G Sue Kasun
Biographic Data
| ID | 183872 |
|---|---|
| NAME | G Sue Kasun |
| GIVEN NAMES | G Sue |
| FAMILY NAME | Kasun |
| SIGNATURE | KASUN G S |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0001-5185-6528 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Exploring critical AI literacy in language education: A case study
The emergence of generative AI (genAI) tools has called into question traditional roles of language education professors. However, existing research has yet to comprehensively examine the opportunities and challenges these tools present in language education, particularly from the perspectives of language educators and learners. This article presents a case study, conducted in a university Intermediate Spanish class with 11 students in spring 202…
Unexpected outcomes from an AI education course among education faculty: Toward making AI accessible with marginalized youth in urban Mexico
The authors explore the intersection of AI and equity in education, presenting a workshop designed for marginalized youth in urban Mexico. This reflective essay stems from their participation in the International Society for Technology in Education’s AI and education course. The lead author, a language education researcher who emphasizes equity in her scholarship, crafted a presentation on AI’s everyday applications for marginalized Mexican youth…
Following Indigeneity to unbuild inequities in teaching for multilingualism: Restoring relationship with the Land
This theoretical article explores how Land-based education could help decolonize language education, starting from the case of dual language bilingual education (DLBE) in the United States. We invoke other scholars’ metaphor of basements versus boutiques to understand how such programs have often either been colonially marginalized into basements or colonially gentrified by middle-class White students. We extend this DLBE problematic beyond and b…
Decolonizing Study Abroad through the Identities of Latinx Students: A Manifesto to Reclaim Identities and Heritage
This book counters the common understanding of study abroad in Latin America as a White and middle-class colonizer practice and re-imagines it to fit the needs of Latinx immigrant/transnational higher education students. The book centers Latinx youth inhabiting familial heritage spaces as a pathway toward a deeper understanding of themselves as racialized and colonized individuals, reframing study abroad for Latinx youth as a way for them to recl…
Flipping the Interpreter Script: Perspectives on Accessibility
In this positional essay, Jessica A. Scott, G. Sue Kasun, and Stephanie J. Gardiner-Walsh discuss their experiences and frustrations around American Sign Language interpreters in higher education settings. They draw from their intersecting experiences as researchers of language and/or deaf education to call for a “flipping of scripts” around how we frame who is being interpreted for in signed language contexts. They argue that the majoritarian, a…
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students' bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and polit…
“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program
Background: Little research on Latinx students studying abroad has explored the historic sensibilities they bring to their experiences abroad related to their bordered realities. Research Purpose and Question: This study explores the experiences of Latinx students in one Mexico study abroad class session through the lenses of border theory and Anzaldúan theory. The research question was: What are the experiences of Latinx students as they reflect…
The expropriation of dual language bilingual education: Deconstructing neoliberalism, whitestreaming, and English-hegemony
A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged po…
Applying Anzalduan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US-Mexican Border
It’s not enough to move your hands beautifully’: Teaching and learning at a school for deaf students in Mexico
Little is known about the educational experiences of deaf children in Mexico. Schools for the deaf exist, but no research has examined instructional practices for children in these contexts. In this study, we adopt a sociocultural framework for language acquisition to document and understand how teachers at a bilingual (Mexican Sign Language and Spanish) school for the deaf in central Mexico support the learning of their students. Our findings in…
A Black mother’s counterstory to the Brown–White binary in dual language education: Toward disrupting dual language as White property
I Am Enough: A Decolonial Journey of Conocimiento
Research on Latinx students studying abroad is minimal. As such, our primary research question for this study was: What are the identity-oriented experiences of Latinx students of color on a short-term study abroad program? We use a decolonial theoretical perspective to frame our study. The overarching assertion of a decolonial journey of conocimiento is evidenced in the students’ experiences related to their feeling on the outside and to rebraid…
North American coloniality and decoloniality: Transnational tensions in a Mexican deaf bilingual school
Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school’s work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal’s vision. We observed the presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of struggle; all of these worked in tension with histories of powe…
El anti-malinchismo contra el mexicano-transnacional: Cómo Se Puede Transformar Esa Frontera Limitante
El presente ensayo crítico tiene como propósito visibilizar la injustica hacia la juventud transnacional migrante que retorna al país de origen de sus padres. Con base en una teoría poscolonial, reconocemos cómo los mexicanos al interior de México manifiestan una ira mojigata ante la colonización. Sin embargo, argumentamos que el mito nacional de Malinche como una traidora induce una tendencia decolonial hacia aquellos mexicanos que tratan de sob…
The Engagement of Transnationals in Mexican University Classrooms: Points of Entry Toward Recognition Among Future English Teachers
