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Socratic teaching, the law and professional identity

Maclean, Rod 2004, Socratic teaching, the law and professional identity, in AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, AARE, Coldstream, Vic., pp. 1-12.

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Title Socratic teaching, the law and professional identity
Author(s) Maclean, Rod
Conference name Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 28 November - 2 December 2004
Title of proceedings AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings
Editor(s) Jeffrey, Peter L.
Publication date 2004
Start page 1
End page 12
Publisher AARE
Place of publication Coldstream, Vic.
Summary This paper uses critical discourse analysis of interactions between law students and their lecturer to show how ‘Socratic’ teaching is used as a powerful technique to shape student identities. Data from a moot or simulated court in taxation law is analysed to show how students position themselves and are positioned as legal professionals. The paper argues that one student’s poor performance in the moot can be interpreted as resistance to attempts to influence her to adopt an uncongenial speaking position. This example supports the view that the difficulty law students have in learning to ‘think like a lawyer’ results not from a failure of skill but from the problems they have in assuming the speaking position of a legal professional. It is suggested that educators should consider helping students come to terms with the fragmented and contradictory subject positions associated with professionalisation.
Notes Paper MAC04641

Reproduced with the kind permission of the copyright owner.
ISSN 1324-9339
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2005
Copyright notice ©2004, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005590

Document type: Conference Paper
Collections: School of Social and Cultural Studies in Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.