. Roma/Gypsy/Travellers. Mixed methods research","url":"https://www.academia.edu/Documents/in/Social_mobility_and_education._Social_class._Ethnicity_race_and_minority_studies._Roma_Gypsy_Trave?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12814477" data-work_id="12814477" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12814477/Girls_experiences_of_religious_and_cultural_practices_Human_rights_violations">Girls' experiences of religious and cultural practices: Human rights violations</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">South Africans have been afforded various rights as enshrined in the Bill of Rights (SA 19961) for the past 18 years. The right to equality (section 9), dignity (section 10), privacy (section 14), to be free from all forms of violence... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12814477" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">South Africans have been afforded various rights as enshrined in the Bill of Rights (SA 19961) for the past 18 years. The right to equality (section 9), dignity (section 10), privacy (section 14), to be free from all forms of violence (section 12) and to enjoy<br />one‘s own culture and religion (sections 30, 31, 15) forms part of this package of rights. Whereas the South African Constitution protects individual rights such as<br />the right to dignity and bodily integrity, collective rights of cultural and religious groups are also protected, including the right to practice a culture or religion collectively and to ensure its survival. In some instances conflict may arise between the rights of the individual and the collective rights of the cultural group to practice its culture. Well-known examples of such conflicts within the African context are forced marriages and some aspects of initiation practices. Children and the girl-child in particular, often find themselves within these conflicts and are, therefore, in need of special protection. In a study funded by the South African Netherlands Project for Alternative<br />Development (SANPAD) (Roux 2009) which explored religious and cultural practices that are meaningful to girls in the South African context, the possible conflicts between religious and cultural rights on the one hand, and the individual rights of the child on the other hand were specifically probed. This chapter<br />explores and reflects on findings that relate specifically to those religious and cultural practices that girls reported in their narratives and the conflicts that exist between the rights of the community to practice its culture and religion and the<br />individual rights of the learners to, inter alia, equality, dignity and bodily integrity. A picture is formed of the dilemmas learners and their educators are faced with in their communities and some recommendations are made for Human Rights Education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12814477" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="106e958b87f93d1d9c2cf3e44848788b" rel="nofollow" data-download="{"attachment_id":37835830,"asset_id":12814477,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37835830/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20026311" href="https://nwu.academia.edu/AnnamagrietdW">Annamagriet DeWet</a><script data-card-contents-for-user="20026311" type="text/json">{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}</script></span></span></li><li class="js-paper-rank-work_12814477 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12814477"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12814477, container: ".js-paper-rank-work_12814477", }); });</script></li><li class="js-percentile-work_12814477 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12814477; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12814477"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12814477 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12814477"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12814477; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12814477]").text(description); $(".js-view-count-work_12814477").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12814477").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12814477"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2169" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights_Law">Human Rights Law</a>, <script data-card-contents-for-ri="2169" type="text/json">{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2592" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights">Human Rights</a>, <script data-card-contents-for-ri="2592" type="text/json">{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2613" rel="nofollow" href="https://www.academia.edu/Documents/in/Diversity">Diversity</a>, <script data-card-contents-for-ri="2613" type="text/json">{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7413" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights_Education">Human Rights Education</a><script data-card-contents-for-ri="7413" type="text/json">{"id":7413,"name":"Human Rights Education","url":"https://www.academia.edu/Documents/in/Human_Rights_Education?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12814477]'), work: {"id":12814477,"title":"Girls' experiences of religious and cultural practices: Human rights violations","created_at":"2015-06-05T06:52:38.526-07:00","url":"https://www.academia.edu/12814477/Girls_experiences_of_religious_and_cultural_practices_Human_rights_violations?f_ri=152837","dom_id":"work_12814477","summary":"South Africans have been afforded various rights as enshrined in the Bill of Rights (SA 19961) for the past 18 years. The right to equality (section 9), dignity (section 10), privacy (section 14), to be free from all forms of violence (section 12) and to enjoy\none‘s own culture and religion (sections 30, 31, 15) forms part of this package of rights. Whereas the South African Constitution protects individual rights such as\nthe right to dignity and bodily integrity, collective rights of cultural and religious groups are also protected, including the right to practice a culture or religion collectively and to ensure its survival. In some instances conflict may arise between the rights of the individual and the collective rights of the cultural group to practice its culture. Well-known examples of such conflicts within the African context are forced marriages and some aspects of initiation practices. Children and the girl-child in particular, often find themselves within these conflicts and are, therefore, in need of special protection. In a study funded by the South African Netherlands Project for Alternative\nDevelopment (SANPAD) (Roux 2009) which explored religious and cultural practices that are meaningful to girls in the South African context, the possible conflicts between religious and cultural rights on the one hand, and the individual rights of the child on the other hand were specifically probed. This chapter\nexplores and reflects on findings that relate specifically to those religious and cultural practices that girls reported in their narratives and the conflicts that exist between the rights of the community to practice its culture and religion and the\nindividual rights of the learners to, inter alia, equality, dignity and bodily integrity. A picture is formed of the dilemmas learners and their educators are faced with in their communities and some recommendations are made for Human Rights Education. ","downloadable_attachments":[{"id":37835830,"asset_id":12814477,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}],"research_interests":[{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true},{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true},{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=152837","nofollow":true},{"id":7413,"name":"Human Rights Education","url":"https://www.academia.edu/Documents/in/Human_Rights_Education?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":210311,"name":"Cultural Practices","url":"https://www.academia.edu/Documents/in/Cultural_Practices?f_ri=152837"},{"id":300021,"name":"Education and Law","url":"https://www.academia.edu/Documents/in/Education_and_Law?f_ri=152837"},{"id":400116,"name":"Religious Beliefs and Practices","url":"https://www.academia.edu/Documents/in/Religious_Beliefs_and_Practices?f_ri=152837"},{"id":494435,"name":"Human Rights Violations","url":"https://www.academia.edu/Documents/in/Human_Rights_Violations?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71755625" data-work_id="71755625" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71755625/The_Private_School_is_Dead_Long_Live_Privatization_preprint_in_Hebrew_">The Private School is Dead, Long Live Privatization (preprint; in Hebrew)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article studies the privatization of education in Israel in the past ten years, focusing on three important processes that have not been sufficiently addressed in the legal and educational literature: the incorporation of private... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71755625" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article studies the privatization of education in Israel in the past ten years, focusing on three important processes that have not been sufficiently addressed in the legal and educational literature: the incorporation of private schools into the public education system; publicization of Ultra-orthodox schools; and delegation of the management and operation of public schools from local authorities to private education networks.The examination of these processes show that Israel’s education policy in the past ten years does not comply with the typical characteristics of privatization. In fact, some of these even constitute, officially at least, a retreat from privatization, by widening the public sector’s involvement in education. However, these processes do not contribute to the realization of the goals of public education in a democratic state, including promoting equal opportunity, providing civic education and ensuring all students receive an adequate education. Instead, the processes have eroded the distinction between public and private education, which is no longer a helpful indicator for the strength of the public education system in Israel.    <br /><br />המאמר עוסק בהפרטת מערכת החינוך בישראל ומתמקד בניתוח התהליכים שהתרחשו בעשר השנים האחרונות. המאמר מנתח שלושה מקרי בוחן חשובים מהשנים האחרונות שטרם זכו לליבון מספק בספרות המשפטית וחלקם גם לא בספרות המחקר החינוכי: הטמעת מרבית בתי הספר המוכרים שאינם רשמיים בתוך מערכת החינוך הממלכתית; הצברה של החינוך החרדי; וניהול בתי ספר ממלכתיים והפעלתם על ידי גופים פרטיים. הניתוח מראה שמדיניות החינוך בישראל בעשור האחרון אינה מתנהלת על פי המאפיינים הטיפוסיים של הפרטה כפי שהיה בעבר, וחלק מן התהליכים אף מהווים, פורמלית, נסיגה מהפרטה והגדלת הסקטור הציבורי-ממלכתי בחינוך. יחד עם זאת, מבחינה מהותית תהליכים אלה אינם תורמים להגשמת המטרות החברתיות של חינוך ציבורי במדינה דמוקרטית, ובכלל זה שוויון הזדמנויות, חינוך לערכים דמוקרטיים, והבטחת חינוך איכותי לכלל התלמידים. תהליכים אלו שחקו את ההבחנה בין חינוך ציבורי ובין חינוך פרטי כך שהיא אינה מועילה עוד לשם הערכת חוסנו של החינוך הציבורי בישראל.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71755625" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="70481ee216864c01d575eed5a1df9381" rel="nofollow" data-download="{"attachment_id":80967773,"asset_id":71755625,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80967773/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25714298" href="https://haifa.academia.edu/TammyHarelBenShahar">Tammy Harel Ben Shahar</a><script data-card-contents-for-user="25714298" type="text/json">{"id":25714298,"first_name":"Tammy","last_name":"Harel Ben Shahar","domain_name":"haifa","page_name":"TammyHarelBenShahar","display_name":"Tammy Harel Ben Shahar","profile_url":"https://haifa.academia.edu/TammyHarelBenShahar?f_ri=152837","photo":"https://0.academia-photos.com/25714298/7032692/83658630/s65_tammy.harel_ben_shahar.jpg"}</script></span></span></li><li class="js-paper-rank-work_71755625 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71755625"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71755625, container: ".js-paper-rank-work_71755625", }); });</script></li><li class="js-percentile-work_71755625 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71755625; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71755625"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71755625 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71755625"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71755625; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71755625]").text(description); $(".js-view-count-work_71755625").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71755625").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71755625"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2397" rel="nofollow" href="https://www.academia.edu/Documents/in/Religious_Education">Religious Education</a>, <script data-card-contents-for-ri="2397" type="text/json">{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20561" rel="nofollow" href="https://www.academia.edu/Documents/in/Charter_schools">Charter schools</a>, <script data-card-contents-for-ri="20561" type="text/json">{"id":20561,"name":"Charter schools","url":"https://www.academia.edu/Documents/in/Charter_schools?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="159181" rel="nofollow" href="https://www.academia.edu/Documents/in/Equality_and_Non_Discrimination">Equality and Non Discrimination</a><script data-card-contents-for-ri="159181" type="text/json">{"id":159181,"name":"Equality and Non Discrimination","url":"https://www.academia.edu/Documents/in/Equality_and_Non_Discrimination?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71755625]'), work: {"id":71755625,"title":"The Private School is Dead, Long Live Privatization (preprint; in Hebrew)","created_at":"2022-02-17T05:09:11.187-08:00","url":"https://www.academia.edu/71755625/The_Private_School_is_Dead_Long_Live_Privatization_preprint_in_Hebrew_?f_ri=152837","dom_id":"work_71755625","summary":"\nThis article studies the privatization of education in Israel in the past ten years, focusing on three important processes that have not been sufficiently addressed in the legal and educational literature: the incorporation of private schools into the public education system; publicization of Ultra-orthodox schools; and delegation of the management and operation of public schools from local authorities to private education networks.The examination of these processes show that Israel’s education policy in the past ten years does not comply with the typical characteristics of privatization. In fact, some of these even constitute, officially at least, a retreat from privatization, by widening the public sector’s involvement in education. However, these processes do not contribute to the realization of the goals of public education in a democratic state, including promoting equal opportunity, providing civic education and ensuring all students receive an adequate education. Instead, the processes have eroded the distinction between public and private education, which is no longer a helpful indicator for the strength of the public education system in Israel. \n\nהמאמר עוסק בהפרטת מערכת החינוך בישראל ומתמקד בניתוח התהליכים שהתרחשו בעשר השנים האחרונות. המאמר מנתח שלושה מקרי בוחן חשובים מהשנים האחרונות שטרם זכו לליבון מספק בספרות המשפטית וחלקם גם לא בספרות המחקר החינוכי: הטמעת מרבית בתי הספר המוכרים שאינם רשמיים בתוך מערכת החינוך הממלכתית; הצברה של החינוך החרדי; וניהול בתי ספר ממלכתיים והפעלתם על ידי גופים פרטיים. הניתוח מראה שמדיניות החינוך בישראל בעשור האחרון אינה מתנהלת על פי המאפיינים הטיפוסיים של הפרטה כפי שהיה בעבר, וחלק מן התהליכים אף מהווים, פורמלית, נסיגה מהפרטה והגדלת הסקטור הציבורי-ממלכתי בחינוך. יחד עם זאת, מבחינה מהותית תהליכים אלה אינם תורמים להגשמת המטרות החברתיות של חינוך ציבורי במדינה דמוקרטית, ובכלל זה שוויון הזדמנויות, חינוך לערכים דמוקרטיים, והבטחת חינוך איכותי לכלל התלמידים. תהליכים אלו שחקו את ההבחנה בין חינוך ציבורי ובין חינוך פרטי כך שהיא אינה מועילה עוד לשם הערכת חוסנו של החינוך הציבורי בישראל. \n","downloadable_attachments":[{"id":80967773,"asset_id":71755625,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25714298,"first_name":"Tammy","last_name":"Harel Ben Shahar","domain_name":"haifa","page_name":"TammyHarelBenShahar","display_name":"Tammy Harel Ben Shahar","profile_url":"https://haifa.academia.edu/TammyHarelBenShahar?f_ri=152837","photo":"https://0.academia-photos.com/25714298/7032692/83658630/s65_tammy.harel_ben_shahar.jpg"}],"research_interests":[{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=152837","nofollow":true},{"id":20561,"name":"Charter schools","url":"https://www.academia.edu/Documents/in/Charter_schools?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":159181,"name":"Equality and Non Discrimination","url":"https://www.academia.edu/Documents/in/Equality_and_Non_Discrimination?f_ri=152837","nofollow":true},{"id":295145,"name":"Public vs Private Schools","url":"https://www.academia.edu/Documents/in/Public_vs_Private_Schools?f_ri=152837"},{"id":586806,"name":"Israel Educational System","url":"https://www.academia.edu/Documents/in/Israel_Educational_System?f_ri=152837"},{"id":586812,"name":"Education in Israel","url":"https://www.academia.edu/Documents/in/Education_in_Israel?f_ri=152837"},{"id":593772,"name":"Poverty and Education","url":"https://www.academia.edu/Documents/in/Poverty_and_Education?f_ri=152837"},{"id":603132,"name":"Private Schools","url":"https://www.academia.edu/Documents/in/Private_Schools?f_ri=152837"},{"id":604728,"name":"Privatization of Education","url":"https://www.academia.edu/Documents/in/Privatization_of_Education?f_ri=152837"},{"id":710933,"name":"Childhood Poverty and Educational Exclusion","url":"https://www.academia.edu/Documents/in/Childhood_Poverty_and_Educational_Exclusion?f_ri=152837"},{"id":1363040,"name":"Ultra Orthodox Jews","url":"https://www.academia.edu/Documents/in/Ultra_Orthodox_Jews?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39628619" data-work_id="39628619" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39628619/Children_at_Risk_of_School_Dropout">Children at Risk of School Dropout</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter begins by outlining the routes through which children 'drop out' of school. It then draws on the failings of the English system to suggest six key 'lessons' for other jurisdictions. The first centres on how academic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39628619" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter begins by outlining the routes through which children 'drop out' of school. It then draws on the failings of the English system to suggest six key 'lessons' for other jurisdictions. The first centres on how academic results-driven accountability measures push schools and decision-makers into unjustifiably excluding children. The second demonstrates the vulnerability of discretionary frameworks to perverse incentives and unintended negative consequences for children at risk of 'drop out'. The third highlights the difficulties created by increased autonomy for teachers and schools. The fourth reveals how additional protections for particularly vulnerable children are constrained by the broader exclusion regime. The fifth and sixth demonstrate the need for jurisdictions to revisit the conceptual and empirical basis of their legal frameworks for exclusion, whether grounded in 'best interests', competing 'interests', or 'children's rights'. It concludes by emphasising the need to develop empirical evidence to underpin decisions around 'drop out'.