Work from scholars on SSRN, in my pile of reading, two about feminist women and their work, one about future people, and bonus about cookies.
🍁Adjin-Tettey, Elizabeth and Calder, Gillian and Cochran, Patricia and Deckha, Maneesha and Kodar, Freya and Lessard, Hester and Parmar, Pooja and Plyley, Kate and Zion, Mark, Claire L’Heureux-Dubé: A Life, Constance Backhouse (Vancouver: UBC Press for the Osgoode Society for Canadian Legal History 2017) — A Collective Review (October 10, 2018). Alberta Law Review, Vol. 56, No. 1, 2018. Available at SSRN: https://ssrn.com/abstract=3264413
McClain, Linda C., Formative Projects, Formative Influences: Of Martha Albertson Fineman and Feminist, Liberal, and Vulnerable Subjects (September 10, 2018). Emory Law Journal, Vol. 67, No. 1175, 2018; Boston Univ. School of Law, Public Law Research Paper No. 2018-20. Available at SSRN: https://ssrn.com/abstract=3247111
This essay, contributed to a symposium on the work of Professor Martha Albertson Fineman, argues that Fineman is a truly generative and transformative scholar, spurring people to think in new ways about key terms like “dependency,” “autonomy,” and “vulnerability” and about basic institutions such as the family and the state. It also recounts Fineman’s role in creating spaces for the generation of scholarship by others. The essay traces critical shifts in Fineman’s scholarly concerns, such as from a theory of dependency to vulnerability theory and from a gender lens to a skepticism about a focus on identities and discrimination. In evaluating Fineman’s call to move beyond identities and antidiscrimination law, the essay explores the rhetoric of vulnerability in the briefs in the recent Masterpiece Cakeshop litigation.
🍁 Eisen, Jessica and Mykitiuk, Roxanne and Scott, Dayna Nadine, Constituting Bodies into the Future: Toward a Relational Theory of Intergenerational Justice (2018). (2018) 51:1 UBC L Rev 1. Available at SSRN: https://ssrn.com/abstract=3249762
In this context, the House of Commons Standing Committee on Environment and Sustainable Development ("Standing Committee") recently recommended that the Government of Canada create "an advocate for Canada's future generations." The Standing Committee's report expressly cites growing transnational and international attention to the demands of "intergenerational equity" noting that various jurisdictions have experimented with institutional committees or advocates for future generations. The challenges to such projects are daunting. How can we know our obligations to future persons who do not yet exist, or may not even come into being?
Finally, this study “Availability of cookies during an academic course session affects evaluation of teaching” has been making the rounds. See here.
Results from end-of-course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content-unrelated intervention influences SET results.
Well the point is obvious. But there are so many other things to investigate. A short list:
- Is there any influence of cookies on LEARNING? if so is the mechanism nutritional, or more through the emotional reaction to receiving of a gift of cookies?
- If we give students cookies IN ORDER TO obtain better evaluations, does it still work?
- Does store bought/home baked matter? That is, is the indication of the instructors TIME rather than MONEY matter? What if the cookies don’t even come from the teacher?
- Any influence on effects of gender of student/teacher? Are homebaked cookies from an older man the same as homebaked cookies from a middle aged woman (asking for a friend).
- What about fruit instead of cookies?
My ethics application is pending. no it’s not, but now i’m hungry. If you’re interested in all kinds of questions about legal education, have a look at this post from Osgoode Grad student Sarah Nussbaum, about the legal education reading group she runs here at Oz (reading list included). Teaching evaluations generally suck; but talking to students about teaching and learning is very interesting and worth our time. Everything is method.