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    Non-traditional students and critical pedagogy: transformative practice and the teaching of criminal law

    Menis, Susanna (2017) Non-traditional students and critical pedagogy: transformative practice and the teaching of criminal law. Teaching in Higher Education 22 (2), pp. 193-206. ISSN 1356-2517.

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    Abstract

    This article explores the practical implication of adopting critical pedagogy, and more specifically critical legal pedagogy, in the teaching of non-traditional students in higher education context. It is based on the teaching of criminal law at Birkbeck School of Law, addressing learning tasks which have been designed to enhance students’ learning experience. The proposition put forward in this article suggests that exactly because many of the non-traditional, mature students do not intend to pursue an ad hoc legal profession, the teaching approach should be geared towards widening the social context of learning and the acquisition of transferable skills, but mainly towards fostering students’ social ‘transformation’.

    Metadata

    Item Type: Article
    Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis, available online at the link above.
    Keyword(s) / Subject(s): Non-traditional students, widening participation, student-centred approach, threshold concepts, critical (legal) pedagogy
    School: Birkbeck Schools and Departments > School of Law
    Depositing User: Susy Menis
    Date Deposited: 07 Jan 2019 09:53
    Last Modified: 26 Jun 2020 11:59
    URI: http://eprints.bbk.ac.uk/id/eprint/25714

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