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Socratic teaching, the law and professional identity

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conference contribution
posted on 2004-01-01, 00:00 authored by Hector Maclean
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.

History

Title of proceedings

AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings

Event

Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)

Pagination

1 - 12

Publisher

AARE

Location

Melbourne, Vic.

Place of publication

Coldstream, Vic.

Start date

2004-11-28

End date

2004-12-02

ISSN

1324-9339

Language

eng

Notes

Paper MAC04641Reproduced with the kind permission of the copyright owner.

Publication classification

E1 Full written paper - refereed

Copyright notice

2004, AARE

Editor/Contributor(s)

P Jeffrey

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