Description:
Courts are complex institutions which must constantly adjust to ensure that they are fulfilling their responsibilities to defendants, victims, witnesses, society and others who enter court spaces either virtually or physically. Courts must also manage their relationships with other agencies (whether justice or community) on whom they rely. Courts face an array of challenges in contemporary Australia, including the COVID-19 pandemic which has necessitated courts to pivot from inherently complex systems which are primarily public facing to virtual spaces which must continue to maintain the rule of law and to be open, transparent and subject to scrutiny. This chapter considers other challenges, too, which various courts and those who work in, with or appear before are facing. It assesses a suite of potential micro and macro reforms, advocating for ongoing systemic and structural change.
Description:
In this chapter, we investigate the ways in which academics’ identity factors can impact their work experiences and pedagogies in two Australian tertiary institutions. While there is a body of literature that interrogates the concept of diversity in higher education, most of the research focuses on diverse student populations rather than examining academic diversity. Current research does not explore in depth the ways in which intersections of identity factors such as gender, race, class, and able-bodiedness might impact academics’ experiences in the chiefly middle-class-institutions that comprise the Australian Higher Education landscape. The authors employed a mixed methods approach. To collect data for the project, we constructed an anonymous online Qualtrics survey and invited participation from academics working at one regional and one urban university. The survey consisted of a mixture of open and closed questions concerning the relationship between identity and teaching approaches within universities. Responses were coded, and common themes were examined by the researchers using an intersectional approach. The survey findings reveal that academics who identify as equity group members see these identities as a strength in teaching and interactions with students, however, these identities sometimes give rise to tensions with colleagues and can be seen as a barrier to career progression.
Description:
The chapter offers a road map that charts the key issues raised in this edited collection that contributes to the United Nations Sustainable Development Goal (SDG) series. Throughout the book, questions are raised, tensions observed, and practices highlighted, often through passionate discussion, regarding the ways in which considerations of equity, inclusion, and social justice are configured, challenged, observed, or ignored in a range of educational settings. All chapters address the United Nations Sustainable Development Goal 4: Quality Education which advocates for the provision of inclusive and equitable education and the promotion of lifelong learning for all. This chapter extends the focus of diversity, inclusion, and social justice to examine the inclusive approaches embedded in the production of the book. Rejecting potentially exclusionary publication processes, the editors mobilized inclusive approaches to selecting, reviewing, and editing chapters and the development of edited scholarship. Focusing on connections and capacity building, a diverse range of authors, reviewers, and editors worked together in a supportive, inclusive, and encouraging framework to produce an interwoven contemporary narrative about the state of diversity and inclusion in mainstream education settings.
Description:
This chapter begins a conversation about the United Nations Sustainable Development Goals (SDGs), the concepts of rights, diversity, equity and inclusion that underpin them, and the ways in which they are enacted in a variety of contexts. There is a specific focus on SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on examinations of the SDGs, the conversations throughout the book give voice to those who work at times within and sometimes outside mainstream education discourse people who use inclusive approaches to teach early childhood, primary and secondary school and higher education students, parent-educators, parents and carers, academics teaching and researching in the field of inclusion and teachers and academics who themselves have impairments and disabilities. In this chapter, we investigate the policies, discourses and epistemologies that are foundational for the concepts of rights, diversity, equity and inclusion. To examine issues of social justice, epistemic injustice, equity and equality, the authors describe a framework of discourse and intersectional analysis.
Description:
This chapter begins a conversation about the United Nations Sustainable Development Goals (SDGs), the concepts of rights, diversity, equity and inclusion that underpin them, and the ways in which they are enacted in a variety of contexts. There is a specific focus on SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on examinations of the SDGs, the conversations throughout the book give voice to those who work at times within and sometimes outside mainstream education discourse people who use inclusive approaches to teach early childhood, primary and secondary school and higher education students, parent-educators, parents and carers, academics teaching and researching in the field of inclusion and teachers and academics who themselves have impairments and disabilities. In this chapter, we investigate the policies, discourses and epistemologies that are foundational for the concepts of rights, diversity, equity and inclusion. To examine issues of social justice, epistemic injustice, equity and equality, the authors describe a framework of discourse and intersectional analysis.
