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Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership
No full textTeachers often enter practice with a narrow perspective of teaching. Through critical reflection, the minds of pre-service teachers can be opened to the bigger realities of teaching and social justice practice. Paired pre-service student teachers from two diverse university settings, Canada and South Africa, were immersed in a collaborative learning experience that involved exchanges through email, text messages, and artwork collages. As lecturers, we implemented action research to determine how to foster critical reflection by pre-service teachers from diverse education contexts. We anticipated the diverse contexts to serve as a disrupting incident in support of critical reflection and possibly also transformative learning. Findings confirm that the collaborative reflective learning across contexts supported the development of critical reflective skills and provided an opportunity for students to confront their own assumptions of ethical and moral teaching practice. Revised strategies are suggested to support deeper critical reflections in collaborative learning across teaching contexts to support transformative learning
Une évaluation épistémologique de Schémas d\u27argumentation de Walton
No full textThe article critically discusses Walton’s (and co-authors’) argument scheme approach to good argumentation. Four characteristics of Walton’s approach are presented: 1. Argument schemes provide normative requirements. 2. These schemata are enthymematic. 3. There are associated critical questions. 4. The method is inductive, abstracting schemata from groups of similar arguments. Four adequacy conditions are applied to these characteristics: AC1: effectiveness in achieving the epistemic goal of obtaining and communicating justified acceptable opinions; AC2: completeness in capturing the good argument types; AC3: efficiency in achieving the goals; AC4: justification of the argument schemes. The discussion reveals weaknesses in Walton’s account, including they are neither effective nor truly justified. A better alternative is an epistemological approach based on epistemological principles.L\u27article discute de manière critique l\u27approche du schéma d\u27argumentation de Walton (et des co-auteurs) pour avancer des bons arguments. Quatre caractéristiques de l\u27approche de Walton sont présentées: 1. Les schémas d\u27argumentation fournissent des exigences normatives. 2. Ces schémas sont enthymématiques. 3. Il y a des questions critiques associées. 4. La méthode est inductive, en faisant abstraction de schémas à partir de groupes d\u27arguments similaires. Quatre conditions de la suffisance des raisons sont appliquées à ces caractéristiques: CS1: l’efficacité à atteindre l\u27objectif épistémique d’obtenir et de communiquer des opinions acceptables et justifiées; CS2: l’exhaustivité dans l’identification des bons types d\u27arguments; AC3: l’efficacité dans la réalisation des objectifs; AC4: la justification des schémas argumentaires. La discussion révèle des faiblesses dans le compte rendu de Walton, notamment qu\u27il est ni efficace ni vraiment justifié. Une meilleure alternative est une approche épistémologique basée sur des principes épistémologiques
The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce
No full textGetting to Proportionality: The Trouble with Sentencing for Possession of Child Pornography in Ontario
No full textIn this article we examine sentencing in 14 Ontario cases of possession of child pornography between 2007 and 2017 with the purpose of understanding the sentencing process in relation to the fundamental principle of proportionality and other principles employed to arrive at a fair, individualizing process as set out in Canadian sentencing law. In all cases the offenders are charged with possession only and have no prior offences. We situate these cases within the context of sentencing reform in general and child pornography law specifically, including the evolution of mandatory minimums, as they have evolved in both legislation and case law. Our cases cover two periods of mandatory minimums, 45 days and six months. Although we consider numerical sentences, probation and ancillary conditions awarded when examining our cases, we are interested in the process of determining the sentencing components. We analyse this process in two ways: by observing the judicial reasoning in calculating the seriousness of the crime and the blameworthiness of the offender and the balancing of other purposes and principles, particularly rehabilitation and parity; and, by considering three pairings of cases, each with similar quantity and quality of images, to compare the calculation of risk and its effect on determining the blameworthiness of the particular offender. Our findings reveal a polarization in judicial reasoning between a punitive process in which overemphasis of denunciation and deterrence and extreme versions of the reasoned apprehension of harm add weight to the seriousness of the crime on a par with contact abuse, and a more tempered and restrained one in which possession is considered on its own and other purposes and principles are weighed, such as rehabilitation and parity, to arrive at a more individualizing process. Mandatory minimums are no constraint as sentencing is much lengthier, especially under the 45-day mandatory minimum. In pairing like cases in terms of collections of images and videos we find a very subjective process in the calculating of risk in which like offenders are treated differently in terms of assessments of blameworthiness, based on questionable forensic methods and assumptions. Finally, we note the resources involved in investigative time, incarceration and the supervising of probation as well as lengthy ancillary conditions that may last decades after sentencing.In this article we examine sentencing in 14 Ontario cases of possession of child pornography between 2007 and 2017 with the purpose of understanding the sentencing process in relation to the fundamental principle of