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Contribution to Book
Interaction and diversity in the Australian law
Research and Development in Higher Education: The Shape of Higher Education, Vol. 39 (2016)
  • Mark Israel, University of Western Australia
  • Natalie Skead, University of Western Australia
  • Mary Heath, Flinders University, Adelaide, Australia
  • Anne Hewitt, The University of Adelaide, Adelaide, Australia
  • Kate Galloway, James Cook University
  • Alex Steel, University of New South Wales
Abstract
Recognition of increased diversity within Australian legal education means law teachers have to respond to a broader variety of student needs, both at a macro level in admissions and curriculum planning and at a micro level through learning and teaching. Australian law schools have spent the last decade addressing the macro level rather than exploring the needs of the micro. This paper draws on Goffman’s ideas of how people engage in a ‘quiet sorting’ of others according to various attributes to outline strategies for creating and maintaining learning spaces that welcome and engage with diversity.
Keywords
  • Student diversity,
  • student-teacher interaction,
  • legal education
Publication Date
July 4, 2016
Editor
M. Davis & A. Goody
Publisher
Higher Education Research and Development Society of Australasia, Inc.
Series
Research and Development in Higher Education
ISBN
9780994554628
Publisher Statement
Published version

Israel, M., Skead, N., Heath, M., Hewitt, A., Galloway, K., & Steel, A. (2016). Interaction and diversity in
the Australian law classroom. In M. Davis & A. Goody (Eds.), Research and Development in Higher
Education: The Shape of Higher Education, 39 (pp 127-136). Fremantle, Australia, 4 – 7 July 2016.

Paper presented at the 39th HERDSA Annual International Conference


Copyright © 2016 HERDSA and the authors


Citation Information
Mark Israel, Natalie Skead, Mary Heath, Anne Hewitt, et al.. "Interaction and diversity in the Australian law" Hammondville, NSWResearch and Development in Higher Education: The Shape of Higher Education, Vol. 39 Vol. 39 (2016) p. 127 - 136
Available at: http://works.bepress.com/kate-galloway/25/