How Much 'Law' in Legal Studies? Approaches to Teaching Legal Research and Doctrinal Analysis in a Legal Studies Program
Vincent Kazmierski (2014). How Much “Law” in Legal Studies? Approaches to Teaching Legal Research and Doctrinal Analysis in a Legal Studies Program. Canadian Journal of Law and Society/Revue Canadienne Droit et Société, 29, pp 297-310 doi:10.1017/cls.2013.61
15 Pages Posted: 4 Oct 2015
Date Written: January 2, 2014
This article addresses the teaching of legal research methods and doctrinal analysis within a legal studies program. I argue that learning about legal research and doctrinal analysis is an important element of legal education outside professional law schools. I start by considering the ongoing debate concerning the role of legal education both inside and outside professional law schools. I then describe the way in which the research methods courses offered by the Department of Law and Legal Studies at Carleton University attempt to reconcile the tension between “law” and legal studies. In particular, I focus on how the second-year research methods course introduces students to “traditional” legal research and doctrinal analysis within a legal studies context by deploying a number of pedagogical strategies. In so doing, the course provides students with an important foundation that allows them to embrace the multiple roles of legal education outside professional law schools.
Keywords: teaching, pedagogy, doctrinal, undergraduate, theory, law
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