Syllabus,examinations and the teaching of law

In Australia, applicants for admission to the legal profession must hold appropriate academic qualifications, and competently complete practical legal training (PLT). The author’s research investigates institutional PLT practitioners’ engagement with scholarship of teaching and learning (SoTL). The theoretical framework for the research draws on Bourdieu and Passeron’s reflexive sociology of education and culture. This article focuses on responses to a paramount obligation proposition put to 34 PLT practitioners during semi-structured interviews: “Might lawyers’ paramount obligations to the court intersect with PLT practitioners’ teaching and assessment practices?” The proposition elicited responses and insights about field forces within the individual and organisational dimensions of teaching and learning in PLT. These include top-down/bottom-up pressures that impinge on PLT practitioners’ engagement with SoTL.     

Computer-aided qualitative data analysis of social media for teachers and students in legal education

This article addresses a new field for legal education researchers. It describes and discusses emergent methods for computer-aided qualitative data analysis of social media in legal education. Social media contributes opportunities for learning, teaching, and research for legal educators and students. It potentially expedites collaborations, sharing, and collection of information and commentary on relevant and important issues and topics. These sources provide content and data for learning, teaching, and research. Benefits of computer-aided qualitative data analysis of social media in legal education include a systematic approach, transparency, accountability and durability, and innovative ways to communicate insights through textual and graphical communications. The article uses two examples in which computer-aided qualitative data analysis, combined with qualitative data analysis strategies, can contribute insights in and about legal education: analysis of social media discussions involving specific topics or events – to study students’ work, or academics’ interactions at conferences; and analysis of legal educators’ scholarly communications and social media activities, toward improving the visibility and influence of legal education scholarship. Research ethics for studies involving social media and human participants are also considered.     

Legal education in Nigeria: an evaluation of the recruitment practice for the teaching of law as a career

This article makes a critical assessment of legal education in Nigeria, focusing on the standard of hiring for the teaching of law as a career in the country. Legal academics are hired based upon an accreditation standard that requires a vocational qualification determined through a call to the Nigerian Bar. The article argues that making a vocational qualification a criterion for academic appointment – apart from other achievements demonstrated through higher law degrees – inhibits innovation in teaching and learning and needs to change. This change is premised on three reasons: the growth of interdisciplinary legal scholarship; the trend in the legal marketplace; and the correlation between a law faculty and a department of religion. And it concludes with some proposals to think about for a more scholarly approach towards the teaching of law within Nigerian academia. The aim of this article is to inform the essential dichotomy between legal scholarship and practice, and the transnational aspirations of legal academics, for those involved in the development of law teaching and study, as well as those concerned with educational policy and administration around the world.     

Interdisciplinarity and the Discipline of Law

This article concerns the effects of interdisciplinary research conducted by academic lawyers on the legal discipline itself. It discusses the intellectual tension between the modes of legal analysis traditionally used by academic lawyers and the approach taken by interdisciplinary scholars, and how this tension is rooted in the challenges interdisciplinarity poses to widely-accepted notions about the purposes of legal scholarship and the relationship between academic lawyers and the legal profession. The article considers the implications of legal interdisciplinarity in light of the cultural context from which legal interdisciplinarians emerge and how the relationship between legal scholarship and legal practice ultimately guarantees the continued existence of a distinct and coherent disciplinary identity for law.     

Latino Immigrant Acculturation and Crime

Recent debate on the future of immigration policy in the United States has spawned much discussion on social costs and consequences for immigrants, such as employment, education, health care, and most notably, crime. Although recent Latino immigrants are often portrayed as outsiders in popular media, their successful acculturation into the American way of life may present more crime-related risk rather than less. This study examines arrest records for Latinos in two southwestern American cities to determine the extent to which Latino acculturation is related to arrests and convictions for both misdemeanors and felonies after controlling for certain legal and extra-legal factors. Results indicate that acculturation is consistently and positively associated with all four crime-related outcomes in this sample. Implications for policy and future research are discussed.     

Criminal justice faculty and criminal justice students: A case for the missing data

This article reviews the most current criminal justice education research. It examines the interrelationship between the work of the John Jay College of Criminal Justice, the Academy of Criminal Justice Sciences, the Joint Commission on Criminology and Criminal Justice Education and Standards, and the National Advisory Commission on Higher Education for Police, and describes and compares some of their more important findings. Discussed are types of criminal justice programs; characteristics of criminal justice faculty, particularly in terms of earned academic degrees; agency work experience; commitment to research and teaching; types of criminal justice curricula, as typified by certain educational philosophies; and criminal justice students. Although this article notes several areas with which future research might become fruitfully involved, the area in need of most immediate attention, and the area that current research has all but ignored, is the criminal justice student.     

