Pub Date : 2022-05-27DOI: 10.1080/03069400.2022.2076492
A. Mazhar
{"title":"Doctoral degree programs in law: an international and comparative study of the English-speaking world","authors":"A. Mazhar","doi":"10.1080/03069400.2022.2076492","DOIUrl":"https://doi.org/10.1080/03069400.2022.2076492","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"554 - 556"},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48944228","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 : 2022-05-10DOI: 10.1080/03069400.2022.2058291
Caroline Hood, C. Simmonds
The Solicitors Qualifying Examination (SQE) was introduced in September 2021. It is part of the Solicitors Regulation Authority (SRA) reforms of legal education, which followed the Legal Education and Training Review (LETR). In its Training for Tomorrow policy statement, the SRA set out several priorities. One of these is the opening up of pathways to qualification as a solicitor. The solicitor apprenticeship is one of these pathways. Whilst the Legal Services Board approved the introduction of the SQE in October 2020, and its implementation did not occur until the latter part of 2021, the use of a two-stage, centralised assessment has been the assessment method for the solicitor apprenticeship since the Solicitor Apprenticeship Standard was approved in September 2015. With the first solicitor apprentices registering in 2016, this pathway can arguably no longer be classed as “new”. So, in 2022, what do we know about the solicitor apprenticeship route to qualification in England?
{"title":"The solicitor apprenticeship","authors":"Caroline Hood, C. Simmonds","doi":"10.1080/03069400.2022.2058291","DOIUrl":"https://doi.org/10.1080/03069400.2022.2058291","url":null,"abstract":"The Solicitors Qualifying Examination (SQE) was introduced in September 2021. It is part of the Solicitors Regulation Authority (SRA) reforms of legal education, which followed the Legal Education and Training Review (LETR). In its Training for Tomorrow policy statement, the SRA set out several priorities. One of these is the opening up of pathways to qualification as a solicitor. The solicitor apprenticeship is one of these pathways. Whilst the Legal Services Board approved the introduction of the SQE in October 2020, and its implementation did not occur until the latter part of 2021, the use of a two-stage, centralised assessment has been the assessment method for the solicitor apprenticeship since the Solicitor Apprenticeship Standard was approved in September 2015. With the first solicitor apprentices registering in 2016, this pathway can arguably no longer be classed as “new”. So, in 2022, what do we know about the solicitor apprenticeship route to qualification in England?","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"420 - 426"},"PeriodicalIF":0.8,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892792","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 : 2022-04-26DOI: 10.1080/03069400.2022.2057755
M. Burgis-Kasthala, Christine Schwobel-Patel
ABSTRACT Prompted by the “Rhodes Must Fall” movement in South Africa, debates concerning the decolonisation of the university curriculum have gained increased traction. In the discipline of international law, a tentative pedagogical project of decolonising the university builds on a rich academic debate on the continuities of colonialism. Our contribution to this emerging pedagogical project is to introduce traditions of thought on decoloniality that may complement already existing reflections on and suggestions for decolonising the curriculum. We highlight some key concepts from Latin American thinkers on decoloniality and consider how far this body of knowledge can be translated into a decolonised international law curriculum. For this purpose, we devise four tactics of decoloniality: the tactic of accepting an “ecology of knowledges”, the tactic of “locus enunciations”, the tactic of “dialogical teaching”, and the tactic of troubling a “pedagogy of absences”.
{"title":"Against coloniality in the international law curriculum: examining decoloniality","authors":"M. Burgis-Kasthala, Christine Schwobel-Patel","doi":"10.1080/03069400.2022.2057755","DOIUrl":"https://doi.org/10.1080/03069400.2022.2057755","url":null,"abstract":"ABSTRACT Prompted by the “Rhodes Must Fall” movement in South Africa, debates concerning the decolonisation of the university curriculum have gained increased traction. In the discipline of international law, a tentative pedagogical project of decolonising the university builds on a rich academic debate on the continuities of colonialism. Our contribution to this emerging pedagogical project is to introduce traditions of thought on decoloniality that may complement already existing reflections on and suggestions for decolonising the curriculum. We highlight some key concepts from Latin American thinkers on decoloniality and consider how far this body of knowledge can be translated into a decolonised international law curriculum. For this purpose, we devise four tactics of decoloniality: the tactic of accepting an “ecology of knowledges”, the tactic of “locus enunciations”, the tactic of “dialogical teaching”, and the tactic of troubling a “pedagogy of absences”.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"485 - 506"},"PeriodicalIF":0.8,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43525949","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 : 2022-04-19DOI: 10.1080/03069400.2022.2057756
Anita Purewal
{"title":"The law of trusts","authors":"Anita Purewal","doi":"10.1080/03069400.2022.2057756","DOIUrl":"https://doi.org/10.1080/03069400.2022.2057756","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"431 - 432"},"PeriodicalIF":0.8,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44572521","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 : 2022-04-19DOI: 10.1080/03069400.2022.2057754
Anne Haarala-Muhonen, Heidi Hyytinen, Tarja Tuononen, S. Melander
ABSTRACT This study is an exploration of bachelor-level law students’ descriptions of legal reasoning in a large multidisciplinary university in Finland. Thirty students participated in this qualitative study. The participants comprised three student groups: first-year students (n = 10), second-year students (n = 10) and third-year students (n = 10). The data were first collected via semi-structured interviews and then analysed by using qualitative content analysis. The results revealed variation in students’ descriptions of legal reasoning. Most shared the view that legal reasoning comprised legal knowledge. However, some students emphasised the view that legal reasoning includes both skills and a certain mindset to use legal knowledge. The students’ descriptions of legal reasoning varied between the student groups. The third-year students were more often able to provide detailed and coherent perceptions of their legal reasoning than the first- and second-year students. The conceptions bear consequences for the learning processes. Thus, the results imply that the development of legal reasoning needs to be facilitated systematically during university studies.
