Overview

This book examines the challenges of bringing cutting-edge research in often controversial areas into the law syllabus and explores how academics can effectively adopt a holistic approach to research and pedagogy when teaching rights and justice. The collection brings together experts from all areas of legal scholarship to discuss how they fuse often controversial aspects of rights and justice into their teaching in a way that responds to and is ultimately led by academic research. As such, it advances legal education through the opportunity to explore the interplay between rights and justice and how scholars both ensure that their teaching is research-led, whilst responding to the needs and views of students and issues such as generational differences in viewpoints on controversial issues. This topical volume will appeal to academics and researchers interested in academic freedom, the challenges of research-led teaching and the pedagogy around the teaching of rights and justice.

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9781032592121

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Reviews

'Rights and Justice are arguably at the core of the Law School identity and curricula. Yet in recent years these concepts have been at the forefront of wider public discourse, and are increasingly contested and challenged. With this challenge arguably comes the opportunity to reflect, revaluate and renew their place within the Law School. This edited collection therefore provides a timely intervention to consider these questions and is a must-read for anyone who cares about what Law Schools teach and why.' Professor Chris Ashford, Professor of Law and Society at Northumbria University 'Useful case studies to inspire and guide university law teachers keen to teach rights and justice in research-informed ways.' Rosemary Auchmuty FRSA, Professor of Law Emerita, School of Law, University of Reading 'Legal rights have never been more important but also never more contested. This book, which brings together contributions by a range of international and well respected legal scholars, is an important contribution to understanding how universities can best handle these difficult issues through calm and considered teaching that is well informed by research.' Professor Sir Peter Scott FAcSS MAE, Emeritus Professor of Higher Education Studies, University College London (IOE - UCL Faculty of Education and Society) 'This engaging book offers a rich array of insightful accounts of research-led teaching in legal education. It will be of great value to those who want to give their students access to cutting edge debates in the field.' Professor Paul Ashwin, Lancaster University

Author Information

Stephen Hurley is a Senior Lecturer in Employment and Equality Law at the University of Winchester. He is a solicitor and formerly an Employment Law Partner in private practice. For over a decade he has taught law at undergraduate and postgraduate level at a number of UK universities and is a Fellow of the Higher Education Academy. He has published in the area of disability harassment and fraud in the workplace. Chris Monaghan is a Principal Lecturer in Law at the University of Worcester. He is the Director of the Constitutions, Rights and Justice Research Group at the University of Worcester. He has published on areas such as accountability, the Chagos Islands litigation, human rights, the UK constitution and impeachment.

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