{"title":"Hiding in Plain Sight: Black Panther, International Law and the “Development Frame”","authors":"Christopher Gevers","doi":"10.60082/2817-5069.3739","DOIUrl":"https://doi.org/10.60082/2817-5069.3739","url":null,"abstract":"","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46613328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Double Take on Debt: Reparations Claims and Regimes of Visibility in a Politics of Refusal","authors":"Vasuki Nesiah","doi":"10.60082/2817-5069.3740","DOIUrl":"https://doi.org/10.60082/2817-5069.3740","url":null,"abstract":"","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":"77 6","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41266070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the argument goes: Over the last hundred years or so, Congress has steadily delegated away its lawmaking responsibility through broad grants of rule-making and discretionary authority to an unelected and unaccountable federal bureaucracy. And the US Court, in decisions such as Chevron and Auer v Robbins, has similarly relinquished any right it once asserted to oversee the interpretation and performance of that delegated authority. On this reading, the sprawling federal administrative apparatus, which touches on virtually every aspect of American life, exists in contravention of the proper division of powers under the Constitution and is, therefore, not legitimate. In Law & Leviathan: Redeeming the Administrative State (“Law & Leviathan”), Cass R. Sunstein and Adrian Vermeule set out to confront this (in their view, exaggerated) narrative and to inspire some conservative confidence in the administrative state. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This book review is available in Osgoode Hall Law Journal: https://digitalcommons.osgoode.yorku.ca/ohlj/vol59/ iss1/10
{"title":"Law & Leviathan: Redeeming the Administrative State by Cass R. Sunstein and Adrian Vermeule","authors":"Luke Devine","doi":"10.60082/2817-5069.3744","DOIUrl":"https://doi.org/10.60082/2817-5069.3744","url":null,"abstract":"As the argument goes: Over the last hundred years or so, Congress has steadily delegated away its lawmaking responsibility through broad grants of rule-making and discretionary authority to an unelected and unaccountable federal bureaucracy. And the US Court, in decisions such as Chevron and Auer v Robbins, has similarly relinquished any right it once asserted to oversee the interpretation and performance of that delegated authority. On this reading, the sprawling federal administrative apparatus, which touches on virtually every aspect of American life, exists in contravention of the proper division of powers under the Constitution and is, therefore, not legitimate. In Law & Leviathan: Redeeming the Administrative State (“Law & Leviathan”), Cass R. Sunstein and Adrian Vermeule set out to confront this (in their view, exaggerated) narrative and to inspire some conservative confidence in the administrative state. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This book review is available in Osgoode Hall Law Journal: https://digitalcommons.osgoode.yorku.ca/ohlj/vol59/ iss1/10","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45205016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Making Up” with Law in Development","authors":"Kerry Rittich","doi":"10.60082/2817-5069.3736","DOIUrl":"https://doi.org/10.60082/2817-5069.3736","url":null,"abstract":"","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41886636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Constitution-Making under UN Auspices: Fostering Dependency in Sovereign Lands by Vijayashri Sripati","authors":"Frank J. Luce","doi":"10.60082/2817-5069.3742","DOIUrl":"https://doi.org/10.60082/2817-5069.3742","url":null,"abstract":"","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45993318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Class Actions in Canada: The Promise and Reality of Access to Justice by Jasminka Kalajdzic","authors":"Jina Aryaan","doi":"10.60082/2817-5069.3743","DOIUrl":"https://doi.org/10.60082/2817-5069.3743","url":null,"abstract":"","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48803198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The prevailing commitment in clinical law programs like the Intensive Program in Poverty Law at Osgoode Hall Law School is to an engaged-contextualism, which serves to see law in action. It has provided participating students with some insight into the everyday life of ordinary people, approaching—but not necessarily fully perceptive to—certain socio-legal perspectives. But what does clinical legal education vision and envision? How precisely do clinics see? And from what source or place is that visual authority derived? Here, by attending to the prevailing “pedagogy of seeing” in contemporary poverty law clinical practice, I engage with teaching, learning, and praxis in clinical legal knowledge production. I contend that engaged-contextualism troublingly adheres to a pedagogy of seeing that is indebted to the very authority it should strive to dismantle: state power. With a view to the capitalist state as a nationally-inscribed territorial ordering authority, evidenced through settler and imperialist articulations, I undertake a speculative re-envisioning of knowledge production in and about poverty law. The aim is to encourage an alternative pedagogy motivated by an emancipatory praxis. It is a praxis not of saving poverty law but of constant struggle against sovereign state authority rooted in the creative capacities and self-organizing activities—and ultimately the “freedom dreams”—of poor and otherwise oppressed communities; or in a phrase, the reflexive self-authorization of social movement. The perceptible challenge of all legal education, clinical or otherwise, is ultimately not to see like the settler and imperialist, capitalist state but to look through or beyond it—through the persistent and reckless reproduction of poverty and marginalization as a basis of social order.
