Belonging in the law classroom: preliminary reflections from a South Australian case study
Date
2024
Authors
Moulds, S.
Perry, N.
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Journal article
Citation
Legal Education Review, 2024; 34(2):77-102
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Abstract
Australian law students face many challenges when it comes to engaging positively with their studies. They may live in regional or remote locations, have caring responsibilities, live with a disability, or come from a disadvantaged socio-economic background.1 Even students with strong external support systems can struggle to adapt to the demanding learning environment associated with completing a professionally accredited law degree.2 For first-year law teaching staff, it can feel like these wonderful, clever, students are ‘falling off the cliff’ when it comes to navigating their way towards to sustained academic participation in the law program.
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Copyright 2024 The author(s) (https://creativecommons.org/licenses/by/4.0/)
Access Condition Notes: This is an open access article