Pub Date : 2022-11-08DOI: 10.1080/03069400.2022.2129333
Rachel Dunn, D. Rook, Paula Sparks, Tiffany Mitchell
ABSTRACT Animal Law is an emerging field of law both in university teaching and in legal practice. However, it is still relatively unknown in UK universities with only a small percentage offering a course in the subject. Given the growing interest in environmental protection and animal welfare, it is hoped that more universities will develop modules in Animal Law. This article aims to assist in this by answering the why, how and what of Animal Law teaching in UK universities: Why teach Animal Law? How can it be taught within law programmes and what is currently happening? Animal Law is ideal for exploring the interconnectedness of law and ethics and engages students in applying philosophical theories to some of the real-life dilemmas they face. It is also an excellent subject for developing key transferable skills for law students such as critical analysis, research and mooting. The results from a small survey are presented, outlining how Animal Law is currently taught in UK universities and discussing the potential risks Animal Law modules may face due to the imminent changes in legal education. From this analysis, conclusions are drawn on the future of Animal Law teaching in the UK.
{"title":"Teaching Animal Law in UK universities: the benefits, challenges and opportunities for growth","authors":"Rachel Dunn, D. Rook, Paula Sparks, Tiffany Mitchell","doi":"10.1080/03069400.2022.2129333","DOIUrl":"https://doi.org/10.1080/03069400.2022.2129333","url":null,"abstract":"ABSTRACT Animal Law is an emerging field of law both in university teaching and in legal practice. However, it is still relatively unknown in UK universities with only a small percentage offering a course in the subject. Given the growing interest in environmental protection and animal welfare, it is hoped that more universities will develop modules in Animal Law. This article aims to assist in this by answering the why, how and what of Animal Law teaching in UK universities: Why teach Animal Law? How can it be taught within law programmes and what is currently happening? Animal Law is ideal for exploring the interconnectedness of law and ethics and engages students in applying philosophical theories to some of the real-life dilemmas they face. It is also an excellent subject for developing key transferable skills for law students such as critical analysis, research and mooting. The results from a small survey are presented, outlining how Animal Law is currently taught in UK universities and discussing the potential risks Animal Law modules may face due to the imminent changes in legal education. From this analysis, conclusions are drawn on the future of Animal Law teaching in the UK.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49049918","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 : 2022-10-02DOI: 10.1080/03069400.2022.2140512
Natalie Ohana, Taimaa Barazi, David Barrett, Jasmin Bedeau, Prerna Bhuckory, Greta Bosch, James Braham, Connor Coombs, Swati Gola, Nora Jaber, Hanna Hailemariam, Zoe Lambert, Rebecca Lawrence, Louise Loder, Emma Marshall, Tia Matt, Kyriaki Nousia, Elif Ceylan Ozsoy, Tamira Phiri, Malcolm Rogge, Natalie Sedacca, Lee Snook, Inga Thiemann, Andrea Wallace, Karen Walsh
This report outlines the rationale behind and recommendations on the steps that need to be taken towards decolonising the Law School's pedagogy and curriculum. It con-cludes a two-year process of research and discussions involving a joint effort between staff and students. A rationale for a change in approach to both pedagogy and curriculum is presented together with recommendations and practical examples of how this might be achieved in modular teaching in the Law School.
