Suchergebnisse

Philip Davenport and Helen Durham, 2013, Federation Press, 3rd ed, ppi-xiv, 1-338, index, case table, legislation table, glossary of terms, ISBN978-1-86287-912-6, Price AUD85.00

Legal Education Research as an Imperative / Ben Golder, Marina Nehme, Alex Steel and Prue Vines -- The histories of legal education scholarship / Fiona Cownie -- Theoretical Legal Education Research: Engaging neoliberalism / Peter Burdon -- The Poverty of Pessimism / David Dixon -- Empirical Legal Education Research: Empirical research in Australia / Alex Steel -- Practical Legal Education Research : A meta-survey of teaching and learning in practice-based education / Kristoffer Greaves -- Towards a Taxonomy of Legal Education Research / Kate Galloway, Melissa Castan and Alex Steel -- Who Controls University Legal Education in UK / Anthony Bradney -- A virtuous journey through the regulation minefield / Sally Kift -- Trends in Legal Education Reform / Julian Webb -- Thinking or Acting Like A Lawyer? : What We Don't know about Legal Education and are Afraid to Ask / Carrie Menkel-Meadow -- Equipping the Legally Literate Leaders of Tomorrow / Tania Leiman -- Prometheus, Sisyphus, Themis : Three futures for legal education research / -- Paul Maharg.

"This book explores the performance of compensation law in addressing the needs of the injured. Compensation procedure can be dangerous to your health and often fails to compensate without aggravation/ creating other problems. This book takes a refreshing and insightful approach to the law of compensation, considering from an interdisciplinary perspective the actual effect of compensation law on people seeking compensation. Tort law, workers' compensation, medical law, industrial injury law and other schemes are examined and unintended consequences for injured people are considered. These include ongoing physical and mental illness, failure to rehabilitate, the impact on social security entitlements, medical care as well as the impact on those who serve - the lawyers, administrators, medical practitioners etc. All are explored in this timely and fascinating book. Contributors include lawyers, psychologists, and medical practitioners from multiple jurisdictions including Australia, Netherlands, Canada, Italy and the UK"--

In an age when everyone aspires to teach critical thinking skills in the classroom, what does it mean to be a subversive law teacher? Who or what might a subversive law teacher seek to subvert - the authority of the law, the university, their own authority as teachers, perhaps? Are law students ripe for subversion, agents of, or impediments to, subversion? Do they learn to ask critical questions? Responding to the provocation in the classic book Teaching as a Subversive Activity, by Postman and Weingartner, the idea that teaching could, or even should, be subversive still holds true today, and its premise is particularly relevant in the context of legal education. We therefore draw on this classic book to discuss, in the present volume, the consideration of research into legal education as lifetime learning, as creating meaning, as transformative and as developing world-changing thinking within the legal context. The volume offers research into classroom experiences and theoretical and historical interrogations of what it means to teach law subversively. Primarily aimed at legal educators and doctoral students in law planning careers as academics, its insights speak directly to tensions in higher education more broadly