Annual Spring Conference
"Anti-violence efforts in schools: defining child rights-based approaches"
Thursday, March 13, 2014
8:30 am to 5:30 pm
Faculty of Social Sciences Hall
120 University Private, Room 4007 (4th Floor)
University of Ottawa, Ottawa, Ontario
The conference is open to anyone interested in children’s rights issues: faculty, students, members of community organizations, health care and social workers, medical and legal professionals, policy analysts, government employees and other advocates.
Presentations will be delivered in English or in French. There will be no simultaneous interpretation.
Professional Development: this activity is recognized by the Comité de la formation continue of the Québec Bar and the Chambre des notaires. Duration: 7.25 hours.
Call for abstracts
Anti-violence efforts in schools: defining child rights-based approaches
Annual conference of the
Interdisciplinary Research Laboratory on the Rights of the Child (IRLRC)
March 13, 2014 - University of Ottawa
Deadline: December 31, 2013
In the last few years, bullying has attracted a lot of attention, and a variety of responses have been adopted after tragic events have taken place in Canada. These efforts range from anti-bullying legislation and zero-tolerance policies to programs developed by governments, school boards and community organizations to promote tolerance and friendship. Despite great efforts being deployed, there is a clear absence of a systematic, concerted and comprehensive approach to violence in schools, as well as a lack of evaluation of existing efforts. This one-day interdisciplinary conference will bring together academics, students, practitioners and other stakeholders to discuss existing approaches, share good practices and evaluate their effectiveness in light of a rights-based framework. The idea that rights-based approaches may be effective in combating violence will be critically discussed. The main aim of the conference will be to explore the definition of a child rights-based approach and the inclusion of child rights in anti-violence efforts.
Abstracts (maximum 250 words) are welcomed for an oral presentation at the conference. Presentations may address theoretical frameworks to violence prevention, rights-based approaches, practical experiences in violence and bullying prevention, program evaluation in this field, legal and practical considerations related to violence prevention efforts in schools, or any other topic that is of relevance to the conference. Abstracts from any discipline or describing multidisciplinary approaches to research are welcomed. All submitted abstracts should include a short biography (no longer than 150 words) of the author(s).
Please email your contributions to Mona.Pare@uOttawa.ca by December 31, 2013 for consideration by the conference organizing committee. The abstracts will be evaluated in terms of their potential contribution to a fruitful conference discussion. Authors whose abstract proposals are accepted will be notified by January 15, 2014.
Laboratoire interdisciplinaire sur les droits de l’enfant (LRIDE)
Conférence annuelle du printemps
Le jeudi 13 mars 2014
8 h 30 à 17 h 30
Pavillon de la Faculté des sciences sociales (FSS), 120, rue Université
Salle 4007 (4e étage)
Université d’Ottawa, Ottawa (Ontario)
« Lutte contre la violence dans les écoles :
approches fondées sur les droits de l’enfant »
Les présentations se dérouleront en français (F) ou en anglais (A).
Il n’y a pas de service d’interprétation simultanée.
8:30 - Inscription
9:00 - Mot de bienvenue
Sébastien Grammond, doyen, Faculté de droit, Section de droit civil, Université d'Ottawa (F)
9:10 - Conférence d'ouverture
Wayne MacKay, Schulich School of Law, Dalhousie University (A), "Répondre efficacement à l'intimidation et à la cyberintimidation : Il n'y a pas d'App pour cela!"
