https://tidsskrift.dk/nnjlsr/issue/feed 2025-04-06T15:03:04+02:00 Rubya Mehdi rubya@hum.ku.dk Open Journal Systems <p>NAVEIÑ REET: Nordic Journal of Law and Social Research is a peer reviewed annual research journal.</p> <div>NNJLSR aims to publish original and innovative legal scholarship in the diverse fields of law. NNJLSR is keen to publish interdisciplinary socio-legal research that examines the interface between law and political science, economics, sociology, philosophy, anthropology, ecology, feminism and legal institutions.</div> <div>The journal further aims to share research and ideas about legal matters of concern which are common to developing countries; to encourage research in these fields; and to build conventions of academic discourse and publication.</div> <div> </div> <div>The journal encourages work which sees law in a broader sense, and so sees legal matters as including cultural diversity and plural legal realities all over the world.</div> <div>Moreover, journal aims to function as a platform for communication on legal matters of concern among the powerless and those who struggle to access justice.</div> <div> </div> <div>The journal welcomes contributions from judges, lawyers, academics and law students. In addition, given its policy of encouraging interdisciplinary scholarship, it welcomes input from specialists belonging to other disciplines. Contributors are welcome to address issues from national, comparative and international perspectives.</div> https://tidsskrift.dk/nnjlsr/article/view/156550 2025-04-06T14:09:02+02:00 Rubya Mehdi rubya@hum.ku.dk 2025-04-06T00:00:00+02:00 Copyright (c) 2025 https://tidsskrift.dk/nnjlsr/article/view/156551 2025-04-06T14:13:53+02:00 Jørn Vestergaard jorn.vestergaard@jur.ku.dk

<p>The article gives an account of the legal framework under Danish law regarding physical interventions against schoolchildren who behave offensively, disruptively, or violently. The law is unclear and incomplete. Thus, teachers lack clear guidelines for adequately handling classroom conflict situations. A regulatory model designed to provide more clarity and uniformity is provided.</p>

2025-04-06T00:00:00+02:00 Copyright (c) 2025 https://tidsskrift.dk/nnjlsr/article/view/156553 2025-04-06T14:28:26+02:00 Carola Babette Kleemann carola.b.kleemann@uit.no

<p>Language choice indicate - or create - different contexts in a Sámi kindergarten. Three interactions from the daily routine of the Sámi kindergarten illustrate contextualisation and language variation: 1) Teacher-child interaction in the main room after breakfast, where monolingual conversation between bilinguals creates the meso-context “Sámi kindergarten.” 2) Outsider/researcher-child-teacher interaction in the main room, bringing the larger community, a macro-context, into the kindergarten. 3) Child-child interaction, a micro-context, during unsupervised roleplay is a space where language alternation signals the context play. This research is within the field of interactional sociolinguistics and micro sociolinguistics. John J. Gumperz developed the notion of contextualisation cue as any feature of linguistic form that contributes to the signalling of contextual presuppositions. Signalling and the decoding of it, draws on the participants’ socio-cultural knowledge.</p>

2025-04-06T00:00:00+02:00 Copyright (c) 2025 https://tidsskrift.dk/nnjlsr/article/view/156554 2025-04-06T14:33:30+02:00 Synnøve Thomassen Andersen synnove.t.andersen@uit.no

<p>This research presents a research agenda focused on examining the influence of teachers’ attitudes and cultural sensitivity on the preservation of children’s cultural rights. To effectively analyze this area, the utilization of technology is proposed as it offers an efficient and comprehensive means to explore this topic. To gain deeper insights into the thoughts and experiences of teachers, qualitative methods and individual interviews are used. This approach allows for a thorough understanding of the subject matter, facilitating a nuanced analysis. The UN Convention on the Rights of the Child is suggested as an analytical framework to evaluate the findings against internationally recognized principles. This framework enables a more comprehensive and comparable analysis. The primary objective of this research is to identify the strengths and challenges in teachers’ cultural sensitivity and to contribute to the enhancement of children’s rights to their own culture. Furthermore, this study acknowledges the advantages and obstacles associated with the use of technology in promoting cultural visibility among children. Consequently, there is a need for further research in this field.</p>

2025-04-06T00:00:00+02:00 Copyright (c) 2025 https://tidsskrift.dk/nnjlsr/article/view/156555 2025-04-06T14:36:45+02:00 Tina Gerdts-Andresen tina.gerdts-andresen@oslomet.no

