ABSTRACT

The Teaching of Criminal Law provides the first considered discussion of the pedagogy that should inform the teaching of criminal law. It originates from a survey of criminal law courses in different parts of the English-speaking world which showed significant similarity across countries and over time. It also showed that many aspects of substantive law are neglected. This prompted the question of whether any real consideration had been given to criminal law course design. This book seeks to provide a critical mass of thought on how to secure an understanding of substantive criminal law, by examining the course content that best illustrates the thought process of a criminal lawyer, by presenting innovative approaches for securing active learning by students, and by demonstrating how criminal law can secure other worthwhile graduate attributes by introducing wider contexts.

This edited collection brings together contributions from academic teachers of criminal law from Australia, New Zealand, the United Kingdom, and Ireland who have considered issues of course design and often implemented them. Together, they examine several innovative approaches to the teaching of criminal law that have been adopted in a number of law schools around the world, both in teaching methodology and substantive content. The authors offer numerous suggestions for the design of a criminal law course that will ensure students gain useful insights into criminal law and its role in society.

This book helps fill the gap in research into criminal law pedagogy and demonstrates that there are alternative ways of delivering this core part of the law degree. As such, this book will be of key interest to researchers, academics and lecturers in the fields of criminal law, pedagogy and teaching methods.

chapter 1|20 pages

Introduction

ByKris Gledhill, Ben Livings

chapter 2|13 pages

Building block or stumbling block? Teaching actus reus and mens rea in criminal law

ByFiona Donson, Catherine O’Sullivan

chapter 3|12 pages

Teaching the elements of crimes

ByJohn Child

chapter 4|14 pages

Enhancing interactivity in the teaching of criminal law

Using response technology in the lecture theatre
ByKevin J. Brown, Colin R. G. Murray

chapter 5|12 pages

Using problem-based learning to enhance the study of criminal law

ByBen Fitzpatrick

chapter 6|11 pages

Turning criminal law upside down

ByJo Boylan-Kemp, Rebecca Huxley-Binns

chapter 7|10 pages

Criminal law pedagogy and the Australian state codes

ByThomas Crofts, Stella Tarrant

chapter 8|11 pages

Teaching criminal law as statutory interpretation

ByJeremy Gans

chapter 9|12 pages

Shaking the foundations

Criminal law as a means of critiquing the assumptions of the centrality of doctrine in law
ByAlex Steel

chapter 10|11 pages

The challenges and benefits of integrating criminal law, litigation and evidence

ByAdam Jackson, Kevin Kerrigan

chapter 11|12 pages

‘Crime and the criminal process’

Challenging traditions, breaking boundaries
ByPhil Scraton, John Stannard

chapter 12|12 pages

Context and connection

ByBen Livings

chapter 13|11 pages

Teaching and learning criminal law ‘in context’

Taking ‘context’ seriously
ByArlie Loughnan

chapter 16|9 pages

Choice

ByKris Gledhill

chapter 17|12 pages

The absence of regulatory crime from the criminal law curriculum

ByShane Kilcommins, Susan Leahy, Eimear Spain

chapter 18|4 pages

Conclusion

Looking to the future
ByKris Gledhill, Ben Livings