Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment Among Chinese American Families

This study examined the role of adolescents’ and mothers’ self-reports of English and heritage language proficiency in youth’s academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents’ heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in both the English and heritage language may confer advantages to Chinese American youth.

Injunctive Relief: But Let's Agree Not To Have It?

The ability of parties contractually to limit their right to seek injunctive relief has not often been judicially discussed. An interesting case from Singapore now appears to suggest that this is much more than a theoretical possibility. Some arguments can, however, be made to demonstrate that this is perhaps not the vista of opportunity over which some contract draughtsmen might rejoice, and care should be taken to ascertain the boundaries of the law, as explained in this note.     

Victim compensation for acts of terrorism and the limits of the state

Little academic attention has been directed towards the victims of terrorism. This article begins to do so by interrogating how victims get compensated, and for how much, in North America and Western Europe. This article examines compensation from three vantage points. First, attention is directed to the variety of state programmes that have been mobilised over the last several decades to build individual and state resilience. I will suggest, however, that many of these programmes fall short, as they fail to meet victim needs. Indeed, as I subsequently illustrate, public and private philanthropy are playing an increasingly important role in providing victim support, sometimes superseding state contributions. Yet while they speak to an affective response that emerges out of and reinforces community building, they are also highly uneven and can entrench existing social inequalities. I then turn to examine the turn to the courts as a means both for recouping further compensation and for achieving some kind of accountability. Notably, the drive to provide victims with other mechanisms for compensation has led to new legislative mechanisms that are reshaping geopolitics by reworking the principle of sovereign immunity. Together, these examples of compensation trouble simplistic characterisations of victimhood while also illustrating how both victims and terrorism are being made governable, often with chilling consequences. They also expose the limits of the state and of state sovereignty.     

Teaching restorative justice: developing a restorative andragogy for face-to-face,online and hybrid course modalities

Teaching restorative justice in an academic setting is different from teaching almost any other academic course. Courses taught in the context of academic criminal justice programs tend to reinforce the structural inequalities in society, replicated and reinforced by instructor driven classroom experiences. In contrast, effective teaching of restorative justice should emulate the values of principles of restorative justice in the organization and management of the course. Teachers of restorative justice must ‘walk the talk’ and apply restorative principles and values to the design and delivery of the course itself. A conceptual framework for ‘restorative andragogy’ is developed that blends principles and values of adult learning with those of restorative justice. Four principles of this approach are identified and applied across three instructional modalities – face-to-face, online only, and hybrid courses. This approach provides a theoretically grounded model for effective teaching of restorative justice courses.     

Journalism education and practice in South Africa and the discourse of the African Renaissance

Abstract

At the turn of the century there was sheer optimism that ‘Africa's time’ to address all its problems had come, and as a result the 21st century was widely hailed as the ‘African century’ (Ban 2008; Makgoba 1999; Mbeki 1999; O'Reilly 1998; Zoellick 2009). This pronouncement was accompanied by the parallel call for the African Renaissance, which challenged many institutions to align themselves with this ‘crucial phase’ in the history of Africa. In the process, expressions such as ‘de-Westernisation’, ‘Africanisation’, ‘indigenisation’ and ‘domestication’ became buzz-words. Yet, after almost a decade of such claims, there appears to be very little, if anything, gained from these confident pronouncements. This article is situated within embryonic debates on the Africanisation of the curricula. The article explores the current thinking on journalism education (the teaching of journalism) and practice (the practice of journalism) in the country, with a view to furthering our understanding of journalism agility deemed important for the ‘African century’. It further explores the opportunities and limitations of situating journalism education and journalism practice within the discourse of the African Renaissance. The key data that form the basis of this article were collected through interviews and an open-ended questionnaire from a sample consisting of journalists, journalism educators and senior journalism students. The findings point to the need to rethink journalism education and journalism practice, given the trends of globilisation and the equally compelling need to Africanise.     

Two moments in African thought: ideas in Africa's international relations

How ideas influence Africa's international relations is an interesting subject of scholarly inquiry. This article illuminates the authors and events that shaped the germination and dissemination of ideas during two critical moments in Africa's international relations. The argument is that while ideas are important in Africa's international relations, there is a dearth of universal African ideas that could permeate the heterogenous and fragmented African political landscape.     

The Mexico Declaration and Plan of Action: Reaffirming Latin America's Generous Tradition of Asylum and Innovative Solutions

The ‘Foreword to the Mexico Declaration and Plan of Action’written by Philippe Lavanchy, Director of the Americas Bureauat UNHCR, should have appeared in Volume 17:4 and should stillbe read with the documents there. In late 2005, UNHCR sent alarge set of materials relating to the Americas, but, due toannual page limits for the IJRL, they had to be split across17:4 and 18:1. For