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This paper discusses the legal framework of the traditional justice methods in several African countries, with a focus on South Sudan; the objective of customary law, the role of traditional courts or the forum of elders, and the methods of settlement of disputes. These methods of settlement of disputes are by-products of the practices, customs and traditions of the people that were devised as ways of maintaining peace and tranquillity, and thereby uphold the rule of law.

Intro -- The War that Wasn't -- Contents -- Tables and Figures -- Acknowledgments -- Preface -- 1. Explaining the History of Religionin Public Schools -- Part 1. Origins of the Public School "System" -- 2. Democracy Trumps Theocracy: The Civil Origins of the Common School System in New York -- 3. Religion in Post-Bellum State and Local School Governance -- Part 2. Religion and District Schools -- 4. Politics, Religion, and District Schooling -- 5. Religious Use of the District Schoolhouse -- 6. Religious Exercises in District Schools -- Part 3. Religion and Urban Schools -- 7. Local Control, Religion and Urban Schooling -- 8. Religious Exercises in Urban Schools -- 9. Public Funds for Religious Schools -- 10. Conclusion: Explanations and Implications -- Notes -- Bibliography of Primary Works Cited -- Index -- A -- B -- C -- D -- E -- F -- G -- h -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y.

Intro -- Contents -- Acknowledgments -- Introduction -- 1. Religion and Education: A Democratic Perspective -- 2. The Founding Fathers, Religion, and Education -- 3. Religion and the Origins of Public Education -- 4. Religion and Public Education in the Era of Progress -- 5. Religion and Public Education since 1960 -- 6. Finding Faith in Democracy: Three Cases -- Notes -- Bibliography -- Index.

AbstractSince its emergence as a coherent field of study a half century ago, legal socialization has moved to the forefront of conversations about legal reform across multiple fields. Amidst all this work, however, there is surprisingly little scholarship on an obvious, but understudied question: Does the law itself recognize legal socialization? Knowing whether, and how, American law recognizes its need to legally socialize the citizenry toward democratic norms is a critical step for bridging the divide between legal socialization scholarship and social policy reform. For this essay, we consider all 50 state constitutions, including all previous versions. Our analysis focuses on several specific areas where the text explicitly or implicitly addresses the law as a socializing agent. What we find is a diverse landscape of state law that ranges from silence to indirect and direct endorsement of legal socialization as a purpose of law, an obligation of the state, and a right of the individual citizen. Yet we also find that these acknowledgments are complex and at times contradictory, reflecting deep fissures between the law's commitments to democratic republicanism and its anti‐democratic commitments to the maintenance of privilege and overt oppression.

There are at least two central pathways through which the modern democratic state interacts with citizens: public school systems and criminal justice systems. Rarely are criminal justice systems thought to serve the educational function that public school systems are specifically designed to provide. Yet for an increasing number of Americans, the criminal justice system plays a powerful and pervasive role in providing a civic education, in anticitizenry, that is the reverse of the education that public schools are supposed to offer. We deploy curriculum theory to analyze three primary processes of the criminal justice system-jury service, incarceration, and policing-and demonstrate the operation of two parallel curricula within them: a symbolic, overt curriculum rooted in positive civic conceptions of fairness and democracy; and a hidden curriculum, rooted in empty or negative conceptions of certain citizens and their relationship to the state. [Reprinted by permission of Sage Publications Inc., copyright The American Academy of Political and Social Science.]

There are at least two central pathways through which the modern democratic state interacts with citizens: public school systems and criminal justice systems. Rarely are criminal justice systems thought to serve the educational function that public school systems are specifically designed to provide. Yet for an increasing number of Americans, the criminal justice system plays a powerful and pervasive role in providing a civic education, in anticitizenry, that is the reverse of the education that public schools are supposed to offer. We deploy curriculum theory to analyze three primary processes of the criminal justice system—jury service, incarceration, and policing—and demonstrate the operation of two parallel curricula within them: a symbolic, overt curriculum rooted in positive civic conceptions of fairness and democracy; and a hidden curriculum, rooted in empty or negative conceptions of certain citizens and their relationship to the state.