Final Report Of Committee Research Articles

Cosmopolitanism and Decolonization: Contradictory Perspectives on School Reform to Advance Reconciliation with Indigenous Peoples

Canadian school jurisdictions have taken steps to accommodate objectives to advance cosmopolitan education reflecting principles such as global citizenship, compassion, tolerance, responsibility, and respect within school curricula and educational practice. At the same time, a parallel set of reconciliation-related educational reforms, aligned with the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report, have also gained urgency. Elements of reconciliation processes complement visions of cosmopolitanism, including objectives to foster dialogue and understanding between groups and advancements towards more holistic orientations to pedagogy and knowledge. However, conceptually and in practice, several tensions emerge, especially in a context in which educational priorities are contested. In this paper, we explore these connections and tensions with reference to findings from our research examining public perspectives on educational reforms to support reconciliation.

Leveraging medical education resources to enhance instruction in accounting education

The objective of this paper is to provide an introduction to high-quality, practical, and evidence-based instructional resources from medical educators that can be adapted and adopted by accounting educators. The American Accounting Association (AAA) Pathways Commission Final Report set a goal of accounting becoming a learned profession by 2036. An AAA Presidential Scholar has advised that the achievement of this goal will require collaboration with other academic areas inside and beyond the business school. Responding to this call, this paper identifies a subset of Association for Medical Education in Europe (AMEE) Medical Education Guides that are relevant to accounting educators interested in problem-based learning (PBL), team-based learning (TBL), peer assisted learning (PAL) and reflection. Other opportunities for application of the medical resources to faculty responsibilities in teaching, research and service are shared to encourage accounting educators to learn from a well-established learned profession.

Indigenizing Philosophy on Stolen Lands: A Worry about Settler Philosophical Guardianship

Indigenizing Philosophy on Stolen Lands: A Worry about Settler Philosophical Guardianship

Student, parent, and teacher perspectives on reconciliation-related school reforms

ABSTRACT Canadian schools have implemented initiatives in response to the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report. This paper aims to address two questions that speak directly to these calls. How have these initiatives been implemented in Canadian classrooms and affected educational practices? How do education stakeholders perceive and experience these initiatives? We present a study conducted in Alberta to explore these questions, drawing on data from interviews and focus groups conducted with 201 Indigenous youth and teachers and parents of Indigenous children. Findings suggest that schools are engaged in innovative activities to introduce knowledge about Indigenous cultures and experiences. Most participants believed, however, that more work is needed to support teachers’ ability to include Indigenous content in classrooms and to increase awareness about Indigenous peoples’ among non-Indigenous students to prevent discrimination. These tensions can undermine schools’ capacities to advance reconciliation.

The Mizrahi Pillar of Fire: memory policy-actors’ perceptions of the role of media and memory

Memory and questions about its formation are subjects of considerable attention. Nevertheless, memory actors promoting narratives about the past are often sidelined and ignored, and studies exploring questions regarding the relationships between memory actors and available media and communication technologies are scarce despite the importance of such tools. This study attempts to fill this theoretical gap by analyzing a unique case study from Israel – the work of memory policy-actors on a governmental expert committee that made various recommendations for empowering the Mizrahi communities in Israel and to promote the Mizrahi right to memory.. Among other recommendations, most notable was the recommendation to produce a new documentary series, The Mizrahi Pillar of Fire, that would counter the Mizrahi narrative’s ongoing marginalization. This unique recommendation raises intriguing questions on how memory actors perceived different media’s roles in creating, portraying, and disseminating memory. By conducting in-depth interviews with committee members and a close analysis of the final committee report and related official documents, this study highlights how actors’ perceptions about media and memory shaped the recommendation to produce a new documentary series. Thus it contributes to scholars interested in understanding the relationship between memory actors, media, and how a society’s memory is constructed.

