Pub Date : 2023-04-03DOI: 10.1080/03069400.2023.2210408
Eileen Fry, R. Wakeford, Jill Foster Taylor, Janet Wright
{"title":"The Qualified Lawyers Transfer Scheme: the multiple choice test 2011–2021","authors":"Eileen Fry, R. Wakeford, Jill Foster Taylor, Janet Wright","doi":"10.1080/03069400.2023.2210408","DOIUrl":"https://doi.org/10.1080/03069400.2023.2210408","url":null,"abstract":"","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":"47824416","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: 10.1007/978-3-031-20691-7
A. Mazhar
{"title":"Wellbeing and the legal academy","authors":"A. Mazhar","doi":"10.1007/978-3-031-20691-7","DOIUrl":"https://doi.org/10.1007/978-3-031-20691-7","url":null,"abstract":"","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":"43458140","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: 10.1080/03069400.2023.2193537
Aysha Mazhar
{"title":"Wellbeing and the legal academy","authors":"Aysha Mazhar","doi":"10.1080/03069400.2023.2193537","DOIUrl":"https://doi.org/10.1080/03069400.2023.2193537","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135673696","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 : 2023-03-20DOI: 10.1080/03069400.2023.2173918
Neil Grainger Allison
ABSTRACT A difficulty with legal vocabulary is that concepts in different legal systems map imperfectly to each other, particularly from common law systems where classification is often unclear or convoluted to codified civil systems. Even within the English language domain there are numerous legal systems where concepts differ, e.g. between Scotland and England. This causes significant problems for students’, especially foreign language students’, reading comprehension and developing understanding of legal lexis where translation dictionaries, while they may be efficient, are imperfect. This article sets out a classification approach to reading and English language legal concept deep understanding rooted in theories from education and cognitive linguistics, in particular Categories and Prototypes, Schema theory, and Legitimation Code Theory (LCT). I have used the approach successfully for some years with international students studying law in Scotland, assisting their reading of textbooks and especially journal articles while building domain knowledge. The application of the strategy is presented in the context of research on the adoption of reading strategies which finds that adoption is influenced by awareness of the complexity of the concepts in the text, complexity of the strategy, and by how much particular strategies are seen as a valid method in legal study.
{"title":"From semantic weight to legal ontology via classification of concepts in legal texts","authors":"Neil Grainger Allison","doi":"10.1080/03069400.2023.2173918","DOIUrl":"https://doi.org/10.1080/03069400.2023.2173918","url":null,"abstract":"ABSTRACT A difficulty with legal vocabulary is that concepts in different legal systems map imperfectly to each other, particularly from common law systems where classification is often unclear or convoluted to codified civil systems. Even within the English language domain there are numerous legal systems where concepts differ, e.g. between Scotland and England. This causes significant problems for students’, especially foreign language students’, reading comprehension and developing understanding of legal lexis where translation dictionaries, while they may be efficient, are imperfect. This article sets out a classification approach to reading and English language legal concept deep understanding rooted in theories from education and cognitive linguistics, in particular Categories and Prototypes, Schema theory, and Legitimation Code Theory (LCT). I have used the approach successfully for some years with international students studying law in Scotland, assisting their reading of textbooks and especially journal articles while building domain knowledge. The application of the strategy is presented in the context of research on the adoption of reading strategies which finds that adoption is influenced by awareness of the complexity of the concepts in the text, complexity of the strategy, and by how much particular strategies are seen as a valid method in legal study.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46963594","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 : 2023-03-13DOI: 10.1080/03069400.2023.2179306
J. Alexander
ABSTRACT As the graduate recruitment market becomes increasingly competitive, gaining insight into the types of activity valued by students and employers to enhance employability is crucial to shape the employability agenda. This article reports on the findings of an innovative empirical study, designed to answer the research question, “What are the perceptions of alumni and employers of the impact of clinical legal education (CLE) on employability?”. This research makes an original and significant contribution to knowledge and academic practice from its novel conclusions and through capturing and articulating stakeholder voices that are underrepresented in the literature, namely alumni from less privileged backgrounds studying at a post-1992 university and employers who recruit and employ graduates with CLE experiences. From analysis of 22 semi-structured interviews, the data revealed that the alumni lacked confidence prior to engaging with CLE and evidenced for the first time that CLE enhanced employability by increasing confidence and inculcating a professional identity. This article makes recommendations and reveals a bespoke employability model to be used with CLE students to instruct them on the impact of CLE on employability. The model can be used to enrich the student experience through clear signposting of the benefits and purpose of CLE from an employability perspective.
