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The book analyses the position of the ECtHR which has been more and more confronted with criticism coming from the national sphere, including the judiciary. This culminated in constitutional court judgments declaring a particular ECtHR judgment non-executable, for reasons of constitutional law. Existing scholarship does not differentiate enough between cases of mere political unwillingness to execute an ECtHR judgment and cases where execution is blocked for legal reasons (mainly of constitutional law nature). At the same time, the discussion under EU law on national/constitutional identity limiting the reach of the former has been only loosely linked with the ECHR context. This book presents a new dogmatic concept - 'principled resistance' - to analyse such cases. Taking up examples from the national level, it strives to find out whether the legal reasoning behind 'principled resistance' shows enough commonalities in order to qualify such incidents as expression of a 'new paradigm'.
Principled Resistance: How Teachers Resolve Ethical Dilemmas brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The book provides vivid examples of the pedagogical, professional, and democratic principles undergirding resistance, as well as the distinct perspective of each of its contributors: teachers who reflect on their acts of principled resistance; teacher educators who study teachers and support their professional growth; and historians who demonstrate that a tradition of teachers' principled resistance has had a significant impact on American society, not only on schools and teaching. They also show the steps teachers take, in their reasoning and in their actions, to resist policies and mandates they are expected to enact. This volume offers a critical and unique resource for teacher educators who are preparing prospective teachers to navigate the contentious terrain of education politics, teachers who are interested in leading change, and others interested in educational ethics.
"This book examines the challenges posed by conscientious objectors during World Wars by focusing on two main themes: ethic of conviction and ethic of civic responsibility. In this groundbreaking study, author Yuichi Moroi asks: How did conscientious objectors express their conviction in the case of the state's imperative for war? On what basis could conscientious objectors define their civic responsibility and act upon it?"--BOOK JACKET.
The Asian Yearbook of Human Rights and Humanitarian Law aims to publish peer-reviewed scholarly articles and reviews as well as significant developments in human rights and humanitarian law. It examines international human rights and humanitarian law with a global reach, though its particular focus is on the Asian region. Volume 8 of the Yearbook covers a wide range of topics focusing on accountability under various legal regimes, which have been organized along four parts: Governance and Accountability, Justice and Accountability, Economic and Social Justice and Violence and Accountability.
The European Convention on Human Rights (ECHR) has evolved from an international agreement into a highly integrated legal community with an ever more pervasive effect on domestic law and individuals. The supranational authority of the European Court of Human Rights bypasses the nation state in a growing number of other areas. Understanding the evolution of the ECHR and its Court may help in explaining and contextualising growing resistance against the Court, and in developing possible responses. Examining the Convention system through the prism of supranationality, Cedric Marti offers a fresh, comprehensive and interdisciplinary perspective on the expanding adjudicatory powers of the Court, including law-making. Marti addresses the growing literature of institutional studies on human rights enforcement to ascertain the particularities of the ECHR and its relationship to domestic legal systems. This study will be of great value to both scholars of international law and human rights practitioners.
As technology becomes more widespread and the world continues to change in many other ways, teachers have adapted to allow education to evolve with the 21st century. This book provides theoretical foundations and highly practical strategies for classrooms tackling modern challenges, drawing in part on the ideas and experiences of practising teachers. The authors highlight how crucial education is for equipping future generations with the skills for individual, societal and planetary wellbeing, while still considering the pressures of ‘teaching to the test’. Every teacher balances a range of priorities as they enter a classroom which this book addresses: •Teaching for personal development, including autonomy, resilience, critical thinking, mental health and overall wellbeing •Teaching for social development, for the workplace but also for community participation and social life generally •Teaching for equity, inclusion and political and global/environmental commitment •Teaching for digital knowledge and skill, in ways that are technologically advanced and substantively relevant •Enhanced teacher identity, professionalism and wellbeing The book will be an essential companion for teachers, particularly those at the start of their training and in preservice roles, with plenty of practical suggestions and strategies. “Classroom Teaching in the 21st Century is a gift to school leaders and teachers who are looking for sound advice to improve teaching and learning.” Pak Tee NG, National Institute of Education, Nanyang Technological University, Singapore “If you are looking for fresh ideas about teaching for meaning and well-being, as well as for competence and content, look no further.” A. Lin Goodwin, Dean, Faculty of Education, The University of Hong Kong, Hong Kong “This is an important new book which will make a substantial contribution to the literature on education and schooling.” Keith F Punch, Emeritus Professor, Graduate School of Education, The University of Western Australia, Australia Clive Beck is Emeritus Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, teaching courses for preservice and in-service teachers and engaging in empirical research on teaching. He is a past-Coordinator of Graduate Studies at OISE and past-President of the American Philosophy of Education Society. Clare Kosnik is Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, past-Director of Elementary Teacher Education at OISE and past-Director of the Jackman Institute of Child Study. She has researched extensively on teaching and teacher education, and has received University-wide Awards for Excellence in both teaching and graduate supervision.
Outlines the theory and practice of civil disobedience, helping to understand how it is operating in the current turbulent conditions.
An original investigation dedicated to the captivity experiences of British military servicemen captured by Germany in the First World War.
As it seeks to protect the health of populations, public health inevitably confronts a range of critical ethical challenges. This volume brings together 25 articles that open up the terrain of the ethics of public health. It features topics such as tobacco and drug control, and infectious disease.
This book explores the normative dimensions of peace studies and peace education through the lens of moral and political philosophy. The purpose is to explore the idea of peace as a matter of justice, and to articulate a pedological framework for the development and exercise of citizens’ capacities for moral reasoning and judgment regarding potential responses to the basic questions of justice, including resisting injustice. The just conditions necessary for peace are contingent upon the informed participation of democratic citizens who are capable of becoming dynamic agents of justice. The development of citizens’ capacity for moral reasoning and judgment is of paramount importance, for it constitutes a necessary condition for the realization of justice and peace on all levels of human society, from local to global. The book will be of interest to both students and all those interested in thinking about peace as a matter of justice.