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Critique-Inspired Pedagogies In Canadian Criminal Law Casebooks: Challenging "Doctrine First, Critique Second" Approaches To First-Year Law Teaching, Sarah-Jane Nussbaum
Critique-Inspired Pedagogies In Canadian Criminal Law Casebooks: Challenging "Doctrine First, Critique Second" Approaches To First-Year Law Teaching, Sarah-Jane Nussbaum
Dalhousie Law Journal
This article is a critical evaluation of Canadian criminal law casebooks. The author explores the aims, practices, and challenges of these teaching texts by examining their relationship to critique-inspired pedagogical methods. A number of English-language Canadian criminal law casebooks add a welcome feature to the Canadian common law teaching landscape: all but one of six recently published casebooks teach doctrine and critique together. The research builds on an emerging scholarship of Canadian legal education by demonstrating evidence of critical political commitments and critique-inspired teaching methods within Canadian criminal law education. Yet casebook editors and other professors who utilize critical methods …
Teaching Civil Obligations (Or What I Learned About Law, Legal Thinking And Teaching), Alan Hutchinson
Teaching Civil Obligations (Or What I Learned About Law, Legal Thinking And Teaching), Alan Hutchinson
Dalhousie Law Journal
In most of my decades-long teaching and professorial career, I primarily taught Torts, but never Contracts. However, last year, I agreed to teach jointly a postgraduate class of 35 students on “Civil Obligations.” It was a decision that conformed to one of the more unsettling tropes of my life— “act in haste, repent at leisure.” My role in this arrangement was, after a general opening about the nature of civil obligations and the interface of Contract and Tort, to assume responsibility for the Contracts component of the course. This presented itself as a considerable task, but I thought that it …