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|Title:||Interaction and diversity in the Australian law classroom|
|Citation:||Proceedings of the 39th HERDSA Annual International Conference, as published in Research and Development in Higher Education: The Shape of Higher Education, 2016 / vol.39, pp.127-136|
|Conference Name:||39th HERDSA Annual International Conference (04 Jul 2016 - 07 Jul 2016 : Esplanade Hotel, Fremantle)|
|Mark Israel, Natalie Skead, Mary Heath, Anne Hewitt, Kate Galloway, Alex Steel|
|Abstract:||Recognition of increased diversity within Australian legal education means law teachers have to respond to a broader variety of student needs, both at a macro level in admissions and curriculum planning and at a micro level through learning and teaching. Australian law schools have spent the last decade addressing the macro level rather than exploring the needs of the micro. This paper draws on Goffman’s ideas of how people engage in a ‘quiet sorting’ of others according to various attributes to outline strategies for creating and maintaining learning spaces that welcome and engage with diversity.|
|Keywords:||Student diversity; student-teacher interaction; legal education|
|Rights:||Copyright © 2016 HERDSA and the authors.|
|Appears in Collections:||Law publications|
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