Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context

 

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dc.contributor.advisor Von Broembsen, Marlese en_ZA
dc.contributor.author Van Heerden, Jennifer en_ZA
dc.date.accessioned 2015-10-28T05:40:27Z
dc.date.available 2015-10-28T05:40:27Z
dc.date.issued 2011 en_ZA
dc.identifier.citation Van Heerden, J. 2011. Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/14409
dc.description.abstract This research seeks to establish a framework for teaching law that enables graduates to practice law in a manner that furthers social justice. The first half of this paper investigates why it is legitimate to prioritize social justice in the Legal Education discipline. Three sets of literature support this argument. First, South African higher education policy, which emphasizes the need to produce graduates who are able to contribute to societal transformation. Second, the University of Cape Town's Social Responsiveness Policy and the University's Strategies for Change, which mirror national higher education priorities. The third set comprises discussions emerging from Critical Legal Studies as to the purpose of Legal Education. The second half of this paper turns to the framework itself. Experiential learning theory and Paulo Freire's "critical consciousness" shape the design of the three-pillared framework. The three pillars emerging are: social consciousness, sensitivity to context, and critical, social-orientated thinking. This framework embodies the kind of commitment to social justice needed for transformation in South Africa. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Social Justice en_ZA
dc.title Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context en_ZA
dc.type Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Law en_ZA
dc.publisher.department Department of Public Law en_ZA
dc.type.qualificationlevel Postgraduate Diploma
dc.type.qualificationname PGDip en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Van Heerden, J. (2011). <i>Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context</i>. (Thesis). University of Cape Town ,Faculty of Law ,Department of Public Law. Retrieved from http://hdl.handle.net/11427/14409 en_ZA
dc.identifier.chicagocitation Van Heerden, Jennifer. <i>"Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context."</i> Thesis., University of Cape Town ,Faculty of Law ,Department of Public Law, 2011. http://hdl.handle.net/11427/14409 en_ZA
dc.identifier.vancouvercitation Van Heerden J. Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context. [Thesis]. University of Cape Town ,Faculty of Law ,Department of Public Law, 2011 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14409 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Van Heerden, Jennifer AB - This research seeks to establish a framework for teaching law that enables graduates to practice law in a manner that furthers social justice. The first half of this paper investigates why it is legitimate to prioritize social justice in the Legal Education discipline. Three sets of literature support this argument. First, South African higher education policy, which emphasizes the need to produce graduates who are able to contribute to societal transformation. Second, the University of Cape Town's Social Responsiveness Policy and the University's Strategies for Change, which mirror national higher education priorities. The third set comprises discussions emerging from Critical Legal Studies as to the purpose of Legal Education. The second half of this paper turns to the framework itself. Experiential learning theory and Paulo Freire's "critical consciousness" shape the design of the three-pillared framework. The three pillars emerging are: social consciousness, sensitivity to context, and critical, social-orientated thinking. This framework embodies the kind of commitment to social justice needed for transformation in South Africa. DA - 2011 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 T1 - Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context TI - Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context UR - http://hdl.handle.net/11427/14409 ER - en_ZA


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