Description:
Recognising the oftentimes polarising nature of court decision-making—and the overt public interest and political sensitivities which exist—this chapter focuses on the public influence on legislative decision-making with regard to the courts and court processes. It considers the blurring of boundaries in regard to mandatory sentencing the parliamentary appetite for sentencing reform and the questioning of sentencing outcomes and other court practices. How to reconcile public attitudes (and thus parliamentary action) with magisterial, judicial, parole board and bail justice decision-making is a significant challenge. Various actors have a role to play in promoting accountability and positive change, including sentencing advisory councils, parliamentary law reform committees, legal services boards, community legal centres and other bodies—in advocating for positive change, fairness and equity based on sound evidence rather than potentially knee-jerk reactions to public conjecture.
Description:
Police prosecutors play a critical role in the Victorian summary jurisdiction. While scarce, the available literature identifies concerns about the use of police prosecutors, including a lack of independence from investigative police the opaque police prosecutor decision-making the potential bias in favour of police informants the lack of uniformity in training requirements the high workloads and the lack of clear, uniform and public guidelines all which may have real or perceived impacts upon court outcomes for accused and victims alike and upon the public’s confidence in the administration of justice. This is particularly so in the context of increasing volume, complexity and seriousness of summary offences. This chapter supports the need for an evidence-based review of police-led prosecutions which includes the impacts on case outcomes, and whether certain reforms may be necessary.
Description:
Victims of crime are key to holding perpetrators to account. Despite being instigators of reports, victim/survivors of sexual assault have long felt alienated from the court process and criminal justice system more broadly. This chapter draws on contemporary literature to consider the contested terrain of “participatory rights” for victim/survivors. Highlighted are a range of reforms implemented since 1994 which elevate the voices and acknowledge the experiences of victim/survivors. Despite the reforms, victim/survivors continue to feel alienated and, in particular, the voices of victim/survivors with cognitive impairment and complex communication needs are sometimes ignored at the point of first report. Considered here are the barriers to effective reform implementation and proposed reforms for continuous advocacy and legal representation. This chapter supports calls for legal representation to continue through to the conclusion of trial proceedings.
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In this chapter, we synthesise the interwoven narrative presented in this edited collection that interrogates discourses and policies of inclusive education, foregrounds the lived realities of diverse cohorts, and offers new ways of thinking and acting through a process of capacity building. Through thematic analysis, we analyse emergent themes pertaining to diversity and inclusion to illuminate the divergence between rhetoric and practice where the provision of quality education is concerned. Ultimately, we question whether the United Nations Sustainable Development Goal 4 of quality education for all is being actualised in the twenty-first century and offer provocations on the possibilities of actualising a sustainable, responsive, inclusive, and diverse education future globally.
Description:
Intelligent business analytics is an emerging technology that has become a mainstream market adopted broadly across industries, organizations, and geographic regions. Intelligent business analytics is a current focus for research and development across academia and industries and must be examined and considered thoroughly so businesses can apply the technology appropriately. The Handbook of Research on Foundations and Applications of Intelligent Business Analytics examines the technologies and applications of intelligent business analytics and discusses the foundations of intelligent analytics such as intelligent mining, intelligent statistical modeling, and machine learning. Covering topics such as augmented analytics and artificial intelligence systems, this major reference work is ideal for scholars, engineers, professors, practitioners, researchers, industry professionals, academicians, and students. Intelligent business analytics is an emerging technology that has become a mainstream market adopted broadly across industries, organizations, and geographic regions. Intelligent business analytics is a current focus for research and development across academia and industries and must be examined and considered thoroughly so businesses can apply the technology appropriately. The Handbook of Research on Foundations and Applications of Intelligent Business Analytics examines the technologies and applications of intelligent business analytics and discusses the foundations of intelligent analytics such as intelligent mining, intelligent statistical modeling, and machine learning. Covering topics such as augmented analytics and artificial intelligence systems, this major reference work is ideal for scholars, engineers, professors, practitioners, researchers, industry professionals, academicians, and students.
Description:
Chapter 7 reports qualitative interviews with older women about the pursuit of an active, fulfilling and productive retirement, and the mechanisms that promote these outcomes. Contrary to notions of the blended lifecycle, analysis reveals a stark division between paid work and retirement for many women at the same time as an ongoing commitment to socially valued and productive albeit unpaid activities that form a portfolio career. Furthermore , analysis reveals an increased sense of autonomy and control over decision making among retired women that contrasts with their experiences of paid employment.