In this article I analyse the extent to which there has been a shift in the cultural turn in legal scholarship and specifically from visual to what I call material jurisprudence, that is from visual to material ways of knowing law. I do so through an analysis of Desmond Manderson’s edited collection, Law and the Visual: Representations, Technologies, Critique (2018a), and Katherine Biber’s monograph, In Crime’s Archive: The Cultural Afterlife of Evidence (2018b). Inspired by the material turn in the arts and humanities I apply a material lens as defined by historians of emotions (Downes et al. 2018) working within this turn to these books. Using this lens, I analyse the extent to which the authors conceptualise and analyse their primary sources in material terms. In so doing it is my intention to encourage scholars of visual jurisprudence to consider the multisensorial nature of law by considering the material as a constitutive part or instead of the visual as has happened elsewhere in the arts, humanities and social sciences, as well as to do so with greater specificity and depth.
在这篇文章中，我分析了法律学术的文化转向的转变程度，特别是从视觉到我所谓的物质法学，即从视觉到物质的认识法律的方式。我通过对德斯蒙德·曼德森的编辑集《法律与视觉:表征、技术、批判》(2018a)和凯瑟琳·比伯的专著《犯罪档案:证据的文化来世》(2018b)的分析来做到这一点。受到艺术和人文学科材料转变的启发，我将情感历史学家(Downes et al. 2018)定义的材料镜头应用到这些书中。通过这个视角，我分析了作者在何种程度上概念化和分析了他们在材料方面的主要来源。通过这样做，我的意图是鼓励视觉法学学者通过将材料视为构成部分来考虑法律的多感官本质，而不是像在艺术、人文和社会科学的其他地方那样将视觉视为构成部分，并以更具体和更深入的方式这样做。
{"title":"Feeling","authors":"L. Slater","doi":"10.5130/csr.v25i2.6906","DOIUrl":"https://doi.org/10.5130/csr.v25i2.6906","url":null,"abstract":"In this article I analyse the extent to which there has been a shift in the cultural turn in legal scholarship and specifically from visual to what I call material jurisprudence, that is from visual to material ways of knowing law. I do so through an analysis of Desmond Manderson’s edited collection, Law and the Visual: Representations, Technologies, Critique (2018a), and Katherine Biber’s monograph, In Crime’s Archive: The Cultural Afterlife of Evidence (2018b). Inspired by the material turn in the arts and humanities I apply a material lens as defined by historians of emotions (Downes et al. 2018) working within this turn to these books. Using this lens, I analyse the extent to which the authors conceptualise and analyse their primary sources in material terms. In so doing it is my intention to encourage scholars of visual jurisprudence to consider the multisensorial nature of law by considering the material as a constitutive part or instead of the visual as has happened elsewhere in the arts, humanities and social sciences, as well as to do so with greater specificity and depth.","PeriodicalId":51871,"journal":{"name":"Cultural Studies Review","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89945042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The mitigation process in Spanish discourse: Motivations, linguistic analyses, and effects on interaction and interlocutors
{"title":"Second Language","authors":"M. Tumarkin","doi":"10.5130/csr.v25i2.6933","DOIUrl":"https://doi.org/10.5130/csr.v25i2.6933","url":null,"abstract":"The mitigation process in Spanish discourse: Motivations, linguistic analyses, and effects on interaction and interlocutors","PeriodicalId":51871,"journal":{"name":"Cultural Studies Review","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76953204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction: Cultural Review","authors":"K. Schlunke, C. Healy","doi":"10.5130/CSR.V25I2.6940","DOIUrl":"https://doi.org/10.5130/CSR.V25I2.6940","url":null,"abstract":"","PeriodicalId":51871,"journal":{"name":"Cultural Studies Review","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85745077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Confidence assessment (CA), in which students state alongside each of their answers a confidence level expressing how certain they are, has been employed successfully within higher education. However, it has not been widely explored with school pupils. This study examined how school mathematics pupils (N = 345) in five different secondary schools in England responded to the use of a CA instrument designed to incentivise the eliciting of truthful confidence ratings in the topic of directed (positive and negative) numbers. Pupils readily understood the negative marking aspect of the CA process and their facility correlated with their mean confidence with r = .546, N = 336, p < .001, indicating that pupils were generally well calibrated. Pupils’ comments indicated that the vast majority were positive about the CA approach, despite its dramatic differences from more usual assessment practices in UK schools. Some pupils felt that CA promoted deeper thinking, increased their confidence and had a potential role to play in classroom formative assessment.
信心评估(CA)在高等教育中得到了成功的应用，在这种评估中，学生们在每个答案旁边陈述自己的信心水平，以表达他们的确定程度。然而，它还没有在小学生中得到广泛的探索。本研究调查了英国五所不同中学的数学学生(N = 345)对使用CA工具的反应，该工具旨在激励学生对指标数(正数和负数)主题的真实信心评级。学生很容易理解CA过程的负标记方面，他们的能力与他们的平均置信度相关(r = 0.546, N = 336, p < 0.001)，表明学生通常被很好地校准。学生们的评论表明，绝大多数人对CA的方法持积极态度，尽管它与英国学校更常见的评估方法存在巨大差异。一些学生认为CA促进了更深层次的思考，增加了他们的信心，并在课堂形成性评估中发挥了潜在的作用。
{"title":"Foster","authors":"H. Stark","doi":"10.5130/csr.v25i2.6907","DOIUrl":"https://doi.org/10.5130/csr.v25i2.6907","url":null,"abstract":"Confidence assessment (CA), in which students state alongside each of their answers a confidence level expressing how certain they are, has been employed successfully within higher education. However, it has not been widely explored with school pupils. This study examined how school mathematics pupils (N = 345) in five different secondary schools in England responded to the use of a CA instrument designed to incentivise the eliciting of truthful confidence ratings in the topic of directed (positive and negative) numbers. Pupils readily understood the negative marking aspect of the CA process and their facility correlated with their mean confidence with r = .546, N = 336, p < .001, indicating that pupils were generally well calibrated. Pupils’ comments indicated that the vast majority were positive about the CA approach, despite its dramatic differences from more usual assessment practices in UK schools. Some pupils felt that CA promoted deeper thinking, increased their confidence and had a potential role to play in classroom formative assessment.","PeriodicalId":51871,"journal":{"name":"Cultural Studies Review","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86726233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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