Sense of place in transitions: How the Hambach Forest Movement shaped the German coal phase-out

This article analyses how social movements shape the sense of place and influence energy transitions. It combines the Multi-Level Perspective of transition studies with the concept sense of place, allowing for an analysis of social movements at different levels linked to the role of placemaking. The Hambach Forest Movement and its network in Germany are taken as a case, drawing on 25 qualitative interviews with people related to the movement, the German Coal Commission, from civil society, and the energy company RWE. The paper finds that the interplay of activities of the network aiming for the protection of the Hambach Forest, and its international reverberations, led to the development of a strong sense of place. The sense of place was clearly reflected in the Coal Commission's final report in which a pathway for the German coal phase-out was outlined, a critical element of Germany's energy transition.

Makarenko's and Țurcanu's Re-Education Projects: Debunking a Myth in Romanian Historiography

Makarenko's and Țurcanu's Re-Education Projects:Debunking a Myth in Romanian Historiography Arleen Ionescu This article discusses two "re-education" campaigns that have often been colocated by Romanian historiography: Anton Semyonovich Makarenko's re-education of delinquents in the Soviet Union (1917–1936), and Eugen Ţurcanu's re-education of prisoners in Romania (1949–1952). My aim is to demonstrate that although Makarenko's and Ţurcanu's projects of engineering a New Man show structural analogies, the texture of the experience was very different. I therefore propose an original Nietzschean reading of both projects, not from a historical perspective but rather as a history of ideas, where "'[a]ction at a distance' seems to be admissible in the field of intellectual influences" (Wiener 537). Without arguing that Makarenko and Ţurcanu were directly drawing on Nietzsche, my exploration of how their contemporaries distorted and adjusted Nietzsche's dream of the Übermensch, as well as his ideas of the "will to power" and asceticism, can shed new light on the differences between the two projects. Makarenko was in charge of manufacturing the New Man in two self-supporting orphanages for besprizorniki (street urchins), the Gorky Colony (1917–1928) and the Dzerzhinsky labor commune (1928–1936). His reflections on the former appeared in Pedagogicheskaia poema (The Pedagogical Poem, translated as The Road to Life: An Epic of Education), and those on the latter in Flagi na bashnyakh (Flags on the Battlements, translated as Learning to Live). Ţurcanu's program took place in the gruesome period of Stalinization when re-education was sought to turn political prisoners into New Men. By 1952, when news about Piteşti Prison spread in the West, the regime needed to prove itself innocent and therefore charged Țurcanu and his assistants with conspiracy. Alexandru [End Page 1] Dumitrescu, the prison's director, Tudor Sepeanu, former director of the Bucharest Securitate (Romanian Secret Service), and the military doctor Viorel Bărbosu were charged with negligence and executed (1954–1957). The Pitești enterprise was described as "a criminal activity of a gang of legionaries, conducted in prison because of the lack of vigilance and the criminal negligence of some leaders of the respective prisons" (ASRI 229). For 36 years (1981–2017), Țurcanu's experiment was regarded by historians as originating from Makarenko's pedagogy, in particular his book The Road to Life. Reading the Pitești historiography, however, we can see that only one source was repeatedly used: Virgil Ierunca's 1981 Pitești, based on information that the Romanian historian gathered from interviews with witnesses who managed to flee Romania. Although two books written by an indirect witness, former convict of Aiud Prison Dumitru Bacu (1963) and Pitești inmate Grigore Dumitrescu (1978) preceded Ierunca's account, his book became so prominent that it was re-printed repeatedly by Humanitas (1990, 1991, 2007, 2008, 2011, and 2013) under the new title Fenomenul Pitești (The Pitești Phenomenon) that was meant to suggest the event's exceptionality. Aware of the regime's manipulations, Ierunca trusted only memoir sources, a perfectly ethical position at that time, since he "witnessed witnessing" to unprecedented torture (see Trezise). Ierunca's conclusions were that "The Securitate perfected a plan to liquidate the moral resistance of the young political detainees, using a group of inmates led by Eugen Ţurcanu, that was going to put in practice, as ordinary law, Makarenko's well-known theories" (18–19).1 An essential book that quotes Ierunca yet, unlike other studies, does not link the two experiments is Courtois et al., Le livre noir du communisme (The Black Book of Communism), which mentions only that "[t]he objective was the re-education of political prisoners, combining the texts of communist doctrine with physical and moral torture" (457), without clarifying which texts were at stake. Studies that draw a connection between Ţurcanu and Makarenko include The Presidential Commission's Final Report for the Analysis of Communist Dictatorship (Tismăneanu et al. 2007: 614n229), which nevertheless asserts that subsequent investigations could confirm or refute this view (614); Bottoni (2010), which asserts that Makarenko's theories "were applied to reeducate young 'fascists'" (61); and [End Page 2] Tismaneanu's 2012...