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39628619" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c7be6078d0115c02379c8b67ed67f4e1" rel="nofollow" data-download="{"attachment_id":59786595,"asset_id":39628619,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59786595/download_file?st=MTc0MDYyNDM5MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6610122" href="https://oxford.academia.edu/LucindaFerguson">Lucinda A Ferguson</a><script data-card-contents-for-user="6610122" type="text/json">{"id":6610122,"first_name":"Lucinda","last_name":"Ferguson","domain_name":"oxford","page_name":"LucindaFerguson","display_name":"Lucinda A Ferguson","profile_url":"https://oxford.academia.edu/LucindaFerguson?f_ri=152837","photo":"https://0.academia-photos.com/6610122/2628431/3053662/s65_lucinda.ferguson.jpg"}</script></span></span></li><li class="js-paper-rank-work_39628619 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39628619"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39628619, container: ".js-paper-rank-work_39628619", }); });</script></li><li class="js-percentile-work_39628619 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39628619; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39628619"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39628619 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39628619"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39628619; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39628619]").text(description); $(".js-view-count-work_39628619").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39628619").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39628619"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="21639" rel="nofollow" href="https://www.academia.edu/Documents/in/Childrens_Rights">Children's Rights</a>, <script data-card-contents-for-ri="21639" type="text/json">{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a>, <script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="315044" rel="nofollow" href="https://www.academia.edu/Documents/in/International_Childrens_Rights">International Children's Rights</a><script data-card-contents-for-ri="315044" type="text/json">{"id":315044,"name":"International Children's Rights","url":"https://www.academia.edu/Documents/in/International_Childrens_Rights?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39628619]'), work: {"id":39628619,"title":"Children at Risk of School Dropout","created_at":"2019-06-18T12:27:03.920-07:00","url":"https://www.academia.edu/39628619/Children_at_Risk_of_School_Dropout?f_ri=152837","dom_id":"work_39628619","summary":"This chapter begins by outlining the routes through which children 'drop out' of school. It then draws on the failings of the English system to suggest six key 'lessons' for other jurisdictions. The first centres on how academic results-driven accountability measures push schools and decision-makers into unjustifiably excluding children. The second demonstrates the vulnerability of discretionary frameworks to perverse incentives and unintended negative consequences for children at risk of 'drop out'. The third highlights the difficulties created by increased autonomy for teachers and schools. The fourth reveals how additional protections for particularly vulnerable children are constrained by the broader exclusion regime. The fifth and sixth demonstrate the need for jurisdictions to revisit the conceptual and empirical basis of their legal frameworks for exclusion, whether grounded in 'best interests', competing 'interests', or 'children's rights'. It concludes by emphasising the need to develop empirical evidence to underpin decisions around 'drop out'.","downloadable_attachments":[{"id":59786595,"asset_id":39628619,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6610122,"first_name":"Lucinda","last_name":"Ferguson","domain_name":"oxford","page_name":"LucindaFerguson","display_name":"Lucinda A Ferguson","profile_url":"https://oxford.academia.edu/LucindaFerguson?f_ri=152837","photo":"https://0.academia-photos.com/6610122/2628431/3053662/s65_lucinda.ferguson.jpg"}],"research_interests":[{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":315044,"name":"International Children's Rights","url":"https://www.academia.edu/Documents/in/International_Childrens_Rights?f_ri=152837","nofollow":true},{"id":379727,"name":"Permanent exclusion from school","url":"https://www.academia.edu/Documents/in/Permanent_exclusion_from_school?f_ri=152837"},{"id":396271,"name":"School Dropout","url":"https://www.academia.edu/Documents/in/School_Dropout?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24812940" data-work_id="24812940" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24812940/The_Role_of_International_Human_Rights_Mechanisms_in_Strengthening_Justiciability_of_the_Right_to_Education_in_Russian_Federation">The Role of International Human Rights Mechanisms in Strengthening Justiciability of the Right to Education in Russian Federation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The role that international human rights mechanisms play in strengthening the sense of accountability of states for respecting, protecting and fulfilling human rights of people within their jurisdiction is tremendous. The whole plethora... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24812940" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The role that international human rights mechanisms play in strengthening the sense of accountability of states for respecting, protecting and fulfilling human rights of people within their jurisdiction is tremendous. The whole plethora of methods from dialogue, awareness raising and capacity-building to monitoring of compliance with binding human rights instruments and supranational judicial review – all count towards reinforcing national systems of realisation and protection of human rights. <br />The purpose of this paper is to reveal (1) how international human rights mechanisms contribute to shaping normative content of the right to education  that can be effectively enforced through available system of judicial and quasi-judicial protection, and (2) how these mechanisms can be used to indicate and address inadequacies of implementation of the internationally recognised right to education and to bridge existing gaps of protection of this right.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24812940" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ab9cd61f5d231eca2509d34a613993fc" rel="nofollow" data-download="{"attachment_id":45139397,"asset_id":24812940,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45139397/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="17258046" href="https://manchester.academia.edu/MariaSmirnova">Maria Smirnova</a><script data-card-contents-for-user="17258046" type="text/json">{"id":17258046,"first_name":"Maria","last_name":"Smirnova","domain_name":"manchester","page_name":"MariaSmirnova","display_name":"Maria Smirnova","profile_url":"https://manchester.academia.edu/MariaSmirnova?f_ri=152837","photo":"https://0.academia-photos.com/17258046/4779489/5507207/s65_maria.smirnova.jpg"}</script></span></span></li><li class="js-paper-rank-work_24812940 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24812940"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24812940, container: ".js-paper-rank-work_24812940", }); });</script></li><li class="js-percentile-work_24812940 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24812940; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24812940"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24812940 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24812940"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24812940; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24812940]").text(description); $(".js-view-count-work_24812940").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24812940").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24812940"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a>, <script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="97709" rel="nofollow" href="https://www.academia.edu/Documents/in/Right_to_Education">Right to Education</a>, <script data-card-contents-for-ri="97709" type="text/json">{"id":97709,"name":"Right to Education","url":"https://www.academia.edu/Documents/in/Right_to_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="614146" rel="nofollow" href="https://www.academia.edu/Documents/in/ESC_rights_justiciability">ESC rights justiciability</a><script data-card-contents-for-ri="614146" type="text/json">{"id":614146,"name":"ESC rights justiciability","url":"https://www.academia.edu/Documents/in/ESC_rights_justiciability?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24812940]'), work: {"id":24812940,"title":"The Role of International Human Rights Mechanisms in Strengthening Justiciability of the Right to Education in Russian Federation","created_at":"2016-04-27T09:41:06.402-07:00","url":"https://www.academia.edu/24812940/The_Role_of_International_Human_Rights_Mechanisms_in_Strengthening_Justiciability_of_the_Right_to_Education_in_Russian_Federation?f_ri=152837","dom_id":"work_24812940","summary":"The role that international human rights mechanisms play in strengthening the sense of accountability of states for respecting, protecting and fulfilling human rights of people within their jurisdiction is tremendous. The whole plethora of methods from dialogue, awareness raising and capacity-building to monitoring of compliance with binding human rights instruments and supranational judicial review – all count towards reinforcing national systems of realisation and protection of human rights. \nThe purpose of this paper is to reveal (1) how international human rights mechanisms contribute to shaping normative content of the right to education that can be effectively enforced through available system of judicial and quasi-judicial protection, and (2) how these mechanisms can be used to indicate and address inadequacies of implementation of the internationally recognised right to education and to bridge existing gaps of protection of this right. ","downloadable_attachments":[{"id":45139397,"asset_id":24812940,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":17258046,"first_name":"Maria","last_name":"Smirnova","domain_name":"manchester","page_name":"MariaSmirnova","display_name":"Maria Smirnova","profile_url":"https://manchester.academia.edu/MariaSmirnova?f_ri=152837","photo":"https://0.academia-photos.com/17258046/4779489/5507207/s65_maria.smirnova.jpg"}],"research_interests":[{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":97709,"name":"Right to Education","url":"https://www.academia.edu/Documents/in/Right_to_Education?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":614146,"name":"ESC rights justiciability","url":"https://www.academia.edu/Documents/in/ESC_rights_justiciability?f_ri=152837","nofollow":true},{"id":1748154,"name":"Education in Russia","url":"https://www.academia.edu/Documents/in/Education_in_Russia?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50138559 coauthored" data-work_id="50138559" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50138559/%C3%8Atre_artiste_et_enseignant_%C3%A9thique_et_acceptation_sociale">Être artiste et enseignant : éthique et acceptation sociale</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">C HRONIQUE • Éthique en éducation En plus d' être des artistes visuelles célébrées, qu' ont en commun Louise Bourgeois, Corita Kent, Georgia O'Keefe et Faith Ringgold ? Elles ont toutes travaillé en tant qu' enseignantes dans des écoles... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50138559" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">C HRONIQUE • Éthique en éducation En plus d' être des artistes visuelles célébrées, qu' ont en commun Louise Bourgeois, Corita Kent, Georgia O'Keefe et Faith Ringgold ? Elles ont toutes travaillé en tant qu' enseignantes dans des écoles publiques ou privées. Étant donné la nature souvent subversive de leurs créations artistiques-les sculptures anxiogènes de Bourgeois, les vagins stylisés de O'Keefe, les courtepointes antiracistes de Ringgold-, on peut se demander ce qui serait advenu si ces travaux avaient été créés en même temps qu' elles travaillaient dans les écoles. Les activités créatives de ces enseignantes, réalisées hors du cadre scolaire, auraient-elles pu faire l' objet de sanctions professionnelles ? Cet article explore comment les projets artistiques des enseignant.e.s dans leur vie privée peuvent entrer en conflit avec les attentes de la société à leur égard. En effet, être à la fois artiste et enseignant.e demande de naviguer entre le monde de l'art contemporain, souvent conçu pour déranger ou critiquer la société, et le monde scolaire, occupé par la transmission de valeurs traditionnelles comme la famille, le travail et la politesse.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50138559" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="105c1de3eeeb15422c1e6606068b0b65" rel="nofollow" data-download="{"attachment_id":111734040,"asset_id":50138559,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/111734040/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7455890" href="https://universityofmontreal.academia.edu/BruceMaxwell">Bruce Maxwell</a><script data-card-contents-for-user="7455890" type="text/json">{"id":7455890,"first_name":"Bruce","last_name":"Maxwell","domain_name":"universityofmontreal","page_name":"BruceMaxwell","display_name":"Bruce Maxwell","profile_url":"https://universityofmontreal.academia.edu/BruceMaxwell?f_ri=152837","photo":"https://0.academia-photos.com/7455890/2724380/42239150/s65_bruce.maxwell.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-50138559">+1</span><div class="hidden js-additional-users-50138559"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uqtr.academia.edu/AurelStPierre">Aurel St-Pierre</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-50138559'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-50138559').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_50138559 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50138559"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50138559, container: ".js-paper-rank-work_50138559", }); });</script></li><li class="js-percentile-work_50138559 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50138559; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_50138559"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_50138559 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="50138559"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50138559; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50138559]").text(description); $(".js-view-count-work_50138559").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50138559").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50138559"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7646" rel="nofollow" href="https://www.academia.edu/Documents/in/Professional_Ethics">Professional Ethics</a>, <script data-card-contents-for-ri="7646" type="text/json">{"id":7646,"name":"Professional Ethics","url":"https://www.academia.edu/Documents/in/Professional_Ethics?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a>, <script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="235790" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Ethics">Educational Ethics</a><script data-card-contents-for-ri="235790" type="text/json">{"id":235790,"name":"Educational Ethics","url":"https://www.academia.edu/Documents/in/Educational_Ethics?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50138559]'), work: {"id":50138559,"title":"Être artiste et enseignant : éthique et acceptation sociale","created_at":"2021-07-21T13:18:56.008-07:00","url":"https://www.academia.edu/50138559/%C3%8Atre_artiste_et_enseignant_%C3%A9thique_et_acceptation_sociale?f_ri=152837","dom_id":"work_50138559","summary":"C HRONIQUE • Éthique en éducation En plus d' être des artistes visuelles célébrées, qu' ont en commun Louise Bourgeois, Corita Kent, Georgia O'Keefe et Faith Ringgold ? Elles ont toutes travaillé en tant qu' enseignantes dans des écoles publiques ou privées. Étant donné la nature souvent subversive de leurs créations artistiques-les sculptures anxiogènes de Bourgeois, les vagins stylisés de O'Keefe, les courtepointes antiracistes de Ringgold-, on peut se demander ce qui serait advenu si ces travaux avaient été créés en même temps qu' elles travaillaient dans les écoles. Les activités créatives de ces enseignantes, réalisées hors du cadre scolaire, auraient-elles pu faire l' objet de sanctions professionnelles ? Cet article explore comment les projets artistiques des enseignant.e.s dans leur vie privée peuvent entrer en conflit avec les attentes de la société à leur égard. En effet, être à la fois artiste et enseignant.e demande de naviguer entre le monde de l'art contemporain, souvent conçu pour déranger ou critiquer la société, et le monde scolaire, occupé par la transmission de valeurs traditionnelles comme la famille, le travail et la politesse.","downloadable_attachments":[{"id":111734040,"asset_id":50138559,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7455890,"first_name":"Bruce","last_name":"Maxwell","domain_name":"universityofmontreal","page_name":"BruceMaxwell","display_name":"Bruce Maxwell","profile_url":"https://universityofmontreal.academia.edu/BruceMaxwell?f_ri=152837","photo":"https://0.academia-photos.com/7455890/2724380/42239150/s65_bruce.maxwell.jpg"},{"id":82988196,"first_name":"Aurel","last_name":"St-Pierre","domain_name":"uqtr","page_name":"AurelStPierre","display_name":"Aurel St-Pierre","profile_url":"https://uqtr.academia.edu/AurelStPierre?f_ri=152837","photo":"https://0.academia-photos.com/82988196/104138071/93322138/s65_aurel.st-pierre.jpg"}],"research_interests":[{"id":7646,"name":"Professional Ethics","url":"https://www.academia.edu/Documents/in/Professional_Ethics?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":235790,"name":"Educational Ethics","url":"https://www.academia.edu/Documents/in/Educational_Ethics?f_ri=152837","nofollow":true},{"id":683132,"name":"Art Teaching","url":"https://www.academia.edu/Documents/in/Art_Teaching?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_46910050" data-work_id="46910050" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/46910050/Are_Teachers_Professionals">Are Teachers Professionals?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In education, talk of "the teaching profession" and "educational professionals" is commonplace. Teaching also belongs to the category of profession according to the United Nations' International Standard Classification of Occupations... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_46910050" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In education, talk of "the teaching profession" and "educational professionals" is commonplace. Teaching also belongs to the category of profession according to the United Nations' International Standard Classification of Occupations International. Yet all are keenly aware that teachers do not enjoy the social prestige, generous salaries and flexible working conditions typical of professions like medicine, law and dentistry. There may be legitimate debates over the relative social or economic importance of different occupations and whether certain fields of work receive the appreciation they deserve. The fact remains, however, that being a "professional" is a legal designation. For whatever reason, in all of Canada except for Ontario, as in most other countries in the world, teachers are not professionals in the eyes of the law. Why, then, do people in the field of education continue to speak as if teachers were professionals? Is "professional" used in some non-legal sense, perhaps as a figurative turn of phrase? Or is describing teachers as professionals a way of asserting that teachers deserve to be recognized by society as true professionals and teachers should have the right to regulate themselves in the ways that legally recognized professions do? To answer these questions, one has to go beyond dictionary definitions of "professional" and explore the meaning of the term as it applies to teachers and the work they do helping young people learn and develop in schools.