On the Criminal Protection of the Right to Education of Chinese Citizens——With a Review on Article 32 of the Amendment to the Criminal Law(Ⅺ)

The Amendment(Ⅺ)to the Criminal Law of the People’s Republic of China responds to the institutional needs of civic education,and supplements the clause of the Criminal Law on protection of citizens’right to education nuy means of Article 32.Imposing legal responsibility in the form of internal punishments,administrative punishments,and economic compensation have failed to prevent infringements on citizens’right to education.Its role as a"secondary protection law"is the conceptual obstacle that hinders the Criminal Law from effectively intervening in the field of citizens’right to education.The equivalence between the legal interests of people to the right to education and the rights protected by the existing charges in the Criminal Law is the legitimate basis for it to intervene in disputes over the right to education.Based on Article 32 of the Amendment(Ⅺ)to the Criminal Law of the People’s Republic of China,it is suggested to further clarify the prepositional law,improve the liability provisions for the right to education,change the modest and restrained view of the Criminal Law regarding protection of the right to education,and expand the behavior types of Article 32 provided in the Amendment(Ⅺ)in due time.

The Overall Elevation of Protecting the Right to Education in China——A Case Study of the Right to Education in Tianjin Municipality

As one of the fundamental social rights, the right to education not only con- ,cerns the fact that the educated can equally enjoy educa- tional opportunities, but also lays the foundation for exercising their rights in other aspects, such as employ- ment, politics, culture and society, therefore creating the conditions for realizing the all-round development of human beings. During the process of social construction in China, we have attached great significance to protecting citizens＇ rights to receive education, thus ensuring the prior- ity of developing education in our nation. Meanwhile,

Promoting the Common Development of Education and Protection of Environmental Rights

Environmental fights are im- portant fights that have been written into fundamental hu- man rights since the 1970s. With economic globalization and sci- entific and technological progress, it is more and more important to educate and protect environmental rights world- wide. As a large developing country, China has significant responsibilities in the field of global environmental safety. However, the awareness and status of environmental rights protection are still not suited to people＇s demands for environmental rights, making it an important task to carry out scientific planning and environmental rights edu- cation and improve citizens＇ enjoyment of environmental rights. We propose to start from defining the constitutional status of environmental rights and pro- mote the education and protection of environmental rights at the same time, so as to enhance mutual influence and contribute to creating a good environ- ment for mankind.

Equality, Participation and Sharing: 70 Years of Protecting the Rights and Interests of Persons with Disabilities in the PRC

July 2019 Contents Preamble I.Development of the Cause of Persons with Disabilities II.Mechanisms for the Protection of Rights and Interests of Persons with Disabilities III.Health and Rehabilitation IV.Special Education and Inclusive Education V.Employment and Entrepreneurship VI.Basic Life and Social Security VII.Creating an Accessible Environment and Enabling Mobility.

Realization of the Right to Economic Assistance of Women with Disabilities in Divorce from the Perspective of the Civil Code

Protecting the equal human rights of persons with disabilities is an important part of human rights protection in China.The Marriage law Amendment in 2001 focused on the economic assistance system for divorce relief for a party unable maintain the local basic standard of living.The Civil Code has adjusted and expanded the system,stipulating that one party can ask for financial help from the other party if the party can’t maintain a reasonable living after divorce.To a certain extent,this economic assistance should include the assistance to the party whose living standard has decreased significantly after divorce and the party who has made more sacrifices and contribution to the marriage during the marriage.Although the economic assistance system for divorce stipulated in the Civil Code does not specifically address unequal treatment or discrimination against women with disabilities,since women with disabilities are more vulnerable after divorce,they are more likely to put forward economic assistance claims after a divorce,be more dependent on others physically and psychologically,and find it more difficult to obtain employment.Social security for women with disabilities is still insufficient and compared with other subjects,women with disabilities are likely to be in an unequal position in the realization of their right to economic assistance in divorce.Therefore,it is necessary to put forward reasonable legal interpretations and application suggestions for the relevant provisions in the Civil Code,so as to fully realize the economic assistance rights of women with disabilities in divorce,and reflect the care and protection of the human rights of women with disabilities in the Civil Code.

Report of the UK Educational Policy

The equality of education is based on the interest of the governing party,and it has to fit the political faith of the governing party.No matter what kind of education cannot be totally fair,it can only be promoted and improved by the change of people’s awareness.

Development of Women's Rights in China Through A Hundred Years:From a Strong Sense of Political Responsibility to Increasingly Better Legal Protection

The founding of the Communist party of China,especially the founding of pRC and the establishment of the socialist system,opened a new chapter in the development of the Chinese women’s cause.The Communist party of China(CpC)and the Chinese government have a strong political will and a sense of political responsibility in realizing gender equality and protecting women’s rights.over the past 100 years,under the leadership of the CpC,the status of Chinese women has been fundamentally changed in the political and legal sense,and a historic breakthrough has been achieved.The development of the Chinese women’s cause has overcome many difficulties.In particular,after the launch of the reform and opening-up,on the basis of economic development,social progress,and continuous promotion of the rule of law,a set of legal protection systems for comprehensive protection of women’s rights have gradually been formed.The concept of social gender has provided new perspectives and approaches for China’s legal studies,and the process of gender mainstreaming in China has continued to deepen.China follows the socialist path of women’s cause with Chinese characteristics and continues to strengthen the legal protection of women’s rights in China,thereby making important contributions to the development of women in the world.

