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Troubling Law’s Traditional Canon by Teaching Law and Race
No full textIn this chapter the authors provide an account of their experience and practice of designing and teaching an optional final-year LLB unit at the University of Bristol Law School called ‘Law and Race’. This unit involved a critical exploration of the ways in which law has impacted upon and caused racial disparities, and how these factors are continuously embedded and reproduced within the operation of law. It also aimed to create a space for students to have the conversations that they may have been unable to have so far in their law degrees. The chapter details the personal and professional impetus for and aims that guided the design of ‘Law and Race’, including the anticolonial and antiracist framework the unit design relies upon. It concludes that the inclusion of this unit, despite certain limitations, offers a compelling pedagogical advantage for students in its centring of antiracist and anticolonial perspectives and methods, and its conscious displacement of the ethos of the traditional law curriculum. Further, it argues that a unit like ‘Law and Race’ can provide those of us committed to thoroughgoing critical pedagogy with the tools and motivation to engage with decolonisation in the law curriculum more broadly
Decolonisation, anti-racism and legal pedagogy: strategies, successes and challenges
No full textThis book offers an international breadth of historical and theoretical insights into recent efforts to "decolonise" legal education across the world.
With a specific focus on post- and decolonial thought and anti-racist methods in pedagogy, this edited collection provides an accessible illustration of pedagogical innovation in teaching and learning law. Chapters cover civil and common law legal systems, incorporate cases from non-state Indigenous legal systems, and critically examine key topics such as decolonisation and anti-racism in criminology, colonialism and the British Empire, and court process and Indigenous justice. The book demonstrates how teaching can be modified and adapted to address long-standing injustice in the curriculum.
Offering a systematic collection of theoretical and practical examples of anti-racist and decolonial legal pedagogy, this volume will appeal to curriculum designers and law educators as well as to undergraduate and post-graduate level law teachers and researchers
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Decolonisation, anti-racism, and legal pedagogy ::strategies, successes, and challenges /
No full text"This book offers an international breadth of historical and theoretical insights into recent efforts to 'decolonise' legal education across the world. With a specific focus on post/decolonial thought and anti-racist methods in pedagogy, this edited collection provides an accessible illustration of pedagogical innovation in teaching and learning law. Chapters cover civil and common law legal systems, incorporate cases from non-state Indigenous legal systems, and critically examine key topics such as decolonization and anti-racism in criminology, colonialism and the British Empire, and court process and indigenous justice. The book demonstrates how teaching can be modified and adapted to address long-standing injustice in the curriculum. Offering a systematic collection of theorical and practical examples of antiracist and decolonial legal pedagogy, this volume will appeal to curriculum designers and law educators as well as at undergraduate and post-graduate law level teaching and research"-
Trust, courage and silence: carving out decolonial spaces in higher education through student–staff partnerships
No full text
Decolonisation, Anti-Racism, and Legal Pedagogy:Strategies, Successes, and Challenges
No full textThis book offers an international breadth of historical and theoretical insights into recent efforts to "decolonise" legal education across the world.With a specific focus on post- and decolonial thought and anti-racist methods in pedagogy, this edited collection provides an accessible illustration of pedagogical innovation in teaching and learning law. Chapters cover civil and common law legal systems, incorporate cases from non-state Indigenous legal systems, and critically examine key topics such as decolonisation and anti-racism in criminology, colonialism and the British Empire, and court process and Indigenous justice. The book demonstrates how teaching can be modified and adapted to address long-standing injustice in the curriculum.Offering a systematic collection of theoretical and practical examples of anti-racist and decolonial legal pedagogy, this volume will appeal to curriculum designers and law educators as well as to undergraduate and post-graduate level law teachers and researchers
Degrees of coloniality: rethinking property law in (Northern) Ireland
No full textThis chapter reflects on the authors’ efforts towards decolonising their teaching on the “contemporary issues in property law” module, a core module formerly taught on all qualifying law degree programmes at Queen’s University Belfast. As a unique space of contested coloniality where the histories and realities of colonialism permeate and are camouflaged in the law curriculum, moving towards decolonising teaching law in Northern Ireland is a project of renewed importance. This research is based on the authors’ experience of attempting to decolonise the curriculum of this property law module as white critical legal scholars in an almost exclusively white classroom where, nonetheless, the legacy and current realities of racialising identity politics locally are hidden in plain sight. As “outsiders” in NI, Kramer and Panepinto have endeavoured to teach in a way that presents law in context, exposes students to the ways in which various colonial power structures operate both historically and contemporarily, and to foster their critical thinking skills. The chapter is divided into three parts: Part 1 outlines the pedagogical context, the CIPL module, and authors’ positionality and Parts 2 and 3 reflect on the authors’ experiences of teaching “Colonialism/Land Grabbing” and “People as Property/Slavery”.<br/
Abolish the Law School: To Decolonise is Disingenuous
Get PDFThis chapter calls for the abolition of the colonial law school. Using scholarly personal narrative as a method and drawing upon the lived experiences of three early career legal scholars, it argues that attempts to decolonise the law school are disingenuous. We argue that when “management” purports to decolonise, what occurs is the co-optation, marketisation, and sanitisation of the work, thereby colonising the decolonising process. Draining PoC and Black labour, the parasitic nature of white middle-class leaders re-creates and reproduces the very structures they claim to want to reform. We offer resistance by practising abolition of the colonial law school. Educating ourselves in our own time, we create our own space where our knowledge of the law far outstrips what we were offered in the law school, thus changing our methods of legal learning. The chapter combines reflections, poetry, and advice from the authors for those who wish to engage with the creative hopeful side of abolition. We conclude by demanding an end to the law school as it stands
Teaching property critically in disparate parts of the former British empire
No full textThe story of Australian and UK property law is often a sanitised tale of feudal tenure, title registration, arcane real property interests, and the legal fiction of terra nullius. This narrow legal account is not only wilfully ignorant of dispossession, invasion, and ongoing Indigenous property jurisprudence; it is also ignorant of its own rich, pluralist common law past. Yet very little of this vast and critical history is taught in the ordinary curriculum of property law, which instead largely continues to teach and entrench a structure of violence.This chapter explores what it means to teach property as non-Indigenous Australian legal academics. Using case studies from law schools in the UK and Australia, this chapter critically examines the flawed colonial structures of property and its perpetuation of class, gender, and race inequalities over generations.Through a re-emphasis on curriculum content, a re-evaluation of teaching methods, and a reappraisal of assessment design, this chapter seeks to articulate an optimistic and hopefully empowering reconceptualisation of a decolonised property pedagogy that is fit(ter) for its early 21st-century purpose
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