Author
Debra L. DeLaet
Bio: Debra L. DeLaet is an academic researcher from Drake University. The author has contributed to research in topics: Human rights & International human rights law. The author has an hindex of 7, co-authored 12 publications receiving 105 citations.
Papers
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University of Geneva1, University of Massachusetts Amherst2, University College London3, Université libre de Bruxelles4, University of Santiago, Chile5, University of Neuchâtel6, Central European University7, University of London8, University of Toronto9, Utrecht University10, Ghent University Hospital11, Northwestern University12, University of Cambridge13, Royal College of Surgeons in Ireland14, Lehigh University15, University of Technology, Sydney16, Ghent University17, Radboud University Nijmegen18, Drake University19, Erasmus University Rotterdam20, Université de Montréal21, University of California, Davis22, Yale University23, Al-Azhar University24, University of Sussex25, Aalborg University26, Purdue University System27, University of Colorado Boulder28, Indiana University29, Osaka Prefecture University30, National University of Singapore31, Lancaster University32, Arizona State University33, University of Bristol34, Ulsan National Institute of Science and Technology35, Stellenbosch University36, Egerton University37, University of Lausanne38, Georgetown University39
TL;DR: See also the project sponsored by the ULB-UNIL privileged partnership "Les determinants sociologiques de l’offre and de the demande de chirurgie plastique genitale : reparatrice chez les femmes avec une MGF vs. cosmetique sur vulve intacte".
Abstract: Medically Unnecessary Genital Cutting and the Rights of the Child : Moving Toward Consensus
57 citations
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TL;DR: The Priorities Project as mentioned in this paper is a classroom project at the University of Iowa designed to promote responsible and informed civic engagement on the part of students in upper level political science courses at Drake University.
Abstract: This article provides an overview of a classroom project, titled the Priorities Project, which is designed to promote responsible and informed civic engagement on the part of students in upper level political science courses at Drake University. It provides an overview of the Priorities Project, a brief summary highlighting the process and results of this project, and preliminary assessment data. The article discusses this classroom assignment in the context of more general pedagogical debates regarding the relative advantages of service-learning in comparison to traditional models of teaching and learning focused on knowledge acquisition. The Priorities Project demonstrates a pedagogy of civic engagement grounded in a participatory conception of citizenship that represents a “third way”—between a traditional, lecture-based classroom focused on the development of personally responsible citizens and a service-learning model emphasizing a justice-oriented conception of citizenship—of balancing the p...
19 citations
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TL;DR: Competing rights claims are considered, including religious and cultural rights, parental rights, and contending perspectives on health rights, which highlight the limitations of international human rights law as a tool for promoting a right to genital autonomy.
Abstract: Claims that genital autonomy should be considered a human right call into question medically unnecessary genital alterations, including genital cutting of both boy and girl children, the forced or coerced circumcision of adults, and surgical alterations performed on the genitals of intersex children prior to the age of consent. To date, global norms suggest only a narrow applicability of any right to genital autonomy. International organizations, states, and non-governmental organizations increasingly condemn genital cutting of girls and women but generally tolerate both the genital cutting of boys and men and the surgical alteration of the genitals of intersex children. In examining assertions that genital autonomy should be considered a human right, the article considers competing rights claims, including religious and cultural rights, parental rights, and contending perspectives on health rights. Ultimately, this article highlights the limitations of international human rights law as a tool for promoting a right to genital autonomy.
14 citations
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TL;DR: The authors examined pertinent US legal cases related to religious freedom, particularly Establishment Clause jurisprudence, and their applicability to the argument that gay marriage can be framed as a religious right.
