David C Young – författare

According to most accounts, the man solely responsible for reviving the modern Olympic Games was Baron Pierre de Coubertin. Now, in The Modern Olympics, David C. Young challenges this view, revealing that Coubertin was only the last and most successful of many contributors to the dream of the modern Olympics. Based on thirteen years of research in previously neglected documents, Young reconstructs the fascinating and almost unknown history of the Olympic revival movement in the nineteenth century, including two long-forgotten Olympiads-one in London in 1866 and another in Athens in 1870. He traces the idea for the modern Olympics back to an obscure Greek poet in 1833 and follows the sinuous tale to a small village in England, where W. P. Brookes held local Olympiads, founded the British Olympic Committee, and told Coubertin about his vision of an international Olympics. Coubertin's main contribution to the founding of the modern Olympics was the zeal he brought to transforming an idea that had evolved over decades into the reality of Olympiad I and all the Olympic Games held thereafter.

For more than a millennium, the ancient Olympics captured the imaginations of the Greeks, until a Christianized Rome terminated the competitions in the fourth century AD. But the Olympic ideal did not die and this book is a succinct history of the ancient Olympics and their modern resurgence. Classics professor David Young, who has researched the subject for over 25 years, reveals how the ancient Olympics evolved from modest beginnings into a grand festival, attracting hundreds of highly trained athletes, tens of thousands of spectators, and the finest artists and poets.

The second edition of Education Law in Canada is a comprehensive examination of the many legal issues that impact public education in Canada.Educational administration and policy researcher David C. Young puts forth a text indispensable for those who work in or are interested in Canadian education. With informative and easily accessible contributions from members of the legal and academic communities, this book addresses the value of education law, the legal and administrative framework of education, the role of the courts, teacher rights and duties, and student rights. The essays also shed light upon negligence and liability, issues of misconduct, bullying and cyberbullying, special education, and copyright. This second edition focuses on updated policies and litigation that have emerged in the area in recent years in addition to featuring extensive revisions and updates throughout.Vital reading for educators, lawyers, policymakers, and students, the second edition of Education Law in Canada provides readers with multifaceted reflections on the intersections of education and law through the Canadian case.

Never have policy initiatives been so important than in today’s society. Neoliberal manifestations, climate change, civil rights movements, and governmental reactions to these issues have created a backdrop where greater education in policy analysis and development is vital. Policy is often created for accruing power, expanding privilege, and further marginalizing oppressed groups. Educating policy developers and consumers is but one means of harnessing the positive power of policy while restraining the tendencies to pervert policy for the betterment of a powerful hegemonic elite.Policy Matters: Perspectives, Procedures, and Processes demystifies policy, exploring how it may truly be transformative in combatting hegemonic and neoliberal incursions into the educational arena. The traditional theory / practice divide is overcome here, uniquely, as educational policy is united with educational reality to empower educators, education stakeholders, and citizens to use policy, policy development, and policy initiatives for the betterment of society as a whole.

School Discipline and Administrator Decision-Making has been developed for leaders, practitioners, and researchers to explore the theory and practice of decision-making, with specific reference to school administrators and their response to school discipline. This work delves into the experiences of Canadian and Mauritian principals faced with tensions―sometimes racial―regarding discipline. School leaders have the potential to make valuable changes within their schools as their influence touches on all aspects of the school building and culture. Yet, often discipline presents a challenge for school leaders as it requires a certain degree of discretion, especially when examining the issue of racial discipline disparity gaps in schools.Exploring both a Western and non-Western context, the opening chapters highlight the rigidity of behavioural policies and the desire to break from such neoliberal practices despite fears of repercussion in Mauritius. This is followed by an exploration of the decision-making of principals in Ontario and Nova Scotia in a Canadian context. The chapters challenge neoliberal policies and guidelines by questioning current practices and proposing various leadership frameworks.  By incorporating both a Canadian and Mauritian context, the authors highlight various strategies which can be used to rethink our current approaches to decision-making.