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首页> 外文学位 >'Critical to what? Legal for whom?' Examining the Implications of a Critical Legal Pluralism for Re-imagining the Role of High School Students in Education Law.
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'Critical to what? Legal for whom?' Examining the Implications of a Critical Legal Pluralism for Re-imagining the Role of High School Students in Education Law.

机译：“对什么至关重要？对谁合法？”研究批判性法律多元化对重新想象高中生在教育法中的作用的含义。

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摘要

In this dissertation, I critically examine the legal theoretical assumptions which underpin the burgeoning field of education law; that is, the area of law, legal practice and scholarship which focuses on the intersection of the education system and the legal system. Drawing on artistic depictions of everyday life in secondary school, sociological and anthropological studies, doctrinal legal materials and debates in legal theory, I problematise the ordinary, doctrinal way of imagining law and its relationship to human interaction within secondary schools. Building on critical legal pluralist theory, demonstrating its relevance to thinking about law in the secondary school context, and using reflections upon this context to in-turn, analyze critical legal pluralist theory, my aim is to offer a counterpoise to mainstream conceptualizations of the relationship between law and formal secondary education. I weigh arguments—methodological and ideological—for and against adopting a conception of law that is at once pluralist and critical. Presenting a fine-grained analysis of critical legal pluralism, I explain how and why adopting a critical legal pluralist perspective involves looking beyond explicit sites and modes of law and law-making to the processes of social ordering and forms of social interaction which constitute everyday life in school. While flagging potential perils of adopting a critical legal pluralist approach, I also show its promise for re-imagining the role of secondary school students in education law.
机译：在这篇论文中，我批判性地研究了支撑教育法新兴领域的法律理论假设。即法律，法律实践和学术领域，其重点是教育制度与法律制度的交叉点。借助中学时期的艺术描绘，社会学和人类学研究，法律学的理论材料以及法律理论的辩论，我对普通的法律学对法律及其与中学界中人与人之间的关系的理解方式提出了质疑。以批判性法律多元论为基础，论证其与中学语境中法律思考的相关性，并利用对这一语境的反思反过来分析批判性法律多元论，我的目的是为关系的主流概念化提供反驳在法律和正规中学教育之间。我权衡论点（方法论和意识形态论），以支持和反对采用同时具有多元化和批判性的法律概念。在对批判性法律多元化进行细致分析的过程中，我解释了采用批判性法律多元主义观点是如何以及为什么会涉及到超越法律的明确场所和方式以及立法的范围，而超越构成日常生活的社会秩序和社会互动形式的过程在学校。我在指出采用批判性法律多元化方法的潜在危险的同时，我也表示希望重新想象中学生在教育法中的作用。

著录项

  • 作者

    McMorrow, Thomas.;

  • 作者单位

    McGill University (Canada).;

  • 授予单位 McGill University (Canada).;
  • 学科 Law.;Education Secondary.
  • 学位 D.C.L.
  • 年度 2012
  • 页码 284 p.
  • 总页数 284
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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