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Education laws are imperative for the activation or actualization of education policies and programmmes. Therefore, a critical examination of education laws is necessary in order to establish why and how such laws directly or remotely impact educational systems. This paper is a juxtaposition of the famous Butler's Act of 1944 in Britain with the Universal Basic Education, Act 2004 in Nigeria. It is an attempt to demonstrate how the spirit, letter or lacuna of a law can affect the enforcement or implementation of the law in particular, and the educational system in general. The paper explores the amplitudes of the historic British Act, and identifies the tremendous gains recorded in the British universal education, owing to the robust provisions of some Sections of the Act on aid to voluntary schools, the role of parents and fee-free school system, which is contrary to the questions of suitability, lacunae and ambiguities that touch on similar Sections in the UBE Act. The paper notes that the lacunae and ambiguities identified in these Sections of the UBE Act manifested in their apparent skewness and evident impracticability. The paper submits that Nigeria has a lot to learn from Butler's Act, particularly from the Sections that gave support to private schools, enabled active participation of parents and clarified the status of fee-free education. The key findings of the paper therefore makes it a comparative analysis of how similar laws, though at separate points in history, have informed the marked differences in the practices of universal education in Britain and Nigeria. [ABSTRACT FROM AUTHOR]

In this paper, we explore an employee workaround widespread in K–12 schools: compensating for insufficient funding with partnerships to nonprofit organizations (NPOs). We take an equity perspective and ask the following questions. (i) How do partnering workarounds differ across schools with different levels of socioeconomic advantage? (ii) What can education and NPO leaders do to ensure these workarounds do not exacerbate educational inequities? To answer these questions, we use Little's Law: a school's long-run average number of resource-supplementing partnerships (L) is a function of its average annual partnership formation rate (λ) and partnership cycle time (W). We collect and analyze interview (n = 62) and survey (n = 140) data from six strategically sampled schools with different levels of socioeconomic advantage to compare differences in λ and W and understand the implications for educational equity. We find wealthier schools have higher λ, making them more productive. We also find schools have equal W independent of wealth, but this problematically amplifies differences in λ. The difference in partnering productivity translates to educational inequities. We find that poorer schools report about 35% greater utility per partnership, but that is not enough to offset the disadvantage of fewer partnerships. Moreover, we find that differences in partnering productivity are particularly large for curricular partnerships, which are harder for poorer schools to form because of the high demand for wrap-around partnerships. Our findings contribute new knowledge on workarounds which supplement organizational resources and on the relationship between workarounds and equity. This paper was accepted by Jay Swaminathan, operations management. Funding: This work was supported by the National Science Foundation [Grant 1344266]. Supplemental Material: The data files and online appendix are available at https://doi.org/10.1287/mnsc.2023.4829. [ABSTRACT FROM AUTHOR]

There are currently 23 states in the United States that have laws considered as some form of school disturbance law. These do not include codes or laws specifying school discipline consequences such as suspension or expulsion. They vary widely in how broadly they can be applied and how broadly they define behaviors. Students are often not aware typical student misbehavior such as refusing to work, talking back, belching, or throwing paper airplanes could result in an arrest. These laws disproportionally impact students of color and students with disabilities. This article will review the breadth of these laws in the United States, their historical development and growth, and how the implementation of these laws disproportionally impacts students of color and students with disabilities. Suggestions for policy changes are included. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Record management, especially in schools as an institution's information centre, needs serious attention from government agencies. Under record management policy, there needs to be practical guidance on record management specific to schools. This paper aims to construct a record management model based on the Eight Indonesian Education Standards to support school accountability in Indonesia. The urgency of this paper in filling the gap in the Electronic Record Management System (ERMS) role is primarily to support school accountability. It is important to include educational laws and regulations in Indonesia to be a foundation in archive management, including preparing the ERMS. This study aims to develop a model of record management in schools. The final stage in this research is to find the final model. The final model is a model that experts and practitioners have validated. A total of 30 records managers were selected for the interviews. Furthermore, the trial was carried out in 30 senior high schools. The research sampling consisted of representatives of archive managers at selected schools from five islands in Indonesia (Kalimantan, Java, Papua, Sumatra, and Sulawesi). Our research findings show that conceptual models meet valid criteria and significantly impact archivist performance in better schools. The practical implication is that the archival management model based on national education standards policies contributes to practical archives and records management to support school accountability. [ABSTRACT FROM AUTHOR]