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/46910050" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4f63ebec4f0852355c4dfea085cca705" rel="nofollow" data-download="{"attachment_id":66283453,"asset_id":46910050,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66283453/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7455890" href="https://universityofmontreal.academia.edu/BruceMaxwell">Bruce Maxwell</a><script data-card-contents-for-user="7455890" type="text/json">{"id":7455890,"first_name":"Bruce","last_name":"Maxwell","domain_name":"universityofmontreal","page_name":"BruceMaxwell","display_name":"Bruce Maxwell","profile_url":"https://universityofmontreal.academia.edu/BruceMaxwell?f_ri=152837","photo":"https://0.academia-photos.com/7455890/2724380/42239150/s65_bruce.maxwell.jpg"}</script></span></span></li><li class="js-paper-rank-work_46910050 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="46910050"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 46910050, container: ".js-paper-rank-work_46910050", }); });</script></li><li class="js-percentile-work_46910050 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46910050; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_46910050"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_46910050 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="46910050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46910050; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46910050]").text(description); $(".js-view-count-work_46910050").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_46910050").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="46910050"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2785703" rel="nofollow" href="https://www.academia.edu/Documents/in/Professional_Ethics_in_Education">Professional Ethics in Education</a><script data-card-contents-for-ri="2785703" type="text/json">{"id":2785703,"name":"Professional Ethics in Education","url":"https://www.academia.edu/Documents/in/Professional_Ethics_in_Education?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=46910050]'), work: {"id":46910050,"title":"Are Teachers Professionals?","created_at":"2021-04-16T14:32:43.114-07:00","url":"https://www.academia.edu/46910050/Are_Teachers_Professionals?f_ri=152837","dom_id":"work_46910050","summary":"In education, talk of \"the teaching profession\" and \"educational professionals\" is commonplace. Teaching also belongs to the category of profession according to the United Nations' International Standard Classification of Occupations International. Yet all are keenly aware that teachers do not enjoy the social prestige, generous salaries and flexible working conditions typical of professions like medicine, law and dentistry. There may be legitimate debates over the relative social or economic importance of different occupations and whether certain fields of work receive the appreciation they deserve. The fact remains, however, that being a \"professional\" is a legal designation. For whatever reason, in all of Canada except for Ontario, as in most other countries in the world, teachers are not professionals in the eyes of the law. Why, then, do people in the field of education continue to speak as if teachers were professionals? Is \"professional\" used in some non-legal sense, perhaps as a figurative turn of phrase? Or is describing teachers as professionals a way of asserting that teachers deserve to be recognized by society as true professionals and teachers should have the right to regulate themselves in the ways that legally recognized professions do? To answer these questions, one has to go beyond dictionary definitions of \"professional\" and explore the meaning of the term as it applies to teachers and the work they do helping young people learn and develop in schools.","downloadable_attachments":[{"id":66283453,"asset_id":46910050,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7455890,"first_name":"Bruce","last_name":"Maxwell","domain_name":"universityofmontreal","page_name":"BruceMaxwell","display_name":"Bruce Maxwell","profile_url":"https://universityofmontreal.academia.edu/BruceMaxwell?f_ri=152837","photo":"https://0.academia-photos.com/7455890/2724380/42239150/s65_bruce.maxwell.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":2785703,"name":"Professional Ethics in Education","url":"https://www.academia.edu/Documents/in/Professional_Ethics_in_Education?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8428366" data-work_id="8428366" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8428366/Creating_a_Safe_Environment_through_restorative_justice_and_the_promotion_of_human_rights_in_school_discipline">Creating a Safe Environment through restorative justice and the promotion of human rights in school discipline</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Human rights should not ony be respected an protected but should also be promoted and fulfilled.It is argued in this article that a punitive approach to school discipline can at best, and with several safety measures, ensure that human... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8428366" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Human rights should not ony be respected an protected but should also be promoted and fulfilled.It is argued in this article that a punitive approach to school discipline can at best, and with several safety measures, ensure that  human rights are respected and protected. It is very hard to imagine that human rights can be promoted and fulfilled through punitive measures. On the other hand a restorative approach to discipline not only respect and protect the human rights of learners but also promote and fulfill their human righs.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8428366" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="69d23f9e007f297ca255efc72fc0acd9" rel="nofollow" data-download="{"attachment_id":34819036,"asset_id":8428366,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34819036/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="115420" href="https://ufs.academia.edu/MarietteReyneke">Mariette Reyneke</a><script data-card-contents-for-user="115420" type="text/json">{"id":115420,"first_name":"Mariette","last_name":"Reyneke","domain_name":"ufs","page_name":"MarietteReyneke","display_name":"Mariette Reyneke","profile_url":"https://ufs.academia.edu/MarietteReyneke?f_ri=152837","photo":"https://0.academia-photos.com/115420/3008803/32978851/s65_mariette.reyneke.jpg"}</script></span></span></li><li class="js-paper-rank-work_8428366 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8428366"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8428366, container: ".js-paper-rank-work_8428366", }); });</script></li><li class="js-percentile-work_8428366 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8428366; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8428366"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8428366 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8428366"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8428366; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8428366]").text(description); $(".js-view-count-work_8428366").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8428366").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8428366"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2592" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights">Human Rights</a>, <script data-card-contents-for-ri="2592" type="text/json">{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9488" rel="nofollow" href="https://www.academia.edu/Documents/in/Restorative_Justice">Restorative Justice</a>, <script data-card-contents-for-ri="9488" type="text/json">{"id":9488,"name":"Restorative Justice","url":"https://www.academia.edu/Documents/in/Restorative_Justice?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21639" rel="nofollow" href="https://www.academia.edu/Documents/in/Childrens_Rights">Children's Rights</a>, <script data-card-contents-for-ri="21639" type="text/json">{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8428366]'), work: {"id":8428366,"title":"Creating a Safe Environment through restorative justice and the promotion of human rights in school discipline","created_at":"2014-09-21T18:36:00.495-07:00","url":"https://www.academia.edu/8428366/Creating_a_Safe_Environment_through_restorative_justice_and_the_promotion_of_human_rights_in_school_discipline?f_ri=152837","dom_id":"work_8428366","summary":"Human rights should not ony be respected an protected but should also be promoted and fulfilled.It is argued in this article that a punitive approach to school discipline can at best, and with several safety measures, ensure that human rights are respected and protected. It is very hard to imagine that human rights can be promoted and fulfilled through punitive measures. On the other hand a restorative approach to discipline not only respect and protect the human rights of learners but also promote and fulfill their human righs.","downloadable_attachments":[{"id":34819036,"asset_id":8428366,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":115420,"first_name":"Mariette","last_name":"Reyneke","domain_name":"ufs","page_name":"MarietteReyneke","display_name":"Mariette Reyneke","profile_url":"https://ufs.academia.edu/MarietteReyneke?f_ri=152837","photo":"https://0.academia-photos.com/115420/3008803/32978851/s65_mariette.reyneke.jpg"}],"research_interests":[{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true},{"id":9488,"name":"Restorative Justice","url":"https://www.academia.edu/Documents/in/Restorative_Justice?f_ri=152837","nofollow":true},{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":335006,"name":"School Discipline","url":"https://www.academia.edu/Documents/in/School_Discipline?f_ri=152837"},{"id":583916,"name":"School Safety","url":"https://www.academia.edu/Documents/in/School_Safety?f_ri=152837"},{"id":1564560,"name":"Children's Rights in Education","url":"https://www.academia.edu/Documents/in/Childrens_Rights_in_Education?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1523401" data-work_id="1523401" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1523401/Alternative_Certification_and_Teach_For_America_The_Search_for_High_Quality_Teachers">Alternative Certification and Teach For America: The Search for High Quality Teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As evidenced by countless reform recommendations, current educational policies, and the amount of education research dedicated to student achievement, it is clear the U.S. educational system is meant to provide equal access to academic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1523401" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As evidenced by countless reform recommendations, current educational policies, and the amount of education research dedicated to student achievement, it is clear the U.S. educational system is meant to provide equal access to academic achievement opportunities for all students. Teachers are one of the pivotal components of this system, but there is substantial variation in their effectiveness. While it is essential that classrooms be led by well-educated, competent, and high-quality teachers,176 low-achieving students are often taught by teachers who are less qualified and less effective than are high-achieving students. Poor and minority students are also disproportionately assigned less qualified and less effective teachers. This inequitable distribution of effective teachers further compounds the disadvantage that high-poverty and high-minority students are faced with in school. Children most in need of strong teachers are being denied what arguably might be their most invaluable resource—teachers, which is reinforcing the inequalities.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1523401" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="39019ca2b2bec189d106722f1eea8c06" rel="nofollow" data-download="{"attachment_id":12413301,"asset_id":1523401,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/12413301/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1605283" href="https://wmich.academia.edu/JulianVasquezHeilig">Julian Vasquez Heilig</a><script data-card-contents-for-user="1605283" type="text/json">{"id":1605283,"first_name":"Julian","last_name":"Vasquez Heilig","domain_name":"wmich","page_name":"JulianVasquezHeilig","display_name":"Julian Vasquez Heilig","profile_url":"https://wmich.academia.edu/JulianVasquezHeilig?f_ri=152837","photo":"https://0.academia-photos.com/1605283/561241/17303914/s65_julian.vasquez_heilig.jpg"}</script></span></span></li><li class="js-paper-rank-work_1523401 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1523401"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1523401, container: ".js-paper-rank-work_1523401", }); 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$(".js-view-count[data-work-id=1523401]").text(description); $(".js-view-count-work_1523401").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1523401").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1523401"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4618" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Social_Policy_">Education (Social Policy)</a>, <script data-card-contents-for-ri="4618" type="text/json">{"id":4618,"name":"Education (Social Policy)","url":"https://www.academia.edu/Documents/in/Education_Social_Policy_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9822" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a><script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1523401]'), work: {"id":1523401,"title":"Alternative Certification and Teach For America: The Search for High Quality Teachers","created_at":"2012-04-25T06:41:15.859-07:00","url":"https://www.academia.edu/1523401/Alternative_Certification_and_Teach_For_America_The_Search_for_High_Quality_Teachers?f_ri=152837","dom_id":"work_1523401","summary":"As evidenced by countless reform recommendations, current educational policies, and the amount of education research dedicated to student achievement, it is clear the U.S. educational system is meant to provide equal access to academic achievement opportunities for all students. Teachers are one of the pivotal components of this system, but there is substantial variation in their effectiveness. While it is essential that classrooms be led by well-educated, competent, and high-quality teachers,176 low-achieving students are often taught by teachers who are less qualified and less effective than are high-achieving students. Poor and minority students are also disproportionately assigned less qualified and less effective teachers. This inequitable distribution of effective teachers further compounds the disadvantage that high-poverty and high-minority students are faced with in school. Children most in need of strong teachers are being denied what arguably might be their most invaluable resource—teachers, which is reinforcing the inequalities.","downloadable_attachments":[{"id":12413301,"asset_id":1523401,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1605283,"first_name":"Julian","last_name":"Vasquez Heilig","domain_name":"wmich","page_name":"JulianVasquezHeilig","display_name":"Julian Vasquez Heilig","profile_url":"https://wmich.academia.edu/JulianVasquezHeilig?f_ri=152837","photo":"https://0.academia-photos.com/1605283/561241/17303914/s65_julian.vasquez_heilig.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true},{"id":4618,"name":"Education (Social Policy)","url":"https://www.academia.edu/Documents/in/Education_Social_Policy_?f_ri=152837","nofollow":true},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=152837","nofollow":true},{"id":19966,"name":"Educational Leadership and Policy Analysis","url":"https://www.academia.edu/Documents/in/Educational_Leadership_and_Policy_Analysis?f_ri=152837"},{"id":21528,"name":"Higher Education Law","url":"https://www.academia.edu/Documents/in/Higher_Education_Law?f_ri=152837"},{"id":22632,"name":"Education Policy Studies","url":"https://www.academia.edu/Documents/in/Education_Policy_Studies?f_ri=152837"},{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy?f_ri=152837"},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":60336,"name":"Education and Social Policy","url":"https://www.academia.edu/Documents/in/Education_and_Social_Policy-1?f_ri=152837"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":234682,"name":"Teacher Quality","url":"https://www.academia.edu/Documents/in/Teacher_Quality?f_ri=152837"},{"id":242760,"name":"Politics of Education and Social Policy","url":"https://www.academia.edu/Documents/in/Politics_of_Education_and_Social_Policy?f_ri=152837"},{"id":468035,"name":"Teach for America","url":"https://www.academia.edu/Documents/in/Teach_for_America?f_ri=152837"},{"id":1275727,"name":"Educational Policy","url":"https://www.academia.edu/Documents/in/Educational_Policy?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32187084" data-work_id="32187084" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32187084/RESHAPING_ABILITY_GROUPING_THROUGH_BIG_DATA_Vanderbilt_Journal_of_Entertainment_and_Technology_Law_">RESHAPING ABILITY GROUPING THROUGH BIG DATA (Vanderbilt Journal of Entertainment and Technology Law)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This Article examines whether incorporating data mining technologies in education can promote equality. Following many other spheres in life, big data technologies that include creating, collecting and analyzing vast amounts of data about... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32187084" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This Article examines whether incorporating data mining technologies in education can promote equality. Following many other spheres in life, big data technologies that include creating, collecting and analyzing vast amounts of data about individuals, are increasingly being used in schools. This process has already elicited much interest among scholars, parents, and the public at large. Yet this attention has largely focused on aspects of student privacy and data protection, and overlooked the profound effects data mining may have on educational equality. The Article embarks on this task by focusing on one educational practice, namely ability grouping, that is already being transformed by educational data mining.  <br />Ability grouping is the practice of separating students into classes or tracks according to their perceived academic abilities. While some educators support the practice, arguing that it allows teachers to adjust themselves to the needs of their students, critics argue that ability grouping reinforces educational inequalities. Implicit biases that pervade educational decision-making processes result in the stratification of students from racial and ethnic minorities and students from poor families to lower tracks in which they receive inferior education and limited opportunities. <br />Given the well documented biases in traditional ability grouping, Data Driven Ability Grouping – the use of algorithms to inform assignment decisions – may be a step in the right direction. However, as the Article demonstrates, the use of data mining technologies for ability grouping creates a whole host of unique challenges in terms of educational equality. <br />The Article argues that traditional doctrines of equal protection will be unable to contend with the biases that data driven ability groping is likely to create. Instead, the Article offers a novel approach to the legal regulation of data driven ability grouping that involves integrating legal and technological expertise and creating equality-sensitive algorithms. The combination between legal and technological solutions can ensure that data driven ability grouping decreases biases in ability grouping and promotes educational equality.