国学考据学的证据法研究及展望——从一重证据法到四重证据法

本文论述人类学对传统的国学方法之开拓与更新：文学人类学和历史人类学作为现代以来的人文研究新范式。在方法论上与国学考据学相对接,经历了从20世纪初期的二重证据说,到90年代的三重证据说,人类学视野与方法的介入给国学带来的格局变化;再到21世纪初的四重证据说．描述跨学科潮流影响之下的文化整合认知范式出现及其意义,侧重在古史研究方面,梳理出从信古、疑古、释古到立体释古的四阶段发展演变轨迹。对立体释古范式的现阶段应用实践及其前景,结合人类学中新兴的物质文化研究和新史学发展潮流,作出学术评估与展望。     

The Principle, Politics, and Finances of Introducing Academic Merit as the Standard of Hiring for "the teaching of law as a career," 1870–1900

Compared to the practice in other professional schools and academic fields at universities, law professors are hired at a young age based primarily upon their academic merit determined through grades, class rank, and school rank. This emphasis upon narrowly defined academic merit—apart from achievement demonstrated through original scholarship or experience in professional practice—first emerged during "the professionalization of the American law professor" between 1870 and 1900 at Harvard Law School (HLS). Though normative today, this outcome was neither necessary nor uncontested. In the late nineteenth century the new standard of hiring faculty according to their academic merit was energetically opposed by those favoring the antecedent standard of professional experience and reputation. Only when financial considerations counterbalanced that traditional standard did hiring decisions tip in favor of the new principle. Not until the early 1900s, when the second generation of academic meritocrats dominated the HLS faculty, did the new hiring standard become unequivocally established as policy in the school and, by extension, in legal education.     

The Development of a Preeminent Corrections Scholar

Abstract

Doris Layton MacKenzie came into the field of criminal justice and criminology in her thirties, balancing the dual tasks of motherhood and scholarship successfully. After completing her Doctoral work in Psychology at Pennsylvania State University, MacKenzie accepted her first academic position at Louisiana State University. There she began what has become the most comprehensive body of work to date on the study of boot camps. Now a full professor in the Department of Criminology and Criminal Justice at the University of Maryland, MacKenzie continues her work in discovering what works and what doesn't work in corrections, and is a strong advocate for field research that generates real, practical applications for public safety and crime control. Building on her PhD research in psychology, Doris Layton MacKenzie has focused her career on offender behavior and what can be done to change that behavior. This article profiles the life of Doris Layton MacKenzie: her childhood years; her education; and her professional work to today, when she continues to serve as an inspiration to her students and colleagues as a scientist and human being.     

Lost in translation? Teaching law to non‐lawyers: Reviewing the evidence from social work

Abstract

This paper considers pedagogical questions surrounding the teaching of law to non‐lawyers. It draws on research into the teaching, learning and assessment of law in social work education. The research comprised a systematic review of international literature, a practice survey, focus groups with students and practice teachers, and two stakeholder conferences. The evidence suggests that law teaching in social work education is of particular interest in highlighting key dimensions of education practice that affect students’ learning. The paper provides some signposts towards research‐informed organisation of teaching, learning and assessment, and highlights important areas for further study.     

Gender differences in research productivity among criminal justice and criminology scholars

Prior research suggests gaps in productivity by gender in the fields of criminal justice and criminology as well as other academic disciplines. Utilizing survey data from a sample of ASC and ACJS members, this study examined the overall extent of disparity in publishing between female and male academics. It also examined the impact of background, departmental, professional, work load characteristics, and other academic factors on publishing. While males published more than females, the disparity was reduced once other relevant variables, such as career length, time devoted to research, rank, and teaching in a program offering a masters or doctorate, were considered. Finally, the factors that influence productivity among male scholars were found to have a similar effect on female scholarship.     

The Semiotics of Civil Rights in Consumer Society: Race,Law, and Food

Cooking and constitutionalism. Food and racial equity. I intend the juxtaposition to be jarring, even humorous. I would like to view it as a subtle indication of a historical trend in which central aspects of legal memory have been repressed from contemporary civic practice and important intellectual questions, concerning semiotics in consumer society, have been neglected in mainstream legal scholarship. As I will explain, the story of Ollie's barbecue suggests not only that cooking and constitutionalism are intricately linked, but also that the expansion of postwar economic life formed a material basis for this hidden bond. Considering the history of Ollie's thus can both illuminate the deep historical meaning of the Civil Rights Act, and also point the way toward a more general field of research, the development of what might be called a legal semiotics of consumption.     