{"title":"Rationale and recommendations on decolonising the pedagogy and curriculum of the Law School at the University of Exeter","authors":"Natalie Ohana, Taimaa Barazi, David Barrett, Jasmin Bedeau, Prerna Bhuckory, Greta Bosch, James Braham, Connor Coombs, Swati Gola, Nora Jaber, Hanna Hailemariam, Zoe Lambert, Rebecca Lawrence, Louise Loder, Emma Marshall, Tia Matt, Kyriaki Nousia, Elif Ceylan Ozsoy, Tamira Phiri, Malcolm Rogge, Natalie Sedacca, Lee Snook, Inga Thiemann, Andrea Wallace, Karen Walsh","doi":"10.1080/03069400.2022.2140512","DOIUrl":"https://doi.org/10.1080/03069400.2022.2140512","url":null,"abstract":"This report outlines the rationale behind and recommendations on the steps that need to be taken towards decolonising the Law School's pedagogy and curriculum. It con-cludes a two-year process of research and discussions involving a joint effort between staff and students. A rationale for a change in approach to both pedagogy and curriculum is presented together with recommendations and practical examples of how this might be achieved in modular teaching in the Law School.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41611162","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 : 2022-10-02DOI: 10.1080/03069400.2022.2129332
N. Clapham
{"title":"Life as a junior barrister: in the words of the independent Bar","authors":"N. Clapham","doi":"10.1080/03069400.2022.2129332","DOIUrl":"https://doi.org/10.1080/03069400.2022.2129332","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48249888","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 : 2022-10-02DOI: 10.1080/03069400.2022.2077581
P. Mitchard
ABSTRACT Most Hong Kong law students use their law degree as a step towards a legal career. It is therefore important for law schools to identify the “non-academic” practice skills required in the jobs market and to ascertain the extent to which, and at what point in the academic cycle, any relevant training should be provided. This study involves identifying the skills demanded across a spectrum of legal roles, their relative significance and in what respects job applicants may be considered to be deficient. The author has drawn upon his long experience at the interface between law students and their future employers, a review of academic research and the views of a cross-section of those responsible for recruiting law graduates in Hong Kong. The conclusions reached will enable law schools to determine which of these skills it is considered can adequately be learned in the workplace, which should be taught at law school and when that teaching should ideally take place, with the broader purpose of enabling law graduates to have a fuller understanding of what will be expected from them in legal practice and thereby assisting them with their career choices.
{"title":"Professional training in legal education: the case of Hong Kong","authors":"P. Mitchard","doi":"10.1080/03069400.2022.2077581","DOIUrl":"https://doi.org/10.1080/03069400.2022.2077581","url":null,"abstract":"ABSTRACT Most Hong Kong law students use their law degree as a step towards a legal career. It is therefore important for law schools to identify the “non-academic” practice skills required in the jobs market and to ascertain the extent to which, and at what point in the academic cycle, any relevant training should be provided. This study involves identifying the skills demanded across a spectrum of legal roles, their relative significance and in what respects job applicants may be considered to be deficient. The author has drawn upon his long experience at the interface between law students and their future employers, a review of academic research and the views of a cross-section of those responsible for recruiting law graduates in Hong Kong. The conclusions reached will enable law schools to determine which of these skills it is considered can adequately be learned in the workplace, which should be taught at law school and when that teaching should ideally take place, with the broader purpose of enabling law graduates to have a fuller understanding of what will be expected from them in legal practice and thereby assisting them with their career choices.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44187564","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 : 2022-07-28DOI: 10.1080/03069400.2022.2101086
K. Yin, Carmela De Maio
ABSTRACT A threshold concept is a crucial concept in learning whose defining characteristics are that it is transformative but sometimes troublesome to achieve. Legal reasoning has been viewed as a threshold concept in the legal studies curricula of higher education institutions which law students must master and, in some universities, is prescribed as a threshold graduate outcome for them to achieve. Referring to the formalistic model of legal reasoning, known as IRAC (issue, rule, application, conclusion) or similar acronyms, the question addressed in this paper is whether this method for legal reasoning is appropriate to lead towards the satisfaction of the characteristics of a threshold concept in legal studies. Through an in-depth examination of the literature on the three, primary characteristics that define a threshold concept: that it is “transformative, troublesome, and liminal”, it will be posited that use of the formalistic variant of IRAC is not suitable for the acquisition of legal reasoning skills. Rather, it is argued that a model underpinned by legal syllogism better aligns with these three characteristics of a threshold concept and with how law students might solve legal problems in the real world.