For better or worse, English continues to expand as the commonly shared lingua franca throughout the world. With an increasing movement of transnational students—armed with English and flowing across borders—three university professors discuss their pedagogies and ways of knowing as they engage transnational students inside Mexican university classrooms for future teachers of English. Situated at an interior Mexican public university, each of the…
Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, di…
Imperial Language Educators in these Times: Transnational Voices from Mexico on Nationalisms and Returnee Transnationals
We write from a public university in Mexico’s interior, as 2 language professors from countries with fraught, yet intertwined, sets of histories—Mexico and the United States. Having lived in 2 countries with dramatic increases in nationalist policies, we reflect on having lived abroad through the increases in nationalism in our lived experiences. We also explore our understandings of retornados, the transnational returnees to Mexico, and how thes…
Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program
In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4‐week program were predominantly white, like the majority of teachers of English language learners in the United States today. By analyzing teacher candidates' self‐ass…
Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds with Mormon University Students
Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the "cracks-between-worlds" of difference and commonality toward understanding and learning. Through Anzaldúa's concept of autohistoria-teoria, theorizing through one's biography, the author ex…
"The Only Mexican in the Room": Sobrevivenciaas a Way of Knowing for Mexican Transnational Students and Families
Drawing upon multisited ethnographic case studies in the United States and Mexico, I demonstrate sobrevivencia, a survivalist way of knowing of Mexican-origin families. Through an underdog mentality, family members persisted and sometimes thrived. However, the grittiness of the underdog mentality did not always work out. By understanding sobrevivencia, educators can better engage transnational families, and researchers can further explore transna…
Hidden knowing of working-class transnational Mexican families in schools: Bridge-building, Nepantlera knowers
Reframing immigrant families as transnationals, this article highlights transnational families' ways of knowing. This study is based on a three-year, multi-sited critical ethnographic set of case studies of four families in the USA and Mexico. Transnational families in this study demonstrated Nepantlera knowing, or liminal, bridge-building knowing which continually endures remarkable transformations through oftentimes ambiguous and conflicting ci…
We Are Not Terrorists,” but More Likely Transnationals: Reframing Understandings About Immigrants in Light of the Boston Marathon Bombings
The Boston Marathon bombings in April 2013 created a new kind of discomfort in the United States about “self-radicalized” terrorists, particularly related to Muslim immigrants. The two suspected bombers, brothers with Chechen backgrounds, had attended U.S. public schools. News media portrayed the brothers as “immigrants” and often showed them as having a struggle between their Chechen and U.S. identities. This article proposes that educators cons…
Dreaming in Context: Micro- and Structural Transformations in an Age of Standardized Testing
Consider academics who are committed to learning, teaching, and ongoing interaction with communities beyond the university, and who are simultaneously not satisfied with the learning opportunities for children in their community schools. What roles might they play in their local community? One answer, made compelling by contemporary models in practice, involves institution building—specifically, the co-construction and operation of critically eng…
Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, di…
El anti-malinchismo contra el mexicano-transnacional: Cómo Se Puede Transformar Esa Frontera Limitante
El presente ensayo crítico tiene como propósito visibilizar la injustica hacia la juventud transnacional migrante que retorna al país de origen de sus padres. Con base en una teoría poscolonial, reconocemos cómo los mexicanos al interior de México manifiestan una ira mojigata ante la colonización. Sin embargo, argumentamos que el mito nacional de Malinche como una traidora induce una tendencia decolonial hacia aquellos mexicanos que tratan de sob…
A Black mother’s counterstory to the Brown–White binary in dual language education: Toward disrupting dual language as White property
Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program
In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4‐week program were predominantly white, like the majority of teachers of English language learners in the United States today. By analyzing teacher candidates' self‐ass…
Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds with Mormon University Students
Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the "cracks-between-worlds" of difference and commonality toward understanding and learning. Through Anzaldúa's concept of autohistoria-teoria, theorizing through one's biography, the author ex…
"The Only Mexican in the Room": Sobrevivenciaas a Way of Knowing for Mexican Transnational Students and Families
Drawing upon multisited ethnographic case studies in the United States and Mexico, I demonstrate sobrevivencia, a survivalist way of knowing of Mexican-origin families. Through an underdog mentality, family members persisted and sometimes thrived. However, the grittiness of the underdog mentality did not always work out. By understanding sobrevivencia, educators can better engage transnational families, and researchers can further explore transna…
Hidden knowing of working-class transnational Mexican families in schools: Bridge-building, Nepantlera knowers
Reframing immigrant families as transnationals, this article highlights transnational families' ways of knowing. This study is based on a three-year, multi-sited critical ethnographic set of case studies of four families in the USA and Mexico. Transnational families in this study demonstrated Nepantlera knowing, or liminal, bridge-building knowing which continually endures remarkable transformations through oftentimes ambiguous and conflicting ci…
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students' bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and polit…
