University of Windsor, Ontario: Open Journal Systems
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Reconnecting and Reconstructing: Taking Stock of the STLHE 2022 conference
No full textAcademic conferences are key spaces of knowledge sharing and professional development. As a national society which has pledged to undergo “a robust examination of its attention to equity, diversity, and inclusion throughout the organization” (STLHE/SAPES 2021), we undertook an evaluation of the diversity of participants and presentation topics at the 2022 conference. This paper reports on some of the distinctive aspects of the 2022 conference as well as the findings of the evaluation such as diversity of participants by gender and ethnic identity, province, institution type, discipline, and more. While the 2022 conference was unique in many ways due to being STLHE’s first face-to-face conference since 2019, this report provides a useful baseline with which to compare the diversity of participants and presentation topics in future years. The report concludes with additional recommendations for programming decisions to support and evaluate equity, diversity, and inclusivity at future conferences.
Keywords: conference, diversity, participation, presentation topics, Society for Teaching and Learning in Higher Educatio
Social Work Practica in Family Defense: A Model for Critical Field Education
No full textOver the last two decades, there has been a growing movement in social work education calling for the centering of anti-oppressive and critical approaches. As field education is considered social work’s “signature pedagogy,” it must central to any program of critical social work education. This study explores a type field education site that explicitly engages in the activism and resistance work inherent in critical practice – holistic family defense. Ten social work field instructors from nine different family defense practices were interviewed about the structure, goals, and perceived outcomes of their internship programs and recommendations for expanding social work practica in family defense and related contexts. Results illustrate how field placements in family defense practices allow students to increase their awareness of how racism, classism, and misogyny are enacted and reproduced through government systems, learn to question the dominant discourses around ideas of “protecting children,” re-examine social work’s participation and collusion in systems of control, and engage in the direct work of challenging systems of oppression and injustice. Recommendations are made for expanding social work practica in family defense and developing additional sites for critical field education
Step 4: Editing Your Podcast
No full textJoin students Krishali Kumar, Grace Taylor and special guests Anne Rudzinski and Tim Brunet who provide tips on editing your podcast
“On the importance of education…it is as necessary as the light—it should be as common as water, and as free as air… ”: Perpetuating Racial Discrimination through Education in Nineteenth Century Windsor and Sandwich
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From Man vs. Nature to Environment vs. Budget - The Shifting Battles in the History of Pollution and Toxicity in Hamilton Harbour
No full textHamilton Harbour is the principle port serving South Western Ontario and the Niagara Peninsula region with two of Canada’s largest steel manufacturers occupying the waterfront. As early as the 1860s fishery inspectors in Hamilton noted that fish tasted of coal, and that there were dead ducks and small animals that were coated in oil from refineries. In the 1950s the Hamilton Harbour was deemed unfit for recreational use and, even today, has yet to be delisted from the International Joint Commission’s Area of Concerns designations list. Giglia’s article seeks to add to the growing scholarship on the environmental history of Ontario. She analyzes historical sources of pollution and shows how they have affected Hamilton Harbor’s ecology. Furthermore, Giglia weighs the efforts and effectiveness of specific groups in their attempt to delist the Hamilton Harbour from the Area of Concerns designation list
La clinique juridique comme espace de participation et de médiation
No full textIn order to contribute to the debate on access to justice for people who are not legal experts, I argue in this article that by encouraging participation from below, legal clinics act as social and legal mediators. In the first part, I explain the concept of the legal clinic, clarifying its origins and its spread in the United States and Europe by identifying the essence of the “clinical mission” that Richard Wilson has defined as “lawyering with conscience.” In the second part, I present some research-action projects that I am developing at the University of Naples Federico II. These projects promote collaboration between users and institutions, especially in the field of statelessness and international protection. The aim of this article is to look at the modelling of participatory tools that foster user awareness and empowerment in various legal and social fields.Afin de contribuer au débat sur l’accès à la justice des personnes non expertes du droit, je défends dans le présent article qu’en encourageant la participation par le bas, les cliniques juridiques jouent un rôle de médiateur social et juridique. Dans la première partie, j’explique le concept de clinique juridique en clarifiant ses origines et sa diffusion aux États-Unis et en Europe en identifiant l’essence de la « mission clinique » que Richard Wilson a définie comme « lawyering with conscience ». Dans la deuxième partie, je présente des projets de recherche-action que je suis en train de développer à l’Université de Naples Federico II. Ces projets valorisent la collaboration des usagers et des institutions, spécialement dans le domaine des apatrides et de la protection internationale. L’objectif du présent article est de réfléchir à la modélisation d’outils participatifs qui encouragent la prise de conscience et l’encapacitation des usagers dans différents domaines juridiques et sociaux
JUDGING ADMINISTRATIVE JUDGES: OVERSIGHT, ACCOUNTABILITY, AND CITIZEN COMPLAINTS