{"title":"Transformative, troublesome and liminal: does the presentation of legal reasoning in the legal studies curricula in higher education institutions satisfy the characteristics of a threshold concept?","authors":"K. Yin, Carmela De Maio","doi":"10.1080/03069400.2022.2101086","DOIUrl":"https://doi.org/10.1080/03069400.2022.2101086","url":null,"abstract":"ABSTRACT A threshold concept is a crucial concept in learning whose defining characteristics are that it is transformative but sometimes troublesome to achieve. Legal reasoning has been viewed as a threshold concept in the legal studies curricula of higher education institutions which law students must master and, in some universities, is prescribed as a threshold graduate outcome for them to achieve. Referring to the formalistic model of legal reasoning, known as IRAC (issue, rule, application, conclusion) or similar acronyms, the question addressed in this paper is whether this method for legal reasoning is appropriate to lead towards the satisfaction of the characteristics of a threshold concept in legal studies. Through an in-depth examination of the literature on the three, primary characteristics that define a threshold concept: that it is “transformative, troublesome, and liminal”, it will be posited that use of the formalistic variant of IRAC is not suitable for the acquisition of legal reasoning skills. Rather, it is argued that a model underpinned by legal syllogism better aligns with these three characteristics of a threshold concept and with how law students might solve legal problems in the real world.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44504711","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 : 2022-07-13DOI: 10.1080/03069400.2022.2094143
B. Fagbayibo
ABSTRACT The idea of establishing a link between music and international law is not a topic that typically excites scholars and practitioners. In its Eurocentric/colonial or critical/decolonial posture, scholarly engagement with international law is often devoted to the so-called “hard” issues such as global security, global warming, poverty, reforms of international institutions, global governance architecture, etc. As such, the notion that music, in its expressive and aesthetic manifestations, can be deployed in the better understanding of and finding solutions to the so-called “hard issues” of international law remains a peripheral subject. At the heart of this article is the question of how music could serve as an effective instrumental tool for rethinking the pedagogical process of international law in Africa. The article argues that socially conscious songs provide a beneficial lens and gateway to the popular understanding of the problematics of international law. Such knowledge further engenders the possibility of repurposing the applicative dimensions of international law on the continent.
{"title":"Choral intervention: reimagining international law pedagogy in Africa through music","authors":"B. Fagbayibo","doi":"10.1080/03069400.2022.2094143","DOIUrl":"https://doi.org/10.1080/03069400.2022.2094143","url":null,"abstract":"ABSTRACT The idea of establishing a link between music and international law is not a topic that typically excites scholars and practitioners. In its Eurocentric/colonial or critical/decolonial posture, scholarly engagement with international law is often devoted to the so-called “hard” issues such as global security, global warming, poverty, reforms of international institutions, global governance architecture, etc. As such, the notion that music, in its expressive and aesthetic manifestations, can be deployed in the better understanding of and finding solutions to the so-called “hard issues” of international law remains a peripheral subject. At the heart of this article is the question of how music could serve as an effective instrumental tool for rethinking the pedagogical process of international law in Africa. The article argues that socially conscious songs provide a beneficial lens and gateway to the popular understanding of the problematics of international law. Such knowledge further engenders the possibility of repurposing the applicative dimensions of international law on the continent.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45276577","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 : 2022-06-13DOI: 10.1080/03069400.2022.2077517
M. Addadzi-Koom
ABSTRACT As a result of the Covid-19 pandemic, e-learning is no longer a choice but a need. In Ghana, the Covid-19 induced e-learning continues to form an integral part of higher education in most universities. Focusing on law students’ perspectives on e-learning in Ghana, this study used online survey data from 204 respondents at the Kwame Nkrumah University of Science and Technology (KNUST), Faculty of Law. Descriptive statistics were used to analyse quantitative data while thematic analysis was used to analyse qualitative data. The findings revealed, among other things, that although most law students enjoyed e-learning, they preferred blended learning to cater for the shortcomings of the former. The study argues that blended learning is a viable option for legal education in Ghana. As the first study on law students’ experiences of e-learning in Ghana during the pandemic, the study is timely and significant. The recommendations that follow from the study could be beneficial to legal education managers in Ghana and Africa.
