Pub Date : 2023-07-03DOI: 10.1080/03069400.2023.2246359
Eileen Fry, Richard Wakeford
To what extent should law teachers be permitted to advance controversial ethical, moral or political views as part of the LLB curriculum? This short paper grapples with that question by defending the ethical permissibility of such behaviour subject to the important proviso that it does not cause students “pedagogical harm”. In reaching this conclusion, three alternative views are considered and dismissed, each of which seeks either to eliminate value inculcation entirely or to restrict its scope to the moral-political values currently immanent within established law. The approach taken is argumentative, drawing upon analytical philosophy, with each contested and
{"title":"The Qualified Lawyers Transfer Scheme: The Objective Structured Clinical Examination (OSCE) 2014–2022","authors":"Eileen Fry, Richard Wakeford","doi":"10.1080/03069400.2023.2246359","DOIUrl":"https://doi.org/10.1080/03069400.2023.2246359","url":null,"abstract":"To what extent should law teachers be permitted to advance controversial ethical, moral or political views as part of the LLB curriculum? This short paper grapples with that question by defending the ethical permissibility of such behaviour subject to the important proviso that it does not cause students “pedagogical harm”. In reaching this conclusion, three alternative views are considered and dismissed, each of which seeks either to eliminate value inculcation entirely or to restrict its scope to the moral-political values currently immanent within established law. The approach taken is argumentative, drawing upon analytical philosophy, with each contested and","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42781028","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}
Pub Date : 2023-07-03DOI: 10.1080/03069400.2023.2246361
Rosie Fox, A. Mazhar
ABSTRACT Law postgraduate research studies are chronically underfunded and riddled with systemic inequalities. While financial precarity is an almost universal experience for postgraduate researchers (PGRs), the cost-of-living crisis has thrown this into sharp relief. In this piece we outline the financial reality for law PGRs, including the competing demands of research, teaching, maintaining good physical and mental health, and more, and the normalised hidden costs of these. We argue that the default response of universities – that PGRs should apply for hardship funds through burdensome, time-consuming, and intrusive application processes – is woefully inadequate. Powerful stakeholders in the PGR experience, who benefit from the teaching labour and research outputs of law PGRs, should take immediate and meaningful action to address the unequal funding frameworks that perpetuate financial precarity and its concomitant adverse physical and mental health effects. Thus far, PGR solidarity groups have undertaken the bulk of this work, and it is time for universities, learned societies and funding bodies alike to back their PGRs, providing more accessible financial resources to improve the PGR experience.
{"title":"Law postgraduate researchers and the cost-of-living crisis: an intervention","authors":"Rosie Fox, A. Mazhar","doi":"10.1080/03069400.2023.2246361","DOIUrl":"https://doi.org/10.1080/03069400.2023.2246361","url":null,"abstract":"ABSTRACT Law postgraduate research studies are chronically underfunded and riddled with systemic inequalities. While financial precarity is an almost universal experience for postgraduate researchers (PGRs), the cost-of-living crisis has thrown this into sharp relief. In this piece we outline the financial reality for law PGRs, including the competing demands of research, teaching, maintaining good physical and mental health, and more, and the normalised hidden costs of these. We argue that the default response of universities – that PGRs should apply for hardship funds through burdensome, time-consuming, and intrusive application processes – is woefully inadequate. Powerful stakeholders in the PGR experience, who benefit from the teaching labour and research outputs of law PGRs, should take immediate and meaningful action to address the unequal funding frameworks that perpetuate financial precarity and its concomitant adverse physical and mental health effects. Thus far, PGR solidarity groups have undertaken the bulk of this work, and it is time for universities, learned societies and funding bodies alike to back their PGRs, providing more accessible financial resources to improve the PGR experience.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42241772","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}
Pub Date : 2023-07-03DOI: 10.1080/03069400.2023.2246347
Sue Westwood
ABSTRACT Women’s inequalities in the legal profession are an enduring concern. Women are over-represented in junior positions and under-represented in senior roles, especially in large corporate firms. This pattern is compounded for women from Black and minority ethnic backgrounds in comparison to both men of all ethnicities and white women. This is informed not by ability, but by masculinity-privileging working cultures and practices. Women legal academics are also under-represented in senior roles. However, less is understood about women law students’ experiences, particularly in the UK and in recent research. This article reports on a new project which explored undergraduate student allocation on module options at York Law School, University of York, UK. There were marked gender differences in student composition in just over half (36) of the 66 different optional modules between 2014 and 2022. Women were under-represented on modules relating to commercial, corporate and financial law and over-represented on modules relating to family, health, social welfare, gender and sexuality. While there are many possible causal factors, there is clear resonance with the literature on gender inequalities in the legal profession and legal academia. The curriculum and careers guidance implications are considered, and a research agenda proposed.
