SPEAKER: Daniel Monk , Birbeck University, will present a paper on the experiences of a gay couple who were rejected as foster parents because they were in an open relationship. He will examine different understandings of child welfare and the limits to equality.
A gay couple is welcomed by a progressive local authority as potential foster parents. But then the authority discovers that the couple are in an open relationship. What happened? What should happen?. This paper takes this real life story as a starting point for exploring a number of contemporary concerns: the limits to formal legal equality for gays and lesbians; shifting understandings of ‘the best interests of the child’ and adult sexuality; and the uses of ‘childhood’ in social policy.
Daniel Monk is a Reader in Law at Birkbeck, University of London and Director of the Birkbeck Institute for Gender and Sexuality. His research has explored children’s rights, home education, school exclusions, homophobic bullying and, most recently, inheritance.
Employment of adults with disabilities is a topic of great interest and importance today. Our discussion will focus on strategies, research and best practices that can assure that adults with disabilities have the skills and opportunity to compete in the local and global economy and in the 21st century workplace. Too often, adults with disabilities face significant challenges in accessing and maintaining employment opportunities that maximize their skills, talents and abilities. For many, low expectations, under-employment and limited access to meaningful careers have been the reality. For others, adult onset of disability has meant the untimely shortening or termination of a career.Promising strategies that involve business, education and the disability community abound. There is a growing body of research and development of evidence-based practices in the field of employment of youth and adults with disabilities. Disability employment policy can and should be viewed in the context of the local and global economy. As importantly, we can learn to tell a better story - from the perspective of the adult with a disability, from the perspective of employers and from the perspective of the community that benefits.
Lynnae Ruttledge has committed her career to disability-related public policy and program development with a focus on employment of adults with disabilities. In her work in the fields of education, independent living, vocational rehabilitation and international exchange, Lynnae has provided effective leadership for collaborative partnerships with educators, researchers, advocates, business, community-based organizations and governmental agencies. Lynnae currently serves as a Presidential appointee to the National Council on Disability, an independent federal agency that advises the President, Congress and other federal agencies on disability policy. In addition, she serves as a disability policy advisor to DOCTRID (Daughters of Charity, Technology Research into Disability) and Michigan State University. In 2013, Lynnae also served as a Presidential appointee to the fifteen member US Senate Commission on Long Term Care. Lynnae provided national leadership to the public vocational rehabilitation program as Commissioner of the Rehabilitation Services Administration with the US Department of Education from 2010 - 2012. Throughout her extensive public service career, Lynnae has held policy development and executive level leadership positions at the local, state and national levels. Committed to international disability rights advocacy, Lynnae is a strong supporter of the UN Convention on the Rights of Persons with Disabilities. She has been affiliated with Mobility International USA, a US-based disability rights NGO, since 1988 and has served as a citizen diplomat in educational exchanges in South America, Africa, Asia, the Middle East, Australia/New Zealand, Russia and Europe. Lynnae and her husband (an Irish citizen) make their home in the state of Washington in the Pacific Northwest.
The notions of authority in education has become an increasingly negative concept, regarded by some as championed only by the rigid traditionalists and those who cling on to outdated educational theory and philosophy. 'Authority and the Teacher', seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the vice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher's authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time. By invoking the work of three major philosophers - Polanyi, Oakeshott and Wittgenstein - as well as contributions from other key thinkers on authority, William Kitchen underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking. Programme: Arrival and Registration (1:45pm): Introduction (2:00pm): TBC
Lecture 1 (2:15pm – 3:00pm): William H. Kitchen, “Authority and the Teacher”
Lecture 2 (3:00pm – 3:30pm): Mr Michael Johnston and Mrs Mairead Buick, “A practitioner’s perspective”
Break (3:30pm – 4:00pm)
Lecture 3 (4:00pm – 4:30pm): Mr Robert McCartney QC, “The death of the progressive, constructivist curriculum in Northern Ireland”
Keynote Lecture (4:30pm – 5:15pm): Professor Frank Furedi, “Sociological and Historical Authority”
Conclusions and Summary (5:15pm – 5:30pm): William H. Kitchen
Discussion and Questions (5:30pm – 5:40pm)