{"title":"A survey on e-learning experiences of law students during Covid-19 in Ghana","authors":"M. Addadzi-Koom","doi":"10.1080/03069400.2022.2077517","DOIUrl":"https://doi.org/10.1080/03069400.2022.2077517","url":null,"abstract":"ABSTRACT As a result of the Covid-19 pandemic, e-learning is no longer a choice but a need. In Ghana, the Covid-19 induced e-learning continues to form an integral part of higher education in most universities. Focusing on law students’ perspectives on e-learning in Ghana, this study used online survey data from 204 respondents at the Kwame Nkrumah University of Science and Technology (KNUST), Faculty of Law. Descriptive statistics were used to analyse quantitative data while thematic analysis was used to analyse qualitative data. The findings revealed, among other things, that although most law students enjoyed e-learning, they preferred blended learning to cater for the shortcomings of the former. The study argues that blended learning is a viable option for legal education in Ghana. As the first study on law students’ experiences of e-learning in Ghana during the pandemic, the study is timely and significant. The recommendations that follow from the study could be beneficial to legal education managers in Ghana and Africa.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42795829","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 : 2022-05-30DOI: 10.1080/03069400.2022.2075110
Helen J Rutherford
ABSTRACT Legal academics and legal education are not noted for their punk aesthetic. In Subversive Legal History: A Manifesto for the Future of Legal Education Professor Russell Sandberg urges law schools to be brave and asserts that future legal education would be well served by calling legal history in aid and placing it at the centre of curriculum planning. He makes the case for legal history to come out of the shadows and take its rightful place as the disruptor of the standard law school approach to legal education, in short, to subvert the norm and form the foundation for all legal education.
{"title":"Subversive legal history: a manifesto for the future of legal education","authors":"Helen J Rutherford","doi":"10.1080/03069400.2022.2075110","DOIUrl":"https://doi.org/10.1080/03069400.2022.2075110","url":null,"abstract":"ABSTRACT Legal academics and legal education are not noted for their punk aesthetic. In Subversive Legal History: A Manifesto for the Future of Legal Education Professor Russell Sandberg urges law schools to be brave and asserts that future legal education would be well served by calling legal history in aid and placing it at the centre of curriculum planning. He makes the case for legal history to come out of the shadows and take its rightful place as the disruptor of the standard law school approach to legal education, in short, to subvert the norm and form the foundation for all legal education.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47961267","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 : 2022-05-30DOI: 10.1080/03069400.2022.2075109
Michael Lewis Paul Lower
ABSTRACT This article proposes that undergraduate legal education should engage students in communities of inquiry where students learn to think critically by working in collaborative groups on a worthwhile research question of their own choosing. The community of inquiry is a return to the idea of the university as a community of scholars, of students capable of critical, creative and caring thought. Students engage in research projects and make their ideas available to others as a contribution to a work of knowledge building. This article describes the use of a community of inquiry approach, both in a core undergraduate law course and in an elective course at the Chinese University of Hong Kong. The article explains how an action research methodology was used to explore ways of implementing the communities of inquiry methodology. Surveys and interviews were used to gather data. The article discusses the lessons learned from this project; the most important lessons concerned the benefits that students report from engaging in collaborative inquiry.
{"title":"Communities of inquiry pedagogy in undergraduate courses","authors":"Michael Lewis Paul Lower","doi":"10.1080/03069400.2022.2075109","DOIUrl":"https://doi.org/10.1080/03069400.2022.2075109","url":null,"abstract":"ABSTRACT This article proposes that undergraduate legal education should engage students in communities of inquiry where students learn to think critically by working in collaborative groups on a worthwhile research question of their own choosing. The community of inquiry is a return to the idea of the university as a community of scholars, of students capable of critical, creative and caring thought. Students engage in research projects and make their ideas available to others as a contribution to a work of knowledge building. This article describes the use of a community of inquiry approach, both in a core undergraduate law course and in an elective course at the Chinese University of Hong Kong. The article explains how an action research methodology was used to explore ways of implementing the communities of inquiry methodology. Surveys and interviews were used to gather data. The article discusses the lessons learned from this project; the most important lessons concerned the benefits that students report from engaging in collaborative inquiry.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47940768","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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