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Article
Fostering "quiet inclusion": Interaction and diversity in the Australian law classroom
Journal of Legal Education
  • Mark Israel, University of Western Australia
  • Natalie Skead, University of Western Australia
  • Mary Heath, Flinders University
  • Anne Hewitt, University of Adelaide
  • Kate Galloway, Bond University
  • Alex Steel, University of New South Wales
Date of this Version
1-1-2017
Document Type
Journal Article
Publication Details

Published version

Israel, M., Skead, N., Heath, M., Hewitt, A., Galloway, K., & Steel, A. (2017). Fostering “Quiet Inclusion”: Interaction and diversity in the Australian law Classroom. Journal of Legal Education, 66(2), 332-356.

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Copyright © 2016 Association of American Law Schools

Disciplines
Abstract

Law schools and the legal profession in Australia have long been associated with social reproduction of the elite. Scholars have been inclined to reflect on the structural arrangements that sustain this association, which form one important dimension of its persistence. However, the ways people interact with one another can also entrench privilege, by indicating that the values, attributes, and views of some people are either accepted and wanted or are unaccepted and unwanted—quietly including or excluding. This sorting also happens in law schools and in legal practice, partly because of behavior modeled in law schools.

Citation Information
Mark Israel, Natalie Skead, Mary Heath, Anne Hewitt, et al.. "Fostering "quiet inclusion": Interaction and diversity in the Australian law classroom" Journal of Legal Education Vol. 66 Iss. 2 (2017) p. 332 - 356 ISSN: 0022-2208
Available at: http://works.bepress.com/kate-galloway/31/