Teaching Evidence Law: Contemporary Trends and Innovations, 1st Edition (Hardback) book cover

Teaching Evidence Law

Contemporary Trends and Innovations, 1st Edition

Edited by Yvonne Daly, Jeremy Gans, PJ Schwikkard


216 pages

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Hardback: 9780367251390
pub: 2020-07-22
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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 context of academic literature on the teaching of evidence, proof and fact-finding.

This book focuses on the methods used to teach a mix of abstract and practical rules, as well as the underlying skills of fact-analysis, that students need to apply the law in practice, to research it in the future and to debate its appropriateness. The chapters describe innovative ways of overcoming the many challenges of this field, addressing the expanding fields of evidence law, how to reach and accommodate new audiences with an interest in evidence, and the tools devised to meet old and new pedagogical problems in this area.

Part of Routledge’s series on Legal Pedagogy, this book will be of great interest to academics, post graduate students, teachers and researchers of evidence law, as well as those with a wider interest in legal pedagogy or legal practice.

Table of Contents



William Twining


Taking Evidence Teaching Seriously

Yvonne Daly, Jeremy Gans and PJ Schwikkard



Chapter 1

Learning Evidence with an Uncasebook

Deborah Jones Merritt and Ric Simmons

Chapter 2

Teaching Evidence Law in a Flipped Classroom

Peter Sankoff

Chapter 3

Using True Crime to Teach Evidence

Jeremy Gans

Chapter 4

Using Mock Voir Dires to Assess the Law of Evidence

Yvonne Marie Daly

Chapter 5

Using Deductive Reasoning to Teach the Application of a Heightened Relevance Standard to Sexual History Evidence

Elisabeth McDonald

Chapter 6

Using International Criminal Law to Teach Evidence

John Jackson and Yvonne McDermott

Chapter 7

The Influences of Decolonisation on an Evidence Curriculum

PJ Schwikkard



Chapter 8

Undergraduate Learning in Evidence: Complexities, Challenges and Opportunities

Liz Heffernan

Chapter 9

Bridging the Law and Forensic Science Divide

Carole McCartney & John Cassella

Chapter 10

Teaching Evidence Law in Hong Kong after 1997

Simon N.M. Young



Chapter 11

A Blended Learning Approach to Teaching Electronic Evidence

Lee Swales and Adrian Bellengère

Chapter 12

Introducing Science and Technology Studies ("STS") into the Expert Evidence Course

David S. Caudill

Chapter 13

Teaching Legal Ethics in a Course on Evidence

Salona Lutchman



The Horizon of Evidence Law Teaching

Yvonne Daly, Jeremy Gans and PJ Schwikkard

About the Editors

Yvonne Daly is Associate Professor of Law at Dublin City University, Ireland.

Jeremy Gans is Professor of Law at the University of Melbourne, Australia.

PJ Schwikkard is Professor of Public Law at the University of Cape Town, South Africa.



About the Series

Legal Pedagogy

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.

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