The problem of heretic teachers: Kempling v. British Columbia College of Teachers
Keywords:
Canadian Charter of Rights and Freedoms, freedom of expression, legal issuesAbstract
ABSTRACT. This paper argues that recent Charter decisions concerning the off duty expressive conduct of teachers have involved a narrow or “orthodox᾿ interpretation of the reasonable limits on such expression. The author illustrates what he describes as a “messy area᾿ by taking us through the controversial and well-known examples of Shewan and Shewan; the Malcolm Ross case; and the primary focus of the case comment, a recent British Columbia decision involving Chris Kempling. The author wonders whether judicial orthodoxy regarding teacher conduct, expression and opinion helps or hinders the fundamental objectives of public education and censors their autonomy for open discussion of important social, ethical and political issues. LE PROBLÈME AVEC LES ENSEIGNANTS HÉRÉTIQUES : KEMPLING V. BRITISH COLUMBIA COLLEGE OF TEACHERS RÉSUMÉ. Cet article aborde le fait que les récentes décisions de la Charte concernant la conduite expressive en congé des enseignants ont impliqué une interprétation plus pointue et orthodoxe des limites raisonnables d’une telle expression. L’auteur illustre ce qu’il décrit comme une « zone trouble » en nous amenant dans les exemples controversés et bien connus de Shewan et Shewan; le cas de Malcom Ross et le sujet principal de ce commentaire de cas, une décision récente en Colombie-Britannique impliquant Chris Kempling. L’auteur se demande si une orthodoxie judiciaire concernant la conduite des enseignants, leurs expressions et leurs opinions aide ou entrave les objectifs fondamentaux de l’éducation publique et censure leur autonomie pour des discussions ouvertes au sujet d’importantes questions sociales, éthiques et politiques.Downloads
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Dickinson, G. M. (2007). The problem of heretic teachers: Kempling v. British Columbia College of Teachers. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 40(3). Retrieved from https://mje.mcgill.ca/article/view/580
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