A transformative approach to work integrated learning in legal education
Purpose – The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in a...
Gespeichert in:
| Veröffentlicht in: | Education & training (London) 2015-03, Vol.57 (2), p.170-183 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 183 |
|---|---|
| container_issue | 2 |
| container_start_page | 170 |
| container_title | Education & training (London) |
| container_volume | 57 |
| creator | Babacan, Alperhan Babacan, Hurriyet |
| description | Purpose
– The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA.
Design/methodology/approach
– The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation.
Findings
– There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life.
Research limitations/implications
– More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers.
Practical implications
– The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired.
Originality/value
– The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper cont |
| doi_str_mv | 10.1108/ET-07-2013-0098 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_proquest_journals_2084366652</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1055983</ericid><sourcerecordid>2084366652</sourcerecordid><originalsourceid>FETCH-LOGICAL-c330t-e63ffcc33d856d9f0be64f3fb70a4c14c3d5d7290d8db1e14cf4ae336c6769953</originalsourceid><addsrcrecordid>eNptUM9LwzAUDqLgnJ49CQHP2V6SNm2PY1SnDLzUc8iSl9nZtTPtFP97MzYEwdP7eN-P9_gIueUw4RzyaVkxyJgALhlAkZ-REc_SnCkusnMyAkiAQcHFJbnq-w1A9EgxIosZHYJpe9-FrRnqT6RmtwudsW906OhXF95p3Q64DmZARxs0oa3bddxFvDYNRbe30de11-TCm6bHm9Mck9eHspov2PLl8Wk-WzIrJQwMlfTeRuzyVLnCwwpV4qVfZWASyxMrXeoyUYDL3YpjXPjEoJTKqkwVRSrH5P6YG7_82GM_6E23D208qQXkiVRKpSKqpkeVDV3fB_R6F-qtCd-agz7UpctKQ6YPdelDXdFxd3RgqO2vunzmkKaRjvzkxG8xmMb9E_inf_kDO9N0hw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2084366652</pqid></control><display><type>article</type><title>A transformative approach to work integrated learning in legal education</title><source>Emerald Journals</source><creator>Babacan, Alperhan ; Babacan, Hurriyet</creator><creatorcontrib>Babacan, Alperhan ; Babacan, Hurriyet</creatorcontrib><description>Purpose
– The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA.
Design/methodology/approach
– The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation.
Findings
– There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life.
Research limitations/implications
– More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers.
Practical implications
– The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired.
Originality/value
– The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.</description><identifier>ISSN: 0040-0912</identifier><identifier>EISSN: 1758-6127</identifier><identifier>DOI: 10.1108/ET-07-2013-0098</identifier><language>eng</language><publisher>London: Emerald Group Publishing Limited</publisher><subject>Assurance services ; Attorneys ; Australia ; Consciousness ; Core curriculum ; Curricula ; Curricular innovation in vocational education ; Education ; England ; Experiential Learning ; Foreign Countries ; Graduate Students ; Graduates ; Higher education ; Knowledge ; Law schools ; Laws ; Learning ; Learning Activities ; Learning Processes ; Legal Education (Professions) ; Legal research ; Problem Solving ; Professions ; Quality control ; Reflection ; Role of Education ; Skills ; Social Change ; Students ; Teaching Methods ; Transformations ; Transformative Learning ; United States ; Vocational education & training ; Work Experience Programs</subject><ispartof>Education & training (London), 2015-03, Vol.57 (2), p.170-183</ispartof><rights>Emerald Group Publishing Limited</rights><rights>Emerald Group Publishing Limited 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c330t-e63ffcc33d856d9f0be64f3fb70a4c14c3d5d7290d8db1e14cf4ae336c6769953</citedby><cites>FETCH-LOGICAL-c330t-e63ffcc33d856d9f0be64f3fb70a4c14c3d5d7290d8db1e14cf4ae336c6769953</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/ET-07-2013-0098/full/pdf$$EPDF$$P50$$Gemerald$$H</linktopdf><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/ET-07-2013-0098/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,967,11635,27924,27925,52686,52689</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1055983$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Babacan, Alperhan</creatorcontrib><creatorcontrib>Babacan, Hurriyet</creatorcontrib><title>A transformative approach to work integrated learning in legal education</title><title>Education & training (London)</title><description>Purpose
– The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA.