Revenue and distributional modelling for a UK wealth tax

AbstractIn this paper, we model the revenue that could be raised from an annual and a one‐off wealth tax of the design recommended by Advani, Chamberlain and Summers in the Wealth Tax Commission's Final Report (2020). We examine the distributional effects of the tax, in terms of both wealth and other characteristics. We also estimate the share of taxpayers who would face liquidity constraints in meeting their tax liability. We find that an annual wealth tax charging 0.17 per cent on wealth above £500,000 could generate £10 billion in revenue, before administrative costs. Alternatively, a one‐off tax charging 4.8 per cent (effectively 0.95 per cent per year, paid over a five‐year period) on wealth above the same threshold, would generate £250 billion in revenue. To put our revenue estimates into context, we present revenue estimates and costings for some commonly proposed reforms to the existing set of taxes on capital.

Public Schooling and Contested Public Discourses Concerning Reconciliation

The 2015 Truth and Reconciliation Commission final report and accompanying Calls to Action have prompted educational reforms in school jurisdictions across Canada. Drawing on data from a survey of public perspectives in Alberta and Saskatchewan, this article explores how these reforms are understood by community members to highlight the significance of competing discourses conveyed through public perspectives on reconciliation processes. General support for the idea of reconciliation conceals the limited extent to which respondents are willing to engage with important realities of settler colonial societies, embedded within discourses that are more likely to defend than challenge the dominant frameworks within which Indigenous–settler relations have been constituted in the Canadian context.

The impact of COVID-19 on people with autism, learning disabilities and mental health conditions

The coronavirus pandemic has put a halt to the Care Quality Commission's final report on restraint and its updated registration guidance for people with autism, learning disabilities and mental health conditions. What does this mean for these groups, and what should carers do in response? Helena Frankova investigates

Prioritizing Indigenous Elders’ Knowledge for Intergenerational Well-being

RÉSUMÉLe rapport final de la Commission de vérité et réconciliation du Canada (2015) a souligné la nécessité de soutenir l’autodétermination des Autochtones pour remédier aux séquelles des pensionnats. Cependant, la recherche sur le vieillissement autochtone demeure dominée par les colons. Dans le cadre de cette étude indigéniste menée par une équipe de recherche comprenant des Cris et des colons, des aînés autochtones ont été interrogés pour connaître les éléments qui seraient nécessaires, selon eux, pour le soutien du bien-être des personnes âgées de leurs communautés. Les aînés ont affirmé que la guérison des survivants âgés passe par la reconnexion avec les savoirs culturels que les pensionnats ont cherché à éradiquer. En renouant avec leurs rôles traditionnels dans la transmission des connaissances, les personnes âgées soutiennent non seulement leur propre guérison, mais aussi celle de toute leur communauté. Cette compréhension de la nature profondément interrelationnelle des communautés autochtones implique que le bien-être des personnes âgées dépend de la réappropriation de leur identité culturelle, mais aussi de leur rôle en tant que transmetteurs intergénérationnels de savoirs.

