This research examines the ways in which a postmodernist context, coupled with performativity demands, shape teachers and teaching. In particular, it examines of these factors impact on the teaching practice of those who teach with a social justice orientation.
Stephenson, M., Morse, B., Robertson, L., Castan, M., Yarrow, D., & Thompson, R.
This project investigates the delivery of an indigenous rights course in law classes in four countries through the use of videoconferencing technology. Drawing on the contexts of Canada, the United States, Aotearoa/New Zealand and Australia, this course delivered a comparative dimension on indigenous rights to law students enrolled in this course.
Taylor, L., Gordon, L., Mueller, S., Wilson, D., Boister, N., Gallavin, C., & Toomey, E.,
This project has two related aims. The first is to create a comprehensive resource base of effective pedagogical tools on how to deliver the core law courses approved by the New Zealand Council of Legal Education to be taught in New Zealand universities where student enrolments exceed 200 in number. The second is to develop good practice guidelines for teaching the core courses in the New Zealand context. This project is the first in a projected series of projects. A second stage will involve application of the good practice guidelines to selected core courses at the University of Canterbury.
To explore the adoption of problem based learning (PBL) approaches through the literature in order to draw some conclusions about the nature of PBL approaches in law and their relationship with institutional approaches to legal education.