Toward Legal and Funding Certainty for Aboriginal Education: From Past to Present.
Eric earned a B.A. in history from the Concordia University and an M.A. at the School of International Development and Global Studies at the University of Ottawa. After working for the Embassy of Afghanistan during Canada’s involvement in that country, he went on to complete a law degree from the University of Ottawa and, during this time, also worked at the Supreme Court of Canada. He then completed a bachelor of education from Nipissing University.
Encadrement juridique de l’éducation à la maison au Canada
Sohpie is a Doctoral student at the Faculty of Law, Université de Sherbrooke. Her research interests include education law, empirical legal research and interdisciplinary approaches to law.
Unwelcome, Unwanted and Persistent: Institutional Responses to Gendered Violence and Bullying in Schools
Alison received her M.A. in Sociology from York University in 2004. She specialized in the areas of feminist and critical theory. After working for a health care union, Alison returned to school to receive her Bachelor of Education in 2005. Alison taught for five years as a secondary English and Social Science teacher before taking a leave in 2011 to begin her doctoral studies in Education at York University. Currently, Alison is examining educational policy with a focus on gendered violence in schools. In addition to teaching, Alison has been highly involved in anti-racist, feminist, anti-poverty and union activism in Toronto.
Equality and Education: Constitutional and International Law Possibilities for Canada and First Nations
Andrea holds a B.A. in history from the University of Western Ontario, a bachelor of laws from Osgoode Hall Law School, and a masters degree in education from Brock University. She articled with the law firm of Sullivan Mahoney in St. Catharines, Ontario, and then practiced litigation law for several years with Graves and Associates law firm in St. Catharines. She left law and eventually returned to school with a desire to explore, understand, and advance ways in which the law, and legal institutions can be used to advance meaningful, holistic educational experiences and outcomes. She is currently pursuing a PhD in the Faculty of Education at Brock University. She continues to explore ways of challenging limiting, status quo legal approaches to advancing educational interests. Her current research focuses on the exploration of some constitutional and related international law possibilities for advancing more equitable First Nations educational experiences, rights, and outcomes; and a more respectful and meaningful Canada–First Nations educational policy relationship.
At Law’s End: An Analysis of School Administrators’ Exercise of Discretion in Schools
Nora M. Findlay is currently a doctoral student at the University of Western Ontario. Of her almost twenty years as an educator, she has served for the past nine as a school-based administrator at both the elementary and secondary levels. Her paper is based upon her dissertation topic which considers the notion of discretion from legal and administrative perspectives and examines how it is exercised by school administrators as they work to balance competing rights in the school setting.
Seo Yun Yang
University v. Student: A Contractual Understanding of Higher Education in Canada
Seo Yun Yang is currently a B.C.L./LL.B student at McGill Faculty of Law, where she will serve as Editor in Chief of the McGill Law Journal in its upcoming volume. With an interest in education policy, she specialized her undergraduate career at Harvard University on comparative studies of higher education institutions in a knowledge economy. In law, Seo Yun is concerned with the interactions between the private law, such as contracts and intellectual property, and institutions of a public nature. In particular, this fellowship paper analyzes the contractual relationship between a Canadian university and its students to shed light on the legal challenges facing educational institutions today.
Professionalism, Unionism and the Identity of Teachers
David is a member of the Ontario Bar and currently a Ph.D. candidate in the Department of Law at the London School of Economics. As an LSE Fellow, he teaches at the LSE in the undergraduate LL.B. program and also serves as an LL.M Advisor for Master of Laws candidates. A former secondary school teacher, his current research focuses on public sector education labour relations in Canada and England. The paper undertaken for this fellowship investigates how the identity of teachers as ’professionals’ and union members resonates in contemporary public sector education.
Secondary Physical Education, Tort Law and Risk Avoidance: An Interpretive Analysis
David Young is currently a doctoral candidate in education at the University of Western Ontario, where he also teaches courses in both educational psychology and special education. A former teacher and special education coordinator, he received his Bachelor of Arts, Bachelor of Education and Master of Education degrees from the University of New Brunswick, as well as a Master of Arts degree from Acadia University. His paper, which is an extension of his doctoral research, addresses the macro question of whether compensation for personal injuries to students involved in secondary physical education in Ontario should be governed by a pure tort, no-fault, or mixed system.
Red Deer, Alberta
Inclusive Education and Safe Schools: Policy Connections
Brenda’s expertise and experience is comes from 20 years in special education and administration from ECS to Grade 12 and teaching students with special educational needs. Brenda is currently an Assistant Superintendent with Red Deer Public School District and is a PhD candidate in Education Policy Studies at the University of Alberta. She is researching the variables that make schools both inclusive for students with special needs and safe and caring for all students. Brenda was the first provincial coordinator for Alberta’s Safe and Caring Schools Initiative for Alberta’s Minister of Education.
[Paper title forthcoming]
David recently graduated from the University of Windsor Faculty of Law, where he received the Cassels, Brock & Blackwell LLP Centennial Prize in Constitutional Law. Extremely active as a volunteer at both Queen’s and the University of Windsor, he has also received several awards for his commitment to community service. Prior to attending law school, David received an Honours B.A. in Sociology from Queen’ s University, where he was awarded the Agnes Benidickson Tricolour Award for service to the university. He wonders if some of his interest in education law and policy-making stems from the fact that he was raised by one educator, and engaged to be married to another! He is currently completing his articles with the law firm of Fasken Martineau DuMoulin LLP in Toronto.
Advocating for the Recognition of a Constitutional Right to an Education in Canada
Throughout her life, Maureen has been both a student and a teacher. She has degrees in Geology, Education and Music, and was studying Law at Queen’s when she was a CAPSLE Fellow. She taught high school since 1987, taking as many leaves as possible to pursue new areas of learning. Maureen was inspired by Mike Harris to undertake her law degree, motivated by the first-hand experience of the systematic destruction of an educational system in which she had once felt a sense of pride. In her latest pursuit, she integrated her pedagogical background with her developing interest in constitutional law.
And Justice for Some: The Funding of Historical, Independent High Schools in Saskatchewan
At the time Mark was a CAPSLE Fellow, he worked as an English teacher at Luther College High School in Regina, teaching students from grade 10-12 including those participating in the prestigious International Baccalaureate program. Mark received a Bachelor of Arts, Bachelor of Education and Masters of Education from the University of Regina. In addition to the CAPSLE Fellowship, he received a League of Educational Administrators, Directors and Superintendents of Saskatchewan (LEADS) Scholarship.
High School Vice-Principals: Decision-Making Confined by Legal Constraints
Dr. Ken Brien conducted his doctoral research at the University of Alberta. His dissertation, entitled “School discipline in a legal and regulatory environment: Perspectives of high school vice-principals,” was completed in 2004. He worked previously as a high school teacher and administrator in Northern Ontario for 15 years. He is currently a sessional lecturer in the Faculty of Education at the University of Alberta, where he is also active in many student, department, faculty, and university committees. His research interests include discipline, governance, administration, and policy-making in high schools.
Legal and Pedagogical Perspectives on Hate Speech in Cyberspace
While the first recipient of the CAPSLE Fellowship, Kate Eichhorn was a doctoral candidate in the Language, Culture and Teaching Programme at York University. Her research at the time examined the notion of “virtual harms” in relation to print and electronic communication technologies.