Emerging Legal Education
Series Editors
Meera E. Deo
is Associate Professor of Law at Thomas Jefferson School of Law in San Diego, California. She has held visiting positions at Berkeley Law and UCLA School of Law. She holds a Ph.D. in Sociology from UCLA and a J.D. from the University of Michigan Law School. Her nationally recognized, mixed-method empirical research is focused on institutional diversity, affirmative action, and solutions to intersectional (race/gender) bias.Paul Maharg is Distinguished Professor of Practice - Legal Education at Osgoode Hall Law School, York University, Toronto. Prior to that he was Professor of Law in the Australian National University College of Law, Canberra, and is now an Honorary Professor there. He is a Fellow of the RSA (2009), was awarded a National Teaching Fellowship (2011), and is a Principal Fellow of the Higher Education Academy (2015). He holds the positions of part-time Professor of Law at Nottingham Trent University Law School, and Visiting Professorships in the Faculties of Law at Hong Kong University and Chinese University of Hong Kong.
Elizabeth Mertz
is John and Rylla Bosshard Professor at the University of Wisconsin Law School and Senior Research Faculty at the American Bar Foundation; in addition to her JD, she holds a PhD in Anthropology, and specializes in linguistic as well as legal anthropology. In recent years she has spent time as a Visiting Fellow in the Law and Public Affairs Program and a Visiting Professor in the Anthropology Department at Princeton University.
Edited
By Caroline Strevens, Richard Grimes, Edward Phillips
January 09, 2017
The importance of simulation in education, specifically in legal subjects, is here discussed and explored within this innovative collection. Demonstrating how simulation can be constructed and developed for learning, teaching and assessment, the text argues that simulation is a pedagogically ...
Edited
By Zenon Bankowski, Maksymilian Del Mar, Paul Maharg
November 28, 2016
In Western culture, law is dominated by textual representation. Lawyers, academics and law students live and work in a textual world where the written word is law and law is interpreted largely within written and printed discourse. Is it possible, however, to understand and learn law differently? ...
Edited
By Zenon Bankowski, Maksymilian Del Mar
November 28, 2016
What role can resources that go beyond text play in the development of moral education in law schools and law firms? How can these resources - especially those from the visual and performing arts - nourish the imagination needed to confront the ethical complexities of particular situations? This ...
Edited
By Fiona Westwood, Karen Barton
September 06, 2016
As one of the ’learned’ professions requiring advanced learning and high principles, law enjoys a special standing in society. In return for its status and rank, the legal profession is expected to exhibit the highest levels of honesty, trust and morality, the very values which underpin the legal ...
Edited
By Paula Monopoli, Susan McCarty
August 26, 2016
Leadership includes the ability to persuade others to embrace one’s ideas and to act upon them. Teaching law students the art of persuasion through advocacy is at the heart of legal education. But historically law schools have not included leadership studies in the curriculum. This book is one of ...
Edited
By Rachel Field, James Duffy, Colin James
April 25, 2016
University can be a psychologically distressing place for students. Empirical studies in Australia and the USA highlight that a large number of law students suffer from psychological distress, when compared to students from other disciplines and members of the general population. This book ...