No full textThe Conseil de la justice administrative [CJA] is a distinct oversight body responsible for investigating complaints of deontological breaches committed by members of administrative tribunals in Quebec that wield quasi-judicial powers. In our examination of the CJA’s decisions, we consider it to be a crucial accountability mechanism within the Quebec administrative justice system. Our analysis focuses on identifying the complainants, the nature of their complaints, the tribunals they target, the outcomes of these complaints, and the CJA’s approach to handling them. We found that over 73 percent of the investigated complaints are filed by citizens who allege disrespectful conduct and delays in tribunal decision-making. A significant portion of investigated complaints – nearly 60 percent – are directed at judges from the Tribunal administratif du logement [TAL], the agency responsible for the largest caseload in the province. Of the complaints investigated, around 28 percent were found to involve misconduct, with the CJA recommending sanctions in over 70 percent of substantiated cases. Our analysis reveals that the CJA adopts inquisitorial and restorative approaches in handling complaints rather than an adversarial one. This strategy is focused on remedying harm, ensuring accountability, and restoring public confidence rather than solely imposing punitive measures. Our study contributes to the expanding literature on citizen complaints against public officials by providing an exploratory analysis of the oversight of Quebec’s administrative judges and the handling of complaints against them.Le Conseil de la justice administrative [CJA] est un organisme d’encadrement unique, chargé d’enquêter sur les plaintes de manquements déontologiques commises par les membres des tribunaux administratifs au Québec, qui exercent des pouvoirs quasi judiciaires. Dans notre examen des décisions du CJA, nous le considérons comme un mécanisme de reddition de comptes crucial au sein du système de justice administrative du Québec. Nous examinons l’ensemble de décisions pour déterminer qui dépose des plaintes, les motifs de ces plaintes, les tribunaux visés, les résultats de ces plaintes, et l’approche du CJA dans leur traitement. Nous trouvons que plus de 73 pour cent des plaintes enquêtées sont déposées par des citoyens qui allèguent un comportement irrespectueux et des retards dans la prise de décision des tribunaux. Une part significative des plaintes examinées – près de 60 pour cent – est dirigée contre les juges du Tribunal administratif du logement, l’organisme responsable du plus grand nombre de dossiers dans la province. Environ 28 pour cent de plaintes se sont avérées impliquer un manquement déontologique, le CJA recommandant des sanctions dans plus de 70 pour cent des cas avérés. Notre analyse révèle que le CJA adopte des approches inquisitoires et restauratrices dans le traitement des plaintes, plutôt qu’accusatoire. Cette stratégie vise à rectifier les torts, à assurer la responsabilité et à renforcer la confiance du public, plutôt qu’à imposer uniquement des mesures punitives. Cet article contribue à la littérature croissante sur le traitement des plaintes des citoyens contre des agents publics en offrant un regard exploratoire sur la manière dont les juges administratifs du Québec sont encadrés
Un rond dans un carré: l’expérience professionnelle des spécialistes de la justice réparatrice dans le cadre d’un programme québécois de déjudiciarisation pour adultes
No full textIn 2017, the first diversion program for non-native adults was introduced in Quebec. The general alternative measures program involves the participation of restorative justice professionals to orchestrate these measures. This article presents secondary analyses of qualitative data collected as part of a research study conducted by a team at Laval University. It aims to shed light on the subjective experience of restorative justice professionals in integrating the program into their professional lives, through the lens of professional identity. The results, by showing that the integration of this program has generated numerous (re)flections among mediators and a revitalization of their professional culture, also reveal issues related to the deployment of restorative justice within the program and the criminal justice system, and the access to social justice in general.En 2017, le premier programme de déjudiciarisation en matière de criminalité adulte pour personnes non autochtones a été instauré au Québec. Le programme de mesures de rechange général implique la participation des professionnels de la justice réparatrice pour orchestrer ces mesures. Cet article présente des analyses secondaires de données qualitatives recueillies dans le cadre d’une recherche menée par une équipe de l’Université Laval. Il vise à mettre en lumière l’expérience subjective des spécialistes de la justice réparatrice dans le cadre de l’intégration du programme à leur quotidien professionnel, par le prisme de l’identité professionnelle. Les résultats montrent que l’intégration de ce programme a engendré de nombreuses (ré)flexions chez les médiateurs et une revitalisation de leur culture professionnelle. Ils révèlent également des enjeux liés au déploiement de la justice réparatrice à l’intérieur du programme et du système pénal, et à l’accès à la justice sociale en général
Supporting Students with Diverse Learning Needs Using Universal Design for Learning in Online Learning: Voice of the Students
No full textDuring the COVID-19 pandemic, online learning became the predominant mode of learning for 33 to 54% of students in Canada’s three largest school boards. As inclusive practices continue to grow and online learning is now part of the Ontario curriculum, educators need guidance on how to support K-12 students with diverse learning needs in online and inclusive classrooms. This case study attends to the voice of elementary and high-school students, with and without disabilities who shared their experiences of online learning during the pandemic. It explored the impacts of integrating multiple methods of instruction, assessment, and technology to accommodate diverse learning needs. Results indicated that limited opportunity for connections and lack of structure and guidance were key factors that impacted the students’ motivation and ability to learn in the online environment, and age was a determining factor in technology use preferences