{"title":"Modelling employability through clinical legal education: building confidence and professional identity","authors":"J. Alexander","doi":"10.1080/03069400.2023.2179306","DOIUrl":"https://doi.org/10.1080/03069400.2023.2179306","url":null,"abstract":"ABSTRACT As the graduate recruitment market becomes increasingly competitive, gaining insight into the types of activity valued by students and employers to enhance employability is crucial to shape the employability agenda. This article reports on the findings of an innovative empirical study, designed to answer the research question, “What are the perceptions of alumni and employers of the impact of clinical legal education (CLE) on employability?”. This research makes an original and significant contribution to knowledge and academic practice from its novel conclusions and through capturing and articulating stakeholder voices that are underrepresented in the literature, namely alumni from less privileged backgrounds studying at a post-1992 university and employers who recruit and employ graduates with CLE experiences. From analysis of 22 semi-structured interviews, the data revealed that the alumni lacked confidence prior to engaging with CLE and evidenced for the first time that CLE enhanced employability by increasing confidence and inculcating a professional identity. This article makes recommendations and reveals a bespoke employability model to be used with CLE students to instruct them on the impact of CLE on employability. The model can be used to enrich the student experience through clear signposting of the benefits and purpose of CLE from an employability perspective.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42886394","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 : 2023-02-27DOI: 10.1080/03069400.2023.2179305
Chris Ashford
{"title":"Critical legal education as a subversive activity","authors":"Chris Ashford","doi":"10.1080/03069400.2023.2179305","DOIUrl":"https://doi.org/10.1080/03069400.2023.2179305","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46930208","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}
interdisciplinary dimensions to avoid siloed approaches to higher education, since ‘new hybrid forms of knowledge’ should be co-produced rather than led by a single discipline”. 30 This is a generous and inclusive approach to legal education, through which we can model to our students the contextual nuance and professional humility that decentring law implies.
{"title":"Not teaching law","authors":"S. Rice","doi":"10.2139/ssrn.4338331","DOIUrl":"https://doi.org/10.2139/ssrn.4338331","url":null,"abstract":"interdisciplinary dimensions to avoid siloed approaches to higher education, since ‘new hybrid forms of knowledge’ should be co-produced rather than led by a single discipline”. 30 This is a generous and inclusive approach to legal education, through which we can model to our students the contextual nuance and professional humility that decentring law implies.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49257825","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 : 2023-02-17DOI: 10.1080/03069400.2023.2173886
G. Ferris
{"title":"The bodyguards of lies: lawyers’ power and professional responsibility","authors":"G. Ferris","doi":"10.1080/03069400.2023.2173886","DOIUrl":"https://doi.org/10.1080/03069400.2023.2173886","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45198750","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 : 2023-02-17DOI: 10.1080/03069400.2022.2161248
Stephen Bunbury, A. Philippopoulos-Mihalopoulos
ABSTRACT For the final year Degree Show at Westminster Law School, all final year students are required to produce a material artefact that reflects their understanding of law, justice, and their political and social responsibility as law students. In order to illustrate the process and use of this interdisciplinary assessment approach, we describe how we came about this way of thinking about assessment, what the practical challenges are, and how it all fits into a broader effort to bring about authentic real-life assessments. We offer some indication of the marking criteria and learning outcomes, and conclude by arguing that this material, interdisciplinary, decolonial and creative way of expressing the law is of pivotal importance to how we should be thinking of teaching the law, in the context of authentic assessments.
{"title":"The Law School Degree Show: law, materiality, decolonization and authentic assessment","authors":"Stephen Bunbury, A. Philippopoulos-Mihalopoulos","doi":"10.1080/03069400.2022.2161248","DOIUrl":"https://doi.org/10.1080/03069400.2022.2161248","url":null,"abstract":"ABSTRACT For the final year Degree Show at Westminster Law School, all final year students are required to produce a material artefact that reflects their understanding of law, justice, and their political and social responsibility as law students. In order to illustrate the process and use of this interdisciplinary assessment approach, we describe how we came about this way of thinking about assessment, what the practical challenges are, and how it all fits into a broader effort to bring about authentic real-life assessments. We offer some indication of the marking criteria and learning outcomes, and conclude by arguing that this material, interdisciplinary, decolonial and creative way of expressing the law is of pivotal importance to how we should be thinking of teaching the law, in the context of authentic assessments.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46151236","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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