Addressing the challenges of teaching legal ethics to take account of the widening participation agenda

Article


Balan, A. 2018. Addressing the challenges of teaching legal ethics to take account of the widening participation agenda. The Law Teacher. 53 (3), pp. 263-278.
AuthorsBalan, A.
Abstract

This paper will seek to address the challenges of teaching legal ethics to undergraduate law students, both generally and in my own institutional context. Ethical conduct has long been held to be a central feature of professionalism and, traditionally, codes of ethics constituted one of the hallmarks and defining characteristics of the professions. The legal profession is no exception to this; however, it has not always been recognised that university law schools have an important role to play in preparing law students for the ethical challenges of legal practice. More recently this indifference has given way to an acceptance of the importance of this area of learning. Rather than being whether to teach legal ethics to law students, therefore, the two fundamental questions for educators are, first, what do students need to learn from the teaching of legal ethics and, secondly, how this is to be achieved. This study also aims to consider the specific challenges of teaching legal ethics to law students from widening participation backgrounds. These issues are particularly important in my own professional context as programme leader for an undergraduate qualifying law degree at an institution with a high population of widening participation students.

JournalThe Law Teacher
Journal citation53 (3), pp. 263-278
ISSN0306-9400
Year2018
PublisherTaylor & Francis for Association of Law Teachers
Accepted author manuscript
License
Digital Object Identifier (DOI)doi:10.1080/03069400.2018.1529476
Web address (URL)https://doi.org/10.1080/03069400.2018.1529476
Publication dates
Online29 Oct 2018
Publication process dates
Deposited07 Nov 2018
Accepted25 Sep 2018
Accepted25 Sep 2018
Copyright information© 2018 The Association of Law Teachers. This is an Accepted Manuscript of an article published by Taylor & Francis in The Law Teacher on 29/10/2018, available online: http://www.tandfonline.com/10.1080/03069400.2018.1529476.
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Accepted author manuscript

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