This book provides the first considered discussion of the pedagogy that should inform the teaching of criminal law. It examines the relationship between the general principles and specific offences that can be used to illustrate pedagogical theory, and considers several innovative approaches to the teaching of criminal law that have been adopted in a small number of law schools.
This book provides the first considered discussion of the pedagogy that should inform the teaching of criminal law. It examines the relationship between the general principles and specific offences that can be used to illustrate pedagogical theory, and considers several innovative approaches to the teaching of criminal law that have been adopted in a small number of law schools.
Kris Gledhill is Associate Professor at AUT Law School, Auckland, New Zealand. Ben Livings is Senior Lecturer at the Law School of the University of New England in New South Wales, Australia.
Inhaltsangabe
1. Introduction 2. Building Block or Stumbling Block? Teaching Actus Reus and Mens Rea in Criminal Law 3. Teaching the Elements of Crimes 4. Enhancing Interactivity in the Teaching of Criminal Law: Using Response Technology in the Lecture Theatre 5. Using Problem-Based Learning to Enhance the Study of Criminal Law 6. Turning Criminal Law Upside Down 7. Criminal Law Pedagogy and the Australian State Codes 8. Teaching Criminal Law as Statutory Interpretation 9. Shaking the Foundations: Criminal Law as a Means of Critiquing the Assumptions of the Centrality of Doctrine in Law 10. The Challenges and Benefits of Integrating Criminal Law, Litigation and Evidence 11. 'Crime and the Criminal Process': Challenging Traditions, Breaking Boundaries 12. Context and Connection 13. Teaching and Learning Criminal Law 'in Context': Taking 'Context' Seriously 14. Teaching Indigenous and Minority Students and Perspectives in Criminal Law 15. Introducing Feminist Legal Jurisprudence through the Teaching of Criminal Law 16. Choice 17. The Absence of Regulatory Crime from the Criminal Law Curriculum 18. Conclusion: Looking to the future
1. Introduction 2. Building Block or Stumbling Block? Teaching Actus Reus and Mens Rea in Criminal Law 3. Teaching the Elements of Crimes 4. Enhancing Interactivity in the Teaching of Criminal Law: Using Response Technology in the Lecture Theatre 5. Using Problem-Based Learning to Enhance the Study of Criminal Law 6. Turning Criminal Law Upside Down 7. Criminal Law Pedagogy and the Australian State Codes 8. Teaching Criminal Law as Statutory Interpretation 9. Shaking the Foundations: Criminal Law as a Means of Critiquing the Assumptions of the Centrality of Doctrine in Law 10. The Challenges and Benefits of Integrating Criminal Law, Litigation and Evidence 11. 'Crime and the Criminal Process': Challenging Traditions, Breaking Boundaries 12. Context and Connection 13. Teaching and Learning Criminal Law 'in Context': Taking 'Context' Seriously 14. Teaching Indigenous and Minority Students and Perspectives in Criminal Law 15. Introducing Feminist Legal Jurisprudence through the Teaching of Criminal Law 16. Choice 17. The Absence of Regulatory Crime from the Criminal Law Curriculum 18. Conclusion: Looking to the future
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