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 Faculties and Schools > Faculty of Business and Law > Birkbeck Law School |
| Depositing User: | Susy Menis |
| Date Deposited: | 07 Jan 2019 09:53 |
| Last Modified: | 02 Aug 2023 17:47 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/25714 |
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- Non-traditional students and critical pedagogy: transformative practice and the teaching of criminal law. (deposited 07 Jan 2019 09:53) [Currently Displayed]
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