The Myth of the Teaching-Research Nexus
The wild law judgment project is a recent exciting collaborative project involving the rewriting and writing of both existing and hypothetical judgments from a wild law or Earth-centred perspective. In this article, the author reflects upon the performative implications of judicial impersonation and...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Bond University
2018-01-01
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| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.6312 |
| _version_ | 1797254267921235968 |
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| author | Alex McKenzie Lynden Griggs Rick Snell Gary D Meyers |
| author_facet | Alex McKenzie Lynden Griggs Rick Snell Gary D Meyers |
| author_sort | Alex McKenzie |
| collection | DOAJ |
| description | The wild law judgment project is a recent exciting collaborative project involving the rewriting and writing of both existing and hypothetical judgments from a wild law or Earth-centred perspective. In this article, the author reflects upon the performative implications of judicial impersonation and writing and rewriting judgments wildly. The performative nature of the project makes it a valuable teaching resource, in that it thereby offers a different and arguably more powerful challenge to the anthropocentric bias in law than that contained in more conventional forms of academic critique. Drawing upon insights contributed by academics who have used rewritten feminist judgments in their teaching, the author explores the pedagogical value and possibilities in the collection of wild law judgments. In light of the dire existential crisis which currently confronts Earth and its diverse lifeforms, there is a solid argument for ensuring that such an ‘outsider pedagogy’ is effectively incorporated into the mainstream curriculum in law schools. |
| first_indexed | 2024-04-24T21:47:15Z |
| format | Article |
| id | doaj.art-c786a41f41864180904d79b2ecb9d1ce |
| institution | Directory Open Access Journal |
| issn | 1033-2839 1839-3713 |
| language | English |
| last_indexed | 2024-04-24T21:47:15Z |
| publishDate | 2018-01-01 |
| publisher | Bond University |
| record_format | Article |
| series | Legal Education Review |
| spelling | doaj.art-c786a41f41864180904d79b2ecb9d1ce2024-03-20T22:12:50ZengBond UniversityLegal Education Review1033-28391839-37132018-01-01281The Myth of the Teaching-Research NexusAlex McKenzieLynden GriggsRick SnellGary D MeyersThe wild law judgment project is a recent exciting collaborative project involving the rewriting and writing of both existing and hypothetical judgments from a wild law or Earth-centred perspective. In this article, the author reflects upon the performative implications of judicial impersonation and writing and rewriting judgments wildly. The performative nature of the project makes it a valuable teaching resource, in that it thereby offers a different and arguably more powerful challenge to the anthropocentric bias in law than that contained in more conventional forms of academic critique. Drawing upon insights contributed by academics who have used rewritten feminist judgments in their teaching, the author explores the pedagogical value and possibilities in the collection of wild law judgments. In light of the dire existential crisis which currently confronts Earth and its diverse lifeforms, there is a solid argument for ensuring that such an ‘outsider pedagogy’ is effectively incorporated into the mainstream curriculum in law schools.https://doi.org/10.53300/001c.6312 |
| spellingShingle | Alex McKenzie Lynden Griggs Rick Snell Gary D Meyers The Myth of the Teaching-Research Nexus Legal Education Review |
| title | The Myth of the Teaching-Research Nexus |
| title_full | The Myth of the Teaching-Research Nexus |
| title_fullStr | The Myth of the Teaching-Research Nexus |
| title_full_unstemmed | The Myth of the Teaching-Research Nexus |
| title_short | The Myth of the Teaching-Research Nexus |
| title_sort | myth of the teaching research nexus |
| url | https://doi.org/10.53300/001c.6312 |
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