'Complicitous and contestatory': a critical genre approach to reviewing legal education in the global, digital age

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Ching, J ORCID: https://orcid.org/0000-0002-9815-8804 and Maharg, P, 2020. 'Complicitous and contestatory': a critical genre approach to reviewing legal education in the global, digital age. In: Modernising legal education. Cambridge: Cambridge University Press, pp. 239-257. ISBN 9781108475754

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Official URL: https://doi.org/10.1017/9781108663311.015

Abstract

In this chapter we describe a discourse framework for understanding the historical development of modern reports into legal education in England and Wales by analysing the textual features of genre markers. We then apply this framework to a specific subset of topoi within such reports, namely the coverage given to digital technologies within legal education. We make three related claims. First, the discourse and rhetorics of reports on legal education has scarcely been analysed in the research literature, and we begin that process here. Second, the culture and context within which digital innovation is reported, analysed and recommended upon in regulatory reports is relatively shallow and ‘theory-lite’. We need to draw sophisticated insights into our understanding of digital in a variety of disciplines and discourses (e.g. media, education and discourse analysis generally), and apply those to legal education. Third, the genre-form of reports on innovation inhibit or constrain our ability to develop imaginative, theory-rich and persuasive accounts of digital cultures for legal education. Our case study has implications not just for law schools, but also and more significantly, for regulators and accreditors.

Item Type:	Chapter in book
Creators:	Ching, J. and Maharg, P.
Publisher:	Cambridge University Press
Place of Publication:	Cambridge
Date:	29 February 2020
ISBN:	9781108475754
Identifiers:	Number Type 10.1017/9781108663311.015 DOI 1267500 Other
Divisions:	Schools > Nottingham Law School
Record created by:	Jonathan Gallacher
Date Added:	09 Jan 2020 10:37
Last Modified:	31 May 2021 15:19
URI:	https://irep.ntu.ac.uk/id/eprint/38944