Biography of Annette Torres

This study examines intersectionality, white privilege and essentialism in Toni Morrison’s stories The Bluest Eye and “Recitatif”. Moreover, intersectional markers are taken into consideration to analyze how the characters are advantaged or disadvantaged in the white dominant society of the two novels. Additionally, white privilege is compared to the lack of privilege that the black characters experience and how that further affects them is discussed. Furthermore, the issues that critical race theorists acknowledge with the essentialized approach in movements for social justice will be connected to Morrison’s stories. More specifically, the tendency to overlook intersectionality when essentializing women’s experiences will be connected to how the realities of Morrison’s multidimensional female characters cannot be generalized. In addition, the negative effects white standards of beauty have on the black female characters in The Bluest Eye are examined. It is concluded that black female subjectivity makes the reader better understand the intersectional experiences of the characters and this subjectivity also makes white privilege visible in the stories. Additionally, in “Recitatif”, where the reader does not know the specific race of the characters, conclusions can be made about how race and class intersect by considering historical aspects and how signs of white privilege show up in the story. Although, more important than deciding the race of Morrison’s characters, is for the reader to acknowledge the challenge she creates of considering intersectionality in the story.

Indiana University-Purdue University Indianapolis (IUPUI) / "In an increasingly abrasive and polarized American society, a greater commitment to social justice can play a construcive role in helping people develop a more sophisticated understanding of diversity and social group interaction, more critically evaluate oppressive social patterns and institutions, and work more democratically with diverse others to create just and inclusive practices and social structures." The importance of social justice is to "help people identify and analyze dehumanizing sociopolitical processes, reflect on their own positions in relation to these processes so as to consider the consequences of oppressive socialization intheir loives, and think proactively about alternate actions given this analysis. The goal of social justice education is to enable people to develop critical analytical tools necessary to understand oppression and their own socialization within oppressive systems, and to develop a sense of agency and capacity to interrupt and chnge oppressive patterns and behaviors in themselves and in the institutions and communitites of which they are a part" (Adams, Bell and Griffin, 1997). Utilizing bona fide group perspective during an ethnographic study of a student group, this study examines how an individual's perception of their self-constructed and group identity(ies) are manifested through social justice behavior - as memebers of a group whose purpose is to engage in social justice.

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Third-Party funding refers to a financing arrangement in which a non-party entityprovides financial resources to a disputing party in return for some benefits whichis usually dependent on the outcome of the dispute before the court or tribunal.These benefits could be for pecuniary profits or for the achievement of somepolicy objectives.Whilst this funding model has been commended for promoting access to justice, ithas also been criticized for the possibility of it leading to the filing ofunmeritorious claims, its inherent conflict with the common law tort of champertyand maintenance, the disclosure of privileged information and its impact on theimplied or express duty of confidentiality owed by the parties in arbitration.This research seeks to examine the effect of the disclosure of privilegedinformation by the party seeking funding to the potential funder before or duringArbitration with a view to determining whether the said disclosure constitutes awaiver of litigation privileges or can the third-party funder be deemed to share acommon interest with the funded party? This research will be viewed from thelens of the domestic law operational in England and Wales and Nigeria in acomparative analytical fashion with a view to determining what lessons could belearnt by the developing jurisdiction.This study also makes a brief review of extant legal regime on Third-Partyfunding in both jurisdictions on the adequacy of the provisions on disclosure witha view to providing some safeguards towards promoting the third-party fundingpractice, balance competing interests amongst the parties, promote investorconfidence as well as enhance the growth of foreign direct investment in spite ofthe various existing criticisms against the third-party litigation financing model.

This study examines the theme of hybridity in Charlotte Brontë’s novel Jane Eyre and Jordan Peele’s film Get Out. Both the narrative text in the novel and the script with visual elements of the film use the concept of hybridity through Gothic motifs: a mad non-white woman in the attic in Jane Eyre and a psychological place in Get Out, where members of a white family hypnotise black people in order to exploit their physical capabilities. This is employed to disrupt dominant discourses of authoritative class, revealing the ways in which these discourses are constructed through the exclusion of certain identities. Bertha Mason, the Creole wife of Edward Rochester in Jane Eyre, and Chris Washington, the African American protagonist of Get Out, both embody a sense of hybridity that challenges established norms of individuality and representation. Through a comparative analysis of these characters, this essay argues that hybridity serves as a means of exposing and subverting the power structures that reinforce presiding stereotypes of othered characters. By deconstructing these sovereign discourses, hybridity creates space for alternative voices and perspectives that are often excluded from ascendant literatures. Ultimately, this essay accentuates the importance of inspecting the intersectional identities of characters in literature and film, as a means of challenging prepotent discourses and promoting social justice.