Ethnicity,Concentrated Minority Disadvantage,and Perceived Risk of Victimization

Abstract

There has been little systematic research on how the characteristics of locales condition the relationship of ethnicity to crime-related attitudes, and none of it has examined southwestern Hispanics. Addressing these issues, this investigation examines the effects of ethnicity and concentrated minority disadvantage on confidence in the police and perceived risk of victimization. Data collected in telephone and personal interviews in El Paso, Texas, were analyzed using OLS multiple regression. The analyses show that Hispanics residing in the locales with the greatest concentrated minority disadvantage expressed less confidence in the police than did Hispanics residing in other areas and, irrespective of locale, Anglos. People residing in areas of concentrated disadvantage perceived greater risk of victimization than did those who resided elsewhere. In addition, confidence in the police was related negatively to perceived risk of victimization. These findings indicate that concentrated minority disadvantage has an important influence on crime-related attitudes.     

关于公安教育培训工作若干问题的思考

在建立"大教育、大培训"工作格局和工作体系思想的背景下,以教育培训中教官队伍建设、科研与教育培训的关系、培训与实践的关系以及提高自我学习能力等方面为切入点,针对当前公安教育培训工作中存在的若干问题进行研究与分析,以推进教育培训的发展和质量的提高。     

Jurist in Context: William Twining in Conversation with David Sugarman

This discussion derives from extended conversations between William Twining and David Sugarman in which William talks about his latest book, Jurist in Context: A Memoir (JIC). JIC recounts the development of William's thoughts and writings, addressing topics central to his life and research. The dialogue conveys and extends the arguments on a selection of the topics addressed in the book, engaging with issues of particular interest to readers of this journal. Here, William adds a more personal commentary to his formal publications. The conversation facilitates reflection on issues such as law teaching and legal scholarship; the meaning, use, and limitations of ‘law in context’; and the role and character of jurisprudence. It also offers a fascinating window on the development of, and the struggles surrounding, legal education and academic legal thought over the second half of the twentieth century and the early part of the twenty-first.     

Is There Any Backbone in This Fish? Interpretive Communities,Social Criticism,and Transgressive Legal Practice

This article examines the social conditions of lawyers'moral agency, through the focus of the work of Stanley Fish. A central concept in Fish's work, and one relevant to understanding the nature of Professional groups, is that of interpretive communities. This notion is examined to reveal its sociological as well as philosophical assumptions, and their implications for legal practice. The article takes issue with Fish's stance on the value of theory for practice and challenges the notion of discreteness of interpretive communities inherent in Fish's position. It argues that the resources for criticism within Professional groups are more numerous and powerful than Fish allows. Taking two cases studies, it attempts to demonstrate the transgressive nature of some legal practices. In the final section, redefining the law school's community and interdisciplinary scholarship are suggested as devices for escaping Fish's "net." A critical hermeneutics of legal practice is argued for.     

Socialisation to interdisciplinary legal education: an empirical assessment

This article provides novel empirical survey evidence on socialisation factors leading lecturers to implement interdisciplinary teaching in law. Recent debates on legal scholarship and higher education legal institutions advocate the introduction of interdisciplinary approaches to legal studies. Nevertheless, there is still little evidence of how this lecturing philosophy might be affected by socialisation with other disciplines. To address this, we analyse the case of external lecturers in the Faculty of Law at the University of Copenhagen in Denmark, who constitute the majority of the teaching staff in this institution. To explain the adoption of interdisciplinary teaching, we rely on socialisation factors connected to their former higher education and socialisation in research and multidisciplinary environments.     

精品课程建设浅淡

西南政法大学“刑事诉讼法学”课程被评为国家精品课程。我们的经验是:秉承优良学术传统,注重优良作风传承;及时总结教学经验,积极开展教学科研;重视人才梯队建设,培养一流师资队伍;教学科研立足前沿,与时俱进开拓创新。     

Better Left Unsaid? The Role of Agency in Queer Criminological Research

In this article, I review the scant literature on gay men’s involvement in violence, gangs, and crime, which characterizes gay men as having little opportunity for agency. In discussing the popular culture, academic, and political reasons why this population has been neglected from study, I identify existing stereotypes that have shaped representations of gay men. I challenge our societal and disciplinary assumptions by presenting examples from my interview-based and partially ethnographic study of 53 gay gang- and crime-involved men, who both respond to and actively resist stereotypes about them. I also critically reflect on whether a continued lack of attention to queer populations in the criminological and related literatures is desirable today, but conclude the article by providing suggestions for scholars looking to conduct research with LGBT populations, especially within criminology and criminal justice.