Toward an alternative community-driven restorative model of school discipline

Introduction -- Education is concomitantly a path for self-actualization and personal growth, a mechanism of social mobility, a crucial factor of labour market outcomes and lifetime earnings, a social determinant of health and quality of life, a fundamental institution in a democratic society, and a human right. Because education is so consequential at the individual and societal levels, barriers to it are a cause of great concern for various stakeholders, including parents, students, and community advocates. As a case in point, several advocates have identified issues pertaining to school discipline processes and outcomes in Nova Scotia (Barjun Consultants, 2001; Black Learners Advisory Committee, 1994; Nunn, 2006). Recently, we learned that Black learners in Nova Scotia are more likely to be subjected to out-of-school suspensions than other students across the province (Woodbury, 2016). Yet, scholarly literature indicates that punitive school discipline, such as out-of-school suspensions, are ineffective, worsen problematic behaviour, alienate students from school, and keep students away from formal learning opportunities (Fenning et al., 2004; Gregory et al., 2010; Jean-Pierre & Parris-Drummond, 2018; Mayer, 2001; Noguera, 2003). <div><br></div><div>This report is based on the main findings of a qualitative study that aimed to address school discipline racial disproportionality in Nova Scotia, conceive an alternative model of school discipline, and promote the academic success of Black learners. A research project was conducted with African Nova Scotian and Black immigrant youth, parents, and community members across the province between 2018 and 2019 in both English and French. Through nine focus groups and 17 interviews, 60 members of the community provided their perspectives and insights to inform the conception of an alternative model of school discipline. A community forum subsequently took place in March 2020 to discuss the findings and main recommendations with community members. Based on the research project and scholarly literature, this report presents key findings and recommendations that can foreground future school discipline policy and interventions to further Black learners’ academic success in Nova Scotia. Overall, the key themes derived from participants’ narratives emphasize the need to adopt alternative non-punitive responses to misconduct—primarily a restorative model—while simultaneously enhancing inclusive curricular and pedagogical practices to foster Black students’ academic success.</div>

Toward an alternative community-driven restorative model of school discipline

Introduction -- Education is concomitantly a path for self-actualization and personal growth, a mechanism of social mobility, a crucial factor of labour market outcomes and lifetime earnings, a social determinant of health and quality of life, a fundamental institution in a democratic society, and a human right. Because education is so consequential at the individual and societal levels, barriers to it are a cause of great concern for various stakeholders, including parents, students, and community advocates. As a case in point, several advocates have identified issues pertaining to school discipline processes and outcomes in Nova Scotia (Barjun Consultants, 2001; Black Learners Advisory Committee, 1994; Nunn, 2006). Recently, we learned that Black learners in Nova Scotia are more likely to be subjected to out-of-school suspensions than other students across the province (Woodbury, 2016). Yet, scholarly literature indicates that punitive school discipline, such as out-of-school suspensions, are ineffective, worsen problematic behaviour, alienate students from school, and keep students away from formal learning opportunities (Fenning et al., 2004; Gregory et al., 2010; Jean-Pierre & Parris-Drummond, 2018; Mayer, 2001; Noguera, 2003). <div><br></div><div>This report is based on the main findings of a qualitative study that aimed to address school discipline racial disproportionality in Nova Scotia, conceive an alternative model of school discipline, and promote the academic success of Black learners. A research project was conducted with African Nova Scotian and Black immigrant youth, parents, and community members across the province between 2018 and 2019 in both English and French. Through nine focus groups and 17 interviews, 60 members of the community provided their perspectives and insights to inform the conception of an alternative model of school discipline. A community forum subsequently took place in March 2020 to discuss the findings and main recommendations with community members. Based on the research project and scholarly literature, this report presents key findings and recommendations that can foreground future school discipline policy and interventions to further Black learners’ academic success in Nova Scotia. Overall, the key themes derived from participants’ narratives emphasize the need to adopt alternative non-punitive responses to misconduct—primarily a restorative model—while simultaneously enhancing inclusive curricular and pedagogical practices to foster Black students’ academic success.</div>

The Impact of External Factors on Academic Governance in Universities

In a number of countries, the main issue regarding internal or academic governance in universities is, at least from the standpoint of faculty and faculty unions, collegial governance. In North America and Western Europe in particular, the degree to which the academic governance of universities is carried out in a collegial fashion, that is, through conferring, collaborating, and gaining consensus is the object of an abundant scholarly literature. The author reviews the external factors that have an impact on the internal, academic governance of universities in both Canada and France, asking if those factors have any altering effect on collegial governance in Canadian and French universities.

The Acting Class and the Myths of Meritocracy

Our feature documentary The Acting Class (2017) is here contextualised in the context of a critique of the cultural industries as part of the ideology of meritocracy and a resurgence of work around class in the sociology of culture. The Acting Class focuses on the question of class stratification in the UK acting industry. We here review our research on this issue and contextualise it within the scholarly literature on diversity and inequality, the creative industries and the broader reconfigurations of the political economy of British capitalism. We also discuss the importance of the interview in creative practice research as a way of democratising knowledge production and socialising experience.

