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Institutional responses to hate speech on campus under philosophical and constitutional analysis.Fuentes, Graciela. January 1998 (has links)
The aim of this work is to deduce from the condition of human nature, and taking into account basic principles in Western societies, new perspectives to deal with hate expression in academia. Based on the argument that freedom of expression is a positive individual power which meets both an anthropologic need and the social need of each individual to plead and promote all other rights, this work addresses the false dichotomy: equality-freedom of expression. A theoretical foundation for this study relies on Spinoza's philosophy, especially his assessment of freedom of expression as a positive freedom essential in the social contract, his idea "repression of expression as a harm to individual autonomy" and his distinction between expressions which convey ideas from those intended as action. Those elements are argued to be added to contemporary doctrines. Individuals, free, equal, rational and responsible for their actions, are influenced--but not determined--by their social, cultural and physical environment. They are neither completely independent from society, nor plain passive entities to be directed beyond their wills by irresistible forces. Political society is a complex system where individuals and groups interact. The social function of the law relates to the whole system, thus, the following discussion on freedom of expression considers both: the legal principles and the people, who hold those principles and observe or infringe the law. The purpose is not to present a completely unheard theory but highlight concepts which as agree best with practice could lead to a sound protection of expressions against any concentration of power. The issue of conflicting constitutional guarantees in the resolution of the expression of bigotry has a special angle in campus. In academia, a cooperative system of free, and responsible adults committed to the advance of knowledge, freedom of expression is a fundamental tool both to further knowledge, and to lay down and adjust parameters of intramuros government as well. Thus, any wrong curtailment on expressions on campus amounts a serious risk of impoverishing the intramuros intellectual goals, and of endangering its government. Based on a proposed general theory of expression, two different types of institutional responses to deal with vilifying expressions on campus are discussed: hate-speech codes and "neutrality" policy. While reference to empirical studies is necessary to present the factual context in Western academia, the main concern of the analysis is normative: what ought to be. The complexity of the theme benefits from a comparison between the Canadian and the American experience, especially regarding to the important role which the Supreme Courts in both countries has played in the elucidation of the extent of protection of freedom of expression. Given the enormous weight that the rationales of protection bear, officials should ground limits on expressions on verifiable and effective harm. Given the values at stake and the fight for power developed on campus, they should also avoid absolute neutrality policies. Universities should implement structural measures to deal with the phenomenon of hate speech rather than resort to censorship or absolute laisser faire policies.
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L'école et la délinquance juvénile : un rapport ambigu?Nagels, Carla. January 1998 (has links)
Dans ce travail, nous allons tenter d'analyser le rapport entre ecole et delinquance juvenile. Dans les etudes qui y sont consacrees, les chercheurs privilegient un rapport de causalite. Cette approche ne permet pas, a nos yeux, de cerner l'ensemble de la problematique. C'est pourquoi, au lieu de favoriser une approche de cause a effet, il s'agira ici d'une analyse qui met l'accent sur la continuite entre ecole et delinquance en inserant ces deux elements dans des logiques particulieres, celle de l'uniformisation des populations par l'emploi de techniques disciplinaires, celle de l'exclusion de certains individus qui seront pris dans les filets d'institutions de plus en plus controlantes. Afin de verifier le bien-fonde de cette approche, nous avons realise des entretiens non-directifs avec des psycho-educateurs travaillant a la reeducation de jeunes delinquants en milieu ferme au Quebec. Nous verrons qu'ecole et delinquance peuvent etre relies a travers la prise en charge specifique des jeunes delinquants.
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Analyse sociologique des intentions de la réforme du système éducatif Haïtien : réforme Bernard: 1979-1980.Rosembert, Jacques. January 1998 (has links)
Nous orientons spécifiquement cette recherche vers une analyse sociologique des intentions sous-jacentes à la réforme du système éducatif haïtien de 1979-80. Il s'agit de déterminer la place de cette nouvelle structure éducative dans la société haïtienne. Autrement dit, examiner l'attitude (caractère), vérifier la réalité de ce changement en fonction de ses finalités, de ses principes de base, de ses objectifs sociaux, éducatifs fondamentaux. Telles sont nos principales préoccupations. Cinq étapes guideront la présente recherche: Dans le premier chapitre, nous définirons la notion de réforme de l'éducation et nous l'exposerons comme objet de cette étude Dans le deuxième chapitre, nous esquisserons une analyse historique, idéologicoculturelle sur la formation de la société haïtienne en dégageant certains traits caractéristiques et en illustrant certaines tendances. Dans le troisième chapitre sur la crise de l'éducation, nous aborderons les différents éléments qui ont déclenché la démarche réformatrice. Dans le quatrième chapitre, sur les fondements de l'idéologie de la réforme éducative, nous présenterons les finalités, les principes de base, les objectifs et orientations sociaux, linguistiques, pédagogiques et techniques fondamentaux et toutes les options qui en découlent. Dans le cinquième chapitre, nous procéderons à l'analyse des intentions sous-jacentes à la réforme en tant que processus de développement ou blocage au changement. (Abstract shortened by UMI.)
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Learning on the picket line: investigating a politico-administrative regimeSunar, Nakita January 2012 (has links)
No description available.
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Policy, power, and the paradigm shift in the Vietnamese discourses of disability and inclusionNguyen, Thi Xuan Thuy January 2012 (has links)
No description available.
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"They gon' study some [things]": representation of schools and schooling in HBO's «The Wire»Siam, Habib January 2014 (has links)
No description available.
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Anti-terrorism discourse and the war on dissent: a critical analysisChehade, Ghada January 2013 (has links)
No description available.
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Discovering the postmodern nomad: a metaphor for an artful inquiry into the career stories of emerging adults transitioning under the Caribbean sunArora, Ramona January 2013 (has links)
No description available.
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Shining the light on dental assistantsThomson, Tammy January 2015 (has links)
No description available.
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Media discourse and paradigm shifts in Canadian refugee and child policy frameworksBober, Lara January 2015 (has links)
No description available.
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