Legal education and disputes about what to teach. Discourses about the legitimate legal curriculum
Legal curriculum is a central aspect of Law schools. In spite of not being the only aspect involved in legal education it usually monopolizes lawyer’s attention. In this work I present some results from a case study about the National University of Rosario, Law School (Argentina). The research’s mai...
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| Format: | Article |
| Language: | Spanish |
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Universidad de Chile
2017-06-01
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| Series: | Revista Pedagogía Universitaria y Didáctica del Derecho |
| Online Access: | https://pedagogiaderecho.uchile.cl/index.php/RPUD/article/view/46253 |
| Summary: | Legal curriculum is a central aspect of Law schools. In spite of not being the only aspect involved in legal education it usually monopolizes lawyer’s attention. In this work I present some results from a case study about the National University of Rosario, Law School (Argentina). The research’s main objective is to analyze the disputes that a curriculum reform project raised among professors and students in that Law school. This work is intended to provide the understanding that legal curriculum disputes are better interpreted when disciplinarians and sociological factors are integrated in its analysis. Through discourse analysis technique I approached the discourses of two professors that participated in a public audience about the legal curriculum reform in order to illuminate how campus’ positions influence in the professors’ strategies. |
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| ISSN: | 0719-5885 |