Madison Police Department Policy & Procedure Ad Hoc Committee Final Report

After nearly four years of study, evaluation, and deliberation, the Madison, Wisconsin, Ad Hoc Committee charged with undertaking a comprehensive review of the Madison Police Department (MPD) has completed its work and issued its final report. The report contains 177 specific recommendations to chart a path for the future that will help bring together Madison's diverse communities and its police department, build mechanisms for collaboration and trust through enhanced civilian input and oversight of the policing function, and ensure that the Madison Police Department continues its long-standing ideals of community policing and problem-oriented policing. The centerpiece of the report and its recommendations is that Madison should create structures for civilian oversight of police through a new Office of an Independent Monitor that responds to a Civilian Review Board, composed of civilians who reflect all of Madison's diverse communities and the lived experiences of those members of the community who frequently come into contact with the police. That recommendation was submitted to the Common Council separately on August 6, 2019, and was accepted by the Council. The Mayor's budget includes $200,000 to implement that recommendation. Other recommendations include proposals aimed at improving the MPD's relations with the Madison Community, including addressing race and equity concerns; enhancing the MPD's commitment to and practice of community policing and problem-oriented policing; enhancing the MPD's ability to respond effectively and sensitively to individuals in mental health crises; minimizing the need to resort to and the frequency of incidents of police use of force, including deadly force; improving accountability and transparency; creating processes for learning from bad outcomes, including police or civilian fatalities; and others.

Texas task force to address mental health audit

Police officials in Austin, Texas, have formed a task force to address the conclusions of an audit that found the Austin Police Department could do a better job interacting with people with mental illness, Police Chief Brian Manley wrote in a memo Nov. 29, the Austin American‐Statesman reported Dec. 1. The audit found there are not enough mental health experts to assist police when they interact with people with mental illness, and that a third of the 24 people killed in Austin police shootings from 2010 through 2016 were having mental health crises. The Austin Police Department formed the committee to address the audit's findings in collaboration with Austin Travis County Integral Care and the local chapter of the National Alliance on Mental Illness (NAMI), Manley said in the memo. The committee's co‐chairs are Austin Police Assistant Chief Joseph Chacon, Dawn Handley of Integral Care and Karen Ranus of NAMI. The city will pay $75,000 to hire a consultant to craft the committee's final report, Manley wrote. Specific issues to be explored include police training, 911 dispatch, mental health data access and sharing, and outcome tracking.

Millennial Bugs. A Review of the Resolution Foundation's Intergenerational Commission Final Report

AbstractWhat obligations do the old owe the young? This question is at the core of the Resolution Foundation's Intergenerational Commission report that was published on May 2018. A novelty of this report is that it invokes Edmund Burke in support of efforts to boost intergenerational fairness. But, this paper suggests that Burke is only a very limited guide for closing the wealth gap between the generations. Taxing the wealth of baby boomers is likely to be central for any efforts to close the wealth gap. However, Burke was a strong supporter of inherited wealth. Burke might be more useful in a more limited sense of allowing debates to be opened up about home ownership.

On our Knees

Christian ritual dominated the lives of Indigenous children sent to Canadian residential schools for the purpose of cultural assimilation. Drawing on the Truth and Reconciliation Commission Final Report (2015), I describe the complex, ambiguous, and often harmful role of Christian liturgical practices in residential schools. I provide a theoretical frame built on the work of Foucault, Asad, and Belcher to explore Christian rituals in residential schools as formative, embodied disciplines that functioned as technologies of power, self, and community. This theoretical frame exposes how religious rituals may unwittingly victimize participants, how the same ritual can be experienced as a harmful imposition by one participant and a source of personal fulfillment by another, and how ritual could be part of an ongoing process of truth-telling and reconciliation.

Writing as righting: Truth and reconciliation, poetics, and new geo‐graphing in colonial Canada

This paper is anchored in two recent and concurrent openings, openings that offer opportunities for geographers to consider new modes of engaging colonial violence. The first opening is the release, in Canada, of the Truth and Reconciliation Commission's final report and calls to action. By demanding new types of settler‐subject attention to Indigenous peoples and places, it opens new spaces for extending reflection about anti‐Indigenous racism and colonial violence in Canadian consciousness. The second opening is geography's growing uptake of creative and humanities‐informed theories and practices. These manifest in new knowledges and practices with consequent possibilities for addressing colonial violence. I consider these two openings first by proposing changes to conversations about settler‐normalized violences lived by Indigenous peoples, and, second by engaging poets working to radically re/configure language and written expression. Specifically, the paper ends with a call for geographers—particularly non‐Indigenous settler geographers—to rethink ways (and forms) by which we produce knowledge, especially about colonialism and Indigenous geographies and especially in and through writing practices. The paper is experimental in form, meant to disrupt easy uptake or digestion of ideas that must remain—for settler subjects—fundamentally ragged, upsetting, and always beyond conclusion, coherence, or closure.

