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dc.contributor.authorHeath, Mary
dc.contributor.authorGalloway, Kate
dc.contributor.authorSkead, Natalie
dc.contributor.authorSteel, Alex
dc.contributor.authorIsrael, Mark
dc.date.accessioned2023-07-04T02:23:12Z
dc.date.available2023-07-04T02:23:12Z
dc.date.issued2017
dc.identifier.issn1038-3441en_US
dc.identifier.doi10.1080/10383441.2017.1406791en_US
dc.identifier.urihttp://hdl.handle.net/10072/409561
dc.description.abstractContemporary higher education, including legal education, incorporates complexities that were not identified even a decade ago. Law programs first moved from traditional content-focussed programs toward incorporating critique and legal skills. Many are now working toward recognising inclusion and student wellbeing as integral to law graduates’ professional identities and skillsets. Yet the professional dispositions law teachers require to teach in these environments are ostensibly at odds with traditional lawyering identities founded upon an ideal of rationality that actively disengaged from affect. This article draws on our teaching experience and data drawn from the Smart Casual project, which designed self-directed professional development modules for sessional law teachers, to identify the limits of a traditional teaching skillset in the contemporary Australian tertiary law teaching context. We argue that contemporary legal education demands considerable emotional labour and we present sample contexts which highlight the challenges law teachers face in doing what is expected of them. The article makes explicit the emotional labour that has often been implicit or unrecognised in the role of legal academics in general, and in particular, in the role of sessional legal academics.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofpagefrom430en_US
dc.relation.ispartofpageto457en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalGriffith Law Reviewen_US
dc.relation.ispartofvolume26en_US
dc.subject.fieldofresearchLegal educationen_US
dc.subject.fieldofresearchcode480409en_US
dc.subject.keywordsSocial Sciencesen_US
dc.subject.keywordsLawen_US
dc.subject.keywordsGovernment & Lawen_US
dc.subject.keywordsprofessional developmenten_US
dc.titleLearning to feel like a lawyer: Law teachers, sessional teaching and emotional labour in legal educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationHeath, M; Galloway, K; Skead, N; Steel, A; Israel, M, Learning to feel like a lawyer: Law teachers, sessional teaching and emotional labour in legal education, Griffith Law Review, 2017, 26 (3), pp. 430-457en_US
dcterms.licensehttp://creativecommons.org/licenses/by-nc/4.0/en_US
dc.date.updated2021-11-01T00:22:09Z
dc.description.versionAccepted Manuscript (AM)en_US
gro.rights.copyrightThis is an Accepted Manuscript version of the following article, accepted for publication in Griffith Law Review. Jo Brewis. (2021) Rolling with the punches: receiving peer reviews as prescriptive emotion management. Culture and Organization 27:3, pages 267-284. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.en_US
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gro.griffith.authorGalloway, Kate S.


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