À l’intersection du droit de la preuve, du droit disciplinaire et des droits fondamentaux, le secret professionnel du juriste est à la fois un droit fondamental des justiciables, une obligation déontologique des professionnels de droit et un principe essentiel à l’administration de la justice. Cette dernière composante – touchant à l’équité de la procédure par laquelle les citoyens font valoir leurs droits devant les tribunaux – distingue le secret professionnel du juriste des autres secrets professionnels ou obligations de confidentialité reconnues aux membres d’autres ordres professionnels. Si le secret professionnel du juriste fait place à part tant aux yeux des membres de professions juridiques que des cours de justice, se pose la question de ses modes de coexistence avec d’autres intérêts concurrents, protégés par des droits et libertés tout aussi fondamentaux, au vu de la conception de non-hiérarchie ou d’égalité des droits constitutionnels que préconise la Cour suprême du Canada. La présente thèse s’intéresse à la coexistence concrète du secret professionnel du juriste avec d’autres intérêts concurrents et constate, dans le quotidien de la pratique, une approche de délimitation qui permet de modérer le discours officiel prônant une conception absolutiste du secret professionnel du juriste. Cette approche de délimitation se substitue à l’approche de pondération en procédant, non pas à une balance des inconvénients, mais plutôt en s’attelant à un examen minutieux, au cas par cas, de la portée d’une protection a priori absolue. / At the intersection of the law of evidence, disciplinary law and fundamental rights, solicitor-client privilege is a fundamental right of litigants, an ethical obligation of legal professionals as well as an essential principle for the administration of justice. This last component – affecting the fairness of the procedure through which citizens assert their rightful claims before courts of law – serves as a distinguishing feature of the solicitor-client privilege, apart from general duties of confidentiality incumbent upon other professionals. If solicitor-client privilege attracts so high an esteem in the eyes of both legal professionals and justices, the question arises as to the coexistence thereof with other competing interests, protected by equally fundamental rights and freedoms, in view of the non-hierarchical or equality approach advocated by the Supreme Court of Canada. This thesis turns on the concrete coexistence of solicitor-client privilege with other competing interests and observes, in the daily practice, a delimitation approach which makes it possible to moderate the official discourse advocating an absolutist conception of secrecy. This limitation approach replaces the accommodation approach by carrying out, instead of a balancing of salutary vs deleterious effects, a case-by-case meticulous examination of the adequate scope to be conferred on an a priori absolute privilege.

Every child in America is entitled to a free public education; however, racial disparities in academics and discipline continue to grow in America’s school system (Glock et al., 2019; Muñiz, 2019). These racial disparities begin in preschool, following the students throughout their school years. African American students, specifically African American males, are three times more likely than their Caucasian peers to be suspended in preschool (CRDC, 2016; Musu-Gillette et al., 2016). Suspension at an early age correlates with students entering juvenile detentions, prisons and incompletion of schooling (Love, 2014; Meek & Gilliam,2016; Muñiz, 2019). Culturally responsive teaching and classroom management practices are a solution to reduce overrepresentation in exclusionary discipline practices; however, many educators remain unprepared to teach minority students (Muñiz, 2019; Taylor & Wendt, 2023). This research study used an exploratory mixed methods design to examine the associations between culturally responsive classroom management self-efficacy scores and preschool teachers’ privilege scores. Associations between race and privilege scores and between culturally responsive classroom management self-efficacy scores and teacher demographics were also examined. Data was collected and analyzed in two phases. In Phase I, 471 teachers from public school classroom, Head Start, and private preschool classrooms completed a survey combining the Culturally Responsive Classroom Management Self-Efficacy Scale (Siwatu et al.,2017) and a Privilege Test (McIntosh, 1990). In Phase II, the researcher chose six preschool teachers (two each from public, Head Start, and private preschool classrooms) to participate in a semi-structured interview. Results indicated a significant negative correlation between teacher privilege scores and teacher culturally responsive classroom management self-efficacy scores, r(471) = -.171, p < .000. Significant associations were also found between culturally responsive self-efficacy classroom management and race, teacher work experience, educational background and educational site. Qualitative results indicated that all interviewees agreed culturally responsive practices include all children’s cultural background, values, and experiences. Interviewees said that culturally responsive classroom management should be a necessity in the classroom. They felt that the absence of minority teachers is harmful to all students and that professional development should be a requirement. Results suggest that there are benefits to including culturally responsive classroom management models in teacher education programs and professional development to prepare all teachers with the skills to aid the growing, diverse population of students.