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32187084" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="31582c4f2fcdcc53b9baf4aec14d3db9" rel="nofollow" data-download="{"attachment_id":53666911,"asset_id":32187084,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53666911/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25714298" href="https://haifa.academia.edu/TammyHarelBenShahar">Tammy Harel Ben Shahar</a><script data-card-contents-for-user="25714298" type="text/json">{"id":25714298,"first_name":"Tammy","last_name":"Harel Ben Shahar","domain_name":"haifa","page_name":"TammyHarelBenShahar","display_name":"Tammy Harel Ben Shahar","profile_url":"https://haifa.academia.edu/TammyHarelBenShahar?f_ri=152837","photo":"https://0.academia-photos.com/25714298/7032692/83658630/s65_tammy.harel_ben_shahar.jpg"}</script></span></span></li><li class="js-paper-rank-work_32187084 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32187084"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32187084, container: ".js-paper-rank-work_32187084", }); 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Following many other spheres in life, big data technologies that include creating, collecting and analyzing vast amounts of data about individuals, are increasingly being used in schools. This process has already elicited much interest among scholars, parents, and the public at large. Yet this attention has largely focused on aspects of student privacy and data protection, and overlooked the profound effects data mining may have on educational equality. The Article embarks on this task by focusing on one educational practice, namely ability grouping, that is already being transformed by educational data mining. \nAbility grouping is the practice of separating students into classes or tracks according to their perceived academic abilities. While some educators support the practice, arguing that it allows teachers to adjust themselves to the needs of their students, critics argue that ability grouping reinforces educational inequalities. Implicit biases that pervade educational decision-making processes result in the stratification of students from racial and ethnic minorities and students from poor families to lower tracks in which they receive inferior education and limited opportunities. \nGiven the well documented biases in traditional ability grouping, Data Driven Ability Grouping – the use of algorithms to inform assignment decisions – may be a step in the right direction. However, as the Article demonstrates, the use of data mining technologies for ability grouping creates a whole host of unique challenges in terms of educational equality. \nThe Article argues that traditional doctrines of equal protection will be unable to contend with the biases that data driven ability groping is likely to create. Instead, the Article offers a novel approach to the legal regulation of data driven ability grouping that involves integrating legal and technological expertise and creating equality-sensitive algorithms. The combination between legal and technological solutions can ensure that data driven ability grouping decreases biases in ability grouping and promotes educational equality. \n","downloadable_attachments":[{"id":53666911,"asset_id":32187084,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25714298,"first_name":"Tammy","last_name":"Harel Ben Shahar","domain_name":"haifa","page_name":"TammyHarelBenShahar","display_name":"Tammy Harel Ben Shahar","profile_url":"https://haifa.academia.edu/TammyHarelBenShahar?f_ri=152837","photo":"https://0.academia-photos.com/25714298/7032692/83658630/s65_tammy.harel_ben_shahar.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":126300,"name":"Big Data","url":"https://www.academia.edu/Documents/in/Big_Data?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":159181,"name":"Equality and Non Discrimination","url":"https://www.academia.edu/Documents/in/Equality_and_Non_Discrimination?f_ri=152837"},{"id":235943,"name":"Information and Communication Technology Law","url":"https://www.academia.edu/Documents/in/Information_and_Communication_Technology_Law?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36346863" data-work_id="36346863" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36346863/%E1%83%A1%E1%83%A2%E1%83%A3%E1%83%93%E1%83%94%E1%83%9C%E1%83%A2%E1%83%A3%E1%83%A0%E1%83%98_%E1%83%97%E1%83%95%E1%83%98%E1%83%97%E1%83%9B%E1%83%9B%E1%83%90%E1%83%A0%E1%83%97%E1%83%95%E1%83%94%E1%83%9A%E1%83%9D%E1%83%91%E1%83%94%E1%83%91%E1%83%98%E1%83%A1_%E1%83%A1%E1%83%90%E1%83%9B%E1%83%90%E1%83%A0%E1%83%97%E1%83%9A%E1%83%94%E1%83%91%E1%83%A0%E1%83%98%E1%83%95%E1%83%98_%E1%83%9B%E1%83%98%E1%83%9B%E1%83%9D%E1%83%AE%E1%83%98%E1%83%9A%E1%83%95%E1%83%90">სტუდენტური თვითმმართველობების სამართლებრივი მიმოხილვა</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36346863" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1d8b40f4221d1531766b46ef56911383" rel="nofollow" data-download="{"attachment_id":56255191,"asset_id":36346863,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56255191/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="68005217" href="https://sabauni-ge.academia.edu/DimitryGegenava">Dimitry Gegenava</a><script data-card-contents-for-user="68005217" type="text/json">{"id":68005217,"first_name":"Dimitry","last_name":"Gegenava","domain_name":"sabauni-ge","page_name":"DimitryGegenava","display_name":"Dimitry Gegenava","profile_url":"https://sabauni-ge.academia.edu/DimitryGegenava?f_ri=152837","photo":"https://0.academia-photos.com/68005217/17675370/132700949/s65_dimitry.gegenava.jpg"}</script></span></span></li><li class="js-paper-rank-work_36346863 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36346863"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36346863, container: ".js-paper-rank-work_36346863", }); 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$(".js-view-count[data-work-id=36346863]").text(description); $(".js-view-count-work_36346863").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36346863").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36346863"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21528" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education_Law">Higher Education Law</a>, <script data-card-contents-for-ri="21528" type="text/json">{"id":21528,"name":"Higher Education Law","url":"https://www.academia.edu/Documents/in/Higher_Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="506856" rel="nofollow" href="https://www.academia.edu/Documents/in/Students_Rights_Education_and_the_Law">Students Rights, Education, and the Law</a><script data-card-contents-for-ri="506856" type="text/json">{"id":506856,"name":"Students Rights, Education, and the Law","url":"https://www.academia.edu/Documents/in/Students_Rights_Education_and_the_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36346863]'), work: {"id":36346863,"title":"სტუდენტური თვითმმართველობების სამართლებრივი მიმოხილვა","created_at":"2018-04-06T07:48:18.147-07:00","url":"https://www.academia.edu/36346863/%E1%83%A1%E1%83%A2%E1%83%A3%E1%83%93%E1%83%94%E1%83%9C%E1%83%A2%E1%83%A3%E1%83%A0%E1%83%98_%E1%83%97%E1%83%95%E1%83%98%E1%83%97%E1%83%9B%E1%83%9B%E1%83%90%E1%83%A0%E1%83%97%E1%83%95%E1%83%94%E1%83%9A%E1%83%9D%E1%83%91%E1%83%94%E1%83%91%E1%83%98%E1%83%A1_%E1%83%A1%E1%83%90%E1%83%9B%E1%83%90%E1%83%A0%E1%83%97%E1%83%9A%E1%83%94%E1%83%91%E1%83%A0%E1%83%98%E1%83%95%E1%83%98_%E1%83%9B%E1%83%98%E1%83%9B%E1%83%9D%E1%83%AE%E1%83%98%E1%83%9A%E1%83%95%E1%83%90?f_ri=152837","dom_id":"work_36346863","summary":null,"downloadable_attachments":[{"id":56255191,"asset_id":36346863,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":68005217,"first_name":"Dimitry","last_name":"Gegenava","domain_name":"sabauni-ge","page_name":"DimitryGegenava","display_name":"Dimitry Gegenava","profile_url":"https://sabauni-ge.academia.edu/DimitryGegenava?f_ri=152837","photo":"https://0.academia-photos.com/68005217/17675370/132700949/s65_dimitry.gegenava.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":21528,"name":"Higher Education Law","url":"https://www.academia.edu/Documents/in/Higher_Education_Law?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":506856,"name":"Students Rights, Education, and the Law","url":"https://www.academia.edu/Documents/in/Students_Rights_Education_and_the_Law?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45607994" data-work_id="45607994" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45607994/Does_the_law_recognize_legal_socialization">Does the law recognize legal socialization</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Since its emergence as a coherent field of study a half century ago, legal socialization has moved to the forefront of conversations about legal reform across multiple fields. Amidst all this work, however, there is surprisingly little... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45607994" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Since its emergence as a coherent field of study a half century ago, legal socialization has moved to the forefront of conversations about legal reform across multiple fields. Amidst all this work, however, there is surprisingly little scholarship on an obvious, but understudied question: Does the law itself recognize legal socialization? Knowing whether, and how, American law recognizes its need to legally socialize the citizenry toward democratic norms is a critical step for bridging the divide between legal socialization scholarship and social policy reform. For this essay, we consider all 50 state constitutions, including all previous versions. Our analysis focuses on several specific areas where the text explicitly or implicitly addresses the law as a socializing agent. What we find is a diverse landscape of state law that ranges from silence to indirect and direct endorsement of legal socialization as a purpose of law, an obligation of the state, and a right of the individual citizen. Yet we also find that these acknowledgments are complex and at times contradictory, reflecting deep fissures between the law's commitments to democratic republicanism and its anti-democratic commitments to the maintenance of privilege and overt oppression.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45607994" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6c9528569ab4344dc89bce6f295bdf92" rel="nofollow" data-download="{"attachment_id":66093832,"asset_id":45607994,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66093832/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="332831" href="https://rutgers.academia.edu/BenjaminJustice">Benjamin Justice</a><script data-card-contents-for-user="332831" type="text/json">{"id":332831,"first_name":"Benjamin","last_name":"Justice","domain_name":"rutgers","page_name":"BenjaminJustice","display_name":"Benjamin Justice","profile_url":"https://rutgers.academia.edu/BenjaminJustice?f_ri=152837","photo":"https://0.academia-photos.com/332831/92556/5589160/s65_benjamin.justice.jpg"}</script></span></span></li><li class="js-paper-rank-work_45607994 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45607994"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45607994, container: ".js-paper-rank-work_45607994", }); 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Amidst all this work, however, there is surprisingly little scholarship on an obvious, but understudied question: Does the law itself recognize legal socialization? Knowing whether, and how, American law recognizes its need to legally socialize the citizenry toward democratic norms is a critical step for bridging the divide between legal socialization scholarship and social policy reform. For this essay, we consider all 50 state constitutions, including all previous versions. Our analysis focuses on several specific areas where the text explicitly or implicitly addresses the law as a socializing agent. What we find is a diverse landscape of state law that ranges from silence to indirect and direct endorsement of legal socialization as a purpose of law, an obligation of the state, and a right of the individual citizen. Yet we also find that these acknowledgments are complex and at times contradictory, reflecting deep fissures between the law's commitments to democratic republicanism and its anti-democratic commitments to the maintenance of privilege and overt oppression.","downloadable_attachments":[{"id":66093832,"asset_id":45607994,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":332831,"first_name":"Benjamin","last_name":"Justice","domain_name":"rutgers","page_name":"BenjaminJustice","display_name":"Benjamin Justice","profile_url":"https://rutgers.academia.edu/BenjaminJustice?f_ri=152837","photo":"https://0.academia-photos.com/332831/92556/5589160/s65_benjamin.justice.jpg"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=152837","nofollow":true},{"id":4567,"name":"Civic Education","url":"https://www.academia.edu/Documents/in/Civic_Education?f_ri=152837","nofollow":true},{"id":8230,"name":"Socio-legal studies","url":"https://www.academia.edu/Documents/in/Socio-legal_studies?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":134132,"name":"Civics Education","url":"https://www.academia.edu/Documents/in/Civics_Education?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41392343" data-work_id="41392343" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41392343/Quin_%C3%A9s_el_futur_de_leducaci%C3%B3_concertada_la_demanda_social_a_debat">Quin és el futur de l'educació concertada? la demanda social a debat</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Niall FERGUSON (Glasgow, 1964), profesor de la Universidad de Harvard y de la de Stanford, es, probablemente, uno de los intelectuales más influyentes en la actualidad al mundo anglosajón. En el año 2012 publicó una de sus monografías más... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41392343" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Niall FERGUSON (Glasgow, 1964), profesor de la Universidad de Harvard y de la de Stanford, es, probablemente, uno de los intelectuales más influyentes en la actualidad al mundo anglosajón. En el año 2012 publicó una de sus monografías más populares, titulada "The great degeneration: how institutions decay and economías die". Se trata de un ensayo brillante sobre la prosperidad de las naciones y las causas de su decadencia. Ferguson mantiene que numerosos países de Occidente han iniciado una lenta decadencia por el estancamiento de los cuatro pilares sobre los cuales, en su opinión, se ha sustentado el progreso: democracia, economía de libre mercado, imperio de la ley y sociedad civil. En este sentido, al referirse a este último "pilar", diagnostica que el debilitamiento del capital social y el insatisfactorio rendimiento académico en muchas sociedades desarrolladas, entre otras muchas causas, tienen origen en el casi monopolio estatal en el mundo educativo no universitario. Llega a afirmar, no sin cierta polémica, que «el problema es que los proveedores monopolistas de la enseñanza pública sufren los mismos problemas que afligen los proveedores monopolistas del que sea: la calidad disminuye a causa de la falta de competencia y lo subrepticios poderes de los intereses creados de los productores». Es cierto que durante aproximadamente 100 años la expansión de la enseñanza estatal fue una política acertada. Ahora bien, hoy es necesario reconocer los límites de las políticas monopolistas en la enseñanza, especialmente para aquellas sociedades que hace ya tiempos que han conseguido la alfabetización masiva. Este autor escocés, con acierto, señala que los países inteligentes están alejándose del monopolio educativo del Estado y permitiendo a la sociedad civil asumir más protagonismo. <br /><br />//////////////<br /><br /> Niall FERGUSON (Glasgow, 1964), professor de la Universitat de Harvard i de la de Stanford, és, probablement, un dels intel·lectuals més influents en l'actualitat al món anglosaxó. L'any 2012 va publicar una de les seves monografies més popu-lars, titulada The great degeneration: how institutions decay and economies die. Es tracta d'un assaig brillant sobre la pros-peritat de les nacions i les causes de la seva decadència. Ferguson manté que nombrosos països d'Occident han iniciat una lenta de-cadència per l'estancament dels quatre pilars sobre els quals, en la seva opinió, s'ha sustentat el progrés: democràcia, economia de lliure mercat, imperi de la llei i societat civil. En aquest sentit, en referir-se a aquest últim "pilar", diagnostica que l'afebliment del capital social i l'insatisfactori rendiment aca-dèmic en moltes societats desenvolu-pades, entre moltes altres causes, tenen origen en el quasi monopoli estatal en el món educatiu no universitari. Arri-ba a afirmar, no sense certa polèmica, que «el problema és que els proveïdors monopolistes de l'ensenyament públic sofreixen els mateixos problemes que afligeixen els proveïdors monopolistes del que sigui: la qualitat disminueix a causa de la falta de competència i el subreptici poder dels interessos creats dels productors». És cert que durant aproximadament 100 anys l'expansió de l'ensenyament estatal va ser una política encertada. Ara bé, avui és necessari reconèixer els límits de les polítiques monopolistes en l' en-senyament, especialment per a aquelles societats que fa ja temps que van acon-seguir l'alfabetització massiva. Aquest autor escocès, amb encert, assenyala que els països intel·ligents estan allunyant-se del monopoli edu-catiu de l'Estat i permetent a la societat civil assumir més protagonisme</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41392343" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8cc72144fc5c39d4678cc7218b2f8423" rel="nofollow" data-download="{"attachment_id":61583798,"asset_id":41392343,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61583798/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="887688" href="https://uic-es.academia.edu/JuanGuardiaHern%C3%A1ndez">Juan J . Guardia Hernández</a><script data-card-contents-for-user="887688" type="text/json">{"id":887688,"first_name":"Juan","last_name":"Guardia Hernández","domain_name":"uic-es","page_name":"JuanGuardiaHernández","display_name":"Juan J . Guardia Hernández","profile_url":"https://uic-es.academia.edu/JuanGuardiaHern%C3%A1ndez?f_ri=152837","photo":"https://0.academia-photos.com/887688/323747/135270631/s65_juan.guardia_hern_ndez.jpeg"}</script></span></span></li><li class="js-paper-rank-work_41392343 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41392343"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41392343, container: ".js-paper-rank-work_41392343", }); });</script></li><li class="js-percentile-work_41392343 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41392343; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41392343"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41392343 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41392343"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41392343; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41392343]").text(description); $(".js-view-count-work_41392343").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41392343").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41392343"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="20561" rel="nofollow" href="https://www.academia.edu/Documents/in/Charter_schools">Charter schools</a>, <script data-card-contents-for-ri="20561" type="text/json">{"id":20561,"name":"Charter schools","url":"https://www.academia.edu/Documents/in/Charter_schools?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a>, <script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="40516" rel="nofollow" href="https://www.academia.edu/Documents/in/Spain">Spain</a>, <script data-card-contents-for-ri="40516" type="text/json">{"id":40516,"name":"Spain","url":"https://www.academia.edu/Documents/in/Spain?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="44861" rel="nofollow" href="https://www.academia.edu/Documents/in/Catalonia">Catalonia</a><script data-card-contents-for-ri="44861" type="text/json">{"id":44861,"name":"Catalonia","url":"https://www.academia.edu/Documents/in/Catalonia?