By Fiona Cownie
This exact research of the lived event of felony lecturers explores not just the tradition of felony academia and the pro identities of legislation academics, but additionally addresses the most urgent concerns presently dealing with the self-discipline of legislation. Given the various nature of up to date criminal scholarship, the place does the longer term lie - with conventional doctrinalism, socio-legal stories or serious scholarship? What does educational legislation need to provide its scholars, the felony career and the broader society? How do criminal teachers "embody" themselves as legislation academics, and the way does this impact the character of the legislation they train and examine? within the context of the RAE, the QAA and all of the different pressures dealing with universities, felony teachers talk about the realities of latest criminal academia within the united kingdom.
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Additional resources for Legal Academics: Culture and Identities
Clark, 1983: 6) While academic lawyers have many things in common, the lived experience of being an academic lawyer differs significantly in different countries; one should not assume that experiences as a legal academic in one jurisdiction can automatically be transferred to another jurisdiction. In taking this view, I would agree with Clark, who has pointed out the danger of limiting research to a single country, then using it ‘. . to assert what the academic life is like everywhere’. The fundamental purpose of Clark’s extensive comparative study of higher education was to show how the basic elements of higher education systems ‘.
While the growth in influence of CLS has been most noticeable in the United States (a development ably chronicled in Austin, 1998), the Critical Legal Studies movement has also taken root in British university law schools, and has spawned a number of significant contributions to the legal education debate. Legal education has featured in several collections of critical scholarship. In the collection on Critical Legal Studies edited by Fitzpatrick and Hunt (1987), we find, alongside considerations of the contribution of CLS to specific legal fields, a discussion of ‘Critical Legal Education in Britain’ (Thomson, 1987) which identifies as one of the key features of critical legal education the ability to provide, .
However, my basic position remains firm; this is a qualitative study, and the sample of people I interviewed is not intended to be statistically representative. As Evans says: When the aim is to describe and understand a complex, shifting reality in some depth, when one is working with the sheer messiness of human reality, it has to be recognised that the apparently ‘unrepresentative’ individual is expressing something vital . . (Evans, 1988: 5) ‘Conversations with a Purpose’ and the Location of the Self Following in the tradition of Becher and Evans, and influenced by Geertz’s ideas of ‘thick description,’ qualitative interviews appeared the most appropriate Studying Legal Academics 21 method to gather information from my respondents.
Legal Academics: Culture and Identities by Fiona Cownie