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Every Indonesian child has the right to a proper education, including pregnant students. In reality, solving the problem of pregnant students often ends with the dismissal of the children from school either directly or by resignation. Instead of providing protection, the school sanctions children who are considered to damage the image of the school as a moral educational institution, actually the school has neglected their basic rights, namely proper education guaranteed by the state through the constitution and laws related to education. Therefore, the purpose of this paper is to explain the above problems studied from the perspective of child protection on the basis of the principle of the best interests of the child. The method used in this research is the socio-legal method, which analyzes the implementation of education policy. The results of this study indicate that there are no guidelines for resolving cases of students who become pregnant during their study period. The settlement is left to the school, which usually ends with a decision from the school to expel the student on the basis of educational morals and school image. This is contrary to the guarantee of the right to education for every Indonesian citizen child as mandated in education law, especially regarding the 12-year compulsory education policy. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ilahiyat Researches / Ilahiyat Tetkikleri Dergisi is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper concerns of the doctrine of versio in rem (or actio de in rem verso) in the legal discussion in interwar Czechoslovakia. The paper presents a brief overview of the origin and field of application of actio de in rem verso in classical Roman law and the transformation of the doctrine of versio in rem in the frame of Corpus Iuris Civilis. The scope of the changes made by the compilers is still uncertain and was a subject of extensive discussion among the legal scholars of the 19th century. The paper describes the nature of versio in rem in the Austrian Civil Code (provision of § 1041) and presents legal statements of the prominent exponents of the various legal schools of interwar Czechoslovakia, the legal traditionalists and the supporters of the School of Pure Law Theory. The doctrine of versio in rem is still in the centre of attention of the modern legal scholars in the Czech Republic. The doctrine of versio in rem was adopted in the new Czech Civil Code, but without reflecting the results of the interwar discussion. [ABSTRACT FROM AUTHOR]

That Hideous Strength is clearly connected to C. S. Lewis's The Abolition of Man, where he writes of the conditioners who seek to create a new society via the rejection of universal moral law and the rise of an educational and scientific elite. For Lewis, That Hideous Strength was a way to communicate the concerns expressed in The Abolition of Man in a story format that would appeal to those who might not read a treatise on the subject. This paper examines his concerns about a totalitarian threat as expressed in The Abolition of Man and That Hideous Strength, and then shows how those concerns appeared in his postwar correspondence. Were his fears and concerns valid? How, in particular, did he communicate his concerns to his many correspondents? How predictive did he consider That Hideous Strength to be as he experienced the reality of post-WWII Britain? [ABSTRACT FROM AUTHOR]

The main purpose of this paper is the presentation of Harvard Law School scholar James Bradley Thayer and his famous article The Origin and Scope of the American Doctrine of Constitutional Law, published in “Harvard Law Review” in 1893. Thayer formulated therein his theory of judicial restraint based on the formula unconstitutionality beyond reasonable doubt. This theory influenced such eminent judges and scholars like Oliver Wendell Holmes, Louis Brandeis, Learned Hand and, last but not least, Felix Frankfurter, and is still broadly discussed in contemporary American constitutional jurisprudence. In conclusion the author proposes to make American experiences in this area useful for the current debate concerning Polish constitutional crisis. [ABSTRACT FROM AUTHOR]

Copyright of Quaestio Iuris (QI) is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper will develop what is understood by the right to education and how it is specifically regulated in the contexts of confinement, taking into account how the educational stimulus regulated in article 140 of Law 24.660 operates and its importance in the process of social reintegration of inmates. A comparison will be made between what is sanctioned by the National Education Law and the international human rights instruments with constitutional hierarchy that support this right and what actually happens in the penitentiary system. Likewise, an analysis will be made of Argentine jurisprudence that recognizes the right to education of persons deprived of liberty and its importance for the system of progressiveness regulated by the law of penal execution. On the other hand, an analysis will be made of how, in practice, the reduction regulated by article 140 has lost its virtuality due to the introduction of a group of offenses that are not eligible for the liberatory institutes through Law 27.375. The main objective lies in the need to emphasize that education in prison contexts is essential for social reintegration and that the State has the obligation to guarantee this right. [ABSTRACT FROM AUTHOR]