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41392343]'), work: {"id":41392343,"title":"Quin és el futur de l'educació concertada? la demanda social a debat","created_at":"2019-12-22T14:07:53.193-08:00","url":"https://www.academia.edu/41392343/Quin_%C3%A9s_el_futur_de_leducaci%C3%B3_concertada_la_demanda_social_a_debat?f_ri=152837","dom_id":"work_41392343","summary":"Niall FERGUSON (Glasgow, 1964), profesor de la Universidad de Harvard y de la de Stanford, es, probablemente, uno de los intelectuales más influyentes en la actualidad al mundo anglosajón. En el año 2012 publicó una de sus monografías más populares, titulada \"The great degeneration: how institutions decay and economías die\". Se trata de un ensayo brillante sobre la prosperidad de las naciones y las causas de su decadencia. Ferguson mantiene que numerosos países de Occidente han iniciado una lenta decadencia por el estancamiento de los cuatro pilares sobre los cuales, en su opinión, se ha sustentado el progreso: democracia, economía de libre mercado, imperio de la ley y sociedad civil. En este sentido, al referirse a este último \"pilar\", diagnostica que el debilitamiento del capital social y el insatisfactorio rendimiento académico en muchas sociedades desarrolladas, entre otras muchas causas, tienen origen en el casi monopolio estatal en el mundo educativo no universitario. Llega a afirmar, no sin cierta polémica, que «el problema es que los proveedores monopolistas de la enseñanza pública sufren los mismos problemas que afligen los proveedores monopolistas del que sea: la calidad disminuye a causa de la falta de competencia y lo subrepticios poderes de los intereses creados de los productores». Es cierto que durante aproximadamente 100 años la expansión de la enseñanza estatal fue una política acertada. Ahora bien, hoy es necesario reconocer los límites de las políticas monopolistas en la enseñanza, especialmente para aquellas sociedades que hace ya tiempos que han conseguido la alfabetización masiva. Este autor escocés, con acierto, señala que los países inteligentes están alejándose del monopolio educativo del Estado y permitiendo a la sociedad civil asumir más protagonismo. \n\n//////////////\n\n Niall FERGUSON (Glasgow, 1964), professor de la Universitat de Harvard i de la de Stanford, és, probablement, un dels intel·lectuals més influents en l'actualitat al món anglosaxó. L'any 2012 va publicar una de les seves monografies més popu-lars, titulada The great degeneration: how institutions decay and economies die. Es tracta d'un assaig brillant sobre la pros-peritat de les nacions i les causes de la seva decadència. Ferguson manté que nombrosos països d'Occident han iniciat una lenta de-cadència per l'estancament dels quatre pilars sobre els quals, en la seva opinió, s'ha sustentat el progrés: democràcia, economia de lliure mercat, imperi de la llei i societat civil. En aquest sentit, en referir-se a aquest últim \"pilar\", diagnostica que l'afebliment del capital social i l'insatisfactori rendiment aca-dèmic en moltes societats desenvolu-pades, entre moltes altres causes, tenen origen en el quasi monopoli estatal en el món educatiu no universitari. Arri-ba a afirmar, no sense certa polèmica, que «el problema és que els proveïdors monopolistes de l'ensenyament públic sofreixen els mateixos problemes que afligeixen els proveïdors monopolistes del que sigui: la qualitat disminueix a causa de la falta de competència i el subreptici poder dels interessos creats dels productors». És cert que durant aproximadament 100 anys l'expansió de l'ensenyament estatal va ser una política encertada. Ara bé, avui és necessari reconèixer els límits de les polítiques monopolistes en l' en-senyament, especialment per a aquelles societats que fa ja temps que van acon-seguir l'alfabetització massiva. Aquest autor escocès, amb encert, assenyala que els països intel·ligents estan allunyant-se del monopoli edu-catiu de l'Estat i permetent a la societat civil assumir més protagonisme","downloadable_attachments":[{"id":61583798,"asset_id":41392343,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":887688,"first_name":"Juan","last_name":"Guardia Hernández","domain_name":"uic-es","page_name":"JuanGuardiaHernández","display_name":"Juan J . 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It explores the question... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40432381" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This book is the collection of essays resulting from a series of workshops and a conference held in 2013 and 2015, organized to draw attention to legal problems arising out of linguistic diversity in education. It explores the question ‘How do education policy makers regulate language and linguistic diversity in education?’ and the legal framework underpinning policy making in this area by conducting a comparative examination of education law regulating the use of  language in education.  In doing so, the book reveals the diversity of language policies in education from a legal perspective.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40432381" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d5be6a62512d00c4dd0a4c64509a5728" rel="nofollow" data-download="{"attachment_id":60689715,"asset_id":40432381,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60689715/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="99585875" href="https://vub.academia.edu/GracienneLauwers">Gracienne Lauwers</a><script data-card-contents-for-user="99585875" type="text/json">{"id":99585875,"first_name":"Gracienne","last_name":"Lauwers","domain_name":"vub","page_name":"GracienneLauwers","display_name":"Gracienne Lauwers","profile_url":"https://vub.academia.edu/GracienneLauwers?f_ri=152837","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_40432381 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40432381"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40432381, container: ".js-paper-rank-work_40432381", }); 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$(".js-view-count[data-work-id=40432381]").text(description); $(".js-view-count-work_40432381").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40432381").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40432381"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="547" rel="nofollow" href="https://www.academia.edu/Documents/in/Constitutional_Law">Constitutional Law</a>, <script data-card-contents-for-ri="547" type="text/json">{"id":547,"name":"Constitutional Law","url":"https://www.academia.edu/Documents/in/Constitutional_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40432381]'), work: {"id":40432381,"title":"Language and Education-digi","created_at":"2019-09-24T08:11:27.818-07:00","url":"https://www.academia.edu/40432381/Language_and_Education_digi?f_ri=152837","dom_id":"work_40432381","summary":"This book is the collection of essays resulting from a series of workshops and a conference held in 2013 and 2015, organized to draw attention to legal problems arising out of linguistic diversity in education. It explores the question ‘How do education policy makers regulate language and linguistic diversity in education?’ and the legal framework underpinning policy making in this area by conducting a comparative examination of education law regulating the use of language in education. In doing so, the book reveals the diversity of language policies in education from a legal perspective. ","downloadable_attachments":[{"id":60689715,"asset_id":40432381,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":99585875,"first_name":"Gracienne","last_name":"Lauwers","domain_name":"vub","page_name":"GracienneLauwers","display_name":"Gracienne Lauwers","profile_url":"https://vub.academia.edu/GracienneLauwers?f_ri=152837","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":547,"name":"Constitutional Law","url":"https://www.academia.edu/Documents/in/Constitutional_Law?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43775741" data-work_id="43775741" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43775741/E_Governance_Legislation_and_Managerial_Unionization_in_School_Administration">E-Governance Legislation and Managerial Unionization in School Administration</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study aims to respond to the question of whether the implementation of government-sponsored e-governance legislations and plans by school organizations affects the unionization perspective of the leaders of principals' professional... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43775741" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study aims to respond to the question of whether the implementation of government-sponsored e-governance legislations and plans by school organizations affects the unionization perspective of the leaders of principals' professional associations in Quebec. The findings suggest that participants do not support the idea of unionizing their professional associations because they are satisfied with the current course of their employment relationships with the government and the quality of the present collective bargaining system.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43775741" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="68c91ab1d075eb2a0869d4d2069db54c" rel="nofollow" data-download="{"attachment_id":64089682,"asset_id":43775741,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64089682/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="161765135" href="https://independent.academia.edu/EdD47">Ed Dandalt</a><script data-card-contents-for-user="161765135" type="text/json">{"id":161765135,"first_name":"Ed","last_name":"Dandalt","domain_name":"independent","page_name":"EdD47","display_name":"Ed Dandalt","profile_url":"https://independent.academia.edu/EdD47?f_ri=152837","photo":"https://0.academia-photos.com/161765135/46409057/35871320/s65_ed.d.jpg"}</script></span></span></li><li class="js-paper-rank-work_43775741 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43775741"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43775741, container: ".js-paper-rank-work_43775741", }); });</script></li><li class="js-percentile-work_43775741 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43775741; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43775741"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43775741 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43775741"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43775741; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43775741]").text(description); $(".js-view-count-work_43775741").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43775741").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43775741"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43775741]'), work: {"id":43775741,"title":"E-Governance Legislation and Managerial Unionization in School Administration","created_at":"2020-08-03T17:20:23.508-07:00","url":"https://www.academia.edu/43775741/E_Governance_Legislation_and_Managerial_Unionization_in_School_Administration?f_ri=152837","dom_id":"work_43775741","summary":"This study aims to respond to the question of whether the implementation of government-sponsored e-governance legislations and plans by school organizations affects the unionization perspective of the leaders of principals' professional associations in Quebec. The findings suggest that participants do not support the idea of unionizing their professional associations because they are satisfied with the current course of their employment relationships with the government and the quality of the present collective bargaining system.","downloadable_attachments":[{"id":64089682,"asset_id":43775741,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":161765135,"first_name":"Ed","last_name":"Dandalt","domain_name":"independent","page_name":"EdD47","display_name":"Ed Dandalt","profile_url":"https://independent.academia.edu/EdD47?f_ri=152837","photo":"https://0.academia-photos.com/161765135/46409057/35871320/s65_ed.d.jpg"}],"research_interests":[{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41993495" data-work_id="41993495" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41993495/Conceptualising_conflicts_between_student_participation_and_other_rights_and_interests">Conceptualising conflicts between student participation and other rights and interests</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper delineates the conflicts that can arise between students' participation rights and other human rights and presents a model that conceptualises these conflicts. It fills a gap in the developing literature on participation rights... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41993495" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper delineates the conflicts that can arise between students' participation rights and other human rights and presents a model that conceptualises these conflicts. It fills a gap in the developing literature on participation rights in education, which has yet to systematically address the possible ramifications of practices that implement these rights. The paper describes how students' participation may constrain various other children's rights: the right not to participate, not to be discriminated against, and to be protected from violence and abuse. In addition, it discusses possible clashes between the one-size-fits-all model of student participation and the rights of children and parents to culturally adaptable education. The paper also analyses how neoliberal practices of participation, such as high-stake student perception surveys, may undermine the social interest to empower teachers, which is intertwined with children's best interest and their right to education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41993495" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9531cc61ebf5e328c9b1d581fc2d9fbb" rel="nofollow" data-download="{"attachment_id":62117316,"asset_id":41993495,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62117316/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="412122" href="https://haifa.academia.edu/LotemPerryHazan">Lotem Perry-Hazan</a><script data-card-contents-for-user="412122" type="text/json">{"id":412122,"first_name":"Lotem","last_name":"Perry-Hazan","domain_name":"haifa","page_name":"LotemPerryHazan","display_name":"Lotem Perry-Hazan","profile_url":"https://haifa.academia.edu/LotemPerryHazan?f_ri=152837","photo":"https://0.academia-photos.com/412122/181027/14844706/s65_lotem.perry-hazan.jpg"}</script></span></span></li><li class="js-paper-rank-work_41993495 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41993495"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41993495, container: ".js-paper-rank-work_41993495", }); });</script></li><li class="js-percentile-work_41993495 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41993495; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41993495"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41993495 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41993495"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41993495; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41993495]").text(description); $(".js-view-count-work_41993495").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41993495").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41993495"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8471" rel="nofollow" href="https://www.academia.edu/Documents/in/Participation">Participation</a>, <script data-card-contents-for-ri="8471" type="text/json">{"id":8471,"name":"Participation","url":"https://www.academia.edu/Documents/in/Participation?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="124909" rel="nofollow" href="https://www.academia.edu/Documents/in/Childrens_Participation._Schooling">Children's Participation. Schooling.</a>, <script data-card-contents-for-ri="124909" type="text/json">{"id":124909,"name":"Children's Participation. Schooling.","url":"https://www.academia.edu/Documents/in/Childrens_Participation._Schooling?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="815525" rel="nofollow" href="https://www.academia.edu/Documents/in/Childrens_Rights-1">Children`s Rights</a><script data-card-contents-for-ri="815525" type="text/json">{"id":815525,"name":"Children`s Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights-1?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41993495]'), work: {"id":41993495,"title":"Conceptualising conflicts between student participation and other rights and interests","created_at":"2020-02-16T20:32:25.241-08:00","url":"https://www.academia.edu/41993495/Conceptualising_conflicts_between_student_participation_and_other_rights_and_interests?f_ri=152837","dom_id":"work_41993495","summary":"This paper delineates the conflicts that can arise between students' participation rights and other human rights and presents a model that conceptualises these conflicts. It fills a gap in the developing literature on participation rights in education, which has yet to systematically address the possible ramifications of practices that implement these rights. The paper describes how students' participation may constrain various other children's rights: the right not to participate, not to be discriminated against, and to be protected from violence and abuse. In addition, it discusses possible clashes between the one-size-fits-all model of student participation and the rights of children and parents to culturally adaptable education. The paper also analyses how neoliberal practices of participation, such as high-stake student perception surveys, may undermine the social interest to empower teachers, which is intertwined with children's best interest and their right to education.","downloadable_attachments":[{"id":62117316,"asset_id":41993495,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":412122,"first_name":"Lotem","last_name":"Perry-Hazan","domain_name":"haifa","page_name":"LotemPerryHazan","display_name":"Lotem Perry-Hazan","profile_url":"https://haifa.academia.edu/LotemPerryHazan?f_ri=152837","photo":"https://0.academia-photos.com/412122/181027/14844706/s65_lotem.perry-hazan.jpg"}],"research_interests":[{"id":8471,"name":"Participation","url":"https://www.academia.edu/Documents/in/Participation?f_ri=152837","nofollow":true},{"id":124909,"name":"Children's Participation. Schooling.","url":"https://www.academia.edu/Documents/in/Childrens_Participation._Schooling?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":815525,"name":"Children`s Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights-1?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38428539 coauthored" data-work_id="38428539" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38428539/Can_legal_remedy_be_used_to_address_bullying_and_cyberbullying_in_South_African_schools_1_pdf">Can legal remedy be used to address bullying and cyberbullying in South African schools (1).pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bullying is part of the reality of teachers and learners all over the world. While other forms of bullying are limited to the time when learners interact face-to-face, cyber- bullying follows learners via their electronic devices wherever... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38428539" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bullying is part of the reality of teachers and learners all over the world. While other forms of bullying are limited to the time when learners interact face-to-face, cyber- bullying follows learners via their electronic devices wherever they go. Bullying negatively affect victims and amongst others result in anxiety, low self-esteem and poor academic performance. In some instances, victims become suicidal. Prevent- ing and counteracting bullying requires interventions on several level, and one pos- sibility is to take a legal response. In this paper, the South African legal response is considered. There are several legislative and common law remedies available to victims, but these are not without challenges. Explicit reference to bullying is made in only one act, namely the Children’s Act but no definition of bullying or cyberbul- lying is provided. It is clear that while there are sufficient legal remedies available in the South African context, to address bullying and cyberbullying, particularly with the emphasis on Human Rights and the rights of children, the suitability of legal action is questionable.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38428539" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a42c3d4a4665afade145094b933e979" rel="nofollow" data-download="{"attachment_id":58488313,"asset_id":38428539,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58488313/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="115420" href="https://ufs.academia.edu/MarietteReyneke">Mariette Reyneke</a><script data-card-contents-for-user="115420" type="text/json">{"id":115420,"first_name":"Mariette","last_name":"Reyneke","domain_name":"ufs","page_name":"MarietteReyneke","display_name":"Mariette Reyneke","profile_url":"https://ufs.academia.edu/MarietteReyneke?f_ri=152837","photo":"https://0.academia-photos.com/115420/3008803/32978851/s65_mariette.reyneke.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-38428539">+1</span><div class="hidden js-additional-users-38428539"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/LynetteJacobs2">Lynette Jacobs</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-38428539'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-38428539').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38428539 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38428539"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38428539; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38428539]").text(description); $(".js-view-count-work_38428539").