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Record W4320305236 · doi:10.1353/cdr.2022.0025

Communal Justice in Shakespeare's England: Drama, Law, Emotion by Penelope Geng

2022· article· en· W4320305236 on OpenAlex

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A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueComparative drama · 2022
Typearticle
Languageen
FieldSocial Sciences
TopicLaw in Society and Culture
Canadian institutionsnot available
Fundersnot available
KeywordsDramaEconomic JusticeRhetoricJurisdictionLawLegal fictionPolitical scienceLegal professionLegal educationProfessionalizationSociologyHistoryLiteratureArtPhilosophy

Abstract

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Reviewed by: Communal Justice in Shakespeare's England: Drama, Law, Emotion by Penelope Geng Jessica Winston (bio) Penelope Geng, Communal Justice in Shakespeare's England: Drama, Law, Emotion. Toronto: University of Toronto Press, 2021, Pp. xiv + 257 + 9 b/w illus. $75.00. Studies in early modern law and literature have emphasized professional and institutional transformations in the law, exploring topics such as legal jurisdiction, institutional legal reform, legal rhetoric, and legal training. Penelope Geng's book, Communal Justice in Shakespeare's England: Drama, Law, and Emotion, examines a hitherto overlooked topic, the place of popular or communal justice in early modern legal processes. As many scholars have established, the later Elizabethan and early Jacobean periods witnessed several important legal transformations, including the rise of the common law as the main legal system in England, a dramatic growth in litigation, and the increasing professionalization of legal practitioners. Yet, as Geng shows, these developments diminished longstanding practices and systems of lay or communal justice, and the popular drama of the period registered and responded to these trends. Geng's book is compellingly researched and lucidly written. It also deserves careful reading, since the book offers many new insights into the legal and dramatic cultures of the period. A summary can allow us to appreciate Geng's approach and argument. The Preface presents a foundational observation: early modern drama often depicts justice as communal action. Plays sometimes overtly criticize legal professionals, but equally and perhaps more often they featured "ingenious nonprofessionals solving murders, grief-stricken avengers prevailing over wrongdoers, and oppressed folks exposing corrupt magistrates" (xii). Such representations offer a "pointed refusal of the law's relentless centralization" and "fed audiences' desire to see justice unfettered by legal rules and procedures" (xii). Why might this be? The answer has to do with early modern transformations in English law. The Introduction, "A Double Obligation," describes these transformations, presenting historical, critical, and theoretical contexts that inform the book. One crucial concept comes from Pierre Bourdieu's theory of social "distinction" as it relates to law. According to Bourdieu, the legal field is "the site of a competition for the monopolistic right to determine the law" (qtd. p. 6)—that is, a competition over the question of who is authorized to understand and interpret law. In the early modern period, the common law became the dominant legal tradition in England. With this growth came a rise in the sheer number of legal professionals, such as barristers, as well as the gradual coalescence of their professional identities. Such legal professionals sometimes [End Page 414] distinguished their skills and training by denigrating the capacity of ordinary people to interpret or apply law. Sir Edward Coke's Reports (1600), for instance, contended that "reading, hearing, conference, meditation, and recordation, are necessarie … to the knowledge of the common Law, because it consisteth upon so many, & almost infinite particulars" (qtd. p. 14). Also writing in 1600, William Fulbecke denigrated the average person's ability to engage in legal interpretation, writing that "magistrates are the ministers of Lawes, the Judges are interpreters, the people are the Servants," who obtain "true libertie" by subjecting themselves to magistrates and judges (qtd. p. 16). Yet, as Geng shows, while legal professionals tried to distinguish their special learning and abilities, the drama of the time often questioned such efforts, suggesting that this seemingly superior legal learning or ability was not an undisputed or inevitable fact, but something that emerged over and against popular skepticism, criticism, even scorn of those with legal expertise. Furthermore, even as the drama of the period represented popular skepticism about the legal profession, it also "shape[d] public emotions around communal justice" (21) and it sometimes "explore[d] the complicated and messy emotions inherent in … communal action" (22). The main chapters of the book examine ways that legal authors, religious figures, dramatists, and others "sought to define lay magistracy and communal justice" (23). Chapter 1, "From Assise to the Assize at Home," discusses the history of lay justice in the assize, regional intermittent or periodic courts presided over by visiting judges of higher courts based in London. The assize emerged under Henry II as an alternative to trial by battle (30...

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Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies, Insufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.731
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0020.000
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0020.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.047
GPT teacher head0.333
Teacher spread0.286 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it