Abstract: The definition of marriage as a union between a man and a woman has origins in sectarian religious views of marriage Nevertheless, proponents of gay marriage have not yet fully explored the religious discrimination inherent in public policies that embrace this sectarian definition of marriage Instead, advocates of gay marriage have largely relied on “equal rights” arguments or claims based on substantive due process and the equal protection clause of the 14th Amendment to make the case that gay marriage should be legalized In an effort to address the religious underpinnings of arguments against gay marriage, this article will consider the implications of using a “religious rights” as opposed to an “equal rights” framework to analyze the debate over gay marriage This piece will examine pertinent US legal cases related to religious freedom, particularly Establishment Clause jurisprudence, and their applicability to the argument that gay marriage can be framed as a religious right It also will conside
13 citations
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TL;DR: The authors discuss a pedagogical approach to the teaching of international relations grounded in both a pluralist approach to politics and post-modern feminism, which encourage students and teachers to focus not only on diversity within and across societies but also on the possibilities for constructing alternative models of politics and for building coalitions across presumed divisions of politics, ideology, culture, gender, and other social markers.
Abstract: This essay discusses a pedagogical approach to the teaching of international relations grounded in both a pluralist approach to the study of politics and post-modern feminism. Whereas pluralism helpfully draws attention to the wide range of actors that play a role in world politics and the multiplicity of factors that shape the motivations, identities, and behaviors of these actors, post-modern feminism underscores the fact that actors—and their identities, norms, and interests—are constructed rather than given. In combination, these perspectives encourage students and teachers to focus not only on diversity within and across societies but also on the possibilities for constructing alternative models of politics and for building coalitions across presumed divisions of politics, ideology, culture, gender, and other social markers. The essay provides an overview of strategies for integrating a pedagogy of feminist pluralism in the international relations classroom.
11 citations
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70 citations
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TL;DR: This article draws on the biomedical “enhancement” literature in order to develop a novel ethical framework for evaluating FGM (and related interventions) that takes into account the genuine harms that are at stake in these procedures, but which does not suffer from being based on cultural or moral double standards.
Abstract: The spectrum of practices termed "Female Genital Mutilation" (or FGM) by the World Health Organization is sometimes held up as a counterexample to moral relativism. Those who advance this line of thought suggest the practices are so harmful in terms of their physical and emotional consequences, as well as so problematic in terms of their sexist or oppressive implications, that they provide sufficient, rational grounds for the assertion of a universal moral claim--namely, that all forms of FGM are wrong, regardless of the cultural context. However, others point to cultural bias and moral double standards on the part of those who espouse this argument, and have begun to question the received interpretation of the relevant empirical data on FGM as well. In this article I assess the merits of these competing perspectives. I argue that each of them involves valid moral concerns that should be taken seriously in order to move the discussion forward. In doing so, I draw on the biomedical "enhancement" literature in order to develop a novel ethical framework for evaluating FGM (and related interventions--such as female genital "cosmetic" surgery and nontherapeutic male circumcision) that takes into account the genuine harms that are at stake in these procedures, but which does not suffer from being based on cultural or moral double standards.
56 citations
27 Sep 2015
TL;DR: In this article, the concept of models of judgment is proposed as a meta-theoretical approach to the philosophical rhetoric of jurisprudence, which provides a unique perspective on the rhetorical commitments undergirding prominent judicial theories.
Abstract: This project responds to a need for new theoretical tools for understanding law as a site for the intersection of rhetoric and philosophy. In advancing the concept of “models of judgment” as a meta-theoretical approach to the philosophical rhetoric of jurisprudence, I argue that it provides a unique perspective on the rhetorical commitments undergirding prominent judicial theories. Paragons of good judgment crafted by Richard Posner, Martha Nussbaum, and Cass Sunstein are examined, foregrounding their rhetorical character and function.
52 citations
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01 Jul 2019TL;DR: In psychology, the content of U.S. psychology has been transformed in response to the field's leading frameworks (e.g., diversity, intersectionality). For example, this paper
Abstract: Teaching about women and gender in psychology has been transformed in response to the field’s leading frameworks (e.g., diversity, intersectionality). For example, the content of U.S. psychology of...
47 citations
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TL;DR: Coe, George A. as mentioned in this paper, Educating for Citizenship (New York: Charles A. Scribner's Sons), 1932. Pp. 200, p. 200.
Abstract: ∗George A. Coe, Educating for Citizenship (New York: Charles A. Scribner's Sons), 1932. Pp. 200.
45 citations