Show simple item record

dc.contributor.authorJooste, Yvonne
dc.date.accessioned2016-06-15T12:17:52Z
dc.date.available2016-06-15T12:17:52Z
dc.date.issued2015
dc.identifier.citationJooste, Y. (2015). Reflections on legal education and radical intellectual equality. Acta Academica, 47(2), 19-33.en_ZA
dc.identifier.issn0587-2405 (print)
dc.identifier.issn2415-0479 (online)
dc.identifier.urihttp://hdl.handle.net/11660/3101
dc.description.abstractIn this article I reflect, against the background of the recent special issue of this journal titled: “Law as humanities discipline: Transformative potential and political limits”, on the notion of radical intellectual equality within the context of South African legal education and culture. I suggest that this notion, postulated by Jacques Rancière’s reflections on pedagogy, can foster notions of criticalness and critical thinking and provide new ways of thinking about legal education in an effort to disrupt and actively question the continuous legacy of legal formalism and scientism. A different way of staging legal education, along the lines of invention and thought from within universal teaching, might be able to reveal transformative and emancipatory possibilities. I call for a radical redistribution of South African approaches to legal education.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectLegal educationen_ZA
dc.subjectRancière, Jacquesen_ZA
dc.subjectPedagogyen_ZA
dc.titleReflections on legal education and radical intellectual equalityen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record