What’s on your summer reading list? Anything (even tangentially) law-related that you want to suggest?
write me @osgoodeIFLS on twitter or in the comments. Here are a few things I am going to put on mine.
Islands of Decolonial Love, by Leanne Simpson
Bought this collection of short stories for someone else and failed to surreptitiously read prior to gifting it. Need my own copy, soon.
Jaya Ramji-Nogales (Temple) likes Moria Paz’s (Stanford Fellow) new work, lots:
….Paz has illuminated the central quandary in the relationship between human rights and migration. The current “focus on physicality . . . substitutes complex political criteria . . . with a set of arbitrary rules that require [answers to] relatively simple questions.” This approach hands to courts questions unresolved politically, thereby avoiding the messier, though potentially ultimately more effective, practice of negotiation, compromise, and politics.
Ann Tweedy (Hamline) likes this new work by Saru Matambanadzo’ (Tulane). lots:
Matambanadzo’s compelling arguments add a new dimension to legal scholarship on pregnancy in that they challenge not only the treatment of pregnant workers but also the firmly ingrained notion of pregnancy itself. Indeed the dichotomy between pregnant and not pregnant is paradigmatic in American culture—so much so that it exemplifies other black and white dichotomies, as illustrated by the expression that one cannot be “almost pregnant.” Matambanadzo successfully convinces the reader to rethink the notion of pregnancy itself.
I particularly need this one by amazing feminist scholar/writer/teacher Robson (“even as increasing demands can make institutional and individual balancing acts difficult”).
This essay confronts the canard that one can be a good law teacher or a good legal scholar, but not both. It contends that many legal academics are good teachers and scholars, even as increasing demands can make institutional and individual balancing acts difficult. This essay first considers the empirical studies about the relationship between teaching and scholarship in legal academia. It then turns toward the experiential, with the simple overarching suggestion that individual legal academics can enhance the synergies between our scholarly and pedagogical endeavors by paying attention to them. The essay highlights four categories — the doctrinal, the theoretical, the methodological, and the professional — and discusses ways to strengthen their mutually reinforcing aspects. The essay ends by offering three techniques to assist legal scholars and teachers in paying attention regardless of the category and thus enhance the reciprocal synergies between scholarship and teaching.