Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context
This research seeks to establish a framework for teaching law that enables graduates to practice law in a manner that furthers social justice. The first half of this paper investigates why it is legitimate to prioritize social justice in the Legal Education discipline. Three sets of literature suppo...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
Department of Public Law
2015
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613324643926016 |
|---|---|
| access_status_str | Open Access |
| author | Van Heerden, Jennifer |
| author2 | Von Broembsen, Marlese |
| author_browse | Van Heerden, Jennifer Von Broembsen, Marlese |
| author_facet | Von Broembsen, Marlese Van Heerden, Jennifer |
| author_sort | Van Heerden, Jennifer |
| collection | Thesis |
| description | This research seeks to establish a framework for teaching law that enables graduates to practice law in a manner that furthers social justice. The first half of this paper investigates why it is legitimate to prioritize social justice in the Legal Education discipline. Three sets of literature support this argument. First, South African higher education policy, which emphasizes the need to produce graduates who are able to contribute to societal transformation. Second, the University of Cape Town's Social Responsiveness Policy and the University's Strategies for Change, which mirror national higher education priorities. The third set comprises discussions emerging from Critical Legal Studies as to the purpose of Legal Education. The second half of this paper turns to the framework itself. Experiential learning theory and Paulo Freire's "critical consciousness" shape the design of the three-pillared framework. The three pillars emerging are: social consciousness, sensitivity to context, and critical, social-orientated thinking. This framework embodies the kind of commitment to social justice needed for transformation in South Africa. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/14409 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:34:20.437Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | Department of Public Law |
| publisherStr | Department of Public Law |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/14409 Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context Van Heerden, Jennifer Von Broembsen, Marlese Social Justice This research seeks to establish a framework for teaching law that enables graduates to practice law in a manner that furthers social justice. The first half of this paper investigates why it is legitimate to prioritize social justice in the Legal Education discipline. Three sets of literature support this argument. First, South African higher education policy, which emphasizes the need to produce graduates who are able to contribute to societal transformation. Second, the University of Cape Town's Social Responsiveness Policy and the University's Strategies for Change, which mirror national higher education priorities. The third set comprises discussions emerging from Critical Legal Studies as to the purpose of Legal Education. The second half of this paper turns to the framework itself. Experiential learning theory and Paulo Freire's "critical consciousness" shape the design of the three-pillared framework. The three pillars emerging are: social consciousness, sensitivity to context, and critical, social-orientated thinking. This framework embodies the kind of commitment to social justice needed for transformation in South Africa. 2015-10-28T05:40:27Z 2015-10-28T05:40:27Z 2011 Thesis Postgraduate Diploma PGDip http://hdl.handle.net/11427/14409 eng application/pdf Department of Public Law Faculty of Law University of Cape Town |
| spellingShingle | Social Justice Van Heerden, Jennifer Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context |
| title | Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context |
| title_full | Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context |
| title_fullStr | Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context |
| title_full_unstemmed | Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context |
| title_short | Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context |
| title_sort | legal education through a social justice lens a framework for teaching law in the south african context |
| topic | Social Justice |
| url | http://hdl.handle.net/11427/14409 |
| work_keys_str_mv | AT vanheerdenjennifer legaleducationthroughasocialjusticelensaframeworkforteachinglawinthesouthafricancontext |