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From two students of Marjory Stoneman Douglas High School comes a declaration for our times, and an in-depth look at the making of the #NeverAgain movement that arose after the Parkland, Florida, shooting.
On February 14, 2018, seventeen-year-old David Hogg and his fourteen-year-old sister, Lauren, went to school at Marjory Stoneman Douglas High School, like any normal Wednesday. That day, of course, the world changed. By the next morning, with seventeen classmates and faculty dead, they had joined the leadership of a movement to save their own lives, and the lives of all other young people in America. It's a leadership position they did not seek, and did not want--but events gave them no choice.
The morning after the massacre, David Hogg told CNN: "We're children. You guys are the adults. You need to take some action and play a role. Work together. Get over your politics and get something done."
This book is a manifesto for the movement begun that day, one that has already changed America--with voices of a new generation that are speaking truth to power, and are determined to succeed where their elders have failed. With moral force and clarity, a new generation has made it clear that problems previously deemed unsolvable due to powerful lobbies and political cowardice will be theirs to solve. Born just after Columbine and raised amid seemingly endless war and routine active shooter drills, this generation now says, "Enough!". This book is their statement of purpose, and the story of their lives. It is the essential guide to the #NeverAgain movement.
In this edition of aspects of education Law the authors provide descriptions and analyses of the laws that currently inform, prescribe and influence the activities of educators and education managers, whether on the sports fields or in the boardroom, at the blackboard or behind a desk. This text has become an essential resource for all professionals practising in the field of education in South Africa today. In addition to their treatment of a legal framework which, in contemporary South Africa, is by no means static, the authors also pay attention to underlying principles and concepts. These are discussed from a phenomenological perspective, giving this work a solid theoretical base.
This book is directed to academics, educators, and government policy-makers who are concerned about addressing emerging cyber-bullying and anti-authority student expressions through the use of cell phone and Internet technologies. There is a current policy vacuum relating to the extent of educators' legal responsibilities to intervene when such expression takes place outside of school hours and school grounds on home computers and personal cell phones. Students, teachers, and school officials are often targets of such expression. The author analyzes government and school responses by reviewing positivist paradigms. Her review of a range of legal frameworks and judicial decisions from constitutional, human rights, child protection, and tort law perspectives redirects attention to legally substantive and pluralistic approaches that can help schools balance student free expression, supervision, safety, and learning.
For courses in General Methods, Student Teaching, and School Law. School Law for Teachers: Concepts and Applications is written for both preservice and inservice teachers, and is meant to provide them with a broad legal background and to help them understand their rights and responsibilities as well as the rights of their students. It covers the issues that are of greatest concern to teachers today, namely employment and tenure, teachers' rights, teacher discipline, teachers' legal responsibilities, negligence and defamation, students' rights, education of students with disabilities, student discipline and due process, discrimination and harassment, and religion.
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