{"title":"Starting gendered career pathways early? Differences between women and men students in optional module composition among UK law school undergraduates","authors":"Sue Westwood","doi":"10.1080/03069400.2023.2246347","DOIUrl":"https://doi.org/10.1080/03069400.2023.2246347","url":null,"abstract":"ABSTRACT Women’s inequalities in the legal profession are an enduring concern. Women are over-represented in junior positions and under-represented in senior roles, especially in large corporate firms. This pattern is compounded for women from Black and minority ethnic backgrounds in comparison to both men of all ethnicities and white women. This is informed not by ability, but by masculinity-privileging working cultures and practices. Women legal academics are also under-represented in senior roles. However, less is understood about women law students’ experiences, particularly in the UK and in recent research. This article reports on a new project which explored undergraduate student allocation on module options at York Law School, University of York, UK. There were marked gender differences in student composition in just over half (36) of the 66 different optional modules between 2014 and 2022. Women were under-represented on modules relating to commercial, corporate and financial law and over-represented on modules relating to family, health, social welfare, gender and sexuality. While there are many possible causal factors, there is clear resonance with the literature on gender inequalities in the legal profession and legal academia. The curriculum and careers guidance implications are considered, and a research agenda proposed.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44465504","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}
Pub Date : 2023-05-22DOI: 10.1080/03069400.2023.2207426
Marjan Ajevski, Kim Barker, Andrew Gilbert, Liz Hardie, Francine Ryan
ABSTRACT The launch of ChatGPT, a natural language open-source AI platform, in November 2022 has taken the world by storm and artificial intelligence appears to be at a watershed moment in technological advancement. This article explores the emergence of ChatGPT and considers the implications for legal education and practice. It will examine how law schools can develop strategies for assessments to make them more challenging for generative AI while educating students on its potential in the workplace. All legal educators are now on a journey to navigate the complexities of open-source AI technology and comprehend its implications. We should not ignore or underestimate the potential impact on both legal education and legal practice, and we must consider new methods to incorporate AI technology into our teaching.
{"title":"ChatGPT and the future of legal education and practice","authors":"Marjan Ajevski, Kim Barker, Andrew Gilbert, Liz Hardie, Francine Ryan","doi":"10.1080/03069400.2023.2207426","DOIUrl":"https://doi.org/10.1080/03069400.2023.2207426","url":null,"abstract":"ABSTRACT The launch of ChatGPT, a natural language open-source AI platform, in November 2022 has taken the world by storm and artificial intelligence appears to be at a watershed moment in technological advancement. This article explores the emergence of ChatGPT and considers the implications for legal education and practice. It will examine how law schools can develop strategies for assessments to make them more challenging for generative AI while educating students on its potential in the workplace. All legal educators are now on a journey to navigate the complexities of open-source AI technology and comprehend its implications. We should not ignore or underestimate the potential impact on both legal education and legal practice, and we must consider new methods to incorporate AI technology into our teaching.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43824141","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}
Pub Date : 2023-05-22DOI: 10.1080/03069400.2023.2206738
Rachael O’Connor
ABSTRACT The impact of the COVID 19 pandemic on student wellbeing and mental health should not be understated. Interventions seeking to improve cultures in law schools to challenge stigmas surrounding support access are consequently vital. This paper draws on an innovative staff/student reverse mentoring scheme within a Russell Group university where law school staff were mentored by international undergraduate law students. It explores the use of reverse mentoring as a tool to develop self-awareness and positive identity formation in law students through authentic and reciprocal relationships with staff, facilitating empowered approaches to support which are anticipatory, as opposed to existing in crisis management mode. To demonstrate this, the stages of self-authorship theory are used to thematically organise interview data collected from student mentors. The paper also explores specific areas of student support (employability and personal tutoring) where the impact of reverse mentoring and its self-authorship generating capacity may be particularly useful. This paper argues that reverse mentoring in the law school and beyond provides a positive opportunity for students to adopt more self-authored and authentic approaches to their support needs, identifying a novel intersection between diversity and inclusion initiatives and the practical accessing of support as a law student.
