Using Legislation to Teach Indigenous Cultural Competence in an Introductory Law Subject

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Alison Gerard, Annette Gainsford
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引用次数: 3

Abstract

Building the knowledge of university graduates as to Indigenous cultures, histories and contemporary social realities requires innovation in legal education. At the same time, universities are under increasing pressure to demonstrate to the legal profession how they are guiding students to develop requisite skills and knowledge in statutory interpretation. This article showcases how these dual aims may be advanced through an examination of the legislative framework that led to the Stolen Generations in NSW. These historical legislative artefacts provide the 'hook' to aid critical reflection on the role of the legal profession in the context of the removal of Aboriginal and Torres Strait Islander children from their families. Using legislation enables students to build a foundation in the principles of statutory interpretation that can be further developed throughout the Bachelor of Laws curriculum. This article reflects on a teaching strategy adopted in a first-year introductory law subject to advance both the embedding of Indigenous cultural competence and knowledge of the general principles of statutory interpretation. The approach is outlined, alongside an analysis of the benefits and limitations. The article emphasises the importance of recognising the strength and resilience of Aboriginal and Torres Strait Islander peoples and cultures in conjunction with an analysis of structural and historically legal forms of racial discrimination. The paper also highlights the value of meaningful consultation and collaboration with Aboriginal and Torres Strait Islander people to facilitate teaching innovation in law curriculum.
法学导论课程中运用立法进行本土文化能力教学
建立大学毕业生对土著文化、历史和当代社会现实的认识需要法律教育的创新。与此同时,大学也面临着越来越大的压力,需要向法律界展示它们是如何引导学生培养必要的法律解释技能和知识的。本文展示了如何通过审查导致新南威尔士州被盗一代的立法框架来推进这些双重目标。这些历史立法文物提供了“钩”,以帮助批判性地反思法律职业在将土著和托雷斯海峡岛民儿童从家庭中带走的背景下所起的作用。运用立法使学生在法律解释原则方面打下基础,这些原则可以在整个法学学士课程中进一步发展。这篇文章反映了在第一年的法律导论课程中采用的一种教学策略,以促进土著文化能力的嵌入和法律解释一般原则的知识。本文概述了该方法,并对其优点和局限性进行了分析。文章强调承认土著和托雷斯海峡岛民及其文化的力量和复原力的重要性,并结合对种族歧视的结构性和历史法律形式的分析。本文还强调了与原住民和托雷斯海峡岛民进行有意义的协商和合作对促进法律课程教学创新的价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Legal Education Review
Legal Education Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
66.70%
发文量
7
审稿时长
12 weeks
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