The constitutional entrenchment and protection of property rights has always been a difficult and controversial issue. This new and unique work is more than a collection of cases on constitutional property law, it is an in-depth comparison of constitutional property clauses in jurisdictions around the world. The book consists of three parts: the first chapter contains a general discussion of comparative, theoretical, and analytical issues. The second part consists of eighteen chapters on jurisdictions where the property clause has generated substantial case law and jurisprudence, meriting extensive analysis and discussion. Among the countries discussed are Australia, Japan, Canada, Germany, Switzerland and South Africa. For easy reference the structure of these country-by-country chapters is identical. These chapters not only contain practical, useful legal information but also a normative interpretation of constitutional property clauses in their national and international context. The third and final part of the book contains a collection of 86 property clauses from jurisdictions not included in the country reports. The focus of the book is on comparison, and cross-references assist the reader in finding related cases and issues in other jurisdictions. The book will be of interest to private and public lawyers engaged in international trade and business practices, as well as to scholars of comparative (constitutional) law.
This volume will introduce the readers to an alternative nexus of education, equity and economy, pointing to economies and educations that promote a less stratified and exploitive world, and as the chapter authors demonstrate, this view has a wide range of applications, from technology, mathematics, to environmental catastrophes and indigenous cultures.
This first volume in the new book series not only introduces the series itself, but also several authors whose chapters that appear here presage the in-depth analysis that will be offered by their volumes in the series.
Education is invoked repeatedly in the 'class warfare' that pits the population against the elites as the investment that makes the difference, in terms of both policy and individual commitment, in the economy. The economy in this scenario is competitive, accumulative, exploitive and stratifying, implying education should mirror this and prepare people to fit this economy. However, education has other historic goals of developing common cultures, national identities, and civic engagement that belie this form of economic determinism. This volume and the series will explore this new nexus of economy and education with equity.
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