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Extending public law: Digital engagement, education and academic identity
Legal Education Review (2015)
  • Kate Galloway, James Cook University
  • Melissa Castan, Monash University
In Australian legal education, ‘public law’ is understood as an umbrella concept, covering both constitutional and administrative law subjects. More expansively, public law is understood as the analysis and evaluation of the state structures of power and control between governments and their people, and between governments, at both the formal and substantive levels. Thus ‘public law’ readily accommodates topics such as statutory construction, human rights, state sovereignty, electoral law, legal philosophy, and the rule of law. While increasingly observation is made of the weakening of the traditional distinction between public and private law, that is probably a discussion best ventilated elsewhere. For current purposes, the traditional distinction is a useful point of departure for a more expansive view of public law and public law teaching – an idea that we seek to develop here. 
The expansive view aligns with the broader conceptualisation of the law curriculum ushered in by the Discipline Standards for Law, while retaining the law’s doctrinal integrity. The practice of public law education in this mold requires a more critical and authentic approach, giving scope for student engagement in the broader contexts of law. Together these approaches represent a more contemporary and potentially enlivened public law curriculum. The question is how this might be achieved in a way that cohesively invokes the elements of academic practice. 
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Castan, M., & Galloway, K. (2015). Extending public law: Digital engagement, education and academic identity. Legal Education Review, 25(2), 331-348.

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© 2014 Kate Galloway and Allan Ardill

Citation Information
Kate Galloway and Melissa Castan. "Extending public law: Digital engagement, education and academic identity" Legal Education Review Vol. 25 Iss. 2 (2015) p. 28 - 32 ISSN: 1033-2839
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