<p>This article summarizes a thesis examining how the child’s right to family life is safeguarded following a care order. The thesis consists of four studies: three analyzing the Child Welfare Tribunal’s decisions and one reviewing existing research on how children’s views are weighted in legal proceedings. The study explores how Norwegian practice aligns with human rights obligations, focusing on how the tribunal justifies restrictions on child-parent contact. Additionally, the study investigates when and how a child’s perspective is considered in decision-making processes. The findings suggest that contact regulations are often framed through a needs-based approach emphasizing placement stability rather than individualized assessments of child-parent relationships. Furthermore, while formally acknowledged, children’s perspectives appear to be selectively weighted in tribunal decisions. The discussion highlights the importance of increasing transparency in integrating competing perspectives into decision-making, strengthening professional discretion, and ensuring that child welfare practices align more closely with legal and human rights standards.</p>

2025-04-06T00:00:00+02:00 Copyright (c) 2025 https://tidsskrift.dk/nnjlsr/article/view/156556 2025-04-06T14:41:16+02:00 Zainab Jehan jehan@fjwu.edu.pk Saima Hamid saima.hamid@gihd.org.pk Shaheen Sardar Ali s.s.ali@warwick.ac.uk Inayat Ali inayat.ali@fjwu.edu.pk Azra Yasmin azrayasmin@fjwu.edu.pk Ann Stewart a.stewart@warwick.ac.uk

<p>In Pakistan, gender-based gaps prevail in leadership roles including vice-chancellors, deans, head of departments - particularly within public sector universities. As a step towards bridging this gap, a one-year multi-activity pilot study was undertaken, delivering an innovative programme aimed at empowering women leaders through capacity building and mentoring. As a first step, a Training Needs Assessment (TNA) survey was conducted to ascertain the needs of mid-career women leaders from eighteen women-only universities of Pakistan. Thereafter, a capacity building and mentoring programmes were designed for a sample of women leaders from the women only universities, by utilizing the findings of the survey, taking insights from Women Leadership Programme by the National Academy of Higher Education, and consulting the existing literature. An intensive 5-day residential training programme was conducted by covering areas such as self-identification as a leader, time management, understanding laws, policies and regulations including procurement of goods and services, and the significance of mentoring. Finally, informed by the workshop evaluation and assessment and feedback from participants, a series of four small-group online mentoring sessions were organized for the participants. Moreover, a dissemination workshop was also organized with a view to share findings of the project and receive feedback from participants regarding impact of the capacity-building and mentoring activities. The present article is based upon reflections and lessons learned from this 18-month project. Synthesizing insights from the TNA, capacity building programme, and mentoring sessions, it puts forth recommendations for female leaders, higher education institutions, and policy makers. It underscores the imperative for developing professional networking by experienced and aspiring women leaders, as well as the need for developing a network of mentors at HEIs. The findings recommend that higher education policy makers require institutions to organize regular capacity building and formal mentoring programs to empower aspiring women leaders with requisite skills to navigate their roles effectively.</p>

2025-04-06T00:00:00+02:00 Copyright (c) 2025 https://tidsskrift.dk/nnjlsr/article/view/156557 2025-04-06T14:58:15+02:00 Helle Blomquist helleblomquist@gmail.com

<p>In August 1910, a young man arrived at Copenhagen Central Station. All day he had traveled from his parent’s farm on Funen all day, and now he was ready to go to his lodgings. He had enrolled in the Law Faculty of Copenhagen University and acquired a room at a desired dormitory, Valkendorf Kollegium, next door to the auditoriums. <br>His name was Poul Andersen, later to become the law professor that founded Danish administrative law. I view his life and background, his work in public law, and the development of the Danish political transition. In this, I claim to illustrate how, at the beginning of the 20th century, he took it upon himself to transform Danish public law to serve a democratic society. In doing so, his profound inspiration was the great democratic politician and thinker Frederik Severin Grundtvig. It brings to light the function of the lawyer, not as a neutral technician but as an agent of societal change.</p>

2025-04-06T00:00:00+02:00 Copyright (c) 2025 https://tidsskrift.dk/nnjlsr/article/view/156558 2025-04-06T15:03:04+02:00 Hanne Petersen hanne.petersen@jur.ku.dk 2025-04-06T00:00:00+02:00 Copyright (c) 2025