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 legal education. The book discusses in detail topics including the pressures on law schools exerted by external stakeholders, the fostering of interdisciplinary approaches and collaboration within legal education and the evolution of discourses around teaching and learning legal skills. It elaborates on the continuing development of clinical legal education as a component of the law degree and the emergence and use of innovative technologies within law teaching. The approach of pairing UK and international authors to obtain comparative insights and analysis on a range of key themes is original and provides both a genuine comparative dialogue and a clear international focus. This book will be of great interest for researchers, academics and post-graduate students in the field of law and legal pedagogy.

First published in 1999, this international collection of essays on legal education addresses the following issues: The Law School and the University. Research into legal education has often been regarded as a marginal activity as compared with research into substantive areas of law. However, recent years have seen a growing interest in discussions about the purpose of the university law school and the ways in which law is taught within it. Are we educating professional lawyers or legal scholars? What do we really mean when we say we want to offer 'a liberal education in the law'? What effect are the current changes in higher education funding and policy having on law schools and what takes place within them? The international group of scholars who have contributed to this collection come from very different jurisdictions, but they have written about topics which, while they have local resonances, are of concern globally. Global Issues, Local Questions addresses matters which concern all law teachers, whatever their field of substantive legal expertise.

First published in 1999, this international collection of essays on legal education addresses the following issues: The Law School and the University. Research into legal education has often been regarded as a marginal activity as compared with research into substantive areas of law. However, recent years have seen a growing interest in discussions about the purpose of the university law school and the ways in which law is taught within it. Are we educating professional lawyers or legal scholars? What do we really mean when we say we want to offer 'a liberal education in the law'? What effect are the current changes in higher education funding and policy having on law schools and what takes place within them? The international group of scholars who have contributed to this collection come from very different jurisdictions, but they have written about topics which, while they have local resonances, are of concern globally. Global Issues, Local Questions addresses matters which concern all law teachers, whatever their field of substantive legal expertise.

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 legal education. The book discusses in detail topics including the pressures on law schools exerted by external stakeholders, the fostering of interdisciplinary approaches and collaboration within legal education and the evolution of discourses around teaching and learning legal skills. It elaborates on the continuing development of clinical legal education as a component of the law degree and the emergence and use of innovative technologies within law teaching. The approach of pairing UK and international authors to obtain comparative insights and analysis on a range of key themes is original and provides both a genuine comparative dialogue and a clear international focus. This book will be of great interest for researchers, academics and post-graduate students in the field of law and legal pedagogy.

English Legal System in Context takes a unique and highly praised analytical approach to the subject of the English Legal System. Frequent examples are incorporated throughout the text, illustrating the link between theory and practice, while the concise and engaging style enables students to have an excellent understanding of the subject as a whole. A wide range of traditional core areas are covered in the text, such as the courts, case law, legal professionals and civil and criminal proceedings. However, the authors also discuss areas such as the role of private policing and the work of non-police agencies, giving students a balanced overview of the subject area. Additionally, the text provides a wealth of references for students who want to gain a deeper understanding of the legal system. With a clear and logical structure, this perceptive and wide ranging text provides a unique introduction to the English Legal System.

This collection brings together a distinguished group of researchers to examine the power relations which are played out in university law schools as a result of the different pressures exerted upon them by a range of different "stakeholders." From students to governments, from lawyers to universities, a host of institutions and actors believe that law schools should take account of a vast number of (often conflicting) considerations when teaching their students, designing curricula, carrying out research, and so on. How do law schools deal with these pressures? What should their response be to the "stakeholders" who urge them to follow agendas emanating from outside the law school itself? To what extent should some of these agendas play a greater role in the thinking of law schools? The book's contributions are from a distinguished group of academics from North American, the UK, Europe, and Australia. Stakeholders in the Law School will be of interest to scholars concerned about the f

The UK's Society of Legal Scholars originally known as the Society of Public Teachers of Law was created in 1909. The Society was fortunate to survive its first half century since it had few members, lacked financial resources, and was weak in influence. In comparison with other university disciplines, the academic field of law enjoyed a fragile status and was often held in low esteem by barristers and solicitors. At times, the Society was caught up in problems of its own making, such as refusing to admit women until the late 1940s. But there were also moments of excitement and achievement, and years filled with hope and new ideas. The establishment of the Journal of the Society of Public Teachers of Law in the 1920s was an important achievement for legal scholars. During the social revolution of the 1960s, the Society continued to function as a rather sedate gentleman's club, gathering at its annual conference to socialize, rather than to engage in academic debate. The 1970s saw a sustained drive from its Young Members' Group to create a new, more serious organization with better conferences and more effective decision-making processes. The Society evolved slowly, but the process accelerated in the 1990s, with members encouraged to reinforce their intellectual contribution to the discipline and act as a central point for policy debate within the legal academic community. Here, at the start of the 21st century, the Society, now with nearly 3,000 members, has come a long way from its small beginnings. The Society of Legal Scholars celebrates its 100th anniversary this year and, with this book, looks back on the Society's creation and history.

This detailed study of the lived experience of legal academics explores not only the culture of legal academia and the professional identities of law teachers, but also addresses some of the most pressing issues currently facing the discipline of law. Given the diverse nature of contemporary legal scholarship, where does the future lie - with traditional doctrinalism, socio-legal studies or critical scholarship? What does academic law have to offer its students, the legal profession and the wider society? How do legal academics "embody" themselves as law teachers, and how does this affect the nature of the law they teach and study? In the context of the RAE, the QAA and all the other pressures facing universities, legal academics discuss the realities of contemporary legal academia in the UK.