9:40 - Réponses et discussion
Debra Pepler, Faculty of Health, York University, PREVNet (A)
Claire Beaumont, Faculté des sciences de l’éducation, Université Laval, Chaire de recherche sur la sécurité et la violence en milieu éducatif (F)
10:20 - Pause (sur place)
10:30 - Séance 1 : Programmes et initiatives communautaires pour la prévention de la violence dans les écoles
Présidente de séance : Valerie Steeves, professeure agrégée, Département de criminologie, Faculté des sciences sociales, Université d'Ottawa
Laura Butler, Equitas (A), "On ne joue pas avec les droits - Promouvoir les droits des enfants et la participation à travers des jeux de réflexion"
Amélie Doyon (F) et Kiana Baker-Sohn (A), Croix-Rouge Canadienne, "La prévention de l'intimidation : inciter les jeunes à trouver une solution"
David McFall, École élementaire Pierre Elliot Trudeau (A), "Recadrer la prévention de la violence à l'école : l'attachement pour les sans attaches"
12:00 - Déjeuner (sur place)
12:45 - Séance 2 : Approches issues de la recherche pour la prévention de la violence
Présidente de séance : Nathalie Bélanger, professeure titulaire, Faculté d’éducation, Université d'Ottawa
Claire Beaumont, Faculté des sciences de l’éducation, Université Laval (F), "Prévenir la violence à l'école ou améliorer la qualité de la vie scolaire? Ce que révèlent les approches globales et positives en matière de prévention"
Debra Pepler, Faculty of Health, York University (A), "L'intimidation et les droits des enfants : Cela ne concerne pas seulement la sécurité"
François Bowen, Faculté des sciences de l’éducation, Université de Montréal (F), "Deux visions complémentaires en prévention de la violence : les approches programmes et celle s'appuyant sur le développement d'un milieu de vie de qualité"
14:15 - Pause (sur place)
14:30 - Séance 3 : Évaluation des initiatives contre la violence
Présidente de séance : Tara Collins, professeure adjointe, School of Child and Youth Care, Faculty of Community Services, Ryerson University
Mónica Ruiz-Casares, Division de psychiatrie sociale et transculturelle, Université McGill (A), "Prévention de la violence en milieu scolaire"
Tina Daniels, Department of Psychology, Carleton University (A), "L'agression sociale : programmes d'intervention prometteurs et questions toujours sans réponse"
David Smith, Faculté d'éducation, Université d'Ottawa (A), "Prévention de l'intimidation : état des connaissances et défis futurs"
16:00 - Discussion de clôture : prochaines étapes
Zachary Johnstone, étudiant, Université d'Ottawa, Jer’s Vision (A & F)
Hannah Collins, étudiant, Algonquin College, Jer’s Vision (A)
Kathy Vandergrift, présidente sortante, Coalition canadienne pour les droits des enfants (A), "Mettre en oeuvre les droits de l'enfant pour prévenir la violence"
Tara Collins, School of Child and Youth Care, Ryerson University (A)
Mona Paré, Faculté de droit, Section de droit, Université d'Ottawa (F)
17:30 - Fin de la conférence
Wayne MacKay has had a distinguished career as a university administrator, legal scholar, respected teacher, and constitutional and human rights expert. He has served as President and Vice-Chancellor of Mount Allison University, an advisor to Governments, National Agencies and Tribunals on Canadian diversity issues, constitutional issues, and civil rights and human rights initiatives. He has returned to teaching as Professor of Law, at Dalhousie University (2004-Present). In June, 2005 he was appointed a member of the Order of Canada.
Noted for his teaching, innovative research and writing, Professor MacKay has been honored by Universities, faculty and colleagues for his outstanding contributions to academic excellence, human rights and social justice. He is Canada’s leading authority on Education Law, and has written six books on this subject. He has written four books and over one hundred academic articles in the fields of constitutional law and human rights and privacy. Professor MacKay is recognized as a Canadian expert in constitutional law and human rights and cyberbullying.
As a Professor of Law for over thirty years at Dalhousie University’s respected Faculty of Law, Professor MacKay earned a reputation for strong commitment to teaching. His concern for accessibility and equity within the Canadian legal system prompted him to be part of envisioning and implementing the Law Program for Indigenous Blacks and Micmacs at the Law School. He became the Law Program’s first Director, and in recognition of his continuing commitment and contribution to diversity initiatives, the Nova Scotia Government appointed him Executive Director of the Nova Scotia Human Rights Commission in 1995-1998.
His broad knowledge, and distinguished record of achievement have resulted in a high demand for his wise counsel as a legal consultant and change agent. He speaks to diverse audiences on constitutional reform, Charter of Rights and education law issues. His respected opinions are sought by academics, public policy makers, government, community leaders, and the local and national media. In 2005 Professor MacKay conducted a year long review of inclusive education in New Brunswick and generated a major Report for the New Brunswick Government on reforming the education system in that province. In 2011-2012 he chaired the Nova Scotia Task Force on Bullying and Cyberbullying and wrote the Report. During 2013-2014 he is chairing Saint Mary’s University’s Presidential Council on Preventing Sexual Violence and Promoting Respect on Campus.
Professor MacKay has received numerous awards for his achievements, including the WPM Kennedy Memorial Award for the most distinguished Law Professor in Canada, and the Walter S. Taronopolsky Award for achievement in the field of Human Rights. He was also appointed a Paul Harris Fellow by Rotary International in February 2005 and Queen’s Counsel in May, 2009.
