The judicial construction of the role of the teacher

Authors

  • Cesare Oliverio Brock University
  • Michael Manley-Casimir Brock University

Keywords:

legal issues, constitutional rights, Supreme Court of Canada, teachers' roles

Abstract

This paper examines the evolving Canadian jurisprudence at the appellate court level to outline the emerging definition – what is termed the “judicial construction᾿ – of the role of the teacher. “Judicial construction᾿ is a phrase intended to capture the attribution by judges of the social and educational significance of teachers. It is a phrase that recognizes the interpretative role of judges in adjudicating legal situations involving teachers and the importance ascribed to teachers by judges. In this context, the focus is on issues of teacher misconduct outside the classroom and during off-duty hours. The paper deals with only those cases in which questionable, but otherwise legal behaviour, are explored. It undertakes a detailed look at two recent Supreme Court of Canada decisions concerning alleged teacher misconduct, in the form of discrimination, to outline the evidentiary tests that must be satisfied to establish misconduct. Although this entails a discussion of competing constitutional rights, an extensive analysis of these rights and freedoms is left to future work. LA CONSTRUCTION JURIDIQUE DU RÔLE DES ENSEIGNANTS Cet article examine la jurisprudence canadienne d’évolution au niveau de la Cour d’appel pour souligner la définition émergeante, de ce qui se nomme la « construction judiciaire » du rôle de l’enseignant. Dans ce contexte, l’attention est mise sur les cas d’enseignants qui se conduisent de façon inappropriée en dehors de la salle de classe et pendant leurs congés. Cet article traite seulement de ces cas questionnables mais aussi de ceux où le comportement légal est à explorer. Il regarde dans le détail deux cas de mauvaises conduites d’enseignants, sous la forme de discrimination, où la Cour suprême du Canada a pris des décisions, et souligne les tests probatoires qui doivent être établies pour parler d’inconduite. Bien que cela nécessite un discussion à propos des droits constitutionnels en jeu et une analyse intense de ces droits et libertés qu’il reste pour un travail futur.

Author Biographies

Cesare Oliverio, Brock University

CESARE OLIVERIO holds a Bachelor of Laws (L.LB.) degree from Osgoode Hall Law School. He is a member of the Law Society of Upper Canada, has practiced law for a number of years and has taught at the elementary and secondary levels. Presently, he is enrolled in the Master of Education degree program at Brock University and is employed by the Niagara Catholic District School Board.

Michael Manley-Casimir, Brock University

MICHAEL E. MANLEY-CASIMIR is professor and Acting Academic Vice-President and Provost at Brock University. He received his Ph.D. (1976) from the University of Chicago. Prior to his appointment as Dean of Education at Brock in 1998, Dr Manley- Casimir spent 24 years in the Faculty of Education at Simon Fraser University. He recently completed his LL.M. through the Faculty of Law at the University of British Columbia and investigated the meaning of ‘freedom of conscience’ in the Canadian Charter of Rights and Freedoms.

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How to Cite

Oliverio, C., & Manley-Casimir, M. (2007). The judicial construction of the role of the teacher. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 40(3). Retrieved from https://mje.mcgill.ca/article/view/581

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Articles