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The Portuguese–Spanish Border ... Back Again?!
No full textUnexpectedly, over 30 years after the removal of border controls between Portugal and Spain as a result of their joint adhesion to the European Union, border restrictions were reinstated as a preventive measure to contain the spread of the novel coronavirus (COVID-19). This paper discusses what has changed in the Portuguese–Spanish border as a consequence of the COVID-19 outbreak
Ukrainian Cross-Border Governance since the Beginning of COVID-19
No full textEuropean countries that are normally associated with freedom of movement have temporarily closed their internal (within the European Union) and external borders in response to the outbreak of COVID-19 starting spring 2020. Border closures have heavily impacted the whole European region, including its Eastern European neighbours. As of March, Ukraine stopped all regular passenger services, so that people were not able to leave the country by plane, train or bus. It seriously complicated routine activities of those Ukrainians who were planning to travel out of their country through Europe (and Russia) for various purposes, including work, study, and family visits
The Schengen Crisis and the End of the “Myth” of Europe Without Borders
No full textThe European Schengen crisis, spurred off by a wave of terrorist attacks in Europe and an unexpected increase in migration across the Mediterranean Sea in 2015 led to a re-questioning of the functions of borders in European integration. The ideal of a “Europe without borders” has been particularly affected. Indeed, the re-introduction of border controls in several Member States of the European Union (EU) symbolized a new obstacle to free circulation in Europe and the “separation” function of the border seems to have strengthened. This contribution will argue that the Schengen crisis has not put an end to “Europe without borders” in terms of free movement of goods, services, capital and people. It will claim instead that there has been a construction of a “myth” of “Europe without borders” with a different meaning, i.e. in which “Europe without borders” is not a means to an objective but an objective in itself, that of an EU where all borders are assumed to have negative functions and should therefore disappear. The Schengen crisis helps to unravel this “myth” by demonstrating that borders can also have positive functions, that they persist within the EU and that their control remains a competence of the EU Member States. Adopting a less mystified view of “Europe without borders” and assessing its origin and development from a disciplinary approach in Contemporary History, helps to better explain the processes of de- and re-bordering in Europe and their relationship to European integration
Indigenous Sacred Sites & Lands: Pursuing Preservation Through Colonial Constitutional Frameworks
No full textSacred sites and lands are vital to the spiritualities of many Indigenous peoples in Canada. However, colonial conceptions of land ownership, land use, and religion have worked in concert to stifle the preservation of Indigenous sacred sites and lands. This article examines three options, based in the Constitution Act, 1982, that Indigenous peoples in Canada may pursue to preserve their sacred sites and lands: the section 35 title option, the section 35 rights option, and the section 2(a) Charter option. This paper suggests that the legal frameworks associated with each option perpetuate colonial values, whether it is the dispossession of land, the belief that land is only a commodity, or the superiority of Christianity over Indigenous spiritualities. By constructing legal frameworks that make the preservation of sacred sites and lands so difficult, Indigenous spiritualities are only further oppressed by the Canadian state
The Price of God: Understanding Reason and Religion in the Duty to Mitigate
No full textTortfeasors have a responsibility to take their victim as they find them, and victims of tort have a duty to mitigate their damages. Nestled between these two legal principles is a situation where a victim of tort refuses medical treatment following injury on the basis of religious conviction. This paper addresses and predicts possible legal outcomes in this undetermined area of Canadian legal jurisprudence. This paper asks to what extent the thin skull principle in tort embraces a plaintiff’s religiously motivated decision to refuse medical treatment following injury. Ultimately, it is more likely than not that the religious thin skull will be supported by Canadian courts. This is necessary due to Canada’s commitment to Charter values and the realities of living in a multicultural society that values both freedom of religion and equality under the law. However, while it is likely that religious refusal of medical treatment will be treated as a religious thin skull rather than a failure of the duty to mitigate, this would likely be limited to cases where the refusal falls within foreseeable religious requirements that would necessarily exist within a multicultural society
Cailin O’Connor and James Owen Weatherall, "The Misinformation Age: How False Beliefs Spread."
No full textRECKONING WITH OUR PRIVILEGES IN THE CYC CLASSROOM: DECENTRING WHITENESS, ENACTING DECOLONIAL PEDAGOGIES, AND TEACHING FOR SOCIAL JUSTICE
No full textAs three white educators working in three different post-secondary contexts, teaching child and youth care (CYC) to diverse undergraduate students, we are interested in exploring the ethical, political, and pedagogical challenges and opportunities of creating learning spaces that can support concrete actions towards decolonizing praxis, social justice, and collective ethics. In order to support each other’s developing praxis, we have recently begun meeting monthly to explore various questions and tensions that exist for us in this work. These meetings have been deeply generative for us in that they have produced a sense of solidary and accountability to each other and our developing pedagogies. This paper attempts to capture some of this experience by sharing three perspectives reflective of the challenges and successes each of us have experienced in our respective institutions
INNOVATION IN A CAPSTONE COURSE IN YOUTH WORK: USING THE AUTHENTIC SITUATED LEARNING AND TEACHING FRAMEWORK
No full textCapstone courses often focus on applied learning, typically practicum experiences such as internships. However, students do not always benefit as much as they could from their internships because teaching and learning resources are not used optimally. This paper explores the use of project-based learning in a capstone course of the Graduate Diploma in Youth Work program at Concordia University that includes an in-class seminar and an internship in a human services agency. Using the principles of context authenticity and cognitive apprenticeship from the Authentic Situated Learning and Teaching (ASLT) framework, we examine the experiences of two cohorts of interns (24 students in all). An analysis of their final papers and participation in a focus group, as well as the results of the university’s course evaluation, suggests that the ASLT framework contributes to the transfer of learning in a professional setting. Furthermore, the use of the psychoeducative model to structure active pedagogies in a youth work capstone course provides a means for planning therapeutic activities and organizing intervention programs that help develop competencies to work in diverse settings
ON WHOSE AUTHORITY? A COLLABORATIVE SELF-STUDY INTO SERVICE-USER INVOLVEMENT AND SIMULATION-BASED LEARNING IN CHILD AND YOUTH CARE EDUCATION
No full textThis study offers a preliminary investigation into a simulation-based, service-user-involved teaching model within a post-secondary child and youth care program. Using the method of collaborative self-study, this research draws on the diverse perspectives of six co-researchers, documenting our experience of this model through the lenses of student, professor, youth trainer, and facilitator. This study uses praxis (the cycle of action and reflection) and dialogic learning (learning through dialogue) to unpack personal and professional questions of expertise, participation, professional development, and anti-oppressive practice