But Did They Listen? The New Jersey Death Penalty Commission's Exercise in Abolitionism: A Detailed Reply

Based upon the nearly unanimous recommendation of its Death Penalty Study Commission, New Jersey seems poised to become the first state in the modern era to legislatively abolish capital punishment and substitute life without parole. Hailed nationally and internationally as thoughtful and fair, the Commission's final report consistently distorts the evidence, displays an anti-retributive bias, and worst of all, ignores basic well-established perspectives framing the great debate, avoiding at all costs the question of justice. Unbalanced and biased, the Commission does not even consider any alternative to abolition or standing pat. This essay directly engages the Report on its findings re: Deterrence, Retribution, Costs, Evolving Standards of Decency, Disproportionality, Irreversible Mistake, and Life without Parole with restitution to the victims' families. In sum, a commitment to justice and better informed public debate compels this counter-report.

Demystifying Advocacy: Moving Faculty and Students Toward Citizen Engagement

INTRODUCTION According to the Bylaws of the American Association of Colleges of Pharmacy (AACP), the Advocacy Committee: advise the Board of Directors on the formation of positions on matters of public policy and on strategies to advance those positions to the public and private sectors on behalf of academic pharmacy. PRESIDENTIAL CHARGE President Cynthia J. Boyle presented the committee with the following charge: Building on advocacy tools from previous committee work, the Advocacy Committee will consider how to empower us as citizens--within our institutions, communities, and governments. Can we take our needs to actions by 1) preparing to answer 'why now?' 2) offering a plan, and 3) characterizing benefits or 'what is in it for them'? This skill set is necessary for student pharmacists, but also for our faculty and professional staff members. Too often Legislative Day has become the equivalent of 'dropping off the kids at the mall' without the sufficient support and mentoring of faculty and practitioners. The 2015-16 Advocacy Committee will: 1. Identify and recognize citizen exemplars among faculty, practicing pharmacists, and students. 2. Identify the key characteristics and development opportunities to expand and empower the pool of pharmacy education advocates. PROCESS AACP members are annually requested to submit their interest in serving on AACP governance and standing committees. Staff, along with the President, determine the best fit of those interested in the Advocacy Committee with the given charge. Selected participants received a follow-up email asking them to verify both their interest and their expertise relative to the charge. Staff also reviewed the member profile of the interested participant for inclusion of content-expertise. In November 2015, the selected committee members met during a face-to-face meeting in Toronto, Canada. During this meeting the Chair and staff reviewed the committee charge and led the group through in a wide-ranging discussion of that charge. Using a draft report outline, committee members determined who would be responsible for specific portions of the report, what that portion would include, and a timeline for committee work. The committee workgroups worked toward completion of their specified report portions sharing information and resources via email, google docs and phone calls. The committee, as a whole, held monthly conference calls to provide status updates, seek input from the entire group related to challenges, and review and modify accountabilities as needed. The outcome is a final committee report published in the American Journal of Pharmaceutical Education, the highlights of which are presented at the AACP 2016 annual meeting. The committee discussed the work of recent Advocacy Committees in applying concepts and frameworks from implementation science to improve AACP's advocacy efforts. These advocacy efforts recognize that public policy is an intervention and greater utility can be realized if public policy is evidence-based. As individuals and institutions increase the use of evidence-based interventions, these concepts and frameworks allow for the identification and implementation of successful interventions (1,2). A CONSISTENT APPROACH TO ADVOCACY Based on the presidential charge, the committee identified the characteristics of an engaged citizen, utilizing the following elements of the previously described approach: 1. Placing the issue in context- Committee members reviewed a variety of documents to better understand and appreciate the role of students and faculty as engaged citizens. 2. Defining the issues- To evaluate the progress of the academy, the committee discussed the need to find an existing definition for or define the term citizen engagement. This essential first step would provide the committee and readers with a clear statement of what it is we are attempting to address. …

