Fostering "quiet inclusion": Interaction and diversity in the Australian law classroom

Mark Israel, Natalie Skead, Mary Heath, Anne Hewitt, Kate Galloway, Alex Steel

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

Law schools and the legal profession in Australia have long been associatedwith social reproduction of the elite. Scholars have been inclined to reflecton the structural arrangements that sustain this association, which form oneimportant dimension of its persistence. However, the ways people interactwith one another can also entrench privilege, by indicating that the values,attributes, and views of some people are either accepted and wanted or areunaccepted and unwanted—quietly including or excluding. This sortingalso happens in law schools and in legal practice, partly because of behaviormodeled in law schools.
Original languageEnglish
Pages (from-to)332-356
Number of pages25
JournalJournal of Legal Education
Volume66
Issue number2
Publication statusPublished - 2017

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school law
inclusion
classroom
Law
interaction
legal profession
legal usage
privilege
persistence
elite
Values

Cite this

Israel, M., Skead, N., Heath, M., Hewitt, A., Galloway, K., & Steel, A. (2017). Fostering "quiet inclusion": Interaction and diversity in the Australian law classroom. Journal of Legal Education, 66(2), 332-356.
Israel, Mark ; Skead, Natalie ; Heath, Mary ; Hewitt, Anne ; Galloway, Kate ; Steel, Alex. / Fostering "quiet inclusion" : Interaction and diversity in the Australian law classroom. In: Journal of Legal Education. 2017 ; Vol. 66, No. 2. pp. 332-356.
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Israel, M, Skead, N, Heath, M, Hewitt, A, Galloway, K & Steel, A 2017, 'Fostering "quiet inclusion": Interaction and diversity in the Australian law classroom' Journal of Legal Education, vol. 66, no. 2, pp. 332-356.

Fostering "quiet inclusion" : Interaction and diversity in the Australian law classroom. / Israel, Mark; Skead, Natalie; Heath, Mary; Hewitt, Anne ; Galloway, Kate; Steel, Alex.

In: Journal of Legal Education, Vol. 66, No. 2, 2017, p. 332-356.

Research output: Contribution to journalArticleResearchpeer-review

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