This series consists of high-quality monographs that explore best practice in the teaching of all areas of law, whilst addressing wider questions about legal education more generally. With contributions from respected academics around the world, this series explores innovative thinking and practice within the context of a generally conservative branch of academia, with the aim of promoting discussion as to how best to teach the various aspects of the law degree and ensure the ongoing validity of the law degree as a whole. Individual books within the series will focus on specific areas of law and will discuss questions such as: could there be more variety in teaching methods and curriculum design? What is the role for more practical courses? Should students be offered law degrees with specialisations, or with an emphasis on the role of law in society?
The books in this series will be of great interest to academics, researchers and postgraduates in the fields of law and education, as well as teachers of law who may be interested in reviving curricula and need a prompt in that direction. In addition, the legal profession, and in particular those who regulate entry into the profession, will find much to interest them within the series.
Edited By Yvonne Daly, Jeremy Gans, PJ Schwikkard
July 22, 2020
Teaching Evidence Law sets out the contemporary experiences of evidence teachers in a range of common law countries across four continents: Australia, Canada, Hong Kong, Ireland, New Zealand, South Africa, the United Kingdom and the United States. It addresses key themes and places these in the ...
Edited By Emma Jones, Fiona Cownie
February 06, 2020
Key Directions in Legal Education identifies and explores key contemporary and emerging themes that are significant and heavily debated within legal education from both UK and international perspectives. It provides a rich comparative dialogue and insights into the current and future directions of ...
By Emma Jones
August 29, 2019
Law schools are failing both their staff and students by requiring them to prize reason and rationality and to suppress or ignore emotions. Despite innovations in terms of both content and teaching techniques, there is little evidence that emotions are effectively acknowledged or utilised within ...
Edited By Warren Swain, David Campbell
January 23, 2019
Reimagining Contract Law Pedagogy examines why existing contract teaching pedagogy has remained in place for so long and argues for an overhaul of the way it is taught. With contributions from a range of jurisdictions and types of university, it provides a survey of contract law courses across the ...
Edited By Richard Grimes
December 19, 2018
Whilst educational theory has developed significantly in recent years, much of the law curriculum remains content-driven and delivered traditionally, predominantly through lecture format. Students are, in the main, treated as empty vessels to be filled by the eminent academics of the day. ...
Edited By Kris Gledhill, Ben Livings
March 07, 2018
The Teaching of Criminal Law provides the first considered discussion of the pedagogy that should inform the teaching of criminal law. It originates from a survey of criminal law courses in different parts of the English-speaking world which showed significant similarity across countries and over ...