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38428539").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38428539"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2592" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights">Human Rights</a>, <script data-card-contents-for-ri="2592" type="text/json">{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9952" rel="nofollow" href="https://www.academia.edu/Documents/in/Anti_Bullying">Anti Bullying</a>, <script data-card-contents-for-ri="9952" type="text/json">{"id":9952,"name":"Anti Bullying","url":"https://www.academia.edu/Documents/in/Anti_Bullying?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10666" rel="nofollow" href="https://www.academia.edu/Documents/in/Bullying">Bullying</a>, <script data-card-contents-for-ri="10666" type="text/json">{"id":10666,"name":"Bullying","url":"https://www.academia.edu/Documents/in/Bullying?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11256" rel="nofollow" href="https://www.academia.edu/Documents/in/School_Bullying">School Bullying</a><script data-card-contents-for-ri="11256" type="text/json">{"id":11256,"name":"School Bullying","url":"https://www.academia.edu/Documents/in/School_Bullying?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38428539]'), work: {"id":38428539,"title":"Can legal remedy be used to address bullying and cyberbullying in South African schools (1).pdf","created_at":"2019-02-24T03:21:07.186-08:00","url":"https://www.academia.edu/38428539/Can_legal_remedy_be_used_to_address_bullying_and_cyberbullying_in_South_African_schools_1_pdf?f_ri=152837","dom_id":"work_38428539","summary":"Bullying is part of the reality of teachers and learners all over the world. While other forms of bullying are limited to the time when learners interact face-to-face, cyber- bullying follows learners via their electronic devices wherever they go. Bullying negatively affect victims and amongst others result in anxiety, low self-esteem and poor academic performance. In some instances, victims become suicidal. Prevent- ing and counteracting bullying requires interventions on several level, and one pos- sibility is to take a legal response. In this paper, the South African legal response is considered. There are several legislative and common law remedies available to victims, but these are not without challenges. Explicit reference to bullying is made in only one act, namely the Children’s Act but no definition of bullying or cyberbul- lying is provided. It is clear that while there are sufficient legal remedies available in the South African context, to address bullying and cyberbullying, particularly with the emphasis on Human Rights and the rights of children, the suitability of legal action is questionable.","downloadable_attachments":[{"id":58488313,"asset_id":38428539,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":115420,"first_name":"Mariette","last_name":"Reyneke","domain_name":"ufs","page_name":"MarietteReyneke","display_name":"Mariette Reyneke","profile_url":"https://ufs.academia.edu/MarietteReyneke?f_ri=152837","photo":"https://0.academia-photos.com/115420/3008803/32978851/s65_mariette.reyneke.jpg"},{"id":103908145,"first_name":"Lynette","last_name":"Jacobs","domain_name":"independent","page_name":"LynetteJacobs2","display_name":"Lynette Jacobs","profile_url":"https://independent.academia.edu/LynetteJacobs2?f_ri=152837","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true},{"id":9952,"name":"Anti Bullying","url":"https://www.academia.edu/Documents/in/Anti_Bullying?f_ri=152837","nofollow":true},{"id":10666,"name":"Bullying","url":"https://www.academia.edu/Documents/in/Bullying?f_ri=152837","nofollow":true},{"id":11256,"name":"School Bullying","url":"https://www.academia.edu/Documents/in/School_Bullying?f_ri=152837","nofollow":true},{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=152837"},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":184027,"name":"Law Enforcement Educational Incentive","url":"https://www.academia.edu/Documents/in/Law_Enforcement_Educational_Incentive?f_ri=152837"},{"id":335006,"name":"School Discipline","url":"https://www.academia.edu/Documents/in/School_Discipline?f_ri=152837"},{"id":494316,"name":"School Discipline Policies","url":"https://www.academia.edu/Documents/in/School_Discipline_Policies?f_ri=152837"},{"id":982217,"name":"School Climate(Pupil and Teacher Discipline)","url":"https://www.academia.edu/Documents/in/School_Climate_Pupil_and_Teacher_Discipline_?f_ri=152837"},{"id":1036283,"name":"School Bullying and Cyberbullying Among Adolescents","url":"https://www.academia.edu/Documents/in/School_Bullying_and_Cyberbullying_Among_Adolescents?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15578129" data-work_id="15578129" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15578129/EDUC_8212_Education_Law">EDUC 8212: Education Law</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this course, education professionals examine legal and ethical issues within the context of an educational setting. Supporting development of their legal reasoning skills, education professionals discuss the laws and statutes that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15578129" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this course, education professionals examine legal and ethical issues within the context of an educational setting. Supporting development of their legal reasoning skills, education professionals discuss the laws and statutes that inform the operation of educational organizations. They also engage in assignments that emphasize the ways ethics affect decision making, professional conduct, and educational policies when analyzing critical issues in educational leadership. (Prerequisite(s): Core courses EDUC 8113, EDUC 8114, EDUC 8115, EDUC 8116, EDUC 8117, and EDUC 8118.)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15578129" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1d2928673fe741a1dce999820cc934ba" rel="nofollow" data-download="{"attachment_id":38727306,"asset_id":15578129,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38727306/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44560" href="https://open-uwi.academia.edu/DLBearden">D.L. Bearden</a><script data-card-contents-for-user="44560" type="text/json">{"id":44560,"first_name":"D.L.","last_name":"Bearden","domain_name":"open-uwi","page_name":"DLBearden","display_name":"D.L. 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Supporting development of their legal reasoning skills, education professionals discuss the laws and statutes that inform the operation of educational organizations. They also engage in assignments that emphasize the ways ethics affect decision making, professional conduct, and educational policies when analyzing critical issues in educational leadership. (Prerequisite(s): Core courses EDUC 8113, EDUC 8114, EDUC 8115, EDUC 8116, EDUC 8117, and EDUC 8118.) ","downloadable_attachments":[{"id":38727306,"asset_id":15578129,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44560,"first_name":"D.L.","last_name":"Bearden","domain_name":"open-uwi","page_name":"DLBearden","display_name":"D.L. 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$(".js-view-count[data-work-id=67431481]").text(description); $(".js-view-count-work_67431481").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_67431481").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="67431481"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="21639" rel="nofollow" href="https://www.academia.edu/Documents/in/Childrens_Rights">Children's Rights</a>, <script data-card-contents-for-ri="21639" type="text/json">{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a>, <script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1564560" rel="nofollow" href="https://www.academia.edu/Documents/in/Childrens_Rights_in_Education">Children's Rights in Education</a><script data-card-contents-for-ri="1564560" type="text/json">{"id":1564560,"name":"Children's Rights in Education","url":"https://www.academia.edu/Documents/in/Childrens_Rights_in_Education?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=67431481]'), work: {"id":67431481,"title":"The reality behind the ideal children rights as perceived by principals and parents","created_at":"2022-01-06T13:57:20.908-08:00","url":"https://www.academia.edu/67431481/The_reality_behind_the_ideal_children_rights_as_perceived_by_principals_and_parents?f_ri=152837","dom_id":"work_67431481","summary":null,"downloadable_attachments":[{"id":78250871,"asset_id":67431481,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35871459,"first_name":"Pelin","last_name":"Taşkın","domain_name":"ankara","page_name":"PelinTaşkın","display_name":"Pelin Taşkın","profile_url":"https://ankara.academia.edu/PelinTa%C5%9Fk%C4%B1n?f_ri=152837","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true},{"id":1564560,"name":"Children's Rights in Education","url":"https://www.academia.edu/Documents/in/Childrens_Rights_in_Education?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66878856" data-work_id="66878856" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66878856/Law_Students_Right_to_Education_and_Civil_Law_Education_During_the_Epidemic_Hukuk_%C3%96%C4%9Frencisinin_E%C4%9Fitim_Hakk%C4%B1_ve_Salg%C4%B1nda_Meden%C3%AE_Hukuk_%C3%96%C4%9Fretimi_">Law Student's Right to Education and Civil Law Education During the Epidemic (Hukuk Öğrencisinin Eğitim Hakkı ve Salgında Medenî Hukuk Öğretimi)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ABSTRACT The right to education is among the human social rights and requires the passive attitude of the State as well as its active participation. The Covid-19 pandemic has paved the way for the digitalization of education. That... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66878856" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ABSTRACT<br />The right to education is among the human social rights and requires the passive attitude of the State as well as its active participation. The Covid-19 pandemic has paved the way for the digitalization of education. That transformation has affected future jurists together with all students. Law education does not consist of merely providing access to knowledge. Graduates should be equipped with the essential qualifications required for being a jurist. Law students undergo a serious and carefully designed formation process that consists of theory, practice, and ethics because knowledge alone is not enough for a jurist. Jurists must also pay attention to their appearance, express themselves with care, and emphasize the priority of the honour of the law profession in all areas of their life. Considering both field and elective courses, the law faculty curriculum is primarily weighted toward the civil law department. This department greets students with preliminary provisions and the law of persons in the first semester, concluding with the law of inheritance in the final year. This department also teaches family law and law of obligations to first-year and second-year students. Contact with third-year students in this department is also quite intense with two extra field courses. Effective and sincere communication between the faculty members of the civil law department and the students is of utmost importance for law students to absorb both the essence of law and professional ethics. Law student’s right to education can only be satisfied by the professional maintenance of civil law courses. As the education system was confined to the computer due to the pandemic, law faculties took a step towards education over the internet. The principal problem of online education for law faculties is the inability of faculty members in civil law department to communicate effectively with their students. The development of sincere, close, and respectful relations between faculty members who teach civil law courses and the students is the basis of adequately satisfying the right to law education. Although blended education will be increasingly adopted in the future, the hybrid education model is not applied uniformly in all universities. The definition of blended education in the educational sciences is clear, however. Blended education in the courses offered by the civil law department can strengthen the connection between faculty members and students. Blended education explanations in the educational sciences should be utilized. Thus, significant quality improvement at the core of the right to law education through faculty members of the civil law department can be envisaged at the national level.<br />ÖZET<br />Eğitim hakkı, sosyal-ekonomik-kültürel haklar arasında yer alır ve Devletin aktif katılımı kadar pasif tutumunu da gerektirir. Salgın, eğitim-öğretimin dijitaleşmesine zemin hazırlamıştır. Bu dönüşüm tüm öğrenciler kadar müstakbel hukukçuları da etkilemiştir. Hukuk öğretimi ve hukukçunun eğitimi bilgilere erişimin sağlanmasından ibaret değildir. Mezunlar hukukçuluğun gerektirdiği elzem niteliklerle bezenmelidir. Hukuk öğrencilerine, ciddî ve programlı formasyon yüklenmektedir. Bu formasyon, teorik, pratik ve etik üçlüsünden oluşur. Hukukçunun bilmesi kâfi gelmez. Hukukçu, dış görünüşüne titizlik göstermeli, kendisini ifadede asil duruş sergilemeli ve hayat alanlarının tamamında hukuk meslek onuru önceliğini dışa vurmalıdır. Gerek alan dersleri gerek seçimlik dersler dikkate alındığında, hukuk fakültesi müfredatında yoğunluk, evvel emirde medenî hukuk anabilim dalındadır. Medenî hukuk anabilim dalı, öğrenciyi ilk sınıfta, başlangıç hükümleri ve kişiler hukukuyla karşılar; son sınıfta ise, miras hukukuyla uğurlar. Bu anabilim dalının birinci ve ikinci sınıf öğrencilerine aile ve borçlar hukuklarını aktardığı hatırlatılmalıdır. Ayrıca, üçüncü sınıf öğrencileriyle teması, iki alan dersiyle yine oldukça yoğundur. Hukuk öğrencilerinin hem hukukun özünü hem de meslek etiğini hazmetmesinde, medenî hukuk anabilim dalı öğretim üyeleriyle öğrenciler arasında etkin ve içten iletişim azamî önem arz eder. Hukuk öğrencisinin eğitim hakkı, medenî hukuk derslerinin profesyonel idamesiyle ancak tatmin edilebilir. Salgın üzerine bilgisayara hapsolan eğitim sisteminde, hukuk fakülteleri internet üzerinden öğretime adım atmıştır. Hukuk fakültelerinde çevrimiçi öğretimin başat sorunu medenî hukuk öğretim üyelerinin öğrencileriyle etkili irtibat kuramamasıdır. Oysa medenî hukuk derslerini yürüten öğretim üyeleriyle öğrenciler arasında sıkı, yakın ve saygılı ilişki geliştirilmesi hukuk eğitimi hakkının layıkıyla tatmin edilmesinin temeli sayılabilir. İlerleyen süreçte, harmanlanmış öğretim modeline geçilse de hibrit yöntem üniversitelerde yeknesak uygulanmamaktadır. Aslında eğitim bilimlerinde harmanlanmış öğretim tanımı açıktır. Medenî hukuk anabilim dalı tarafından yürütülen derslerde harmanlanmış öğretim, öğretim üyesi ve öğrencilerin irtibatını kuvvetlendirebilir. Eğitim bilimlerindeki harmanlanmış öğrenme açıklamalarından medenî hukuk derslerinde istifade edilmelidir. Böylece, medenî hukukçular vasıtasıyla hukuk eğitimine yönelik hakkın özünde anlamlı kalite artışı ulusal düzeyde öngörülebilir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66878856" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4e6fd1ef60c54a38a38cbb8f8e7497c1" rel="nofollow" data-download="{"attachment_id":77905389,"asset_id":66878856,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77905389/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9391248" href="https://anadolu.academia.edu/%C3%96zlemT%C3%BCz%C3%BCner">Özlem Tüzüner</a><script data-card-contents-for-user="9391248" type="text/json">{"id":9391248,"first_name":"Özlem","last_name":"Tüzüner","domain_name":"anadolu","page_name":"ÖzlemTüzüner","display_name":"Özlem Tüzüner","profile_url":"https://anadolu.academia.edu/%C3%96zlemT%C3%BCz%C3%BCner?f_ri=152837","photo":"https://0.academia-photos.com/9391248/10314097/15591867/s65__zlem.t_z_ner.jpg"}</script></span></span></li><li class="js-paper-rank-work_66878856 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66878856"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66878856, container: ".js-paper-rank-work_66878856", }); 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$(".js-view-count[data-work-id=66878856]").text(description); $(".js-view-count-work_66878856").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66878856").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66878856"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="548" rel="nofollow" href="https://www.academia.edu/Documents/in/Civil_Law">Civil Law</a>, <script data-card-contents-for-ri="548" type="text/json">{"id":548,"name":"Civil Law","url":"https://www.academia.edu/Documents/in/Civil_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="24832" rel="nofollow" href="https://www.academia.edu/Documents/in/Blended_Learning">Blended Learning</a><script data-card-contents-for-ri="24832" type="text/json">{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66878856]'), work: {"id":66878856,"title":"Law Student's Right to Education and Civil Law Education During the Epidemic (Hukuk Öğrencisinin Eğitim Hakkı ve Salgında Medenî Hukuk Öğretimi)","created_at":"2022-01-02T13:27:56.406-08:00","url":"https://www.academia.edu/66878856/Law_Students_Right_to_Education_and_Civil_Law_Education_During_the_Epidemic_Hukuk_%C3%96%C4%9Frencisinin_E%C4%9Fitim_Hakk%C4%B1_ve_Salg%C4%B1nda_Meden%C3%AE_Hukuk_%C3%96%C4%9Fretimi_?f_ri=152837","dom_id":"work_66878856","summary":"ABSTRACT\nThe right to education is among the human social rights and requires the passive attitude of the State as well as its active participation. The Covid-19 pandemic has paved the way for the digitalization of education. That transformation has affected future jurists together with all students. Law education does not consist of merely providing access to knowledge. Graduates should be equipped with the essential qualifications required for being a jurist. Law students undergo a serious and carefully designed formation process that consists of theory, practice, and ethics because knowledge alone is not enough for a jurist. Jurists must also pay attention to their appearance, express themselves with care, and emphasize the priority of the honour of the law profession in all areas of their life. Considering both field and elective courses, the law faculty curriculum is primarily weighted toward the civil law department. This department greets students with preliminary provisions and the law of persons in the first semester, concluding with the law of inheritance in the final year. This department also teaches family law and law of obligations to first-year and second-year students. Contact with third-year students in this department is also quite intense with two extra field courses. Effective and sincere communication between the faculty members of the civil law department and the students is of utmost importance for law students to absorb both the essence of law and professional ethics. Law student’s right to education can only be satisfied by the professional maintenance of civil law courses. As the education system was confined to the computer due to the pandemic, law faculties took a step towards education over the internet. The principal problem of online education for law faculties is the inability of faculty members in civil law department to communicate effectively with their students. The development of sincere, close, and respectful relations between faculty members who teach civil law courses and the students is the basis of adequately satisfying the right to law education. Although blended education will be increasingly adopted in the future, the hybrid education model is not applied uniformly in all universities. The definition of blended education in the educational sciences is clear, however. Blended education in the courses offered by the civil law department can strengthen the connection between faculty members and students. Blended education explanations in the educational sciences should be utilized. Thus, significant quality improvement at the core of the right to law education through faculty members of the civil law department can be envisaged at the national level.