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In this chapter, we explicate the evolution of Canadian corrections, the political, social and judicial realities that have shaped punishment and imprisonment over history. We reveal how such factors continue to leave their mark on the current Canadian federal criminal justice system and its structures of incarceration.

A comprehensive review of accessible literatures detailing the nation’s development of punishment and incarceration is presented. The history of imprisonment is traced up to the current year and the role of penal populism as theorized by Garland (2001) and, later, Pratt (2007) is presented to discern the motivations for the current punitive correctional rhetoric, as well as its impact on conditions of confinement and program implementation in penitentiaries.

Canada’s correctional history is largely shaped by how punishment is defined and how such definitions are influenced by members of society; including victims, perpetrators, politicians and media personalities. The realities of current conditions of confinement have been impacted by social and political pressures that encourage increasingly punitive policies oriented towards ‘tough on crime’ initiatives. Current corrections are characterized by overcrowding, concerns about rehabilitative programming and resource allocation and mental health care.

Recent legislative amendments have solidified a ‘tough on crime’ agenda in Canada, however the process underlying the movement towards the acceptance, even public demand, for such legislative changes remain in need of dissemination; particularly in light of the decades of decreasing crime rates in the country.

Purpose – Trust and justice are generally considered distinct but closely related constructs. Individual perceptions of procedural justice and trustworthiness have been shown to reciprocally influence one another, each independently promoting trust (Colquitt & Mueller, 2007). We consider instances where these may instead diverge: how intentional efforts to build trust may unintentionally erode justice, and how the use of fair procedures may reduce trust.

Approach – We argue that the anomalous divergences between trust and justice are evident only when simultaneously considering judgments at two levels: the interpersonal level (i.e., within dyads inside the team) and the team level (i.e., shared perceptions of all team members).

Implications for research and practice – The unintended effects described in this chapter describe a “dark side” to a number of taken-for-granted practices in organizational life (favor-paying, punishment processes, and approaches to redress). We expect that this chapter should promote new research using the team context to bridge the trust and justice literatures, and provoke a careful reconsideration among practitioners of these approaches.

Originality – We propose three previously overlooked disjunctures between trust and justice. First, we show how procedurally unfair approaches to allocating favors may be beneficial in building dyadic trust between team members. Next, we describe how fair (open and transparent) group processes for punishing perpetrators may erode trust by skewing group members’ perceptions of the prevalence of trust violations. Finally, we describe how the most effective forms of redress at the interpersonal level may provoke perceptions of injustice at the team level.

Hong Kong is a significant market with a strong economy, unique geography, and ongoing trade activities in the Asia Pacific region. This city keeps changing after the sovereignty returned to China 1997. Facing this historical change, how do Generation Z adopt these changes? This chapter draws a comprehensive picture of the context for Generation Z in Hong Kong, including political issues, their communication with families and peers, their opinions on consumption, and their preferences in relation to jobs. Instead of saying that ‘they are too young’, we try to understand more about this generation and its specific characteristic

The authors analyse narratives of Chinese consumers of Vintage Costume Jewellery to show how value is attributed to vintage items, often in direct contrast to contemporary luxury goods. Examining a range of factors in this process, including uniqueness, scarcity, historical specificity, social meaning and cultural legitimacy, authenticity is shown to be central to the positioning of jewellery and those who collect, trade and appreciate it as tasteful and discerning consumers.

This chapter focuses on the objectives of historical interpretation (particularly teaching objectives outside of the traditional name- and date-driven curriculum), ideas that lead to creating a safe environment for students to be willing to try character portrayal themselves, content typically taught using this strategy, and successfully implemented sample lessons and activities by the authors that effectively utilize and harness the power of historical interpretation. These activities involve intense and intentional skill–based instruction that scaffolds students throughout their coursework, filling the school year with meaningful student-researched and student-produced historical interpretation. The authors discuss their teaching philosophy in relation to history and social studies, explaining why historical interpretation benefits teaching and learning. Through teacher- and student-driven character portrayals, the authors have created vibrant, secure classroom environments where students become responsible for their own learning and enthusiastic about research, writing, and performing. The chapter contains recommendations for coaching students in artifact analysis, performance, historical thinking strategies, storytelling, and creative writing. While they acknowledge that living history is not a “one-size-fits-all” solution to teaching history and social studies, they demonstrate that the unique learning culture that can result, providing student reflections to illustrate that point. The authors include and explain several effective resources that they have developed for student analysis of artifacts/objects, for guiding historical thinking, and for researching and writing. The chapter concludes with suggestions for individual and large group performance activities and advice on how to grade living history projects, keeping learning in mind as a component of holistic grading of creative student products.