proportionality and other principles employed to arrive at a fair, individualizing process as set out in Canadian sentencing law. In all cases the offenders are charged with possession only and have no prior offences. We situate these cases within the context of sentencing reform in general and child pornography law specifically, including the evolution of mandatory minimums, as they have evolved in both legislation and case law. Our cases cover two periods of mandatory minimums, 45 days and six months. Although we consider numerical sentences, probation and ancillary conditions awarded when examining our cases, we are interested in the process of determining the sentencing components. We analyse this process in two ways: by observing the judicial reasoning in calculating the seriousness of the crime and the blameworthiness of the offender and the balancing of other purposes and principles, particularly rehabilitation and parity; and, by considering three pairings of cases, each with similar quantity and quality of images, to compare the calculation of risk and its effect on determining the blameworthiness of the particular offender. Our findings reveal a polarization in judicial reasoning between a punitive process in which overemphasis of denunciation and deterrence and extreme versions of the reasoned apprehension of harm add weight to the seriousness of the crime on a par with contact abuse, and a more tempered and restrained one in which possession is considered on its own and other purposes and principles are weighed, such as rehabilitation and parity, to arrive at a more individualizing process. Mandatory minimums are no constraint as sentencing is much lengthier, especially under the 45-day mandatory minimum. In pairing like cases in terms of collections of images and videos we find a very subjective process in the calculating of risk in which like offenders are treated differently in terms of assessments of blameworthiness, based on questionable forensic methods and assumptions. Finally, we note the resources involved in investigative time, incarceration and the supervising of probation as well as lengthy ancillary conditions that may last decades after sentencing
Introduction to Volume 22, number 2
No full textWelcome to the newest issue (Vol. 22, No. 2) of Critical Social Work: An Interdisciplinary Journal Dedicated to Social Justice. This issue includes four peer-reviewed articles
Critical Synthesis Toward Transformative Collaboration: A Dialectical Analysis of Functionalist and Critical Paradigms
No full textSocial workers are required to become effective boundary spanners to address complex social problems with community-based and cross-system collaboration. However, substantial tensions exist in the literature about how to build successful collaboration, stemming from the massive use of the two competing paradigms: functionalist and critical paradigms. Using a dialectical analysis, this article attempted to uncover and synthesize paradoxical understandings of the major elements of successful collaboration. Significant contradictions between the two contrasting paradigms are identified at the multidimensional levels, including (1) member capacity for developing objective/consensus knowledge vs. subjective/dissensus knowledge, (2) unity vs. diversity in membership, (3) centralized vs. decentralized network governance, and (4) stable/standardized vs. flexible/responsive coordination. The results suggest that there is no consensual approach to developing transformative collaboration that promotes members’ critical capacity, equal relations, democratic governance, and empowering coordination. Social workers should identify and utilize inherent contradictions as a catalyst for developing and maintaining transformative collaboration by considering its dynamic process, context, and interconnection with other systems
Caractériser la Rédaction d\u27un Journal Réflexif comme un type d\u27Activité Argumentatif
No full textThis paper is focused on the practice of unsolicited, reflective diary writing as an act of externalizing internal dialogue. I suggest that it should be analyzed as an argumentative practice from the point of view of pragma-dialectics. In the first part of the paper, I demonstrate that internal communication can be examined from the perspective of pragma-dialectics because it is in line with its meta-theoretical principles (especially socialization and externalization). In the second part, I suggest that reflective diary writing should be conceived of as an argumentative activity type. I show that this practice is a conventionalized activity type that is preconditioned by implicit norms governing the conduct of argumentation.Cet article se concentre sur la pratique de l\u27écriture non sollicitée et réfléchie d\u27un journal comme un acte d\u27extériorisation du dialogue interne. Je propose qu\u27elle soit analysée comme une pratique argumentative du point de vue de la pragma-dialectique. Dans la première partie de l\u27article, je démontre que la communication interne peut être examinée du point de vue de la pragma-dialectique parce qu\u27elle est conforme à ses principes méta-théoriques (en particulier la socialisation et l\u27extériorisation). Dans la deuxième partie, je suggère que la rédaction d\u27un journal réflexif soit conçue comme un type d\u27activité argumentative. Je montre que cette pratique est un type d\u27activité conventionnalisé qui est préconditionné par des normes implicites régissant la conduite de l\u27argumentation
Students in Name Only: Improving the Working Conditions of Articled Students Via the Application of the BC Employment Standards Act
