20 research outputs found
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FGM, mandatory reporting and the complexity of culture
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Antipathy, paradox and disconnect in the Irish stateâs legal relationship with the Irish language
Positioned within the context of ongoing debate on reform of the Official Languages Act 2003, this article critically examines the Irish stateâs legal position regarding the Irish language. Revealing antipathy, paradox and disconnect, both in a historical and contemporary context, the article argues for a reconceptualised debate about the role of law in the protection and promotion of the Irish language. Notwithstanding a complex post-colonial language history and austerity grounded arguments that language rights and language legislative provisions are resource intensive, the article argues that the legal approach to the Irish language should be underpinned by a substantive and more purposive conception of equality. There is, in Ireland, an antipathy to view language from the perspective of substantive equality. This antipathy has, in turn, hindered the development of an appropriate institutional infrastructure and legacy within which core provisions of the Official Languages Act 2003 could, and can, be effectively fulfilled
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Moving beyond text, embracing the visual: the Virtual Land Law Field Trip Project @ Sussex
Set against the pedagogic literature outlining the benefits of the âvisualâ in instruction, this article charts the conceptualisation, development and impact of the Virtual Land Law Field Trip Project @ Sussex. Drawing on the findings from a student survey and focus group evaluation, the article outlines the strengths and weaknesses of the project. Notwithstanding limitations, and indeed the inherent challenges and obstacles to incorporating âinnovativeâ approaches in teaching, the article concludes by strongly advocating a greater commitment to moving beyond the dominance of text in legal education and embracing the visual where possible. Utilising more dynamic visual representations such as video enhances instruction, supports cognitive memory and is an excellent way to provide meaningful practical insight examples. Moreover, embracing visual representations offers an alternative space within which to include counter voices and narratives to challenge, the curriculums we teach
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Spotlight onâŠThe virtual land law field trip project [weblog article, 18 July 2017]
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Introducing the virtual land law field trip project [weblog article, 28 June 2018]
This blog post provides a brief introduction to the concept, development and implementation of the Virtual Land Law Field Trip Project @Sussex. It also revisits some of the key arguments in favour of the incorporation of the âvisualâ in our teaching
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The âLawâ Critique and Question Reading and Writing Group: a space to connect âwithâ rather than âforâ students
In this blog post we share, as students and faculty member, our experience of, and reflections on, the âLawâ Critique and Question Group of 20/21. In this respect, we speak to the power of coming together â students and faculty â to share and connect in a non-hierarchical space to critique and question the law. In doing so, we managed to create something special and powerful â to do and be âotherwiseâ (Jivraj, 2020). We also, in part at least, managed to transgress (Hooks, 1994) the problematic structures that dominate the student/teacher relationship and continuum in Higher Education (HE) and ultimately to build a virtual community of friendship and connection during the pandemic
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Your teachers are researchers: changing research culture [weblog article, 18 December 2020]
This post reflects upon the event âYour Teachers are Researchersâ, held as part of Sussex Law Schoolâs Research Seminar Series on 26 November 2020. It is written by Verona NĂ Drisceoil (co-organiser and chair) and Bal Sokhi-Bulley (co-organiser and panellist) with input from the panel of staff (Neemah Ahamed, Matt Evans, Sabrina Gilani and Lucy Welsh) and from the student voices (Henry Bonsor, Jasmine Bundhoo, Ayo Idowu-Bello and Tyrone Logue) who participated in and facilitated the event
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The need to rethink our approach to formative assessment in Higher Education
Formative assessment is a familiar element in the Higher Education (HE) landscape but there has, as noted by Crossouard and Pryor (2012, 253), been âlittle questioning of the practices conducted in its name much less the theory that produces itâ. In this blog post, I call for a questioning of the practice. Specifically, I argue that we need to rethink our approach to formative assessment in relation to the preparation for written based summative assessments, such as essays. In doing so, I argue for the incorporation of a more responsive and deliberate practice approach (Ericsson and Pool, 2016) â to build in, and embed, more formative written opportunities within the classroom environment as a better way to track progress, respond in real time, and ensure that all students benefit.
To begin, I will revisit some of the current challenges to, and for, formative assessment in HE before then moving on to outline what a rethinking looks like. I will conclude with some take away messages and suggestions on how to build in written based formative opportunities into your seminars and lectures
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Language rights: gaps between theory and practice
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Revisiting the debate: language as a ârightâ/ language legislation as an effective tool supporting minority languages?
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