He has served on several Royal Commissions, University Task Forces, and Professional Practice Committees of the Canadian Bar. He has served as arbitrator and sat as a Tribunal Member for the Canadian Human Rights Commission and the Nova Scotia Human Rights Commission. He also serves as a member and Director of the latter body at different times. He is an active member of the Nova Scotia Barristers’ Society Discipline Committee, the Canadian Association of Law Teachers, the Canadian Civil Liberties Association, Atlantic Human Rights Center and, was Vice-Chair of the International Centre for Human Rights and Democracy, based in Montreal. He also served as legal advisor to the 2012 First Nations Education Panel. In August, 2013 Professor MacKay was recognized by Canadian Lawyer as one of Canada’s Top 25 Most Influential Lawyers and Judges.
Effectively Responding to Bullying and Cyberbullying: There’s No App for That
1. Bullying and Cyberbullying as Forms of Violent Expression and Behavior
As the title of the December, 2012 Report of the Standing Senate Committee on Human Rights suggest – “Cyberbullying Hurts.” Bullying and cyberbullying are forms of violent expressions and behaviors that are as suggested in the Nova Scotia Task Force on Bullying and Cyberbullying, a symptom of deeper problems in our society and a deterioration of human relations. Bullying and cyberbullying are a violent invasion of the privacy of the victims and their rights to be left alone. In many ways “bullying” is too soft a term and harsher terms like harassment, intimidation and assault could be applied. There are major challenges in defining what we mean by bullying and cyberbullying.
2. The Scope and Consequences of Bullying and Cyberbullying
As a society we are increasingly aware of the serious consequences of bullying and cyberbullying. Such behaviors have played a role in many high profile suicides such as Rehtaeh Parsons and Amanda Todd. There are many other impacts; such as, depression, loss of self-esteem, negative impacts on emotional and physical health and poor academic performance. The impacts are severe and long lasting.
3. Relational and Human Rights Dimensions of the Problems of Bullying and Cyberbullying
As the Nova Scotia Task Force Report emphasizes the problems of bullying and cyberbullying are largely relational in nature and concern how people interact with one another. As the title of my Report suggests it is about “Respectful and Responsible Relationships.” That is a major reason why there are no quick fixes for this problem. There are also important human rights dimensions to the problems of bullying and cyberbullying and its victims are often, but not always, members of the vulnerable groups protected by human rights codes. There are clear links between problems of bullying and cyberbullying and exclusion from the mainstreams of Canadian society.
4. Who Should be Responding?
Because of the broad based and complex nature of the problems of bullying and cyberbullying there needs to be a co-ordinated community response. There also needs to be a multi-pronged attack on the problem. Parents and other adult role models have an important role to play as do members of the private sector; such as, internet service providers (ISP’s) and telecommunication companies. Governments at all levels have significant roles to play; including, the Education system, Health and Mental Health systems, Social Services and the Justice system. A co-ordinated and multi-level response is vital to reducing the harmful impacts of bullying and cyberbullying.
5. How Should We Respond?
As discussed in the Nova Scotia Task Force there needs to be a trinity of responses in the forms of education, preventive interventions and changes to law and policies. Education in terms of teaching “digital hygiene” while important do not go far enough. The inculcation of digital citizenship in young people is an important way to change values and attitudes and the ways students interact. Prevention is also important and evidence based interventions are an essential part of an effective response. Supports and resources are also critical and need to come in many forms. More guidance counsellors, mental health supports and programs aimed at risk assessment and suicide prevention are a few examples.
Changes to laws and policies are not necessarily the first response but they do play an important role in anchoring other changes and making an important value statement about the seriousness of the problems of bullying and cyberbullying. There are also many different kinds of legal responses. Criminal Code provisions (Bill C-13 on intimate images), provincial statutes (Nova Scotia’s Cyber Safety Act), changes to Education Acts, application of Human Rights Codes and the use of Restorative Approaches, are but a few examples. While such legal responses are an important part of the puzzle, there are not a substitute for other educational and preventive responses. There needs to be action on several fronts.
6. Impediments to Effective Responses
There are many impediments to effectively responding to the problems of bullying and cyberbullying. There are legal and constitutional limits to pursuing bullies and cyber predators and the law can be the enemy, as well as the ally, in the response to the bullying problems. The magnitude and complexity of the problems and the pervasiveness of technology and social media also make meaningful responses difficult. The de-sensitizing impacts of technology and social media add yet another layer of challenge. There is also a need for social and emotional learning to respond to the apparent decline in empathy in our society. Yet another impediment is the lack of a clear chain of responsibility and accountability for bullying problems. There is a tendency to pass the buck rather than accept responsibility and be accountable for contributing to the solutions. This is true in both the public and private spheres.