\nÖZET\nEğitim hakkı, sosyal-ekonomik-kültürel haklar arasında yer alır ve Devletin aktif katılımı kadar pasif tutumunu da gerektirir. Salgın, eğitim-öğretimin dijitaleşmesine zemin hazırlamıştır. Bu dönüşüm tüm öğrenciler kadar müstakbel hukukçuları da etkilemiştir. Hukuk öğretimi ve hukukçunun eğitimi bilgilere erişimin sağlanmasından ibaret değildir. Mezunlar hukukçuluğun gerektirdiği elzem niteliklerle bezenmelidir. Hukuk öğrencilerine, ciddî ve programlı formasyon yüklenmektedir. Bu formasyon, teorik, pratik ve etik üçlüsünden oluşur. Hukukçunun bilmesi kâfi gelmez. Hukukçu, dış görünüşüne titizlik göstermeli, kendisini ifadede asil duruş sergilemeli ve hayat alanlarının tamamında hukuk meslek onuru önceliğini dışa vurmalıdır. Gerek alan dersleri gerek seçimlik dersler dikkate alındığında, hukuk fakültesi müfredatında yoğunluk, evvel emirde medenî hukuk anabilim dalındadır. Medenî hukuk anabilim dalı, öğrenciyi ilk sınıfta, başlangıç hükümleri ve kişiler hukukuyla karşılar; son sınıfta ise, miras hukukuyla uğurlar. Bu anabilim dalının birinci ve ikinci sınıf öğrencilerine aile ve borçlar hukuklarını aktardığı hatırlatılmalıdır. Ayrıca, üçüncü sınıf öğrencileriyle teması, iki alan dersiyle yine oldukça yoğundur. Hukuk öğrencilerinin hem hukukun özünü hem de meslek etiğini hazmetmesinde, medenî hukuk anabilim dalı öğretim üyeleriyle öğrenciler arasında etkin ve içten iletişim azamî önem arz eder. Hukuk öğrencisinin eğitim hakkı, medenî hukuk derslerinin profesyonel idamesiyle ancak tatmin edilebilir. Salgın üzerine bilgisayara hapsolan eğitim sisteminde, hukuk fakülteleri internet üzerinden öğretime adım atmıştır. Hukuk fakültelerinde çevrimiçi öğretimin başat sorunu medenî hukuk öğretim üyelerinin öğrencileriyle etkili irtibat kuramamasıdır. Oysa medenî hukuk derslerini yürüten öğretim üyeleriyle öğrenciler arasında sıkı, yakın ve saygılı ilişki geliştirilmesi hukuk eğitimi hakkının layıkıyla tatmin edilmesinin temeli sayılabilir. İlerleyen süreçte, harmanlanmış öğretim modeline geçilse de hibrit yöntem üniversitelerde yeknesak uygulanmamaktadır. Aslında eğitim bilimlerinde harmanlanmış öğretim tanımı açıktır. Medenî hukuk anabilim dalı tarafından yürütülen derslerde harmanlanmış öğretim, öğretim üyesi ve öğrencilerin irtibatını kuvvetlendirebilir. Eğitim bilimlerindeki harmanlanmış öğrenme açıklamalarından medenî hukuk derslerinde istifade edilmelidir. Böylece, medenî hukukçular vasıtasıyla hukuk eğitimine yönelik hakkın özünde anlamlı kalite artışı ulusal düzeyde öngörülebilir.","downloadable_attachments":[{"id":77905389,"asset_id":66878856,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9391248,"first_name":"Özlem","last_name":"Tüzüner","domain_name":"anadolu","page_name":"ÖzlemTüzüner","display_name":"Özlem Tüzüner","profile_url":"https://anadolu.academia.edu/%C3%96zlemT%C3%BCz%C3%BCner?f_ri=152837","photo":"https://0.academia-photos.com/9391248/10314097/15591867/s65__zlem.t_z_ner.jpg"}],"research_interests":[{"id":548,"name":"Civil Law","url":"https://www.academia.edu/Documents/in/Civil_Law?f_ri=152837","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=152837","nofollow":true},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":33112,"name":"Blended learning in higher education","url":"https://www.academia.edu/Documents/in/Blended_learning_in_higher_education?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":404871,"name":"Medeni Hukuk","url":"https://www.academia.edu/Documents/in/Medeni_Hukuk?f_ri=152837"},{"id":843999,"name":"Hukuk Eğitimi","url":"https://www.academia.edu/Documents/in/Hukuk_Egitimi?f_ri=152837"},{"id":2447041,"name":"Harmanlanmış Öğrenme","url":"https://www.academia.edu/Documents/in/Harmanlanm%C4%B1%C5%9F_%C3%96%C4%9Frenme?f_ri=152837"},{"id":2947555,"name":"eğitim hukuku","url":"https://www.academia.edu/Documents/in/e%C4%9Fitim_hukuku?f_ri=152837"},{"id":3437405,"name":"Hukuk Eğitimi ve Toplumsal Cinsiyet","url":"https://www.academia.edu/Documents/in/Hukuk_E%C4%9Fitimi_ve_Toplumsal_Cinsiyet?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37013013 coauthored" data-work_id="37013013" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37013013/Does_the_African_American_Need_Separate_Charter_Schools">Does the African American Need Separate Charter Schools?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Does the African American Need Separate Charter Schools? To address this question, we analyze legal precedents, scholarly research, and historical evidence. We begin in Part I by revisiting several seminal cases related to segregation and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37013013" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Does the African American Need Separate Charter Schools? To address this question, we analyze legal precedents, scholarly research, and historical evidence. We begin in Part I by revisiting several seminal cases related to segregation and schools. We review in Part II empirical research on charters and segregation. Then, in Part III we examine historical evidence to understand whether school choice and charters represent self-determination and empowerment for African Americans. We conclude by proposing an answer to Du Bois’s century-old question about whether separate, segregated schools are in the best interests of African American communities: they are not.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37013013" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="61569cb5914c5120214b4df5727f0ecf" rel="nofollow" data-download="{"attachment_id":56962649,"asset_id":37013013,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56962649/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1605283" href="https://wmich.academia.edu/JulianVasquezHeilig">Julian Vasquez Heilig</a><script data-card-contents-for-user="1605283" type="text/json">{"id":1605283,"first_name":"Julian","last_name":"Vasquez Heilig","domain_name":"wmich","page_name":"JulianVasquezHeilig","display_name":"Julian Vasquez Heilig","profile_url":"https://wmich.academia.edu/JulianVasquezHeilig?f_ri=152837","photo":"https://0.academia-photos.com/1605283/561241/17303914/s65_julian.vasquez_heilig.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37013013">+1</span><div class="hidden js-additional-users-37013013"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MatthewKronzer">Matthew Kronzer</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37013013'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37013013').html(); 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To address this question, we analyze legal precedents, scholarly research, and historical evidence. We begin in Part I by revisiting several seminal cases related to segregation and schools. We review in Part II empirical research on charters and segregation. Then, in Part III we examine historical evidence to understand whether school choice and charters represent self-determination and empowerment for African Americans. We conclude by proposing an answer to Du Bois’s century-old question about whether separate, segregated schools are in the best interests of African American communities: they are not.","downloadable_attachments":[{"id":56962649,"asset_id":37013013,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1605283,"first_name":"Julian","last_name":"Vasquez Heilig","domain_name":"wmich","page_name":"JulianVasquezHeilig","display_name":"Julian Vasquez Heilig","profile_url":"https://wmich.academia.edu/JulianVasquezHeilig?f_ri=152837","photo":"https://0.academia-photos.com/1605283/561241/17303914/s65_julian.vasquez_heilig.jpg"},{"id":87648649,"first_name":"Matthew","last_name":"Kronzer","domain_name":"independent","page_name":"MatthewKronzer","display_name":"Matthew Kronzer","profile_url":"https://independent.academia.edu/MatthewKronzer?f_ri=152837","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies?f_ri=152837","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=152837","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=152837","nofollow":true},{"id":3210,"name":"Segregation","url":"https://www.academia.edu/Documents/in/Segregation?f_ri=152837"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=152837"},{"id":4618,"name":"Education (Social Policy)","url":"https://www.academia.edu/Documents/in/Education_Social_Policy_?f_ri=152837"},{"id":4620,"name":"Urban Education","url":"https://www.academia.edu/Documents/in/Urban_Education?f_ri=152837"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=152837"},{"id":13497,"name":"African American History","url":"https://www.academia.edu/Documents/in/African_American_History?f_ri=152837"},{"id":14912,"name":"African American Studies","url":"https://www.academia.edu/Documents/in/African_American_Studies?f_ri=152837"},{"id":16345,"name":"Politics Of Education","url":"https://www.academia.edu/Documents/in/Politics_Of_Education?f_ri=152837"},{"id":19966,"name":"Educational Leadership and Policy Analysis","url":"https://www.academia.edu/Documents/in/Educational_Leadership_and_Policy_Analysis?f_ri=152837"},{"id":20561,"name":"Charter schools","url":"https://www.academia.edu/Documents/in/Charter_schools?f_ri=152837"},{"id":25522,"name":"Educational Management","url":"https://www.academia.edu/Documents/in/Educational_Management?f_ri=152837"},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837"},{"id":65733,"name":"Educational management and leadership","url":"https://www.academia.edu/Documents/in/Educational_management_and_leadership?f_ri=152837"},{"id":79374,"name":"School Choice","url":"https://www.academia.edu/Documents/in/School_Choice?f_ri=152837"},{"id":84214,"name":"African-American Political Thought","url":"https://www.academia.edu/Documents/in/African-American_Political_Thought?f_ri=152837"},{"id":93781,"name":"Jim Crow Segregation","url":"https://www.academia.edu/Documents/in/Jim_Crow_Segregation?f_ri=152837"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":233800,"name":"African Americans","url":"https://www.academia.edu/Documents/in/African_Americans?f_ri=152837"},{"id":242756,"name":"Educational Leadership and Management","url":"https://www.academia.edu/Documents/in/Educational_Leadership_and_Management?f_ri=152837"},{"id":448920,"name":"Educational Foundations and Leadership","url":"https://www.academia.edu/Documents/in/Educational_Foundations_and_Leadership?f_ri=152837"},{"id":501629,"name":"New Jim Crow","url":"https://www.academia.edu/Documents/in/New_Jim_Crow?f_ri=152837"},{"id":807541,"name":"Education Politics and Planning","url":"https://www.academia.edu/Documents/in/Education_Politics_and_Planning?f_ri=152837"},{"id":964272,"name":"W.E.B. DuBois","url":"https://www.academia.edu/Documents/in/W.E.B._DuBois?f_ri=152837"},{"id":977700,"name":"Educational Administration and Management","url":"https://www.academia.edu/Documents/in/Educational_Administration_and_Management?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29066899 coauthored" data-work_id="29066899" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29066899/Jakie_prawa_maj%C4%85_rodzice_w_szkole">Jakie prawa mają rodzice w szkole?</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" 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class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/74245406/Human_rights_Protecting_sexual_minorities_or_reinforcing_the_boundaries_of_the_closet_">Human rights: Protecting sexual minorities or reinforcing the boundaries of ‘the closet’?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ABSTRACT In this article we problematise the fact that human rights legislation, whether intentionally or otherwise, reinforces binary categories such as ‘heterosexual’ or ‘homosexual’. This form of ‘othering’ highlights the incongruence... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74245406" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ABSTRACT In this article we problematise the fact that human rights legislation, whether intentionally or otherwise, reinforces binary categories such as ‘heterosexual’ or ‘homosexual’. This form of ‘othering’ highlights the incongruence between what the legislation offers and sexual minorities’ lived experiences. We argue that human rights thus constitute a double-edged sword that may discourage ‘coming out’. Our critique of human rights is based on the findings of a research project in which 1 086 pre-service teachers across six national public tertiary universities in South Africa participated in a survey and/or in focus-group discussions (FGDs). The survey findings suggested that participants see human rights as implying freedom, dignity and equality for all, irrespective of sexual identity. Yet, a closer analysis of the data revealed that gay and lesbian participants do not necessarily experience the freedom, equality and dignity entrenched in human rights documents. An analysis of the data from the FGDs supported this notion as it revealed homophobic ‘othering’ attitudes on the side of pre-service teachers. Finally, we reflect on the ways in which the boundaries of ‘the closet’ have been reinforced through the ‘othering’ of sexual selfhood and consider how pre-service teachers grapple with some of the complexities surrounding issues of sexual diversity in education contexts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74245406" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20026311" href="https://nwu.academia.edu/AnnamagrietdW">Annamagriet DeWet</a><script data-card-contents-for-user="20026311" type="text/json">{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}</script></span></span></li><li class="js-paper-rank-work_74245406 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74245406"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74245406, container: ".js-paper-rank-work_74245406", }); 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This form of ‘othering’ highlights the incongruence between what the legislation offers and sexual minorities’ lived experiences. We argue that human rights thus constitute a double-edged sword that may discourage ‘coming out’. Our critique of human rights is based on the findings of a research project in which 1 086 pre-service teachers across six national public tertiary universities in South Africa participated in a survey and/or in focus-group discussions (FGDs). The survey findings suggested that participants see human rights as implying freedom, dignity and equality for all, irrespective of sexual identity. Yet, a closer analysis of the data revealed that gay and lesbian participants do not necessarily experience the freedom, equality and dignity entrenched in human rights documents. An analysis of the data from the FGDs supported this notion as it revealed homophobic ‘othering’ attitudes on the side of pre-service teachers. Finally, we reflect on the ways in which the boundaries of ‘the closet’ have been reinforced through the ‘othering’ of sexual selfhood and consider how pre-service teachers grapple with some of the complexities surrounding issues of sexual diversity in education contexts.","downloadable_attachments":[],"ordered_authors":[{"id":20026311,"first_name":"Annamagriet","last_name":"DeWet","domain_name":"nwu","page_name":"AnnamagrietdW","display_name":"Annamagriet DeWet","profile_url":"https://nwu.academia.edu/AnnamagrietdW?f_ri=152837","photo":"https://0.academia-photos.com/20026311/5572474/6441720/s65_annamagriet.dewet.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=152837","nofollow":true},{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=152837","nofollow":true},{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=152837","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=152837","nofollow":true},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=152837"},{"id":4714,"name":"Sexuality","url":"https://www.academia.edu/Documents/in/Sexuality?f_ri=152837"},{"id":4917,"name":"Gender and Sexuality","url":"https://www.academia.edu/Documents/in/Gender_and_Sexuality?f_ri=152837"},{"id":6942,"name":"Discrimination","url":"https://www.academia.edu/Documents/in/Discrimination?f_ri=152837"},{"id":7413,"name":"Human Rights Education","url":"https://www.academia.edu/Documents/in/Human_Rights_Education?f_ri=152837"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=152837"},{"id":42183,"name":"Heteronormativity","url":"https://www.academia.edu/Documents/in/Heteronormativity?f_ri=152837"},{"id":48923,"name":"Research in Higher Education","url":"https://www.academia.edu/Documents/in/Research_in_Higher_Education?f_ri=152837"},{"id":96770,"name":"Sexual and reproductive health and rights","url":"https://www.academia.edu/Documents/in/Sexual_and_reproductive_health_and_rights?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":300021,"name":"Education and Law","url":"https://www.academia.edu/Documents/in/Education_and_Law?f_ri=152837"},{"id":403684,"name":"Educational Laws","url":"https://www.academia.edu/Documents/in/Educational_Laws?f_ri=152837"},{"id":831008,"name":"Lief Orientation and Life Skills","url":"https://www.academia.edu/Documents/in/Lief_Orientation_and_Life_Skills?f_ri=152837"},{"id":1142125,"name":"Education and Human Rights","url":"https://www.academia.edu/Documents/in/Education_and_Human_Rights?f_ri=152837"},{"id":1643310,"name":"Human Rights Literacy","url":"https://www.academia.edu/Documents/in/Human_Rights_Literacy?f_ri=152837"},{"id":1813280,"name":"Curriculum making","url":"https://www.academia.edu/Documents/in/Curriculum_making?f_ri=152837"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70018926 coauthored" data-work_id="70018926" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70018926/Romanian_Higher_Education_in_2009_2013_The_Bologna_Process_and_Romanian_Priorities_in_the_Search_for_an_Active_European_and_Global_Presence">Romanian Higher Education in 2009-2013. The Bologna Process and Romanian Priorities in the Search for an Active European and Global Presence</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Romanian higher education has undergone a series of transformations in a short timespan (2009–2013), fuelled by a series of public debates and preparatory projects. The adoption of the most recent Law on Education (Law 1/2011) is a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70018926" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Romanian higher education has undergone a series of transformations in a short timespan (2009–2013), fuelled by a series of public debates and preparatory projects. The adoption of the most recent Law on Education (Law 1/2011) is a milestone in this regard. The present article aims at capturing some recent configurations of the Romanian higher education system, while making the links with its positioning within the larger European and global environments. The role of international processes and their influence on Romanian higher education policy debates are described, in an attempt to provide the background against which the articles included in the present volume can be read in a contextualised manner. Continuity and innovation, policy initiatives and impact assessment through research and data collection are all weaved together in the fabric of the higher education sector, in which one can always find some seeds of the future Romanian society.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70018926" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8988583ff7c51c7045c8cc6dcb9136e3" rel="nofollow" data-download="{"attachment_id":79904720,"asset_id":70018926,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79904720/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2228290" href="https://snspa.academia.edu/hajmihaicezar">haj mihai cezar</a><script data-card-contents-for-user="2228290" type="text/json">{"id":2228290,"first_name":"haj","last_name":"mihai cezar","domain_name":"snspa","page_name":"hajmihaicezar","display_name":"haj mihai cezar","profile_url":"https://snspa.academia.edu/hajmihaicezar?f_ri=152837","photo":"https://0.academia-photos.com/2228290/712076/884406/s65_haj.mihai_cezar.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-70018926">+1</span><div class="hidden js-additional-users-70018926"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/curajadrian">adrian curaj</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-70018926'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-70018926').