{"title":"Law students’ descriptions of legal reasoning","authors":"Anne Haarala-Muhonen, Heidi Hyytinen, Tarja Tuononen, S. Melander","doi":"10.1080/03069400.2022.2057754","DOIUrl":"https://doi.org/10.1080/03069400.2022.2057754","url":null,"abstract":"ABSTRACT This study is an exploration of bachelor-level law students’ descriptions of legal reasoning in a large multidisciplinary university in Finland. Thirty students participated in this qualitative study. The participants comprised three student groups: first-year students (n = 10), second-year students (n = 10) and third-year students (n = 10). The data were first collected via semi-structured interviews and then analysed by using qualitative content analysis. The results revealed variation in students’ descriptions of legal reasoning. Most shared the view that legal reasoning comprised legal knowledge. However, some students emphasised the view that legal reasoning includes both skills and a certain mindset to use legal knowledge. The students’ descriptions of legal reasoning varied between the student groups. The third-year students were more often able to provide detailed and coherent perceptions of their legal reasoning than the first- and second-year students. The conceptions bear consequences for the learning processes. Thus, the results imply that the development of legal reasoning needs to be facilitated systematically during university studies.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"471 - 484"},"PeriodicalIF":0.8,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42339302","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 : 2022-03-07DOI: 10.1080/03069400.2022.2040934
Heloísa Oliveira, Tatiana Sanches, João Martins
ABSTRACT Higher education in law should develop students’ skills such as working collaboratively, communicating, and influencing others through critical legal reasoning. Traditional legal education is partially based on active learning methods, but problem-based learning (PBL) is still relatively rare, with a comparatively smaller number of field applications reported in available literature, and no reports of its use of in legal education in Portugal. This paper describes the application of the problem-based learning method to an Erasmus class of International Public Law in a Portuguese university, during an academic semester. The method was applied to half of the classes, with the remaining half being taught using traditional methods. Students’ perceptions and preferences for the different methods were assessed through surveys. In general, our results offer novel insights into the effectiveness of PBL, suggesting that student perceptions of the PBL method depend on their social skills, previous knowledge of the topics, and personal preference. Considering experiences from previous years, the teacher’s assessment is that using PBL methods allowed for feedback and closer follow-up on the students’ progress and created the opportunity for the development of relevant skills, which would otherwise be excluded from the classroom. These results, as well as limitations, are discussed.
{"title":"Problem-based learning in a flipped classroom: a case study for active learning in legal education in international law","authors":"Heloísa Oliveira, Tatiana Sanches, João Martins","doi":"10.1080/03069400.2022.2040934","DOIUrl":"https://doi.org/10.1080/03069400.2022.2040934","url":null,"abstract":"ABSTRACT Higher education in law should develop students’ skills such as working collaboratively, communicating, and influencing others through critical legal reasoning. Traditional legal education is partially based on active learning methods, but problem-based learning (PBL) is still relatively rare, with a comparatively smaller number of field applications reported in available literature, and no reports of its use of in legal education in Portugal. This paper describes the application of the problem-based learning method to an Erasmus class of International Public Law in a Portuguese university, during an academic semester. The method was applied to half of the classes, with the remaining half being taught using traditional methods. Students’ perceptions and preferences for the different methods were assessed through surveys. In general, our results offer novel insights into the effectiveness of PBL, suggesting that student perceptions of the PBL method depend on their social skills, previous knowledge of the topics, and personal preference. Considering experiences from previous years, the teacher’s assessment is that using PBL methods allowed for feedback and closer follow-up on the students’ progress and created the opportunity for the development of relevant skills, which would otherwise be excluded from the classroom. These results, as well as limitations, are discussed.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"435 - 451"},"PeriodicalIF":0.8,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43618567","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 : 2022-03-04DOI: 10.1080/03069400.2022.2040936
Charlotte Wick
{"title":"Africa and international criminal justice: radical evils and the International Criminal Court","authors":"Charlotte Wick","doi":"10.1080/03069400.2022.2040936","DOIUrl":"https://doi.org/10.1080/03069400.2022.2040936","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"429 - 430"},"PeriodicalIF":0.8,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44707405","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 : 2022-02-22DOI: 10.1080/03069400.2022.2040935
Devyani Prabhat