7. Hope for Real Progress and Change: Engaging Youth
While young people are often seen as the main culprits in respect to bullying and cyberbullying, they also offer our best hopes for effective responses to the problems. One of the lessons from the Nova Scotia Task Force is that the effective engagement of youth is vital to addressing the challenges of bullying and cyberbullying in our society. Young people are far more likely to pay attention to their peers than adults, however well-meaning the latter may be. When bullying in all its forms is seen to be “not cool”, then real progress is possible. This is the message of the effective pink shirt program started in Nova Scotia. Youth led restorative approaches and the use of technology and social media to combat bullying and cyberbullying offer great promise.
It is also important to respond to the bullying problem in ways the respect the rights of all involved in the bullying process – perpetrators, bystanders and victims. Indeed the three categories often shift back and forth and the bullied sometimes become the bullies. While young people like others, need to take responsibility for their actions and act in respectful ways, they also deserve to have their rights respected. There is still a need for privacy and freedom of expression in homes and schools for children as well as adults. The challenge is to exercise these rights in respectful and responsible ways. The effectiveness of our responses to bullying and cyberbullying will depend heavily on our ability as a society to engage young people in devising effective responses. They deserve no less and offer our best promise for real change.
Biographies and abstracts of speakers at the 2014 IRLRC Annual Conference
Biographies and abstracts by chronological order of the program starting at session 1
Laura Butler coordinates the implementation of Equitas’ Play it Fair! program across Canada. Before joining Equitas in 2006, Laura worked with various non-governmental organizations in El Salvador, Guatemala, China, Switzerland and the UK with a focus on rural economic development. Laura has a BSc in Development Economics and a MSc in Development Management from the London School of Economics.
Title: Play it Fair! – Promoting Children’s Rights and Participation through Purposeful Play
Amélie Doyon works for the Violence and Abuse Prevention Program of the Canadian Red Cross. She holds a Master's degree in International Relations from Laval University and has a special interest in child protection. She has worked on violence prevention initiatives of the Red Cross in Canada, Haiti and the Philippines.
Title: Bullying prevention: Engaging youth in the solution
Biography: Youth Facilitator for Beyond the Hurt, the Bullying Prevention Program of the Canadian Red Cross, Kiana will be presenting with Amélie Doyon.
Title: Bullying prevention: Engaging youth in the solution
David McFall is an elementary school principal in Gatineau, Quebec. For the past 20 years, David has worked as a high school teacher, vice-principal and elementary principal with the Western Quebec School Board. In recent years, David has been studying with Dr. Gordon Neufeld in the developmental science of maturation and attachment. David will present a successful and unique approach to building a safe and healthy school with particular focus on: building positive student-teacher relationships, finding individual success and well-being, and facilitating a caring and respectful school ethos.
Title: Reframing Violence Prevention in Schools: Attaching to the Unattached
Claire Beaumont, Ph. D., is a psychologist and professor at the Faculté des sciences de l’éducation, Laval University. She is also holder of the Chaire de recherche sur la sécurité et la violence en milieu éducatif.
Title: Prevent violence in schools or improve the school quality of life? What reveal the global and positive approach regarding prevention
Several approaches were imagined to address directly the problem of the violence in schools. The repressive interventions, encouraged by the fruitless approach of the Zero Tolerance (punishments, suspensions, evictions) were used for a long time to the said pupils "aggressors" even bringing in the law to try to dissuade this type of behaviour. But this relational and social phenomenon should not be resolved by referring to an approach rather systematic, centered on the prevention and the progressive intervention adapted to the situations? Also, should we improve the school quality of life or only focussing to prevent violence in schools? This communication will present what reveal the global and positive approach, favouring an educational philosophy, including not only all the adults of the school, but also the members of the community.
Dr. Debra Pepler is a Distinguished Research Professor of Psychology at York University and a Senior Adjunct Scientist at the Hospital for Sick Children. Her research focuses on aggression and victimization among children and adolescents, as well as children in families at risk. Her research identifies bullying as a relationship problem that transforms to other problems of power and aggression over the lifespan. . Dr. Pepler consults to and conducts research on four programs: the SNAP® Girls’ Connection – for aggressive girls at the Child Development Institute, Breaking the Cycle – for substance using mothers and their young children, Pine River Institute for youth with substance and mental health problems, and the Canadian Red Cross Walking the Prevention Circle – a program developed by and for Aboriginal communities Together with Dr. Wendy Craig, Dr. Pepler is leading a federally funded national network, PREVNet (Promoting Relationships and Eliminating Violence Network). PREVNet’s mission is to promote safe and healthy relationships and prevent bullying for children and youth (www.prevnet.ca).
