Summer Law Studies in Germany with MU Law

DSC09137Just one week remains in the 8th Annual Summer Session in International and Comparative Law taking place in Giessen, Germany.  In the photo you can see me with some of my students in the Comparative Constitutional Law class.  It is a great group, mixing U.S. students from Marquette and the University of Wisconsin Law Schools (and one attendee from Touro Law School in New York) with students from Brazil, Italy, India, Russia and Georgia.  We had fun comparing the constitutions of our home countries and talking about the ways that the preambles of the various constitutions reflected similar yet different values.  For example, India’s Constitution is adamant that the national government is secular in nature — reflecting that countries enormous diversity of religious faiths and unfortunate history of religious strife.  Meanwhile, Russia’s Constitution is clear that the union of nations into one country is permanent unless unanimously dissolved, in a way that reminds me of Abraham Lincoln’s view of the United States.

After two weeks with me and Professor Thilo Marauhn from Justus Liebig University Law School, discussing and comparing topics related to constitutional structure, we turned the class over to Professor Heinz Klug of the University of Wisconsin and Professor Ignaz Stegmiller from Justus Liebig University Law School.  They focused on comparing civil rights and liberties under various constitutional systems.  All in all, a very thought-provoking course.

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An Eye-Opening Visit to Iran

Flag_of_Iran_svgMy work in Restorative Justice provides me with many rewarding travel experiences, and my recent trip to Iran is at the top of the list.

Professor Mohammad Farajahi, who teaches Persian law at Tarbiat Modares University in Tehran, invited me to attend a Restorative Justice (“RJ”) conference at its law school. I was one of seven keynote speakers from around the world, each asked to discuss how our respective country actively uses RJ processes within the criminal justice system. The conference also was an opportunity to discuss my current RJ projects as a panelist with Iranian and Iraqi lawyers and judges as well as to hear 40 scholars from Tehran present their research and findings on a variety of RJ initiatives. Professionally, the ability to interact with lawyers, judges, law students and the general public attending the conference was extremely fulfilling; personally, the cultural experience is unforgettable.

Most Americans do not readily think about traveling to Iran — especially women and, in my case, women who happen to be judges — given that the country’s Muslim laws generally limit females in society and specifically prohibit us from serving on the bench. As the only American invited to the conference, I felt both honored and admittedly apprehensive. While I have many Muslim friends in the U.S. and have been to other Muslim countries, I knew religious rules and overall “do’s and don’ts” would be much stricter in Iran, where I would be without the security of an American embassy since Iran and the U.S. have no formal diplomatic relations. This circumstance meant I could not get a visa directly from Iran, having to work through Pakistan. Receiving my visa only 36 hours before my flight, I worried about what awaited me culturally.

My clothing was a primary concern. From head to ankles, I needed to be covered despite being a foreigner traveling during the heat of summer. I stocked up on scarves for my head and shoulders and bought a montos, a knee-length coat that must be worn even when wearing pants. Only my feet could comfortably breathe as sandals are permitted. With 7,000 morality police patrolling the streets of Tehran to catch dress code violators and the Swiss embassy as my best option in case of trouble, I took no chances, donning my scarf and montos before getting off the plane.

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When in Rome (Teach Restorative Justice)

Students and staff join me during my spring 2016 Rome teaching experience.
Students and staff join me during my spring 2016 Rome teaching experience.

Last spring, I again had the privilege to travel abroad to train people in Restorative Justice (“RJ”). Father Hans Zollner, S.J., director of the Pontifical Gregorian University’s Center for Child Protection in Rome, invited me to teach a segment of a diploma course addressing the Catholic sex abuse scandal. Specifically, the training involves safeguarding minors. My students included 19 religious sisters, brothers and priests representing 19 countries. It was an honor to work with such a diverse group of individuals, who are truly eager to repair the harm caused to so many innocent victims. Although I was the teacher, the students provided me with a lesson in hope and perseverance.

They had come to Gregorian University’s Center for Child Protection to learn about dealing with past sexual abuse and preventing further incidents. Originally launched in Munich in 2012, the center began educating seminarians, priests and laypeople by conducting e-learning programs and interdisciplinary research on abuse prevention.  The facility moved to Rome in 2015, spotlighting and advancing the Church’s resolve to address the issue globally. This year marked the first time the center offered an in-class experience, providing participants with a certificate after four months of training.

Such was the context of my week-long experience in Rome, when I met 19 dedicated religious from Africa, India, Belgium, Mexico and South America. I essentially had a day to expose them to RJ principles. In the morning, we watched “The Healing Circle,” an RJ documentary created at Marquette’s Law School a number of years ago that depicts how healing circles involving victims, offenders and clergy have been used effectively to talk candidly about sexual abuse and its devastating impact. Hoping that the students could imagine the value of healing circles in their own communities, I immediately saw the emotional power of the presentation, which visibly hit close to home for many in the class. With the second half of the day focused on discussing other effective RJ practices in dealing with abuse, the students had many questions and stories to share.

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