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Cole Calijouw created this Trans Zine for Rebecca Johnson’s first-year Criminal Law Course.

[/et_pb_text][et_pb_audio audio=”https://onlineacademiccommunity.uvic.ca/projectpedagogy/wp-content/uploads/sites/4162/2019/05/pizza.m4a” title=”Rebecca Johnson’s Commentary on the Project” artist_name=”Rebecca Johnson” _builder_version=”4.16″ background_color=”#4800a8″ background_image=”https://onlineacademiccommunity.uvic.ca/projectpedagogy/wp-content/uploads/sites/4162/2019/05/img_2560.jpg” global_colors_info=”{}” width=”100%”][/et_pb_audio][/et_pb_column_inner][/et_pb_row_inner][et_pb_row_inner _builder_version=”4.16″ custom_padding=”||0px|||” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”2_3″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_testimonial author=”Rebecca Johnson” portrait_url=”https://onlineacademiccommunity.uvic.ca/projectpedagogy/wp-content/uploads/sites/4162/2019/04/9F18F90D-228B-493A-B4CF-6D29742F5528.jpeg” _builder_version=”4.16″ global_colors_info=”{}” width=”100%”]

“This ‘zine was produced in the context of a first year criminal law class. The students were invited to do a book review or engage with a contemporary book on any number of criminal law issues. This particular student asked if they could produce a ‘zine’ instead, which was fine for my purposes. This particular zine really showed the ability of the student to draw into conversation issues from both criminal law and from society more generally. Really quite transgressive, if I can use that word, engagement with criminal law in a way that helped to certainly centre the invisibility, or the hypervisibility, of binaries within criminal law.”

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Use the arrows below to scroll through pages in the zine

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Unknown created this project for a constitutional law course taught by Gillian Calder. 

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This was was a 10% assignment in Constitutional Law where the students were asked to go to a community event (it could be a talk at the law school or something at home) and then write about how they saw the Canadian Constitution reflected in that event. How could they draw a connection between the event in their community and Canadian Constitutional Law?

This student did a painting about a disconnect in her life as an Iranian person living in Canada, participating in a traditional ceremony.  The painting was accompanied by food, and some writing.  The three items together were the means through which to not only engage with the constitutional questions that exist for immigrants to Canada, but to document and overcome some of the similar challenges of being at law school.

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Unknown created this project for a family law course taught by Gillian Calder.

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“Life Size: Two Spirit”

Margaret Lovely

Margaret Lovely created this project for a course taught by Gillian Calder (Law 357: Sexual Orientation and the Law).

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[This] is a full sized figure that was handed in for Sexual Orientation class. It is the creation of an Indigenous student who has a partner who is is a trans-man. The figure represents the various ways she is living the life of a two-spirited person. Both the front and the back are meant to be seen and draws on different notions of what it means to be present in such a body. I have this figure in my office. I take it with me to presentations where I am talking to others of my colleagues about the transformative role projects can play in the teaching and learning of law. Teachers from the art school were just enamoured by this work.  The figure is presented as looking out the window of this room so that everyone who is passing by and looks through that window can see her.

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custom_padding__hover=”|||”][et_pb_image src=”https://onlineacademiccommunity.uvic.ca/projectpedagogy/wp-content/uploads/sites/4162/2019/05/image-7.png” align_tablet=”center” align_phone=”center” align_last_edited=”on|desktop” _builder_version=”4.16″ global_colors_info=”{}” min_height=”158.8px”][/et_pb_image][/et_pb_column_inner][/et_pb_row_inner][et_pb_row_inner _builder_version=”4.16″ custom_margin=”-168px|||||” custom_padding=”||3px|||” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https://onlineacademiccommunity.uvic.ca/projectpedagogy/wp-content/uploads/sites/4162/2019/05/image-6.png” align_tablet=”center” align_phone=”center” align_last_edited=”on|desktop” _builder_version=”4.16″ min_height=”260px” custom_padding=”||0px|||” global_colors_info=”{}”][/et_pb_image][et_pb_testimonial author=”Rebecca Johnson” portrait_url=”https://onlineacademiccommunity.uvic.ca/projectpedagogy/wp-content/uploads/sites/4162/2019/04/9F18F90D-228B-493A-B4CF-6D29742F5528.jpeg” _builder_version=”4.16″ custom_margin=”|-696px||||” global_colors_info=”{}”]

“This project of textiles and mobiles was created in the context of Business Associations Law 315. In this class, the students were asked to respond in some form to J.K. Gibson-Graham’s book Take Back the Economy. This particular project is an engagement with taking back work; taking back economy. And the two students who worked on this together took as their question tracking the relationship between majority and minority worlds through fabrics and through women’s work. So, in these two documents, if I can call them that, . . . the book and the mobile, they sought to understand what would be the realtionships between the fabrics we buy and the places that they are produced. On the mobile, what you see is beads representing the distance that the fabric in question travelled from the place of its origin to Canada. So you see various lengths of distance as well as the sizes of paper representing what proportion of fabric produced by that country enters the Canadian market. What is also interesting here is thinking about the ways in which those relations are invisible to the consumer; the ways in which . . . it is very hard to locate the actual locations between the women who produce them and very often the women who purchase them or wear them.”

[/et_pb_testimonial][et_pb_image src=”https://onlineacademiccommunity.uvic.ca/projectpedagogy/wp-content/uploads/sites/4162/2019/05/image-4.png” align_tablet=”center” align_phone=”center” align_last_edited=”on|desktop” _builder_version=”4.16″ width=”100%” global_colors_info=”{}”][/et_pb_image][/et_pb_column_inner][/et_pb_row_inner][/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][/et_pb_column][/et_pb_section]

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Shannon Rajan created this project for a 2013 course taught by Gillian Calder.

[/et_pb_text][et_pb_image src=”https://onlineacademiccommunity.uvic.ca/projectpedagogy/wp-content/uploads/sites/4162/2019/05/image-3.png” align_tablet=”center” align_last_edited=”on|desktop” _builder_version=”4.16″ global_colors_info=”{}” align_phone=”center”][/et_pb_image][/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][/et_pb_column][/et_pb_row][/et_pb_section]

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Sarah Beth Hutchison created this painting, “There’s a Crack in Everything,” for a 2012 course taught by Gillian Calder.

It features the words “There’s a Crack in Everything, That’s how the Light Gets in.” The words featured on the painting are quoted from “Anthem” by Leonard Cohen (words that were later used as partial lyrics to the Coldplay song “Up With the Birds”). The use of these lyrics gives an auditory motif to the two-dimensional painting.

[/et_pb_text][et_pb_testimonial author=”Leonard Cohen`s The Anthem” _builder_version=”4.16″ global_colors_info=”{}” custom_padding=”|0px||||” width=”100%” min_height=”323px”]

The birds they sang, at break of day

Start again

I heard them say

Don’t dwell on what

Has passed away

Of what is yet to be

Ah the wars they will

Be fought again

The holy dove

She will be caught again

Bought and sold

And bought again

The dove is never free.

Ring the bells that still can ring

Forget your perfect. . .

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