{"title":"Supporting students to better support themselves through reverse mentoring: the power of positive staff/student relationships and authentic conversations in the law school","authors":"Rachael O’Connor","doi":"10.1080/03069400.2023.2206738","DOIUrl":"https://doi.org/10.1080/03069400.2023.2206738","url":null,"abstract":"ABSTRACT The impact of the COVID 19 pandemic on student wellbeing and mental health should not be understated. Interventions seeking to improve cultures in law schools to challenge stigmas surrounding support access are consequently vital. This paper draws on an innovative staff/student reverse mentoring scheme within a Russell Group university where law school staff were mentored by international undergraduate law students. It explores the use of reverse mentoring as a tool to develop self-awareness and positive identity formation in law students through authentic and reciprocal relationships with staff, facilitating empowered approaches to support which are anticipatory, as opposed to existing in crisis management mode. To demonstrate this, the stages of self-authorship theory are used to thematically organise interview data collected from student mentors. The paper also explores specific areas of student support (employability and personal tutoring) where the impact of reverse mentoring and its self-authorship generating capacity may be particularly useful. This paper argues that reverse mentoring in the law school and beyond provides a positive opportunity for students to adopt more self-authored and authentic approaches to their support needs, identifying a novel intersection between diversity and inclusion initiatives and the practical accessing of support as a law student.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48876600","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}
Pub Date : 2023-05-19DOI: 10.1080/03069400.2023.2208017
Jayden Houghton
ABSTRACT In 2020, the author introduced a new learning and assessment programme to the compulsory Land Law course at the University of Auckland, Faculty of Law. This article introduces, explains and evaluates the programme design. The Learning Modules programme has five components: structured pre-tutorial activities guiding students through a problem; tutorials in which tutors facilitate discussion on the problem; post-tutorial quizzes testing understanding of ideas arising in the problem; and exam-oriented review exercises in the form of modelling exercises and example exercises. First, the article discusses three pedagogical theories: problem-based learning, blended learning and flipping the classroom. Secondly, the article outlines the Learning Modules programme. Thirdly, the article uses student survey data from 2020 and 2021 to evaluate the extent to which the programme represents problem-based learning, blended learning and flipping the classroom. In doing so, the article considers how closely a programme needs to conform with the classical characteristics of each theory to be considered to represent them. The article concludes that the programme can be said to represent each of the three theories, depending on how they are formulated.
{"title":"Learning modules: problem-based learning, blended learning and flipping the classroom","authors":"Jayden Houghton","doi":"10.1080/03069400.2023.2208017","DOIUrl":"https://doi.org/10.1080/03069400.2023.2208017","url":null,"abstract":"ABSTRACT In 2020, the author introduced a new learning and assessment programme to the compulsory Land Law course at the University of Auckland, Faculty of Law. This article introduces, explains and evaluates the programme design. The Learning Modules programme has five components: structured pre-tutorial activities guiding students through a problem; tutorials in which tutors facilitate discussion on the problem; post-tutorial quizzes testing understanding of ideas arising in the problem; and exam-oriented review exercises in the form of modelling exercises and example exercises. First, the article discusses three pedagogical theories: problem-based learning, blended learning and flipping the classroom. Secondly, the article outlines the Learning Modules programme. Thirdly, the article uses student survey data from 2020 and 2021 to evaluate the extent to which the programme represents problem-based learning, blended learning and flipping the classroom. In doing so, the article considers how closely a programme needs to conform with the classical characteristics of each theory to be considered to represent them. The article concludes that the programme can be said to represent each of the three theories, depending on how they are formulated.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43351582","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}
Pub Date : 2023-05-15DOI: 10.1080/03069400.2023.2200712
J. Twemlow
ABSTRACT If law was a person, what kind of person would they be? In this article I discuss the process of designing and delivering a first-year law seminar around this question. I explain how the question was leveraged towards the aims of (a) creating space for diverse perspectives and (b) developing critical thinking skills among the law students: dispositions we felt were important for law students to establish early in their legal studies. I further explain how critical pedagogy and playfulness informed the seminar structure and allowed us to design the class towards these two aims. While both student and tutor feedback on the seminar was positive, I conclude by outlining potential areas for improving the seminar design and delivery.
