Suchergebnisse

Rationalist models of judicial decision-making expect courts to defend their institutional integrity in politically sensitive cases. This article presents two African case studies of courts not doing so. They have elicited predictable backlash from executives and placed their institutions in avoidable danger. I argue that judges' desire for esteem from emerging global judicial networks can explain this otherwise puzzling behaviour. These new networks become particularly salient in human rights cases. This conclusion partially supports Anne-Marie Slaughter's controversial claims about the significance of 'the global community of law' but also identifies risks this poses for courts' domestic authority. The argument is made with reference to two recent and well-known decisions by the High Court of Botswana and the Southern African Development Community Tribunal. The first case, Sesana (2006), dealt with the vexed question of indigenous rights in Africa. The second case, Campbell (2008), concerned the compensation of expropriated commercial farmers from Zimbabwe.

This article explores a comparatively undocumented gap in the history of citizenship education in England. Drawing upon archival material from the Civic Education League, the study analyses calls for citizenship education around the time of the First World War and its aftermath. On
the face of it social and political circumstances after 1918 were propitious for citizenship education. The article goes on to explain why arguments in favour of enhancing citizenship education in schools failed to gain significant purchase.

Abstract
In Pakistan, the school subjects of Social Studies, Civics and Pakistan Studies are explicitly used to construct Pakistani national identity and young people's sense of citizenship. This article draws upon interviews with 27 Pakistan Studies teachers from a town in the Punjab region of Pakistan. The interviews aimed to explore the teachers' perceptions and teaching practices with respect to teaching about regional, national and global identity content within the area of Pakistan Studies. The research found that in seeking to reconcile conflicting binary policy discourses most of the teachers continued to subscribe to relatively traditional pedagogical practices constrained by an examination system that overwhelmingly assesses students' knowledge of textbook content. Most of the teachers had more inclination towards developing students' national identity based upon Sunni Islamic values rather than multi-layered identities, reflecting more localized cultural diversity or global outlooks and viewpoints.

Cette contribution explore le phénomène grandissant de remise en cause, par voie judiciaire, de questions afférentes à la légitimité gouvernementale par de simples citoyens. Pour ce faire, elle s'appuie sur la genèse et le déroulement de trois affaires récentes en Afrique australe. Un aspect marquant de ces trois affaires a été l'implication d'avocats sud-africains. Trois facteurs expliquent les ressorts de ce « cause lawyering ». La mondialisation du droit a d'abord ouvert de nouveaux leviers d'actions judiciaires. La longue histoire de domination des juristes sud-africains sur la région leur a, en retour, permis d'exploiter de telles opportunités. Enfin, la transformation des litiges de pays voisins en véritables « causes » a résulté également de l'intensification des conflits internes à la profession juridique en Afrique du Sud.

Pakistan studies textbooks occupy a central role in translating curriculum imperatives into the foundational stories identified by the authorities as core knowledge for classroom transmission, and consequently in constructing Pakistani young people's identities. The purpose of this article is to explore the content of recently-crafted Pakistan studies textbooks in the Punjab in relation to identity-related issues at a point in time when domestic circumstances, critical diagnoses of flawed textbook approaches in the late twentieth century and a dynamic international context all pushed the previously dominant theocratic/Islamic discourse of curriculum policy towards more democratic and pluralistic pathways and the possibility of 'enlightened moderation'. The specific focus of the study is upon how textbook writers' interpreted and enacted policy objectivesand guidelines regarding Pakistani national identity, internal ethnic and cultural diversity, and global perspectives in their writing of textbooks within the rubric of the revised 2006 secondary school Pakistan studies national curriculum.