Title: Bullying and Children’s Rights: It’s Not Just About Safety
All children have the right to be safe and those involved in bullying (both those victimized and those who perpetrate bullying) are not safe. There is a growing body of evidence that children involved in the relationship problem of bullying have a wide range of physical and mental health problems. In our own longitudinal research, we found that children who were victimized chronically from elementary to high school exhibited high levels of mental health and relationship problems with parents and peers. Our research also showed that children who bullied at a high and persistent rate had a range of mental health and antisocial behaviour problems, as well as relationship problems with parents and peers. It is our responsibility to ensure that all children are safe in their relationships because healthy development depends on healthy relationships.
Safety is necessary but not sufficient. Children today are growing up in a digital world, with all its benefits and challenges. Youth report connecting with their friends more frequently through electronic means than in face-to-face interactions. Youth need us to educate them, not only in academic skills, but also in relationship skills (where we fall very low on the international stage). We need to join with youth to support their learning in how to interact positively in this novel and challenging digital world and how to solve problems when they arise. As one youth expressed to me: “Schools need to be a place where we learn how to be human”.
François Bowen, Ph.D., is Professor and Associate Dean at the Faculty of Education at the University of Montreal, Research Associate at the GRIAS (Groupe de recherche sur les environnements scolaires/Research Group on school environments), Associate Fellow at the School of Public Health, University of Montreal, research member in the Canadian network, PREVNet Promoting Relationships and Elimination of Violence. His research has focused primarily on the development of social competence in schools. Part of his actual research aims to understand how the school environment (i.e., the teaching practices, school organization and staff attitudes, etc.) contributes to the quality of the social adjustment of students. Another important part of his research focuses on the evaluation of programs for the prevention of violence in schools, particularly through the analysis of process implementation of these programs and their efficiency.
Title: Two complementary visions for the prevention of violence: approach using specific programs and those ones that are based on the development of the quality of the living milieu
After 40 years of research dedicated to the development and evaluation of different ways to prevent or reduce violence and bullying in schools, a number of findings emerge. Although it is clear that programs including the development of socio-emotional skills offer real efficiency opportunities, the effectiveness on those programs depends largely on how these practices are implanted in the school milieu. However, other studies suggest that we must rather build interventions that integrate more accurately the characteristics of the school environment. Our presentation will seek to bring these two complementary approaches in order to propose implementation strategies (and conditions) tailored to the characteristics and needs of the community, while allowing to get profits of the combined benefits of these two visions of prevention.
Mónica Ruiz-Casares, PhD, is an Assistant Professor in the Department of Psychiatry and at the Centre for Research on Children and Families at McGill University. She is also a Scientific Advisor at the Centre de Santé et des Services Sociaux de la Montagne in Montreal, where she evaluates health and social programs with ethno-culturally diverse families. Her published works focus on children’s rights, protection, and wellbeing cross-culturally; and ethical and methodological issues involved in research with children. She leads qualitative, quantitative, and mixed-methods studies related to child protection and wellbeing, mainly in contexts of parent-child separation.
Title: Preventing School-Based Violence: How Do We Know if We Are Making a Difference?
Many anti-violence initiatives are being designed and implemented in order to prevent or reduce aggression involving peers in schools. However, many are not systematically monitored and evaluated thus leaving decision-makers ill equipped to decide whether to continue supporting these initiatives as implemented. This presentation will provide an overview of key methodological and ethical considerations in the design of studies to provide the best empirical evidence of the effectiveness and efficiency of anti-violence initiatives in schools.
Tina Daniels, Ph.D., is a developmental psychologist and associate professor of Psychology at Carleton University, Ottawa, ON, Canada. Her research interests include the study of bullying and social aggression. She has developed & implemented Girls United, a National Intervention program to address the use of social aggression within girls’ groups as well as evaluated the WITS program for the prevention of peer victimization in elementary school children.
Title: Social Aggression: Promising Intervention Programs & Questions Still Unanswered
Over the last 20 years we have been examining non-physical forms of aggression that take the form of hurting others’ social relationships, referred to as social or relational aggression and we are beginning to create an evidence base for programs designed to prevent or reduce these forms of bullying behavior. The current paper will examine the necessary elements that have been identified in promising programs for addressing social/relational aggression including a focus on the prevention of social aggression in cyber bullying and will identify some important questions about program effectiveness that remain unanswered.