In this paper, we explore the active production of difference (as lacking) through the School Vulnerability Index and the School Inclusion Law in Chile. Through a diffractive reading, we present the contradiction between these two policies. While discriminatory knowledge about school subjects is produced in the School Vulnerability Index as truth and common knowledge for the school community, the School Inclusion Law is designed to solve practices of discrimination at school. We contend that, to address issues of segregation in school settings, we have to question the kind of knowledge we need for a more democratic and just future. As a result, we trouble the separation of biological, social, and cultural realms on which instruments are based to continue segregation practices as a natural way to frame inclusion policies in educational contexts. We argue that both policies and instruments play a decisive role in the continuity of a culture of segregation in a neoliberal school tradition. [ABSTRACT FROM AUTHOR]

Using microdata from the Chinese General Social Survey (CGSS 2010), this paper investigates whether there are green returns to education in China, where educational attainment promotes pro-environmental attitudes and behaviors. We establish causality by exploiting the exogenous variation induced by the implementation of the Compulsory Schooling Law (CSL) in China. We find evidence that educational attainment is associated with higher levels of pro-environmental attitudes and behaviors, and these estimates are robust to various robustness checks. Further analysis reveals that the acquisition of environmental knowledge is the channel that drives the effect of education on pro-environmental attitudes and behaviors. Finally, the effects of education are heterogeneous across individuals. [ABSTRACT FROM AUTHOR]

The forms in which Environmental Education (EE) is included in the curriculum are a long-standing concern in the Latin American didactic field. In this paper we analyse the current curricular designs for the Basic Secondary School in the province of Buenos Aires, Argentina. Although in hierarchically superior regulations (Provincial Education Law and General Framework of Curricular Policy), EE is based on critical and ethnographic perspectives, it has an uneven transversal presence in the curricular designs. Some subjects present an empty EE curriculum, while others show fragmentary and contradictory perspectives. Only in Social Sciences, Geography and Citizenship Building is there a critical and ethnographic vision, linked to contemporary environmental conflicts. From Geography we recovered the experiential dimension and the enjoyment of the environment as a contribution to the pedagogies of environmental conflict and to the ongoing implementation the new national EE regulations. [ABSTRACT FROM AUTHOR]

Copyright of Diálogos Pedagógicos is the property of Universidad Catolica de Cordoba and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prohistoria is the property of Prohistoria Ediciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research paper analyzes, from a gender perspective, 16 Spanish language textbooks, of 6th year of Primary Education, published between 2009 and 2019 by five publishers with distribution in Spain and Latin America. The general objective of this research is to know what presence female writers have in textbooks and how each publisher reflects this presence. An ad hoc template was developed to classify the readings according to whether they were texts written by women, by men or texts expressly designated as anonymous. A total of 987 readings were quantified, of which 212 were written by women (20.43%) and 717 by men (73.52%). In this research it has been found that there is an increase in the number of texts written by women as editions occur, however, the presence of female writers is still very scarce. [ABSTRACT FROM AUTHOR]

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aims to identify the causes and effects of the bureaucratization of the Romanian education system, in relation to the Weberian theory of bureaucracy. The principles of bureaucracy, enunciated by Max Weber, are discussed and the way they are taken into account and perceived in the case of education in Romania is followed. The study also aims to compare Romania with other countries (Finland, Spain and the United Kingdom) in terms of the perception of bureaucracy. The main results of the other research show that the countries mentioned follow a pragmatic approach, while the Romanian education system prefers a bureaucratic approach. This difference results from the standards that are lacking in Romanian education, both at management level and in terms of educational activities themselves. In pre-university education in Romania, for example, there is a culture of control, without a clear picture of what a high-performing school means, school inspections become only a bureaucratic action, without really measuring the quality of teachers and education. In higher education, bureaucracy is confirmed by the permanent appointment of rectors or by other legislative decisions that burden universities with tasks that should be carried out by other institutions. The new education laws in Romania increase the bureaucracy already existing in the education system, and all this is the result of misunderstanding and misapplication of the principles of bureaucracy. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to acknowledge the contribution of Ruth Bader Ginsburg to the recognition of gender bias in the Legal Education process and the changes achieved in addressing gender equality in society. Design/methodology/approach: The approach is best described as a commentary, or a general discourse focused on the influence that Ruth Bader Ginsburg has exerted over the legal education system in regards to gender bias and the movement to gender equality. [ABSTRACT FROM AUTHOR]