I Am Enough: A Decolonial Journey of Conocimiento
Research on Latinx students studying abroad is minimal. As such, our primary research question for this study was: What are the identity-oriented experiences of Latinx students of color on a short-term study abroad program? We use a decolonial theoretical perspective to frame our study. The overarching assertion of a decolonial journey of conocimiento is evidenced in the students’ experiences related to their feeling on the outside and to rebraid…
We Are Not Terrorists,” but More Likely Transnationals: Reframing Understandings About Immigrants in Light of the Boston Marathon Bombings
The Boston Marathon bombings in April 2013 created a new kind of discomfort in the United States about “self-radicalized” terrorists, particularly related to Muslim immigrants. The two suspected bombers, brothers with Chechen backgrounds, had attended U.S. public schools. News media portrayed the brothers as “immigrants” and often showed them as having a struggle between their Chechen and U.S. identities. This article proposes that educators cons…
Exploring critical AI literacy in language education: A case study
The emergence of generative AI (genAI) tools has called into question traditional roles of language education professors. However, existing research has yet to comprehensively examine the opportunities and challenges these tools present in language education, particularly from the perspectives of language educators and learners. This article presents a case study, conducted in a university Intermediate Spanish class with 11 students in spring 202…
North American coloniality and decoloniality: Transnational tensions in a Mexican deaf bilingual school
Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school’s work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal’s vision. We observed the presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of struggle; all of these worked in tension with histories of powe…
Imperial Language Educators in these Times: Transnational Voices from Mexico on Nationalisms and Returnee Transnationals
We write from a public university in Mexico’s interior, as 2 language professors from countries with fraught, yet intertwined, sets of histories—Mexico and the United States. Having lived in 2 countries with dramatic increases in nationalist policies, we reflect on having lived abroad through the increases in nationalism in our lived experiences. We also explore our understandings of retornados, the transnational returnees to Mexico, and how thes…
We Are Not Terrorists,” but More Likely Transnationals: Reframing Understandings About Immigrants in Light of the Boston Marathon Bombings
The Boston Marathon bombings in April 2013 created a new kind of discomfort in the United States about “self-radicalized” terrorists, particularly related to Muslim immigrants. The two suspected bombers, brothers with Chechen backgrounds, had attended U.S. public schools. News media portrayed the brothers as “immigrants” and often showed them as having a struggle between their Chechen and U.S. identities. This article proposes that educators cons…
Dreaming in Context: Micro- and Structural Transformations in an Age of Standardized Testing
Consider academics who are committed to learning, teaching, and ongoing interaction with communities beyond the university, and who are simultaneously not satisfied with the learning opportunities for children in their community schools. What roles might they play in their local community? One answer, made compelling by contemporary models in practice, involves institution building—specifically, the co-construction and operation of critically eng…
Hidden knowing of working-class transnational Mexican families in schools: Bridge-building, Nepantlera knowers
Reframing immigrant families as transnationals, this article highlights transnational families' ways of knowing. This study is based on a three-year, multi-sited critical ethnographic set of case studies of four families in the USA and Mexico. Transnational families in this study demonstrated Nepantlera knowing, or liminal, bridge-building knowing which continually endures remarkable transformations through oftentimes ambiguous and conflicting ci…
Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds with Mormon University Students
Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the "cracks-between-worlds" of difference and commonality toward understanding and learning. Through Anzaldúa's concept of autohistoria-teoria, theorizing through one's biography, the author ex…
"The Only Mexican in the Room": Sobrevivenciaas a Way of Knowing for Mexican Transnational Students and Families
Drawing upon multisited ethnographic case studies in the United States and Mexico, I demonstrate sobrevivencia, a survivalist way of knowing of Mexican-origin families. Through an underdog mentality, family members persisted and sometimes thrived. However, the grittiness of the underdog mentality did not always work out. By understanding sobrevivencia, educators can better engage transnational families, and researchers can further explore transna…
Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program
In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4‐week program were predominantly white, like the majority of teachers of English language learners in the United States today. By analyzing teacher candidates' self‐ass…
Imperial Language Educators in these Times: Transnational Voices from Mexico on Nationalisms and Returnee Transnationals
We write from a public university in Mexico’s interior, as 2 language professors from countries with fraught, yet intertwined, sets of histories—Mexico and the United States. Having lived in 2 countries with dramatic increases in nationalist policies, we reflect on having lived abroad through the increases in nationalism in our lived experiences. We also explore our understandings of retornados, the transnational returnees to Mexico, and how thes…
The Engagement of Transnationals in Mexican University Classrooms: Points of Entry Toward Recognition Among Future English Teachers
For better or worse, English continues to expand as the commonly shared lingua franca throughout the world. With an increasing movement of transnational students—armed with English and flowing across borders—three university professors discuss their pedagogies and ways of knowing as they engage transnational students inside Mexican university classrooms for future teachers of English. Situated at an interior Mexican public university, each of the…
Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, di…
It’s not enough to move your hands beautifully’: Teaching and learning at a school for deaf students in Mexico
Little is known about the educational experiences of deaf children in Mexico. Schools for the deaf exist, but no research has examined instructional practices for children in these contexts. In this study, we adopt a sociocultural framework for language acquisition to document and understand how teachers at a bilingual (Mexican Sign Language and Spanish) school for the deaf in central Mexico support the learning of their students. Our findings in…
A Black mother’s counterstory to the Brown–White binary in dual language education: Toward disrupting dual language as White property
I Am Enough: A Decolonial Journey of Conocimiento
Research on Latinx students studying abroad is minimal. As such, our primary research question for this study was: What are the identity-oriented experiences of Latinx students of color on a short-term study abroad program? We use a decolonial theoretical perspective to frame our study. The overarching assertion of a decolonial journey of conocimiento is evidenced in the students’ experiences related to their feeling on the outside and to rebraid…
North American coloniality and decoloniality: Transnational tensions in a Mexican deaf bilingual school
Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school’s work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal’s vision. We observed the presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of struggle; all of these worked in tension with histories of powe…
El anti-malinchismo contra el mexicano-transnacional: Cómo Se Puede Transformar Esa Frontera Limitante
El presente ensayo crítico tiene como propósito visibilizar la injustica hacia la juventud transnacional migrante que retorna al país de origen de sus padres. Con base en una teoría poscolonial, reconocemos cómo los mexicanos al interior de México manifiestan una ira mojigata ante la colonización. Sin embargo, argumentamos que el mito nacional de Malinche como una traidora induce una tendencia decolonial hacia aquellos mexicanos que tratan de sob…
“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program
Background: Little research on Latinx students studying abroad has explored the historic sensibilities they bring to their experiences abroad related to their bordered realities. Research Purpose and Question: This study explores the experiences of Latinx students in one Mexico study abroad class session through the lenses of border theory and Anzaldúan theory. The research question was: What are the experiences of Latinx students as they reflect…
The expropriation of dual language bilingual education: Deconstructing neoliberalism, whitestreaming, and English-hegemony
A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged po…
Applying Anzalduan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US-Mexican Border
Decolonizing Study Abroad through the Identities of Latinx Students: A Manifesto to Reclaim Identities and Heritage
This book counters the common understanding of study abroad in Latin America as a White and middle-class colonizer practice and re-imagines it to fit the needs of Latinx immigrant/transnational higher education students. The book centers Latinx youth inhabiting familial heritage spaces as a pathway toward a deeper understanding of themselves as racialized and colonized individuals, reframing study abroad for Latinx youth as a way for them to recl…
Flipping the Interpreter Script: Perspectives on Accessibility
In this positional essay, Jessica A. Scott, G. Sue Kasun, and Stephanie J. Gardiner-Walsh discuss their experiences and frustrations around American Sign Language interpreters in higher education settings. They draw from their intersecting experiences as researchers of language and/or deaf education to call for a “flipping of scripts” around how we frame who is being interpreted for in signed language contexts. They argue that the majoritarian, a…
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students' bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and polit…
Unexpected outcomes from an AI education course among education faculty: Toward making AI accessible with marginalized youth in urban Mexico
The authors explore the intersection of AI and equity in education, presenting a workshop designed for marginalized youth in urban Mexico. This reflective essay stems from their participation in the International Society for Technology in Education’s AI and education course. The lead author, a language education researcher who emphasizes equity in her scholarship, crafted a presentation on AI’s everyday applications for marginalized Mexican youth…
Following Indigeneity to unbuild inequities in teaching for multilingualism: Restoring relationship with the Land
This theoretical article explores how Land-based education could help decolonize language education, starting from the case of dual language bilingual education (DLBE) in the United States. We invoke other scholars’ metaphor of basements versus boutiques to understand how such programs have often either been colonially marginalized into basements or colonially gentrified by middle-class White students. We extend this DLBE problematic beyond and b…
Exploring critical AI literacy in language education: A case study
The emergence of generative AI (genAI) tools has called into question traditional roles of language education professors. However, existing research has yet to comprehensively examine the opportunities and challenges these tools present in language education, particularly from the perspectives of language educators and learners. This article presents a case study, conducted in a university Intermediate Spanish class with 11 students in spring 202…
Sociology (20 works) · Pedagogy (15 works) · Psychology (13 works) · Multilingual Education and Policy (11 works) · Political science (11 works) · Gender Studies (9 works) · Global Education and Multiculturalism (9 works) · Critical Race Theory in Education (7 works) · Gender Studies (7 works) · Law (6 works)