Dr. David Smith is Professor of counselling at the University of Ottawa in the Faculty of education. His primary research interests centre on school-based bullying prevention programs, with a particular emphasis on understanding how they can be made to be more effective. His current program of research is designed to study the links among school climate, children's attachment to school and bullying. Dr. Smith is a member of PREVNet and the Bullying Researchers’ Network, both international networks of researchers, educators, and community-based organizations committed to the prevention of bullying and promotion of healthy relationships among children.
Title: Bullying prevention: State of the art and future challenges
Bullying is now recognized as a serious public health problem that affects the academic and psychosocial development of children and youth. Consequently, there is an urgent demand in the education sector for bullying prevention programming that works. Evaluation studies, however, reveal mixed results for bullying prevention efforts. This presentation will review the state of evaluation research on bullying prevention and identify some of the important questions about program effectiveness that remain unanswered.
Zac is a first year student at the University of Ottawa, studying Political Science and Public Administration. He sits on the Board of directors of Jer's Vision, and in that role is working as an organizer for the International Day of Pink. Zac is most passionate about social justice and helps Jer's Vision organize events pertaining to fighting homophobia & transphobia, sexism, racism and, of course, bullying. He has taken an active role as a workshop presenter and educator. While not study or volunteering, Zac works for the City of Ottawa as a lifeguard and swim instructor, as well as with the Forum for Young Canadians, as an outreach assistant. To top it all off, Zac is the only Canadian recipient of this year's Link Crew Scholarship. Zac hopes to continue his volunteerism, and to go on to a career of activism and advocacy in the non-profit sector.
Hannah is an Algonquin College student from Ottawa. She discovered feminism and queer rights at the age of 15 through punk and riot grrrl music. She got involved with Jer's Vision Canada's Youth Diversity Initiative two years ago and through her work with them was nominated for a Capital Pride award in 2012 and won a Leading Women Building Communities Award from The Government of Ontario in 2013. She is currently one of the two educational coordinators at Jer's Vision and spends her time writing new workshops and baking vegan cupcakes.
Kathy Vandergrift, now past Chair of the Canadian Coalition for the Rights of Children, led a recent, comprehensive review of how well children’s rights are implemented in Canada. Kathy advocates for fuller implementation of the Convention on the Rights of the Child (CRC) as sound public policy for children and Canada as a whole, including prevention of violence. After the comprehensive review, Kathy helped organize a conference on Child Rights Impact Assessments, one preventive tool, and she continues to speak with various groups about the benefits of using the Convention as a policy framework that links all aspects of children’s lives. In this presentation, she will focus particularly on the CRC, schools, and public policy in Canada.
Title: Implementing Children’s Rights to Prevent Violence
Tara M. Collins, holds a Ph.D. in law, focusing on international child rights, from the University of London. She has worked on children’s rights since 1996. Her professional experience includes work for: Carleton University; Egalitarian World Initiative, School of Social Justice, University College Dublin, Ireland; University of Ottawa; Canadian federal government (Department of Foreign Affairs and CIDA) and Parliament; and the Canadian Coalition for the Rights of Children. She is Assistant Professor, School of Child & Youth Care, Ryerson University, and co-chair of this year’s IRLRC’s Annual Conference.
Mona Paré, Ph.D, is Associate Professor and Vice-Dean, Research, at the University of Ottawa Faculty of Law, Civil Law Section. She is a founding member of the University's Interdisciplinary Research laboratory on the Rights of the Child (IRLRC-LRIDE). Her research focuses on international human rights law and children’s rights, particularly in relation to equality, participation, and education. Prior to joining the University of Ottawa in 2007, Mona worked for the United Nations in connection with the development of the Convention on the Rights of Persons with Disabilities. She is co-chair of this year’s IRLRC’s Annual Conference.
Speakers’ PowerPoint presentations
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P.S.: Monday, March 10, 2014:
We have reached the maximum number of registrations. Registration is now closed. Thank you for your interest for our event. Comments: lbisson@uOttawa.ca
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Photographs and film footage may be taken during this conference by authorized persons, which may or may not include your recognizable image or a video. By participating in this conference, you consent to being photographed or filmed and authorize the IRLRC and academic units to use the photographs or film in print, digital, video or web-based format for its educational, promotional and archival purposes. For further information, please contact lbisson@uOttawa.ca.
Mona Paré and Tara Collins, co-chairs