Law and Learning 'from the Field': The Pedagogical Relevance of Collaborative Teacher-Student Empirical Legal Research
23 Can. J. Women & L. 464 2011
24 Pages Posted: 21 Jun 2013
Date Written: 2011
This article explores the pedagogical value and relevance of field research for legal education. The authors are a law professor and a law student who collaborated on an empirical study on women in polygamy. Each author explains: (1) her expectations and experiences regarding this research project; (2) how collaboration in field research shifted the contours of the student-teacher relationship and; (3) her perception of how field research may be made meaningful in legal education settings. The analysis illuminates how similar phenomena may be differently learned and understood, depending on one's perspective and position. It further highlights the value of integrating students' insights and voices into pedagogical design and execution.
Keywords: legal research, empirical research, legal education, pedagogy, polygamy, women
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