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This Article discusses how a subgenre of retail investors makes investors' apathy obsolete. In prior work, we dub retail investors who rely on technology and online communications in their investing and corporate governance endeavors "wireless investors." By applying game theory, this Article discusses how wireless investors' global-scale online interactions allow them to circulate information and coordinate, obliterating collective action problems. [ABSTRACT FROM AUTHOR]

Copyright of Publicaciones s de la Facultad de Educacion y Humanidades del Campus de Melilla (Universidad de Granada, Espana) is the property of Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The University of Maryland Law Journal of Race, Religion, Gender & Class hosted a symposium on decarceration, focusing on the roles of law school clinics. The symposium included panels of experts from various backgrounds who discussed decarceration activities such as enforcing release mechanisms, expanding release laws, and addressing race and gender discrimination in overincarceration. The article highlights the increase in the US prison population, discusses the issue of mass incarceration, and emphasizes the need to focus on incarcerated individuals who have received long sentences for violent crimes. It also addresses the role of storytelling and the experiences of incarcerated and formerly incarcerated individuals in advocating for change. The text discusses the use of fear-based political narratives and tough-on-crime policies, as well as recent reductions in prison populations. It also addresses the Supreme Court's recognition of the lesser culpability of juvenile offenders and the reform of sentencing policies for juvenile lifers. The text discusses the renaming of high courts in Maryland, the implementation of sentencing reforms, and the concept of compassionate release. It highlights the importance of state court focus in addressing overincarceration, particularly for prisoners serving long sentences for violent crimes. The text also mentions the D.C. Second Look law as a national model for sentence review for incarcerated individuals who committed crimes as juveniles. It discusses the Second Look Project and the creation of a national Second Look Network. The text discusses a panel discussion on decarceration reforms and legal representation in federal release proceedings, highlighting the flaws in the Sentencing Reform [Extracted from the article]

This study assesses whether an additional year of secondary schooling has lasting causal effects on cognitive function. I use data from Understanding Society, the largest longitudinal household study in the United Kingdom, and exploit quasi-experimental variation in schooling from the 1972 raising of the school-leaving age in England and Wales. This reform increased the minimum secondary school-leaving age from 15 to 16 years. Cognitive function outcomes were measured when participants were aged 48 to 60. Using a fuzzy regression discontinuity design, I show that remaining in school until age 16 improved working memory by one third to one half of a standard deviation. I find limited evidence for causal effects on verbal fluency and measures of numeric ability. Analyses of potential mechanisms showed statistically significant effects of remaining in school until age 16 on the type of occupation entered immediately after leaving school and at older ages. These patterns are consistent with basic education improving cognitive outcomes through occupation choice. The findings are robust to sensitivity analyses. [ABSTRACT FROM AUTHOR]

The article explores the relationship between Section 28.0022 of the Texas Education Code and the International Convention on the Elimination of All Forms of Racial Discrimination (ICERD). Topics include a discussion of the history of the Texas Law focusing on what prompted the passage and signing of two bills HB 3979 and SB 3 and their legislative history, a definition of critical race theory (CRT) and how U.S. racial reawakening in 2020 led to an attack against CRT that is joined by Texas.

Copyright of Historia is the property of Historical Association of South Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article analyses the changes in education legislation and the history curriculum in Spain over recent decades. To this end, the characteristics established for the teaching of history in the last two education laws, passed in 2013 and 2020 - the first by a conservative government and the second by a progressive one - are studied and compared. This study is carried out by situating the education debates presented in this research in the social and political context of Spain. The study of these legislative changes allows us to observe the different visions of national identity existing in Spain, which find a prominent area of confrontation in education and the teaching of history. The article also argues that the emergence of the ultra-right has led to a markedly nationalist vision of Spanish history that seeks to recover elements of national unity, and that has become one of the axes defended by conservative options for the teaching of history in Spanish schools. This view contrasts with the approaches advocated in the latest education legislation, which propose a more heterogeneous approach to the subject of identity in Spain. [ABSTRACT FROM AUTHOR]

