Sentencing Indigenous Offenders in Canada, Australia and New Zealand: A Comparative Analysis

This chapter explores how institutional inter-generational trauma is perpetuated by criminal justice interventions into the lives of Indigenous women. We illustrate how past and present colonial policies and practices have shaped Indigenous women's lives and resulted in disproportionate incarceration across welfare and penal domains. The chapter then examines the ways in which the criminal justice system characterises trauma to problematise and pathologise Indigenous women. It calls for a paradigm shift from prisons to healing centres for Indigenous women through illustrations of healing, well-being and self-determination models embedded in Indigenous women's organisations and services

Double jeopardy? Team teaching in a law school elective

The authors of this article had not taught or researched together before developing a new elective course for the undergraduate LLB program at the University of Auckland. They carried out a review of team teaching literature and of traditional law school teaching. They developed the course to be taught by both of them at the same time. While the initial motivator for using team teaching was to provide the most comprehensive view of the subject possible, the authors agreed that they wanted to inquire into whether team teaching could reduce the intimidation and surface learning that traditional methods caused. They also wanted to test the claimed benefits for team teaching, since very little of the research related to law. The inquiry collected qualitative and quantitative data. Students’ responses to the method showed that they engaged with the lecture material more readily, that they participated in class discussions and debates more often, and that they found the lecture atmosphere less intimidating, than in traditional compulsory law school subjects. Although the students recognised different perspectives, the authors conclude that there is not yet enough evidence to state that the students learning was improved or deepened directly by team teaching.22 page(s

Phase One: Strengthening the Ability for Māori Law to Become a Firm Foundational Component of a Legal Education in Aotearoa New Zealand

This Issues Paper is the result of the first stage of a multi-year, three-phase national project. In it we review the literature and consider some of the preliminary opportunities relevant for the teaching of Māori law as a foundation source of the Aotearoa New Zealand Bachelor of Laws (LLB) degree for the benefit of the legal profession and Aotearoa New Zealand society. We present ten key messages as integral to this Issues Paper