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

See all articles by Sarah Berger Richardson

Sarah Berger Richardson

University of Ottawa - Civil Law Section

Angela Campbell

McGill University - Faculty of Law

Date Written: 2011

Abstract

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

Suggested Citation

Berger Richardson, Sarah and Campbell, Angela, Law and Learning 'from the Field': The Pedagogical Relevance of Collaborative Teacher-Student Empirical Legal Research (2011). 23 Can. J. Women & L. 464 2011 , Available at SSRN: https://ssrn.com/abstract=2282860

Sarah Berger Richardson

University of Ottawa - Civil Law Section ( email )

57 Louis Pasteur Dr
Ottawa
Canada

Angela Campbell (Contact Author)

McGill University - Faculty of Law ( email )

3644 Peel Street
Montreal H3A 1W9, Quebec
Canada

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