Sin and Missing the Mark in Management: A Lukan Perspective

This paper draws on biblical writings to contribute to our understanding of sin, a catchphrase commonly used in everyday discourse and the scholarly literature with little reference to its underlying meaning. A biblical understanding of “sin” draws attention to whether behaviors are consistent with religious teachings and/or with the will of God. This study develops a Lukan understanding of sin and management—grounded in the socio-economic context in which the biblical text was written—that calls for the development of management theory and practices that liberate relationships (rather than promote patron-client relationships), de-marginalize the poor and oppressed (rather than widen gaps between rich and poor), promote positive deviance (rather than stigmatize diversity), provide fresh ways of thinking (rather than perpetuate the status quo), and facilitate connection to the spiritual (rather than reject spirituality). The conclusion describes practical examples and implications associated with the Lukan approach.

Yugoslav Rock Opera Gubec-beg (1973–1984) – Theatrical Spectacle and Cultural Diplomacy

The paper shows how the first Yugoslav rock opera Gubec-beg was created, how its spectacular stage production made its way into the repertoire of Zagrebʼs Komedija Theatre and the Vatroslav Lisinski Concert Hall in Zagreb, how important it was for Yugoslav culture at home and cultural diplomacy abroad and for public opinion regarding this performance. The paper is written on the basis of documents from the Archives of Yugoslavia, the Diplomatic Archive of the Ministry of Foreign Affairs of the Republic of Serbia, the domestic press and periodicals (entertainment, music, daily, youth, political, musicological, theatre), and academic and scholarly literature.

THE MEDIEVAL ISLAMIC COMMENTARY ON PLATO’S REPUBLIC: IBN RUSHD’S PERSPECTIVE ON THE POSITION AND POTENTIAL OF WOMEN

This paper investigates the twelfth-century commentary on Plato’s Republic by the Andalusian Muslim philosopher Ibn Rushd (Averroes). Ibn Rushd is considered to be the only Muslim philosopher who commented on the Republic. Written around 375 BC, Plato’s Republic discusses the order and character of a just city-state and contains revolutionary ideas on the position and qualities of women, which remained contested also in Ibn Rushd’s time. This Muslim philosopher is primarily known as the most esteemed commentator of Aristotle. However, for the lack of an Arabic translation of Aristotle’s Politics, Ibn Rushd commented on the political theory of Aristotle’s teacher, i.e. Plato’s Republic, instead. In his commentary, Ibn Rushd juxtaposes examples from Plato’s context and those from contemporary Muslim societies. Notably, when he diverges from the text, he does not drift off toward more patriarchal, Aristotelian interpretations. On the contrary, he argues that women are capable of being rulers and philosophers, that their true competencies remain unknown as long as they are deprived of education, and that this situation is detrimental to the flourishing of the city. This article aims to critically analyse Ibn Rushd’s statements on the position of women, as well as their reception in scholarly literature.

The Death of the European Agency for Reconstruction

Among many issues regarding the work and functioning of EU agencies, the termination of an agency is an important aspect to consider. The European Agency for Reconstruction (EAR), an EU agency that managed EU aid to the Western Balkans from 2001 to 2008, proved to be an efficient and effective agency in delivering aid. Although termination of any EU agency is a rare phenomenon, the EAR was terminated in 2008, despite its successful record. The termination of this highly successful agency stands as an example for the utility of putting termination theory into a larger framework of the existence of EU agencies, as scholarly literature has largely ignored the issue of termination in the work of the EU agencies. The EAR represented an institutional model of independence from politics and policy-making. The purpose of this paper is to assess the structure and operations of the EAR and reasons that led to its termination.

The Elevation of the See of Constantinople at the Council of Chalcedon: The Course of the Procedure

Introduction. Despite multiple references to the proposed topic in the scholarly literature, it still seems relevant to identify and consistently describe the entire set of measures taken at the Council of Chalcedon in order to raise the status of the see of Constantinople. Methods. The work is based on the application of the historicalcritical method of analysing source data of the original text, compiled in Greek and Latin. Analysis. The article consistently describes and analyses the church-political steps and actions taken during the conciliar meetings, which paved the way for the elevation (“addition to honour”) of the see of Constantinople, which took place during the 17th conciliar act. These measures included the corroboration of the status of the Council of Constantinople in 381 as the Second Ecumenical Council, the use of the ecclesiastical and political actions of the see of Constantinople in the previous period as court of appeal and “superprovincial” instance as precedents, as well as a demonstration of the equal status of the Archbishop of Constantinople in relation to his Roman counterpart. The result was the adoption of the so-called 28th canon and its approval by the officials presiding at the council, and then by the emperor Marcian himself. Results. The author concludes that the actions taken by the officials, who were presiding at the council, and the representatives of the Church of Constantinople during the council were planned and consistently aimed at establishing the equal honour of the see of Constantinople in relation to the see of Rome and its second place in regard to the latter. He also points to certain similarities in the process of elevation of both sees.