Suchergebnisse

This Note addresses the ongoing use of extra legal apprehension, as applied under "Ker v. Illinois" and "Frisbie v. Collins," as a viable alternative to extradition in obtaining custody over those accused of exporting drugs to the United States. The author outlines the cultural and political reasons for the production of illicit drugs, examines the purposes and structures of formal extradition treaties and their effectiveness in bringing drug traffickers to trial, and considers the alternatives to formal extradition. The author concludes that extralegal apprehension, in both of its two forms--abduction and irregular rendition--should remain an alternative means of securing custody of a drug trafficker in certain exceptional cases of narcotics enforcement. This Note recognizes the significant risks inherent in such a policy; the author argues, however, that United States law enforcement agencies should resort to extralegal apprehension only when formal extradition fails. In such cases, law enforcement agencies should opt primarily for irregular rendition of the drug trafficker by way of ad hoc, clandestine arrangements with the host state. Abduction, the author argues, should be used only in cases in which the host state has provided aid or sanctuary to the wanted drug trafficker.

Educational institutions, and in particular educational leaders, play critical roles in identifying and rectifying the many inequities that oppress, marginalize, and exclude individual students, educational actors, and some minoritized groups in Canadian education. Leading for Equity and Social Justice provides a deep look at some of these inequities and injustices and offers transformative leadership as one way for leaders to stimulate, support, and foster equitable and socially just practices in educational institutions. This collection emphasizes the systemic nature of inequality and supports the necessity of systemic change to target not only individuals but also structures, policies, and far-reaching practices. Focusing on various marginalized groups – including the Indigenous community, LGBTQ2S+ peoples, refugees, newcomers, and specific groups of teachers – chapters explore transformative leadership in practice and how to achieve inclusion, respect, and excellence in schools. Arguing that leadership involves much more than simply putting policy into practice, Leading for Equity and Social Justice promotes the need for leaders to recognize their role as advocates and activists