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Articles 1 - 7 of 7
Full-Text Articles in Entire DC Network
Teaching Progress: A Critique Of The Grand Narrative Of Human Rights As Pedagogy For Marginalized Students, Mikaila Mariel Lemonik Arthur, Robyn Linde
Teaching Progress: A Critique Of The Grand Narrative Of Human Rights As Pedagogy For Marginalized Students, Mikaila Mariel Lemonik Arthur, Robyn Linde
Faculty Publications
Drawing on our experience as professors who teach human rights, social justice, and social movements courses at an urban college in Providence, R.I., with a student body that includes large populations who are of color, first generation, economically disadvantaged, and nontraditional in other ways, we explore the relevance and impact of these grand narratives for the lives of our students and their sense of political agency. In particular, we advocate for a critical approach to human rights pedagogy to counter and overcome the pervasive individualization that undergirds the grand narrative of human rights. We argue that a critical (and radical) …
A Bard Unkend: Selected Poems In The Scottish Dialect By Gavin Turnbull, Patrick G. Scott
A Bard Unkend: Selected Poems In The Scottish Dialect By Gavin Turnbull, Patrick G. Scott
Faculty Publications
The Scottish-born poet and actor Gavin Turnbull (1765-1816), a younger contemporary of Robert Burns, published two volumes of poetry in Scotland before emigrating in 1795 to the United States, where he settled in Charleston, South Carolina. This selection draws attention to a neglected aspect of Turnbull's work, his writing in Scots. Drawing on advance research for the first collected edition of Turnbull's poetry, the selection includes verse in Scots from all phases of his career, including poetry in Scots published in America, together with a biographical introduction and background notes.
In Solidarity: Collaborations In Lgbtq+ Activism, Lisa M. Tillmann Ph.D., Kathryn L. Norsworthy
In Solidarity: Collaborations In Lgbtq+ Activism, Lisa M. Tillmann Ph.D., Kathryn L. Norsworthy
Faculty Publications
What follows is a fictional account. Our “characters” bear our real names; the other eight are composites of students we have taught and from whom we have learned; activists with whom we have worked; and staff, faculty, and administrators we have trained in venues such as Safe Zone. We portray our ally (Lisa)-lesbian (Kathryn) relationship this way for two reasons: one, we had not secured permission from real students, colleagues, or community members to represent their lives and experiences, and two, we seek a way to show our partnership, both personal and professional since 2000, in action. To each of …
Revisiting Don/Ovan, Lisa M. Tillmann Ph.D.
Revisiting Don/Ovan, Lisa M. Tillmann Ph.D.
Faculty Publications
In this piece, the author, a heterosexual woman, travels to her hometown of Lake City, MN to reconnect with Donovan Marshall, a gay man she last saw in 1986. "Revisiting Don/ovan" explores opportunities and challenges of coming out, leaving, and returning to live in a small town.
Teaching Progress: A Critique Of The Grand Narrative Of Human Rights As Pedagogy For Marginalized Students, Robyn Linde, Mikaila M. L. Arthur
Teaching Progress: A Critique Of The Grand Narrative Of Human Rights As Pedagogy For Marginalized Students, Robyn Linde, Mikaila M. L. Arthur
Faculty Publications
With the adoption of the Universal Declaration of Human Rights in 1948, education about human rights became an important focus of the new human rights regime and a core method of spreading its values throughout the world. This story of human rights is consistently presented as a progressive teleology that contextualizes the expansion of rights within a larger grand narrative of liberalization, emancipation, and social justice. This paper examines the disjuncture between the grand narrative on international movements for human rights and social justice and the lived experiences of marginalized students in urban environments in the United States. Drawing on …
Ties That Bind? The Questionable Consent Justification For Hosanna-Tabor, Jessie Hill
Ties That Bind? The Questionable Consent Justification For Hosanna-Tabor, Jessie Hill
Faculty Publications
In "Ties That Bind? The Questionable Consent Justification for Hosanna-Tabor," Professor Jessie Hill responds to Professor Christopher Lund's article "Free Exercise Reconceived: The Logic and Limits of Hosanna-Tabor," which was recently published in the Northwestern University Law Review. Admiring Lund's effort to weave together a comprehensive understanding of when and to what extent government can regulate religious entities with public laws, Hill nonetheless finds Lund's consent-oriented approach troubling. Hill argues that Lund does not adequately justify religious organizations' assertions of sovereignty over members who seek the protection of public laws. Addressing Lund's argument that believers can always avoid religious authority …
Constituting Children's Bodily Integrity, Jessie Hill
Constituting Children's Bodily Integrity, Jessie Hill
Faculty Publications
Children have constitutional rights to bodily integrity. When children are abused by state actors, courts do not hesitate to vindicate those rights. Moreover, in at least some cases, children’s bodily integrity rights protect them within the family, giving them the right to avoid unwanted physical intrusions regardless of their parents’ wishes. Nonetheless, the scope of this right of children vis-à-vis their parents unclear; the extent to which it applies beyond the narrow context of abortion and contraception has been almost entirely unexplored and untheorized. This Article is the first in the legal literature to analyze the constitutional right of minors …