Desktop version

Home arrow Law

  • Increase font
  • Decrease font


Integrating Socio-Legal Studies into the Law Curriculum

ScopeStandalone modules and dissertationsQualifying law degreeAssessmentIssues emergingModule content: relevance, themes and historyResearch-led teachingThe limitations of the textbookEthical issuesConclusionReferencesI Developing Modules and AssessmentSocio-Legal Studies Module: The Bristol ExperienceIntellectual rationaleStructure and content: a threefold logicStrand 1: thematic organizationStrand 2: theoretical perspectivesStrand 3: empirical methodologiesUsing themes to explore different perspectivesTheme 1: discretion in the delivery of public servicesTheme 2: corporations and corporate social responsibilityTheme 3: experts and expertise: introducing a practical exercise in print media analysisTheme 4: research ethics and research practiceAssessmentStudents: who are they and what do they think?Type of studentsStudent responsesConclusionReferencesApplied Research Methods and Law Reform: The Leeds ExperienceBackground: from 'research methods' to 'advanced legal research and law reform'The current module: ALRLRAims, learning outcomes, transferable skills and rationaleModule rationaleDoctrinal research, empirical legal research and research ethicsEmpirical legal research in negligence, judicial review/administrative discretion and contractDiscussion and conclusionReferencesInnovations in Assessment: Family Law at SheffieldMethodBenefitsLimitationsIssuesConclusionReferencesII Socio-Legal Studies in the Foundation SubjectsLand Law and Equity and TrustsFirst principlesMethodologiesEmpirical researchMaking it relevantThe central importance of historyAn exampleThemes and topicsAn exampleCultureGenderBalancing commercial and private interestsConclusionCases citedReferencesContract Law: Socio-Legal Accounts of the Lived World of ContractThe facts of RTS v MullerThe judgmentsIssues raised by the caseFormation of contractAvoiding law?Standard form contractsAssessment in a socio-legal contract moduleConclusionCases citedReferencesFurther readingTort Law: How Should Tort be Taught? Utilizing Expertise and Telling Tales in an Innovative Law Curriculum'Cases as stories': a tale to be told - from boats to snails and from 'Boyle to Royal'Case classes: injecting socio-legal research into the reading of casesSpecial studies: utilizing special knowledge and developing legal researchersAssessment: evaluating skills at stages one and twoConclusionCases citedReferencesPublic LawOverview of the chapterThe empirical study of public lawMapping the constitutional landscapeRevealing the practices of public entitiesThe effectiveness of accountability mechanismsUse and effectiveness as a means of redressConclusionReferencesCriminal Law: Thinking about Criminal Law from a Trial PerspectiveConsent and HIV transmission in the Court of Appeal: R v KonzaniConsent: prosecution and defence strategyPersuading the jurySumming up and directing the juryConclusionNote on accessing and using court transcriptsCases citedReferencesNoteEuropean Union LawThe big picture: the purpose of learning EU lawChallenges and 'fit'Replacing pillars with themes and problemsLearning activitiesConclusionCases citedReferences

Related topics