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_70018926 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70018926"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70018926, container: ".js-paper-rank-work_70018926", }); });</script></li><li class="js-percentile-work_70018926 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 70018926; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_70018926"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_70018926 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="70018926"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 70018926; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=70018926]").text(description); $(".js-view-count-work_70018926").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70018926").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70018926"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9659" rel="nofollow" href="https://www.academia.edu/Documents/in/Internationalization">Internationalization</a>, <script data-card-contents-for-ri="9659" type="text/json">{"id":9659,"name":"Internationalization","url":"https://www.academia.edu/Documents/in/Internationalization?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9822" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a>, <script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70018926]'), work: {"id":70018926,"title":"Romanian Higher Education in 2009-2013. The Bologna Process and Romanian Priorities in the Search for an Active European and Global Presence","created_at":"2022-01-30T02:16:27.031-08:00","url":"https://www.academia.edu/70018926/Romanian_Higher_Education_in_2009_2013_The_Bologna_Process_and_Romanian_Priorities_in_the_Search_for_an_Active_European_and_Global_Presence?f_ri=152837","dom_id":"work_70018926","summary":"Romanian higher education has undergone a series of transformations in a short timespan (2009–2013), fuelled by a series of public debates and preparatory projects. The adoption of the most recent Law on Education (Law 1/2011) is a milestone in this regard. The present article aims at capturing some recent configurations of the Romanian higher education system, while making the links with its positioning within the larger European and global environments. The role of international processes and their influence on Romanian higher education policy debates are described, in an attempt to provide the background against which the articles included in the present volume can be read in a contextualised manner. Continuity and innovation, policy initiatives and impact assessment through research and data collection are all weaved together in the fabric of the higher education sector, in which one can always find some seeds of the future Romanian society.","downloadable_attachments":[{"id":79904720,"asset_id":70018926,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2228290,"first_name":"haj","last_name":"mihai cezar","domain_name":"snspa","page_name":"hajmihaicezar","display_name":"haj mihai cezar","profile_url":"https://snspa.academia.edu/hajmihaicezar?f_ri=152837","photo":"https://0.academia-photos.com/2228290/712076/884406/s65_haj.mihai_cezar.jpg"},{"id":48446097,"first_name":"adrian","last_name":"curaj","domain_name":"independent","page_name":"curajadrian","display_name":"adrian curaj","profile_url":"https://independent.academia.edu/curajadrian?f_ri=152837","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=152837","nofollow":true},{"id":9659,"name":"Internationalization","url":"https://www.academia.edu/Documents/in/Internationalization?f_ri=152837","nofollow":true},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43690060" data-work_id="43690060" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43690060/Teacher_Impartiality_in_Canada_Lessons_from_Quebecs_Ethics_and_Religious_Literacy_Curriculum">Teacher Impartiality in Canada: Lessons from Quebec's Ethics and Religious Literacy Curriculum</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter considers the legal aspects of the standpoint of pedagogical impartiality required by Quebec’s Ethics and Religious Literacy curriculum. Because the guidelines on teacher impartiality were designed in part to protect the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43690060" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter considers the legal aspects of the standpoint of pedagogical impartiality required by Quebec’s Ethics and Religious Literacy curriculum. Because the guidelines on teacher impartiality were designed in part to protect the curriculum against legal challenges, a better understating of their legal underpinning has implication for other Canadian provinces and territories wishing to implement similar rules on impartiality for public sector teachers or introduce teaching and learning about religion into the curriculum. The chapter shows that the curriculum’s requirement that teachers avoid expressing their personal opinions in class and adopt a descriptive, non-critical approach to teaching about religion has grounding in international jurisprudence on religious education in public schools and in Canadian jurisprudence on the legal obligation of public schools to maintain a welcoming environment. Based on this analysis, the chapter draws out four lessons about teacher neutrality for Canadian educators: (1) teacher impartiality is a sine qua non of compulsory religious education; (2) the legal shelter afforded by impartiality depends on teacher compliance; (3) impartiality is an obligation of teacher conduct, not public school systems as such; (4) the state’s ability to mandate teacher impartiality is limited in the case of confessional schools.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43690060" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a91e2b6652c1353b9c3c325dd3f4e8ce" rel="nofollow" data-download="{"attachment_id":114101494,"asset_id":43690060,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/114101494/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7455890" href="https://universityofmontreal.academia.edu/BruceMaxwell">Bruce Maxwell</a><script data-card-contents-for-user="7455890" type="text/json">{"id":7455890,"first_name":"Bruce","last_name":"Maxwell","domain_name":"universityofmontreal","page_name":"BruceMaxwell","display_name":"Bruce Maxwell","profile_url":"https://universityofmontreal.academia.edu/BruceMaxwell?f_ri=152837","photo":"https://0.academia-photos.com/7455890/2724380/42239150/s65_bruce.maxwell.jpg"}</script></span></span></li><li class="js-paper-rank-work_43690060 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43690060"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43690060, container: ".js-paper-rank-work_43690060", }); });</script></li><li class="js-percentile-work_43690060 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43690060; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43690060"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43690060 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43690060"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43690060; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43690060]").text(description); $(".js-view-count-work_43690060").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43690060").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43690060"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2397" rel="nofollow" href="https://www.academia.edu/Documents/in/Religious_Education">Religious Education</a>, <script data-card-contents-for-ri="2397" type="text/json">{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a>, <script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152837" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law">Education Law</a><script data-card-contents-for-ri="152837" type="text/json">{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43690060]'), work: {"id":43690060,"title":"Teacher Impartiality in Canada: Lessons from Quebec's Ethics and Religious Literacy Curriculum","created_at":"2020-07-22T11:00:43.701-07:00","url":"https://www.academia.edu/43690060/Teacher_Impartiality_in_Canada_Lessons_from_Quebecs_Ethics_and_Religious_Literacy_Curriculum?f_ri=152837","dom_id":"work_43690060","summary":"This chapter considers the legal aspects of the standpoint of pedagogical impartiality required by Quebec’s Ethics and Religious Literacy curriculum. Because the guidelines on teacher impartiality were designed in part to protect the curriculum against legal challenges, a better understating of their legal underpinning has implication for other Canadian provinces and territories wishing to implement similar rules on impartiality for public sector teachers or introduce teaching and learning about religion into the curriculum. The chapter shows that the curriculum’s requirement that teachers avoid expressing their personal opinions in class and adopt a descriptive, non-critical approach to teaching about religion has grounding in international jurisprudence on religious education in public schools and in Canadian jurisprudence on the legal obligation of public schools to maintain a welcoming environment. Based on this analysis, the chapter draws out four lessons about teacher neutrality for Canadian educators: (1) teacher impartiality is a sine qua non of compulsory religious education; (2) the legal shelter afforded by impartiality depends on teacher compliance; (3) impartiality is an obligation of teacher conduct, not public school systems as such; (4) the state’s ability to mandate teacher impartiality is limited in the case of confessional schools. ","downloadable_attachments":[{"id":114101494,"asset_id":43690060,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7455890,"first_name":"Bruce","last_name":"Maxwell","domain_name":"universityofmontreal","page_name":"BruceMaxwell","display_name":"Bruce Maxwell","profile_url":"https://universityofmontreal.academia.edu/BruceMaxwell?f_ri=152837","photo":"https://0.academia-photos.com/7455890/2724380/42239150/s65_bruce.maxwell.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=152837","nofollow":true},{"id":2397,"name":"Religious Education","url":"https://www.academia.edu/Documents/in/Religious_Education?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23774635" data-work_id="23774635" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23774635/E_U_legal_acts_on_education_and_vocational_training_soft_law_or_unexpected_binding_interactions">E.U. legal acts on education and vocational training: "soft law" or unexpected binding interactions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Education is one of those non-economic sectors which have entered the EU competences recently. Vocational training, on the other hand, has been involved since the beginning in the European integration process, in the view of industrial... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23774635" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Education is one of those non-economic sectors which have entered the EU competences recently. Vocational training, on the other hand, has been involved since the beginning in the European integration process, in the view of industrial and productive cooperation. These two areas are formally distinct, but they are actually deeply connected thanks to the material policies operated by the European institutions, as well as to the European Union Court of Justice case law. Both of them are sensitive policy sectors, as they traditionally belong to a sphere of national choice. This is reflected by the creation in the Lisbon treaty of the category of the “support, coordinate and supplement” competences, where any harmonization of laws and regulations is excluded. In this context, the legally binding nature of the acts adopted in this field is uncertain and they have often been acritically labelled as “soft law” tout court. The European institutions have adopted a variety of acts and legislation, followed by several programmes and actions. Moving from the overview of the relevant treaties provisions, a deeper analysis of the subsequent operative acts may clarify their hypothetical attitude to produce legal obligations. Keeping in mind the literature about “soft law” in the EU administrative system, it is possible to investigate if the binding nature of other EU and national legal instruments indirectly involves the education and training sector. This way, the thesis will discuss the functioning of those relations, their impact on the national education systems and policies and, in prospective, the distinction between what is actually law and what is not in this field.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23774635" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="405c45b47597315581505c316fad50b5" rel="nofollow" data-download="{"attachment_id":44196062,"asset_id":23774635,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44196062/download_file?st=MTc0MDYyNDM5Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34447139" href="https://coleurop.academia.edu/faustocomande">Fausto Comandè</a><script data-card-contents-for-user="34447139" type="text/json">{"id":34447139,"first_name":"Fausto","last_name":"Comandè","domain_name":"coleurop","page_name":"faustocomande","display_name":"Fausto Comandè","profile_url":"https://coleurop.academia.edu/faustocomande?f_ri=152837","photo":"https://0.academia-photos.com/34447139/10076824/11242093/s65_fausto.comand_.jpg"}</script></span></span></li><li class="js-paper-rank-work_23774635 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23774635"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23774635, container: ".js-paper-rank-work_23774635", }); 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$(".js-view-count[data-work-id=23774635]").text(description); $(".js-view-count-work_23774635").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23774635").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23774635"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="15167" rel="nofollow" href="https://www.academia.edu/Documents/in/European_Union_Law">European Union Law</a>, <script data-card-contents-for-ri="15167" type="text/json">{"id":15167,"name":"European Union Law","url":"https://www.academia.edu/Documents/in/European_Union_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20224" rel="nofollow" href="https://www.academia.edu/Documents/in/EU_Law">EU Law</a>, <script data-card-contents-for-ri="20224" type="text/json">{"id":20224,"name":"EU Law","url":"https://www.academia.edu/Documents/in/EU_Law?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29486" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Law_Education_">Education Law (Education)</a>, <script data-card-contents-for-ri="29486" type="text/json">{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="47001" rel="nofollow" href="https://www.academia.edu/Documents/in/EU_Educational_Policy">EU Educational Policy</a><script data-card-contents-for-ri="47001" type="text/json">{"id":47001,"name":"EU Educational Policy","url":"https://www.academia.edu/Documents/in/EU_Educational_Policy?f_ri=152837","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23774635]'), work: {"id":23774635,"title":"E.U. legal acts on education and vocational training: \"soft law\" or unexpected binding interactions","created_at":"2016-03-29T15:49:48.731-07:00","url":"https://www.academia.edu/23774635/E_U_legal_acts_on_education_and_vocational_training_soft_law_or_unexpected_binding_interactions?f_ri=152837","dom_id":"work_23774635","summary":"Education is one of those non-economic sectors which have entered the EU competences recently. Vocational training, on the other hand, has been involved since the beginning in the European integration process, in the view of industrial and productive cooperation. These two areas are formally distinct, but they are actually deeply connected thanks to the material policies operated by the European institutions, as well as to the European Union Court of Justice case law. Both of them are sensitive policy sectors, as they traditionally belong to a sphere of national choice. This is reflected by the creation in the Lisbon treaty of the category of the “support, coordinate and supplement” competences, where any harmonization of laws and regulations is excluded. In this context, the legally binding nature of the acts adopted in this field is uncertain and they have often been acritically labelled as “soft law” tout court. The European institutions have adopted a variety of acts and legislation, followed by several programmes and actions. Moving from the overview of the relevant treaties provisions, a deeper analysis of the subsequent operative acts may clarify their hypothetical attitude to produce legal obligations. Keeping in mind the literature about “soft law” in the EU administrative system, it is possible to investigate if the binding nature of other EU and national legal instruments indirectly involves the education and training sector. This way, the thesis will discuss the functioning of those relations, their impact on the national education systems and policies and, in prospective, the distinction between what is actually law and what is not in this field.","downloadable_attachments":[{"id":44196062,"asset_id":23774635,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34447139,"first_name":"Fausto","last_name":"Comandè","domain_name":"coleurop","page_name":"faustocomande","display_name":"Fausto Comandè","profile_url":"https://coleurop.academia.edu/faustocomande?f_ri=152837","photo":"https://0.academia-photos.com/34447139/10076824/11242093/s65_fausto.comand_.jpg"}],"research_interests":[{"id":15167,"name":"European Union Law","url":"https://www.academia.edu/Documents/in/European_Union_Law?f_ri=152837","nofollow":true},{"id":20224,"name":"EU Law","url":"https://www.academia.edu/Documents/in/EU_Law?f_ri=152837","nofollow":true},{"id":29486,"name":"Education Law (Education)","url":"https://www.academia.edu/Documents/in/Education_Law_Education_?f_ri=152837","nofollow":true},{"id":47001,"name":"EU Educational Policy","url":"https://www.academia.edu/Documents/in/EU_Educational_Policy?f_ri=152837","nofollow":true},{"id":47158,"name":"Structural Funds","url":"https://www.academia.edu/Documents/in/Structural_Funds?f_ri=152837"},{"id":50683,"name":"European Educational Policy","url":"https://www.academia.edu/Documents/in/European_Educational_Policy?f_ri=152837"},{"id":63943,"name":"European Administrative Law","url":"https://www.academia.edu/Documents/in/European_Administrative_Law?f_ri=152837"},{"id":114382,"name":"Structural Funds, Project Management and Implementation, Organisational Management","url":"https://www.academia.edu/Documents/in/Structural_Funds_Project_Management_and_Implementation_Organisational_Management?f_ri=152837"},{"id":152837,"name":"Education Law","url":"https://www.academia.edu/Documents/in/Education_Law?f_ri=152837"},{"id":154468,"name":"EU structural funds","url":"https://www.academia.edu/Documents/in/EU_structural_funds?f_ri=152837"},{"id":182650,"name":"European Dimension of Education and Training","url":"https://www.academia.edu/Documents/in/European_Dimension_of_Education_and_Training?f_ri=152837"},{"id":195650,"name":"European Union Education Policy","url":"https://www.academia.edu/Documents/in/European_Union_Education_Policy?f_ri=152837"},{"id":294468,"name":"European Structural Funds","url":"https://www.academia.edu/Documents/in/European_Structural_Funds?f_ri=152837"},{"id":318675,"name":"European Qualification Framework","url":"https://www.academia.edu/Documents/in/European_Qualification_Framework?f_ri=152837"},{"id":384873,"name":"European Educational Cooperation, LLP, Educational Research","url":"https://www.academia.edu/Documents/in/European_Educational_Cooperation_LLP_Educational_Research?f_ri=152837"},{"id":446055,"name":"Law of Education","url":"https://www.academia.edu/Documents/in/Law_of_Education?f_ri=152837"},{"id":548376,"name":"the Erasmus-Socrates European Union exchange scheme","url":"https://www.academia.edu/Documents/in/the_Erasmus-Socrates_European_Union_exchange_scheme?f_ri=152837"},{"id":752279,"name":"Structural Funds and Cohesion Fund","url":"https://www.academia.edu/Documents/in/Structural_Funds_and_Cohesion_Fund?f_ri=152837"},{"id":978094,"name":"European Union Administratvie Law","url":"https://www.academia.edu/Documents/in/European_Union_Administratvie_Law?f_ri=152837"},{"id":995024,"name":"EU Administrative and Constitutional 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