We study the progress of women's representation and achievement in law schools. To do this, we assemble a new dataset on the number of women and men students, faculty, and deans at all ABA-approved U.S. law schools from 1948 to the present. These data enable us to study many unexplored features of women's progress in law schools for the first time, including the process by which women initially gained access to each law school, the variance in women's experiences across law schools, the relationship between women's representation and student achievement, and the extent to which women disproportionally occupy interim and non-tenure track positions. We contextualize our findings by situating them within the vast qualitative literature on women's experiences in law schools and the legal profession. [ABSTRACT FROM AUTHOR]

This paper measures the impact of signaling on labor-market outcomes by estimating the labor-market effects of attending a U.S. News & World Report Top 14 (T14) law school. Utilizing data from the American Bar Association on class profiles, we use the value added with drift methodology to estimate the causal impact of attending a particular law school and then use a regression discontinuity methodology to estimate the difference in value added between T14 and non-T14 law schools that is attributable to T14 status. We find that T14 law schools confer no signaling effect on the Bar exam, which is graded blindly, but a substantial signaling effect on employment at "Big Law" firms with more than 250 attorneys, which pay some of the highest salaries in the law profession. The lowest-ranked T14 university increases the likelihood of Big Law employment by 30 percentage points (96%) more than the highest-ranked non-T14 university. This likely reflects asymmetric information in the labor market for lawyers, and thus graduating from a T14 law school serves as a signal of a lawyer's ability. [ABSTRACT FROM AUTHOR]

The article provide a legal, theoretical, and policy perspective on the rights of transgender athletes as state's pass laws to limit their ability to participate in sport. It mentions state legislatures and local school boards govern public schools, they must still adhere to both constitutional guarantees and federal civil rights laws. It also mentions civil rights attorneys are challenging the passage of these anti-trans state education laws that involve civil rights violation.

Copyright of UNES: Universidad Escuela & Sociedad is the property of Departamento de Didactica de las Ciencias Sociales, Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although intergenerational transmission from parents to children has been widely studied, less is known about human capital spillover from children to parents. Utilizing nationally representative data on both doctor diagnosis and biomarkers, as well as exploiting variations in the implementation of China's Compulsory Education Law, we examine the effects of adult children's education on the prevalence of chronic cardiovascular illnesses among older parents in China and explore potential mechanisms. Instrumental variable estimates indicate that additional years of schooling among adult children decrease the prevalence of hypertension among older parents, whereas no evidence indicates a significant impact on the prevalence of diabetes among the same group. Sons and daughters differentially impact their mothers and fathers. Compared with fathers, mothers benefit more from adult children's education. Although no significant differences are observed in the effects of sons' and daughters' education in urban China, sons' education is more beneficial for parents' health in rural China. Further analyses show that financial support and health support (e.g., diagnosis and management of chronic illnesses and maintenance of health behaviors) are critical pathways for older parents to benefit from their adult children's education. [ABSTRACT FROM AUTHOR]

Copyright of Cris is the property of Historical Society of Krizevci and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This Article offers a new interpretation of the United States Constitution's republican guarantee and theorizes its protection of a fundamental right to education. Courts and education law scholars have identified the republican guarantee as a plausible source of educational rights but have not detailed how. Drawing on recent work by legal scholars, historians, political scientists, and philosophers, this Article reinterprets the guarantee as the federal government's obligation to secure freedom as nondomination, and it argues that excellent, equitable public education is necessary to fulfilling this duty. Nondomination, a robust conception of freedom, is freedom from subjection to the will of others, protecting against potential interference and not merely against actual interference. Nondomination has deep roots in American social movements and in the antislavery constitution, and it requires active government answerable to all people, prioritizing laws and institutions that constrain private as well as public power. Under this theory of the republican guarantee, education has a potent role in overcoming the costs of domination, which include psychological costs--such as the atomization of citizens and their failure to see each other as equals--and material costs--such as unpreparedness for democratic participation and individual pursuit of the good life. Although a nondomination guarantee requires strong institutions outside of schools, education has a further role in equipping people with the tools to resist domination when other institutions fail to prevent it. In laying out this theory, this Article addresses both the conventional teaching that the republican guarantee raises nonjusticiable political questions and the genuine conceptual challenge of lawmaking under an ongoing antidomination duty. [ABSTRACT FROM AUTHOR]

Copyright of Historia de la Educacion is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)