Design/methodology/approach
– The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation.
Findings
– There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life.
Research limitations/implications
– More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers.
Practical implications
– The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired.
Originality/value
– The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.</description><subject>Assurance services</subject><subject>Attorneys</subject><subject>Australia</subject><subject>Consciousness</subject><subject>Core curriculum</subject><subject>Curricula</subject><subject>Curricular innovation in vocational education</subject><subject>Education</subject><subject>England</subject><subject>Experiential Learning</subject><subject>Foreign Countries</subject><subject>Graduate Students</subject><subject>Graduates</subject><subject>Higher education</subject><subject>Knowledge</subject><subject>Law schools</subject><subject>Laws</subject><subject>Learning</subject><subject>Learning Activities</subject><subject>Learning Processes</subject><subject>Legal Education (Professions)</subject><subject>Legal research</subject><subject>Problem Solving</subject><subject>Professions</subject><subject>Quality control</subject><subject>Reflection</subject><subject>Role of Education</subject><subject>Skills</subject><subject>Social Change</subject><subject>Students</subject><subject>Teaching Methods</subject><subject>Transformations</subject><subject>Transformative Learning</subject><subject>United States</subject><subject>Vocational education & training</subject><subject>Work Experience Programs</subject><issn>0040-0912</issn><issn>1758-6127</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNptUM9LwzAUDqLgnJ49CQHP2V6SNm2PY1SnDLzUc8iSl9nZtTPtFP97MzYEwdP7eN-P9_gIueUw4RzyaVkxyJgALhlAkZ-REc_SnCkusnMyAkiAQcHFJbnq-w1A9EgxIosZHYJpe9-FrRnqT6RmtwudsW906OhXF95p3Q64DmZARxs0oa3bddxFvDYNRbe30de11-TCm6bHm9Mck9eHspov2PLl8Wk-WzIrJQwMlfTeRuzyVLnCwwpV4qVfZWASyxMrXeoyUYDL3YpjXPjEoJTKqkwVRSrH5P6YG7_82GM_6E23D208qQXkiVRKpSKqpkeVDV3fB_R6F-qtCd-agz7UpctKQ6YPdelDXdFxd3RgqO2vunzmkKaRjvzkxG8xmMb9E_inf_kDO9N0hw</recordid><startdate>20150316</startdate><enddate>20150316</enddate><creator>Babacan, Alperhan</creator><creator>Babacan, Hurriyet</creator><general>Emerald Group Publishing Limited</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>0U~</scope><scope>1-H</scope><scope>7WY</scope><scope>7WZ</scope><scope>7XB</scope><scope>8AO</scope><scope>8FE</scope><scope>8FG</scope><scope>8FI</scope><scope>ABJCF</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>ARAPS</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>BGLVJ</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>D1I</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>F~G</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>K6~</scope><scope>KB.</scope><scope>L.-</scope><scope>L.0</scope><scope>L6V</scope><scope>M0C</scope><scope>M0P</scope><scope>M2M</scope><scope>M7S</scope><scope>P5Z</scope><scope>P62</scope><scope>PDBOC</scope><scope>PQBIZ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>PTHSS</scope><scope>Q9U</scope></search><sort><creationdate>20150316</creationdate><title>A transformative approach to work integrated learning in legal education</title><author>Babacan, Alperhan ; Babacan, Hurriyet</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c330t-e63ffcc33d856d9f0be64f3fb70a4c14c3d5d7290d8db1e14cf4ae336c6769953</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Assurance services</topic><topic>Attorneys</topic><topic>Australia</topic><topic>Consciousness</topic><topic>Core curriculum</topic><topic>Curricula</topic><topic>Curricular innovation in vocational education</topic><topic>Education</topic><topic>England</topic><topic>Experiential Learning</topic><topic>Foreign Countries</topic><topic>Graduate Students</topic><topic>Graduates</topic><topic>Higher education</topic><topic>Knowledge</topic><topic>Law schools</topic><topic>Laws</topic><topic>Learning</topic><topic>Learning Activities</topic><topic>Learning Processes</topic><topic>Legal Education (Professions)</topic><topic>Legal research</topic><topic>Problem Solving</topic><topic>Professions</topic><topic>Quality control</topic><topic>Reflection</topic><topic>Role of Education</topic><topic>Skills</topic><topic>Social