The authors' aim is to promote compliance with international legal standards by articulating intersections between young people's human rights and restorative justice principles — for legal theorists through transdisciplinary thinking and for practitioners by introducing the Rights Based Restorative Practice Evaluation ToolKit developed through this conceptual framework (Moore, 2008). This comprehensive approach was developed within the Canadian legal, social policy and youth justice contexts. Notwithstanding potential bias stemming from cultural or political milieu, the authors argue that rights-based restorative justice could contribute to the advancement of ethical practice in many UN-member states attempting to adopt these common frameworks.

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This research examines the impact of Western beauty pressures on a select group of young Canadian women. I gathered data using qualitative semi-structured interviews and analysed the data using an intersectional analysis of oppression in order to learn how women"s race, class and culture backgrounds shape their experiences with Western beauty pressures. The interviews were analysed using the voice-centred relational method of data analysis. The thirteen women interviewed discussed their perceptions of Western beauty pressures, how these pressures shape their engagement or lack thereof in beauty practices, and strategies they employ for resistance. The results are organized under six main themes: (a) gender roles and beauty (b) education, careers and beauty practices (c) influence of family, friends, relationships and peers (d) cosmetics (e) weight, and (f) resistance.

Drawing on empirical and theoretical literature from across six continents, this Introduction to a special issue of World Futures serves as a prelude to seven articles focused on transdisciplinary child and youth studies. The resulting gestalt builds on the assumption that those engaged in transdisciplinary research and pedagogy are also deeply engaged in the global reform movement currently underway in higher education. As a contribution to this process, we make two key arguments. First, Indigenous epistemologies (defined as traditional integrated knowledge systems drawing on connectedness to the Earth and ontologies of respect for past and future generations) must be fully included within the transdisciplinary canon. Second, we introduce child and youth studies as an inherently transdisciplinary field, one that embraces complex systems analysis along with young people's participation in research that concerns their well-being.

This paper presents an integration of insights from critical disabilities studies, child rights and social exclusion in theory and practice and is conceptualized from two keynote presentations given by Dr. John Davis and Mr. Luke Melchior at Investment and Citizenship Towards a Transdisciplinary Dialogue in Child Rights, at Brock University Canada. In addition, the lived experience of disability is at the centre of this discussion rather than being the object of inquiry, providing a nuanced experiential perspective. The aim of this collaboration is to emphasise that young peoples' rights from the perspective of critical disabilities studies may be informed by an analysis of power relations and the five principles of protection, prevention, provision, participation, and perception (5 P's).