Ethics of Difference:Towards a Phenomenology of Inclusion

In this essay we propose notions of difference and equality as elements of a phenomenologically informed ethics.The proposed notions are tested on a diagnosis of inclusion,and,in particular,inclusive education,both of which are leading values in contemporary public moral discourse and in the formulation of related policies.The value of inclusive practices is commonly seen in the circumstance that they safeguard difference while granting equality and realize equality without curtailing difference,thus creating conditions in which human dignity is respected.We ask in what sense,that is,according to what understanding of equality and difference,this is true.Our conclusion is that“the value of inclusion”is at least compatible with a merely formal sense of equality,which,at the same time,effectively negates human difference.On the other hand,the proposed phenomenological notions of difference and equality seem to provide an avenue towards a renewed understanding of the humanity of man,as well as of(inclusive)education as a manner of fostering that humanity.The interpretive framework for our analysis is given by Heidegger’s diagnosis of nihilism.The latter implies a notion of“values”as conditions of a dynamic of empowerment which has the“drive to more”as its intrinsic,constitutive motive.

《教师法》修订:基本理念、教师身份与立法技术

权益保障是我国教师立法的基本理念,此次《教师法》修订仍需贯彻和继承。科学定位教师的法律身份是保障教师合法权益的前提。基于义务教育与高等教育的不同特征以及我国教师队伍建设实践诉求,中小学教师宜定位为专业技术类公务员,高校教师的事业单位工作人员身份宜通过法律予以规定。教师权利义务是教师法律身份的外在表现,相关内容的修订须依据教师的不同法律身份。教师教育惩戒是中小学教师基于专业身份实施的事实行为,本质上属于教师专业自主权,《教师法》应予以确认和规范。围绕教师权益保障,还需从法律规范协调统一、增加程序性规范以及纠正硬法规范软法化等技术层面提高修订的科学性,增强《教师法》的可操作性。

未成年男性性权益的刑法保护——对我国《刑法》第236条之一的立法论思考

我国刑事立法对未成年男性的性权益保护存在不均衡、不完整情况。并且学界对于性侵未成年人犯罪的法益尚未达成共识,致使对未成年男性性权益的保护并不完整。基于未成年人的特殊身份以及以性别不同为基础的心理差异,家长主义应当介入未成年男性性权益的保护。根据平等原则以及儿童利益最大化原则的要求,加强未成年男性性权益的保护具有必要性。为实现对未成年男性性权益的周延保护,首先,应将身心健康作为被性侵未成年男性的首要法益;其次,应扩充负有照护职责人员性侵罪的犯罪对象,将男性也纳入本罪保护范围,并将年龄保护区间扩大至14周岁到18周岁;再次,还需增设负有照护职责人员猥亵罪,以完善对未成年男性的保护;最后,应强化未成年男性保护行政、刑事衔接,凝聚法治保护合力。

生育新政下工作母亲就业困境与支持体系构建

工作母亲(特指已生育且在业的女性)既要参与社会劳动,又要承担生育和照顾儿童的主要责任,必然带来职业与养育之间的矛盾冲突,陷入“生育歧视”与“母职惩罚”等种种就业困境。我国“三孩”生育新政的实施使工作母亲的职育矛盾凸显,平等就业问题更突出。因此,宜通过完善法律政策体系、建立成本共担机制、催化社会力量担当、重建家庭内部分工等方式为工作母亲构建一个合理的平等就业支持体系。

正确认识保护妇女合法权益的核心要义及其价值追求

保护妇女合法权益和男女平等都是我国的重要法律原则;保护妇女合法权益是促进男女平等实现的必要手段,是为了更好地促进男女平等;保护妇女合法权益必须坚持尊重和保障人权的基本理念;保护妇女合法权益、促进男女平等是家庭和睦的重要基础,是社会文明进步的重要标志,是中国式现代化的重要内容。

从婚姻到社会:迈向全面发展的妇女权益保障之路

近年来,我国妇女权益保障法治建设成果丰富,既有妇女权益保障法的全面修订,又有民法典婚姻家庭编相关司法解释的相继出台,在持续赋权的同时,逐步强化平权观念,但其中理念革新与价值张力并存。循赋权进路,规范性理解妇女的弱势所在,找准妇女在社会规范与权力结构中的现实落差是赋权的前提。基于此,应重点围绕婚姻家庭、人格财产等私权领域,完成权利拓展与强化;沿平权进路,厘清与赋权相并列的、支撑性别平等的立法的另一种权利义务及责任分配方式是构建平权机制的前提。民法典婚姻家庭编司法解释(二)的制定亦展现性别平等的最新制度思考,但平权机制的完善仍有诸多未尽之处。

