Canadian Institutions And Children’s Best Interests

by Peter Ateh-Afac Fossungu

From Momany’s wealthy and agonizing expibasketism so much can be drawn
to teach about, demote or promote, and to portray Canada as it has never
been properly understood; not only by outsiders but also by Canadians
themselves. This book makes an extensive and detailed use of that basket
of experience to deliver the message that Canada is not at all the
‘children’s-best-interests-friendly’ nation that it is often mistaken
for. Canada may be entitled to what it claims to be. But, since a
country or community can only be correctly seen through the workings of
the institutions that incarnate it, this study has dared to show a
contrary portrait. It documents and proves the theorization that most of
the country’s institutions that are supposedly there to carter for and
protect children and promote their well being and glowing avenir often
end up in reality instead actively working against the said children and
all what their best interest should properly signify. The hope is that
the experts in the relevant fields can find the material presented
herein useful for their further specialized and in-depth analyses and
sane policy formulation.

£33.00

Format

Paperback

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About the author

Peter Ateh-Afac Fossungu

Peter Ateh-Afac Fossungu holds a PhD in Law from the Universite de
Montreal, two Master’s degrees in Law from McGill University and
University of Alberta. He has taught law at the Universite de Yaounde
and Buea university in Cameroon. Dr Fossungu has published extensively
on various aspects of society and life in Cameroon, Africa and Canada.
He is currently a researcher in Montreal, Canada.

Review

“This is one of the most interesting and critical but nuanced texts I have reviewed in the past few years. It’s more of an anthropological text on Canadian institutions based on rigorous ethnographic findings. The text is important in that it reverses the common trend, particularly in disciplines such as social anthropology, cultural studies, and ethnology that have a tendency of studying African societies without committing their resources and energies in understanding European and American societies. In the aforementioned disciplines, universities in the West and the Americas normally send their students and researchers to carry out fieldwork in Africa while African universities hardly send their researchers to study European and American societies. Neither do European and American universities sponsor African students and researchers to come to their countries to study their respective societies. It is in this light that I consider the present work as one that contributes immensely to geopolitics, the politics of knowledge production, and the field of social sciences in general.”

Munyaradzi Mawere, Associate Professor, Faculty of Culture and Heritage Studies, Great Zimbabwe University