{"title":"Let me introduce my friend, law: a pedagogical tool for supporting diversity and critical thinking in the legal classroom","authors":"J. Twemlow","doi":"10.1080/03069400.2023.2200712","DOIUrl":"https://doi.org/10.1080/03069400.2023.2200712","url":null,"abstract":"ABSTRACT If law was a person, what kind of person would they be? In this article I discuss the process of designing and delivering a first-year law seminar around this question. I explain how the question was leveraged towards the aims of (a) creating space for diverse perspectives and (b) developing critical thinking skills among the law students: dispositions we felt were important for law students to establish early in their legal studies. I further explain how critical pedagogy and playfulness informed the seminar structure and allowed us to design the class towards these two aims. While both student and tutor feedback on the seminar was positive, I conclude by outlining potential areas for improving the seminar design and delivery.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394616","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}
Pub Date : 2023-04-03DOI: 10.1080/03069400.2023.2200710
J. Collinson
ABSTRACT This article describes five ways in which I have integrated music into law modules as a means by which to engage students: as an icebreaker; to set the tone for a module; to explore questions of representation; to tell stories; and to make theory tangible. The use of music in these ways aims to make students feel differently about the law and to engage their “emotional solidarity”. The modules into which music has been interrogated are substantive modules, thus the ideas for practice in this article are therefore ones which are transferable to the teaching of different legal subjects.
{"title":"Integrating music into the study of law to engage students","authors":"J. Collinson","doi":"10.1080/03069400.2023.2200710","DOIUrl":"https://doi.org/10.1080/03069400.2023.2200710","url":null,"abstract":"ABSTRACT This article describes five ways in which I have integrated music into law modules as a means by which to engage students: as an icebreaker; to set the tone for a module; to explore questions of representation; to tell stories; and to make theory tangible. The use of music in these ways aims to make students feel differently about the law and to engage their “emotional solidarity”. The modules into which music has been interrogated are substantive modules, thus the ideas for practice in this article are therefore ones which are transferable to the teaching of different legal subjects.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48887601","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}
Pub Date : 2023-04-03DOI: 10.1080/03069400.2023.2186016
A. Cheng, Li-Nu Chen
ABSTRACT Technology and regulation exert significant impacts on business decision-making; as such, technology law has become an indispensable part of business education. The ethical components embedded in technology regulation modules are designed to equip future business professionals with fundamental values and rules that both guide and facilitate their decision-making. However, owing to the interdisciplinary nature of such a module and because it is frequently offered as a service module, unique instructional challenges arise. This paper identifies problem-based learning (PBL) as the main suitable pedagogical method for teaching ethical content in such a module, supplemented by scenario-based learning (SBL), because they effectively contextualise the relevant module content, create an environment that simulates real-life scenarios where moral dilemmas reside, and contribute to the module learning outcome in fostering a sustainability competency in students. Through a theoretical discussion based on concrete examples (a bitcoin transaction’s ethical issues in the environmental, social and governance (ESG) context and ethical dilemmas related to abortion rights), this paper aims to guide future studies on how to deliver ethical content within a technology law module.
{"title":"Teaching ethics in a technology regulation module: exploring the pedagogical method","authors":"A. Cheng, Li-Nu Chen","doi":"10.1080/03069400.2023.2186016","DOIUrl":"https://doi.org/10.1080/03069400.2023.2186016","url":null,"abstract":"ABSTRACT Technology and regulation exert significant impacts on business decision-making; as such, technology law has become an indispensable part of business education. The ethical components embedded in technology regulation modules are designed to equip future business professionals with fundamental values and rules that both guide and facilitate their decision-making. However, owing to the interdisciplinary nature of such a module and because it is frequently offered as a service module, unique instructional challenges arise. This paper identifies problem-based learning (PBL) as the main suitable pedagogical method for teaching ethical content in such a module, supplemented by scenario-based learning (SBL), because they effectively contextualise the relevant module content, create an environment that simulates real-life scenarios where moral dilemmas reside, and contribute to the module learning outcome in fostering a sustainability competency in students. Through a theoretical discussion based on concrete examples (a bitcoin transaction’s ethical issues in the environmental, social and governance (ESG) context and ethical dilemmas related to abortion rights), this paper aims to guide future studies on how to deliver ethical content within a technology law module.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46546590","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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