教育数字歧视的规制逻辑:从技术理性、价值理性到制度理性

教育数字化是建设教育强国的重要引擎,也是破解教育公平问题的重要路径。然而,教育数字化在推动教育公平的过程中,也衍生出了一种新型教育歧视——教育数字歧视。教育数字歧视指教育数字化过程中非主观意识造成的对受教育者的不公平对待,以及区别、排斥或限制其平等受教育权的行为,是一种因数字技术产生的“设计缺陷”。当前,教育数字化转型正面临资源、文化、群体等方面的诸多教育数字歧视问题,教育数字歧视仍处于规制失序的状态,主要原因在于:对受教育者数字教育平等权的权利界定不清、政策观照不足以及规制保障不强,导致教育数字化过程缺乏关于人的价值和教育公平的价值指导,出现了技术反噬教育公平的情形。因此,应适时嵌入制度规则,以数字教育平等权丰富平等受教育权内涵,加强政策对平等受教育权的保障,适时立法强化数字教育歧视规制的可操作性与责任,既防止技术理性世俗化的公正性偏离,也防止价值理性理想化的形而上架空,在技术之上、价值之下、制度之中,为教育数字歧视提供规制路径。

教育数字化转型中教育公平的法治保障

推动教育数字化既是促使教育事业迈向现代化的必由之路,也对教育公平提出了全新挑战。教育公平的实现要求与受教育权给付义务功能的结构高度契合,对应着公民的原始给付请求权和派生给付请求权。其中,原始给付请求权维度构成教育公平的基础,要求国家提供底线性的教育给付;而派生给付请求权与一般平等权联系紧密,要求国家公平分配现有的教育资源。

数字化时代老年人的权利保障研究——基于桑德拉·弗里德曼的实质平等视角

数字技术为实现积极的老年生活带来了新的机遇。然而,在数字技术的运用与普及过程中,其不平等现象和数字生活本身蕴含新的风险,又给老年人权利保障带来新的威胁。以桑德拉·弗里德曼的实质平等框架分析老年“数字鸿沟”,不仅是数字技术适老化程度不足的现实表现,更是资源和权力之不平等的必然结果。因此,数字时代老年人权利保障的要义在于:通过合理分配学习资源和构造公平参与机制来切实增强老年人的数字能力,重塑数字空间的权力关系。数字时代老年人权利保障的具体方案在于:以强化数字立法消除包括年龄歧视在内的直接人权威胁,以多元协作和公平责任的社会合作机制推动老年人的数字融入,最终通过平等参与基础上的代际合作实现“老龄+数字”社会的长效治理。

中国特色职业教育法律体系的外在表征与内在本质

新《职业教育法》的颁布实施标志着中国特色社会主义职业教育法律体系的形成,中国特色社会主义职业教育法律体系包含外在表征与内在本质两个纬度。从外在表征来看,形成了一个以宪法为统领、以教育法等为主干、以职业教育专门法为核心、以职业教育法规等为辅助、以国际条约为补充的中国特色社会主义职业教育法律体系。从内在本质来看,中国特色社会主义职业教育法律体系体现了以社会主义法治精神为指导、以人的权利保障为内涵、以科学立法为指针、以民主立法为抓手。

以思政教育引领学生防范网络戾气的有效策略

在互联网改变人们生活的同时,网络空间治理也变得更加紧迫,“网络戾气”便是其中一种亟待解决的现象。网络戾气的成因主要基于网络空间的虚拟性、隐匿性、群体效应以及人们对现实压力的释放。思政教育与防范网络戾气之间存在目标以及内容等方面的适切性,基于此,可以通过思政教育有效引领学生防范网络戾气,具体包括:融合传统文化,加强学生的道德修养;加强心理疏导,提升学生的自控能力;引用社会热点,提高学生的媒介素养;鼓励多元交流,发展学生的辩证思维;突出和谐理念,培养学生的包容心态;强调权责对等,完善学生的法治观念。

终身职业技能培训背景下企业职业培训的制度完善

推行终身职业技能培训需要突出发挥企业的主体作用,但我国目前企业职业培训制度不完善,部分企业在培训中侵害普通职工的合法权益,未能发挥应有的作用。该现状背后的问题在于职业教育法与劳动法体系下的相关规定出现断层,企业的主体责任不明,职业培训的法定内容要求空泛。针对其现存问题,我国应当从宏观层面平衡职业培训与职业院校教育在政策、管理、资金、评价等方面的发展,中观层面完善并细化企业主体“软硬兼施”的法律责任体系,微观层面厘清职业培训内容的专业性、对口性、针对性法定要求,以完善我国企业职业培训制度,在推行终身职业技能培训制度的契机下真正予以细化落实。