The Indigenous Child Removal System in Canada: An Examination of Legal Decision-making and Racial Bias

This Indigenous child removal system in Canada has been in operation since the 1950s and has created unprecedented Indigenous child overrepresentation in the child welfare system. While five generations of residential schools and disastrous socio-economic conditions often warrant child welfare involvement, the statistics for Indigenous children in care are so disproportionate that we are called to examine key factors that have created and sustain the system. While history provides a contextual frame for these statistics, examining legislation and legal decision-making in Indigenous child welfare cases sheds light on how legal and racial factors contribute to ongoing Indigenous child removals from families and culture. This article is a call for the Indigenous child removal system to be overhauled and suggests that the recommendations of the Truth and Reconciliation Commission final report can guide us in how that can be achieved.

Report of the 2014-2015 AACP Standing Committee on Advocacy: Access, Affordability and Accountability: Academic Pharmacy’s Approaches and Challenges in Addressing Issues of Higher Education Policy

INTRODUCTION According to the bylaws of the American Association of Colleges of Pharmacy (AACP), the Advocacy Committee: advise the Board of Directors on the formation of positions on matters of public policy and on strategies to advance those positions to the public and private sectors on behalf of academic pharmacy. PRESIDENTIAL CHARGE President Pat A. Chase presented the committee with the following charge: With the pending reauthorization of the Higher Education Act, this is an excellent time to review how academic pharmacy is: * Ensuring people have access to pharmacy education; * Engaged in keeping it affordable; and * Increasing both institutional, faculty and student accountability. The 2014-15 Advocacy Committee will examine the topics of access, affordability, and accountability in pharmacy education and their alignment with these same issues across higher education. Access. With attention to, but not limited to underrepresented minorities, describe best-practices at AACP member institutions that focus on individual access to both professional and graduate pharmacy programs. Topics for consideration include: state and federal diversity programs. Affordability. With attention to, but not limited to tuition and cost of attendance, describe best practices of how AACP member institutions ensure the value of a professional or graduate degree. This description should discuss the return on investment of a pharmacy degree. Topics for consideration include: innovation in higher education; competency-based education; facilitated learning; distance education; interprofessional education. Accountability. With attention to, but not limited to accreditation, describe best practices of how AACP member institutions hold themselves, their faculty and their students accountable for the creation and execution of a high-quality educational experience. Topics for consideration include: student assessment; faculty and program evaluation; regarding accreditation-evaluating institutional quality; the value of the peer review aspect of both regional and specialty accreditation. PROCESS During the AACP annual meeting, staff shared the Presidential charge with members and sought the participation of content-experts related to the three priority areas. Interested participants received a follow-up email asking them to verify both their interest and their expertise by sharing scholarly work with the Chair and staff. Staff also reviewed the member profile of the interested participant for inclusion of content-expertise. In October 2014 these content-experts met during a face-to-face meeting of all standing committee participants. During this meeting the Chair and staff reviewed the committee charge and led the group through in a wideranging discussion of that charge. Committee members self-selected one of the three priority issues in which they would contribute their knowledge and expertise. Committee members with the same interest joined together into a priority issue workgroup. Using a draft report outline, committee members determined who would be responsible for specific portions of the report, what that portion would include, and a timeline for committee work. The committee workgroups worked toward completion of their specified report portions sharing information and resources via email and phone calls. The committee as a whole held monthly conference calls to provide status updates, seek input from the entire group related to challenges, and review and modify accountabilities as needed. The outcome is a final committee report published in the American Journal of Pharmaceutical Education, the highlights of which are presented at the AACP 2015 annual meeting. The committee continued the work of recent Advocacy Committees in applying concepts and frameworks from implementation science to improve AACP's advocacy efforts. …