Rationale and recommendations on decolonising the pedagogy and curriculum of the Law School at the University of Exeter

Ohana, N., Barazi, T., Barrett, D., Bedeau, J., Bhuckory, P., Bosch, G., Braham, J., Coombs, C., Gola, S., Jaber, N., Hailemariam, H., Lambert, Z., Lawrence, R., Loder, L., Marshall, E., Matt, T., Noussia, K. ORCID: https://orcid.org/0000-0002-9147-998X, Ozsoy, E. C., Phiri, T., Rogge, M., Sedacca, N., Snook, L., Thiemann, I., Wallace, A. and Walsh, K. (2022) Rationale and recommendations on decolonising the pedagogy and curriculum of the Law School at the University of Exeter. The Law Teacher, 56 (4). pp. 536-551. ISSN 1943-0353 doi: 10.1080/03069400.2022.2140512

Abstract/Summary

This report outlines the rationale behind and recommendations on the steps that need to be taken towards decolonising the Law School's pedagogy and curriculum. It concludes a two-year process of research and discussions involving a joint effort between staff and students. A rationale for a change in approach to both pedagogy and curriculum is presented together with recommendations and practical examples of how this might be achieved in modular teaching in the Law School.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/125449
Identification Number/DOI	10.1080/03069400.2022.2140512
Refereed	Yes
Divisions	Arts, Humanities and Social Science > School of Law
Publisher	Routledge
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