Drawing on recent literature and a series of conversations with law firm associates, members of barristers chambers, in-house counsel, and law school staff, on how the pandemic has changed their roles or affected their work conditions, this Policy and Education Developments comment piece provides an update on the state of the legal sector during the pandemic focusing on online learning and work during Covid. The primary impression is of both loss because of loosening of the traditional connections that bind the sectors as well as gain through the use of innovative approaches and thinking on core values and practices. Online teaching and learning have undoubtedly become an integral part of the law student experience because of the pandemic and the associated incorporation of remote learning in the law school curriculum. Whether or not this has been warmly embraced, or simply seen as a means to stay afloat, it has facilitated ongoing critical functions while also not curing some loss of personal contact and inability to participate in the usual in-person manner. Face-to-face in-person interactions are more fluid and spontaneous as there are easy interpersonal cues for discussions while online this is more orchestrated and managed through the system of hand raising icons or (sometimes distracting) chats. Thus, peer-to-peer learning as well as group work is easier when everyone is present in the room. Yet law educators have found ways to innovate to replicate some of the responsive and inclusive mechanisms while teaching online, in some instances, going beyond what is possible in in-person scenarios. The innovations are not technologically complex but are generally effective uses of simple tools such as quizzes, polls, and comments boards. An example is that of Professor Imogen Moore (finalist for Teaching Law with Technology prize 2020), who used Padlet as a tool to enhance small group work. She found it an effective way to gather immediate anonymous questions. Students, on their part, found it less stressful to submit queries and it increased their engagement and responsiveness to what was being taught. Students informed her that they found it
{"title":"Online learning and work during the pandemic: update on the legal sector","authors":"Devyani Prabhat","doi":"10.1080/03069400.2022.2040935","DOIUrl":"https://doi.org/10.1080/03069400.2022.2040935","url":null,"abstract":"Drawing on recent literature and a series of conversations with law firm associates, members of barristers chambers, in-house counsel, and law school staff, on how the pandemic has changed their roles or affected their work conditions, this Policy and Education Developments comment piece provides an update on the state of the legal sector during the pandemic focusing on online learning and work during Covid. The primary impression is of both loss because of loosening of the traditional connections that bind the sectors as well as gain through the use of innovative approaches and thinking on core values and practices. Online teaching and learning have undoubtedly become an integral part of the law student experience because of the pandemic and the associated incorporation of remote learning in the law school curriculum. Whether or not this has been warmly embraced, or simply seen as a means to stay afloat, it has facilitated ongoing critical functions while also not curing some loss of personal contact and inability to participate in the usual in-person manner. Face-to-face in-person interactions are more fluid and spontaneous as there are easy interpersonal cues for discussions while online this is more orchestrated and managed through the system of hand raising icons or (sometimes distracting) chats. Thus, peer-to-peer learning as well as group work is easier when everyone is present in the room. Yet law educators have found ways to innovate to replicate some of the responsive and inclusive mechanisms while teaching online, in some instances, going beyond what is possible in in-person scenarios. The innovations are not technologically complex but are generally effective uses of simple tools such as quizzes, polls, and comments boards. An example is that of Professor Imogen Moore (finalist for Teaching Law with Technology prize 2020), who used Padlet as a tool to enhance small group work. She found it an effective way to gather immediate anonymous questions. Students, on their part, found it less stressful to submit queries and it increased their engagement and responsiveness to what was being taught. Students informed her that they found it","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"290 - 293"},"PeriodicalIF":0.8,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43597011","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 : 2022-02-07DOI: 10.1080/03069400.2021.2022390
Luke Danagher
ABSTRACT Law schools are frequently tasked with teaching law modules to non-law students. Anecdotally at least, these students are often considered to have poor legal writing skills and this in turn affects their levels of engagement and attainment. This article reports on an action research study conducted with 453 business students at the University of Limerick. The study involved an anonymous student questionnaire (n = 69), which was designed to measure, inter alia, increases in student confidence, clarification of assessment expectations, and the overall successfulness of the Writing Guide as a feedforward resource. Open-ended questions were also included to capture unpredicted benefits reported by the students. It is argued that the successfulness of the writing guide is attributable to its status as a successful piece of feedforward. A proposed checklist of key aspects of a legal writing guide is offered.
{"title":"A bespoke legal writing guide as a feedforward resource: improving non-law students’ engagement and performance in law modules","authors":"Luke Danagher","doi":"10.1080/03069400.2021.2022390","DOIUrl":"https://doi.org/10.1080/03069400.2021.2022390","url":null,"abstract":"ABSTRACT Law schools are frequently tasked with teaching law modules to non-law students. Anecdotally at least, these students are often considered to have poor legal writing skills and this in turn affects their levels of engagement and attainment. This article reports on an action research study conducted with 453 business students at the University of Limerick. The study involved an anonymous student questionnaire (n = 69), which was designed to measure, inter alia, increases in student confidence, clarification of assessment expectations, and the overall successfulness of the Writing Guide as a feedforward resource. Open-ended questions were also included to capture unpredicted benefits reported by the students. It is argued that the successfulness of the writing guide is attributable to its status as a successful piece of feedforward. A proposed checklist of key aspects of a legal writing guide is offered.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"452 - 470"},"PeriodicalIF":0.8,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44751289","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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