Change</topic><topic>Students</topic><topic>Teaching Methods</topic><topic>Transformations</topic><topic>Transformative Learning</topic><topic>United States</topic><topic>Vocational education & training</topic><topic>Work Experience Programs</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Babacan, Alperhan</creatorcontrib><creatorcontrib>Babacan, Hurriyet</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>Global News & ABI/Inform Professional</collection><collection>Trade PRO</collection><collection>ABI/INFORM Collection</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Pharma Collection</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>Hospital Premium Collection</collection><collection>Materials Science & Engineering Collection</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>Technology Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Materials Science Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Business Collection</collection><collection>Materials Science Database</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ABI/INFORM Professional Standard</collection><collection>ProQuest Engineering Collection</collection><collection>ABI/INFORM Global</collection><collection>Education Database</collection><collection>Psychology Database</collection><collection>Engineering Database</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>Materials Science Collection</collection><collection>ProQuest One Business</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>Engineering Collection</collection><collection>ProQuest Central Basic</collection><jtitle>Education & training (London)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Babacan, Alperhan</au><au>Babacan, Hurriyet</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1055983</ericid><atitle>A transformative approach to work integrated learning in legal education</atitle><jtitle>Education & training (London)</jtitle><date>2015-03-16</date><risdate>2015</risdate><volume>57</volume><issue>2</issue><spage>170</spage><epage>183</epage><pages>170-183</pages><issn>0040-0912</issn><eissn>1758-6127</eissn><abstract>Purpose
– The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA.
Design/methodology/approach
– The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation.
Findings
– There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life.
Research limitations/implications
– More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers.
Practical implications
– The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired.
Originality/value
– The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.</abstract><cop>London</cop><pub>Emerald Group Publishing Limited</pub><doi>10.1108/ET-07-2013-0098</doi><tpages>14</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0040-0912 |
| ispartof | Education & training (London), 2015-03, Vol.57 (2), p.170-183 |
| issn | 0040-0912 1758-6127 |
| language | eng |
| recordid | cdi_proquest_journals_2084366652 |
| source | Emerald Journals |
| subjects | Assurance services Attorneys Australia Consciousness Core curriculum Curricula Curricular innovation in vocational education Education England Experiential Learning Foreign Countries Graduate Students Graduates Higher education Knowledge Law schools Laws Learning Learning Activities Learning Processes Legal Education (Professions) Legal research Problem Solving Professions Quality control Reflection Role of Education Skills Social Change Students Teaching Methods Transformations Transformative Learning United States Vocational education & training Work Experience Programs |
| title | A transformative approach to work integrated learning in legal education |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-22T18%3A15%3A31IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20transformative%20approach%20to%20work%20integrated%20learning%20in%20legal%20education&rft.jtitle=Education%20&%20training%20(London)&rft.au=Babacan,%20Alperhan&rft.date=2015-03-16&rft.volume=57&rft.issue=2&rft.spage=170&rft.epage=183&rft.pages=170-183&rft.issn=0040-0912&rft.eissn=1758-6127&rft_id=info:doi/10.1108/ET-07-2013-0098&rft_dat=%3Cproquest_eric_%3E2084366652%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2084366652&rft_id=info:pmid/&rft_ericid=EJ1055983&rfr_iscdi=true |