Abstract

Personality infringements through social media are not uncommon. Although many personality infringements can be linked to linguistics, given the fact that they take place in the form of written or spoken utterances, linguistic perspectives and theories are not commonly used to analyse evidence in possible personality infringement cases. This contribution aims to illustrate how linguistic theories can add value to the analysis of evidence in some personality infringement cases by investigating the word “fagott” and the potential reasons why it was misread as “faggot” in a given instance. The likeliness of one word being misread as another (and the implications thereof) is explored through pragmatic and psycholinguistic theories and is set against the backdrop of the law of personality. Data collected from English corpora complement the theories and help to illuminate why one word could be mistaken for the other. The article concludes that the linguistic evidence may be a valuable aid in determining whether personality infringements have taken place.

Abstract

It may seem axiomatic that the Constitution of the Republic of South Africa, 1996 imposes a general duty on public functionaries to investigate and remedy potential state impropriety, such as corruption, committed within the state. Public functionaries are, after all, supposed to be accountable to the public, and are enjoined by the Constitution to uphold and protect the rule of law. However, conflicting Constitutional Court jurisprudence gives rise to legal uncertainty about the existence of a general constitutional duty to investigate and remedy impropriety. This article explores whether public functionaries are obliged – as a matter of constitutional law – to respond when they become aware of actual or probable state impropriety. First, we argue that investigations have instrumental value, align with constitutional imperatives, and are mandated by relevant provisions of the Constitution. Secondly, we deduce that the overriding position emerging from the Constitutional Court’s decisions on the obligations of state functionaries constitutes judicial recognition of a general duty to investigate and remedy potential state impropriety. Finally, we conclude that to advance the rule of law, amongst other values of South Africa’s constitutional order, the legal position should be clarified in future jurisprudence and through legislative intervention.

Abstract

The Alien Tort Statute (“ATS”) of 1789 was part of the first law to be enacted by the First Congress of the USA. Its original purpose was primarily to remedy harms suffered by aliens at the hands of US citizens. For two centuries it remained dormant. Then it became a vehicle to advance human rights.

Sosa v Humberto Alvarez-Machain 542 US 692 (2004) was the first of four ATS cases decided by the Supreme Court of the United States (SCOTUS). Kiobel v Royal Dutch Petroleum Co 569 US 108 (2013) followed and with it, the court limited the application of the ATS. It coined the term “touch and concern” whereby only those with a nexus with the US could pursue grievances. It also enforced the principle of extraterritoriality. Jesner v Arab Bank, PLC 584 US ___ (2018); 138 S Ct 1386 (2018) brought further clarity by imposing clear limits on which parties may be defendants in ATS cases. Nestlé USA, Inc v John Doe I; Cargill, Inc v John Doe I 593 US ___ (2021); 141 S Ct 1931 (2021) precluded future cases of human rights abuses against corporations when allegations can only be made that general corporate decision-making occurred in the US. In future, plaintiffs will have to establish a strong domestic nexus with the US for a claim under the ATS to be successful.

Eventually the statute lost its attractiveness for foreign plaintiffs wanting to settle in US courts human rights scores committed in foreign places. Yet some aggrieved Namibians tried to pursue a case against Germany in an attempt to extricate monetary compensation from the former colonial power as restitutional compensation on the basis of the provisions in the ATS. Their attempts failed. Compensation for German atrocities committed during the colonial era in German South West Africa was pursued by the Namibian government outside of the courts.

This article illustrates that, at the hand of decisions by the highest court in the US involving particular groups of foreigners, legal avenues using the ATS as a basis have now been closed.

Abstract

The traditional focus of both legal practice and legal education is on the substantive and procedural law itself, and how it applies to a set of facts presented. This the practitioner or law lecturer commonly calls “the case”: whether it be a real-life case in legal practice, a decided case in the law reports, or a hypothetical case presented to students in a problem-solving exercise. What is frequently overlooked or under-emphasised is that there are people behind every case, who bring into the lawyer-client relationship their own peculiar history, personality, hopes, fears, economic realities, home and work contexts, and much more; and that these personal factors often impact significantly on the issues, both legal and non-legal, that are presented by the client to the lawyer. Indeed, these personal factors can have a significant bearing on how the lawyer advises and represents the client, and so to discount them could amount to a manifest disservice to the client.

This article considers in turn the interrelated concepts of preventative lawyering, therapeutic jurisprudence and relational lawyering, which have in common a recognition of the importance of giving attention to the human factor in context: to consider the need to counsel the client to optimise arrangements and minimise risk; to practise in a humane and empathetic manner, giving attention to psycho-social as well as legal issues, and with a view to promoting the general wellbeing of the client; to attend to building rapport and trust with the client in order to establish a mature professional relationship, with consequent improved outcomes for the client. The article also stresses the importance of educating law students and practitioners on the values and skills needed to promote these objectives, with a particular focus on the formation of professional identity.

Abstract

Increased attention to vocational education in both law firms and in law schools in South Africa can improve the skills base in the legal services sector by upskilling junior attorneys. The location for this series of interventions should be in law practice and in law schools. We situate our discussion in the global literature of corporate lawyering, including some studies on legal services in Brazil. This contribution sketches the corporate lawyering vocational education which South African law graduates receive from law schools during an undergraduate law degree and the ad hoc practical training they may subsequently receive at law firms. Finally, it identifies and develops several options for improving South Africa’s corporate lawyering skills base, including experiential learning, the use of case studies, law school teaching partnerships with practitioners, and expanded clinical offerings

Abstract

The initial response to the early stages of the lockdown precipitated by Covid-19 was for institutional legal education to shift to an online teaching and learning platform, which exposed many barriers to online teaching and learning within the socio-economic fabric of South Africa as well as the rise of academic dishonesty in online assessments. Three broad groups of academic dishonesty in assessments are highlighted. The first being test-cheating and collusion (referred to as “crowdsourcing”), in which two or more students work together to complete an assessment. The second takes the form of plagiarism which is advanced by the practice of “copying-and-pasting” in assessments. Finally, academic dishonesty can occur in the form of “contract cheating” where the assistance of third parties is solicited in completing an assessment. Although academic dishonesty is not something new, Covid-19 created the perfect breeding ground for academic misconduct in which not only the online teaching and learning environment was a situational temptation ready for exploitation but the pandemic itself impacted students’ day-to-day lives and academic success largely due to the socio-economic conditions in which students found themselves. The contribution considers potential responses to academic dishonesty and takes a moralist stance to addressing academic dishonesty by drawing on principles from Aristotelian value-based ethics. In doing so, it is found that a moralist stance is not necessarily out of step with the South African Qualification Authority’s learning outcomes for the Bachelor of Laws degree (LLB) and that of the values and requirements for successful participation in the legal profession. In this, ethics is practiced and reinforced by past conduct, which is reflective of future conduct. Therefore, institutional legal education should respond decisively and effectively to academic dishonesty which may include applying traditional disciplinary actions but should be precipitated by a pervasive and integrative approach to ethics education within the curriculum, which includes general ethics (or value-based ethics), legal ethics (a sub-branch of general ethics and reflective of professional accountability) and finally also techno-ethics (which relates to the ethical conduct expected of students within an online environment). It is only by equipping students with the necessary competencies and ethical courage that they will have the moral fortitude to overcome the temptation of academic misconduct in one small individual victory at a time.