{"title":"Seeing Like a Clinic","authors":"Adrian A. Smith","doi":"10.60082/2817-5069.3737","DOIUrl":"https://doi.org/10.60082/2817-5069.3737","url":null,"abstract":"Abstract The prevailing commitment in clinical law programs like the Intensive Program in Poverty Law at Osgoode Hall Law School is to an engaged-contextualism, which serves to see law in action. It has provided participating students with some insight into the everyday life of ordinary people, approaching—but not necessarily fully perceptive to—certain socio-legal perspectives. But what does clinical legal education vision and envision? How precisely do clinics see? And from what source or place is that visual authority derived? Here, by attending to the prevailing “pedagogy of seeing” in contemporary poverty law clinical practice, I engage with teaching, learning, and praxis in clinical legal knowledge production. I contend that engaged-contextualism troublingly adheres to a pedagogy of seeing that is indebted to the very authority it should strive to dismantle: state power. With a view to the capitalist state as a nationally-inscribed territorial ordering authority, evidenced through settler and imperialist articulations, I undertake a speculative re-envisioning of knowledge production in and about poverty law. The aim is to encourage an alternative pedagogy motivated by an emancipatory praxis. It is a praxis not of saving poverty law but of constant struggle against sovereign state authority rooted in the creative capacities and self-organizing activities—and ultimately the “freedom dreams”—of poor and otherwise oppressed communities; or in a phrase, the reflexive self-authorization of social movement. The perceptible challenge of all legal education, clinical or otherwise, is ultimately not to see like the settler and imperialist, capitalist state but to look through or beyond it—through the persistent and reckless reproduction of poverty and marginalization as a basis of social order.","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43437989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Comic and the Absurd: On Colonial Law in Revolutionary Palestine","authors":"Mai Taha","doi":"10.60082/2817-5069.3741","DOIUrl":"https://doi.org/10.60082/2817-5069.3741","url":null,"abstract":"","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42035824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Images are powerful. They shape how we see and understand the world and, in the process, challenge (or reinforce) our assumptions and perspectives. The images we use in the classroom are no exception, whether used passively as visual aids or as a “medium through which active learning is energized.”1 In this article we embrace the “pictorial turn” in university teaching and reflect on the use of images when teaching “development.”2 Development is an area that typically attracts students with an internationalist orientation and who seek to make a positive change in the world. Yet the concept of development is fraught in historical and political economic terms. Its complexity is reflected in academic debates about developmental imageries and imaginaries and, in particular, in representing global poverty. We argue that, by using images carefully and reflectively, we can help students think critically about the development project’s history and imperial dimensions whilst nurturing their desire to either struggle against global injustices or improve life and livelihood in particular places. We write from the standpoint of teachers in postgraduate education in both law and cognate disciplines. Our aim is to equip students with the kinds of contextual understandings and critical intellectual tools which help them to become engaged agents of change.
{"title":"Picturing Pedagogy: Images, Teaching, and Development","authors":"J. Baskin, Sundhya Pahuja","doi":"10.60082/2817-5069.3738","DOIUrl":"https://doi.org/10.60082/2817-5069.3738","url":null,"abstract":"Abstract Images are powerful. They shape how we see and understand the world and, in the process, challenge (or reinforce) our assumptions and perspectives. The images we use in the classroom are no exception, whether used passively as visual aids or as a “medium through which active learning is energized.”1 In this article we embrace the “pictorial turn” in university teaching and reflect on the use of images when teaching “development.”2 Development is an area that typically attracts students with an internationalist orientation and who seek to make a positive change in the world. Yet the concept of development is fraught in historical and political economic terms. Its complexity is reflected in academic debates about developmental imageries and imaginaries and, in particular, in representing global poverty. We argue that, by using images carefully and reflectively, we can help students think critically about the development project’s history and imperial dimensions whilst nurturing their desire to either struggle against global injustices or improve life and livelihood in particular places. We write from the standpoint of teachers in postgraduate education in both law and cognate disciplines. Our aim is to equip students with the kinds of contextual understandings and critical intellectual tools which help them to become engaged agents of change.","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45625640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract International development can be understood as a particular way of seeing the world that is both a pedagogical and a political project. It frames the citizens of “underdeveloped” states as subjects, available to be both “seen” and “known” in particular ways that have important implications for governance and law. This Special Issue approaches development as a discourse and as a set of practices that encompass a “way of seeing” and operate as a “frame” through which the subjects of development are apprehended and acted upon.
{"title":"Looking into Law and Development: Pedagogies and Politics of the Frame","authors":"R. Buchanan","doi":"10.60082/2817-5069.3735","DOIUrl":"https://doi.org/10.60082/2817-5069.3735","url":null,"abstract":"Abstract International development can be understood as a particular way of seeing the world that is both a pedagogical and a political project. It frames the citizens of “underdeveloped” states as subjects, available to be both “seen” and “known” in particular ways that have important implications for governance and law. This Special Issue approaches development as a discourse and as a set of practices that encompass a “way of seeing” and operate as a “frame” through which the subjects of development are apprehended and acted upon.","PeriodicalId":45757,"journal":{"name":"OSGOODE HALL LAW JOURNAL","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43443707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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