No full textArticled students in Canada tend to be exempt from provincial employment standards legislation, which govern minimum hourly wages and overtime and statutory holiday pay rates. Exemption from these provisions, along with the strong power dynamic present in the articled student-principal relationship, has fostered exploitative working conditions for articled students. To justify the exclusion of articled students from employment standards legislation, supporters of the status quo have propagated the narrative that articled students’ labour is not that of an employee, despite evidence to the contrary. In recent years, advocates have proposed various reforms to improve the working conditions of articled students, but they have not targeted employment standards legislation itself. With a focus on British Columbia, this article argues that a better solution to improve the working conditions of articled students is to apply the base provisions of the Employment Standards Act. Further, on closer examination, assertions that such an approach is contrary to the public interest are more rhetorical than substantive.Au Canada, les stagiaires en droit sont souvent soustraits à l’application de la législation provinciale sur les normes d’emploi, laquelle régit les taux de salaire horaire minimum et les taux de rémunération des heures supplémentaires et des jours fériés. En raison de cette exclusion et de l’important rapport de force qui caractérise la relation entre le stagiaire en droit et le superviseur, les stagiaires sont souvent victimes de conditions de travail abusives. Afin de justifier l’exclusion des stagiaires en droit de la portée de la législation sur les normes d’emploi, les partisans du statu quo ont répandu l’idée que l’apport en travail du stagiaire en droit n’est pas le même que celui de l’employé, malgré les données indiquant le contraire. Au cours des dernières années, des porte-parole ont proposé diverses réformes pour améliorer les conditions de travail des stagiaires en droit, sans toutefois cibler la législation sur les normes d’emploi elle-même. Examinant notamment la situation de la Colombie-Britannique, l’auteur fait valoir qu’une solution par excellence pour améliorer ces conditions de travail consiste à appliquer les dispositions de base de la loi sur les normes d’emploi provinciale. De plus, une analyse plus approfondie de la situation montre que les affirmations selon lesquelles cette solution va à l’encontre de l’intérêt public tiennent davantage de la rhétorique que de la substance
People With Disabilities Need Lawyers Too! A Ready-To-Use Plan for Law Schools to Educate Law Students to Effectively Serve the Legal Needs of Clients With Disabilities as Well as Clients Without Disabilities
No full textCanada\u27s legal profession is not sufficiently equipped to meet the legal needs of clients with disabilities. For decades, legal education focused primarily, if not exclusively, on training law students to serve clients without disabilities. A law student can complete their legal education while learning little about how to meet the legal needs of clients with disabilities. Law students need to be effectively trained to serve clients with disabilities as well as clients with no disabilities. Law faculties commendably focus increasingly on Equity, Diversity, and Inclusion. Disability should be a strong and equal focus in their equity, diversity and inclusion strategies. How can a law school fix this? This article gives a roadmap, and gives further resources enabling law deans and law teachers to quickly take action. This article first describes why it is important to expand a law school\u27s disability curriculum. It spells out disability content that should be shared with students, including a course-by-course delineation of topics. It offers practical, cost-effective options for law schools to systematically work towards permanently embedding disability content in their programs. A law school should make a concerted policy decision and create an action plan. This article’s tools point the way. Le milieu juridique du Canada n’est pas suffisamment outillé pour répondre aux besoins juridiques des clients handicapés. Pendant des décennies, l’éducation juridique a porté principalement, sinon exclusivement, sur la formation d’étudiants appelés à servir des clients non handicapés. Il est fort possible que l’étudiant en droit termine ses études sans en avoir appris beaucoup sur la façon de répondre aux besoins juridiques des clients handicapés. Or, il est important que les étudiants reçoivent la formation nécessaire pour offrir leurs services autant aux personnes handicapées qu’aux autres. Heureusement, les facultés de droit mettent de plus en plus l’accent sur l’équité, la diversité et l’inclusion; toutefois, les enjeux liés aux handicaps devraient susciter tout autant leur intérêt et être pris en considération avec la même intensité dans les stratégies des facultés de droit en matière d’équité, de diversité et d’inclusion. Comment les écoles de droit peuvent-elles combler cette lacune? Dans cet article, l’auteur présente une feuille de route et d’autres ressources visant à permettre aux doyens et aux professeurs des facultés de droit d’agir rapidement. Il explique d’abord pourquoi il est important d’élargir la portée du programme d’études sur les handicaps et décrit en détail le contenu qui devrait être offert aux étudiants, y compris les cours correspondant aux sujets à traiter. L’auteur propose également, à l’intention des écoles de droit, des solutions pratiques et rentables qui leur permettront d’intégrer en permanence les handicaps dans leurs programmes. Les écoles de droit devraient prendre des décisions fondées sur des politiques concertées et élaborer un plan d’action. L’auteur explique la voie à suivre pour y parvenir.  
Introduction au numéro spécial
No full textDouglas Walton’s work is extremely vast, multifaceted, and interdisciplinary. He developed theoretical proposals that have been used in disciplines that are not traditionally related to philosophy, such as law, education, discourse analysis, artificial intelligence, or medical communication. Through his papers and books, Walton redefined the boundaries not only of argumentation theory, but also logic and philosophy. He was a philosopher in the sense that his interest was developing theoretical models that can help explain reality, and more importantly interact with it. For this reason, he proposed methods that have been used for analyzing different types of dialogical interactions, and modeling procedures for regulating them