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The Teaching of Criminal Law
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Table of Contents

1. Introduction Kris Gledhill and Ben Livings

2. Building Block or Stumbling Block? Teaching Actus Reus and Mens Rea in Criminal Law Fiona Donson and Catherine O'Sullivan

3. Teaching the Elements of Crimes John Child

4. Enhancing Interactivity in the Teaching of Criminal Law: Using Response Technology in the Lecture Theatre Kevin J Brown and Colin RG Murray

5. Using Problem-Based Learning to Enhance the Study of Criminal Law Ben Fitzpatrick

6. Turning Criminal Law Upside Down Jo Boylan-Kemp and Rebecca Huxley-Binns

7. Criminal Law Pedagogy and the Australian State Codes Thomas Crofts and Stella Tarrant

8. Teaching Criminal Law as Statutory Interpretation Jeremy Gans

9. Shaking the Foundations: Criminal Law as a Means of Critiquing the Assumptions of the Centrality of Doctrine in Law Alex Steel

10. The Challenges and Benefits of Integrating Criminal Law, Litigation and Evidence Adam Jackson and Kevin Kerrigan

11. `Crime and the Criminal Process': Challenging Traditions, Breaking Boundaries Phil Scraton and John Stannard

12. Context and Connection Ben Livings

13. Teaching and Learning Criminal Law `in Context': Taking `Context' Seriously Arlie Loughnan

14. Teaching Indigenous and Minority Students and Perspectives in Criminal Law Khylee Quince

15. Introducing Feminist Legal Jurisprudence through the Teaching of Criminal Law Julia Tolmie

16. Choice Kris Gledhill

17. The Absence of Regulatory Crime from the Criminal Law Curriculum Shane Kilcommins, Susan Leahy and Eimear Spain

18. Conclusion: Looking to the future Kris Gledhill and Ben Livings

About the Author

Kris Gledhill is Associate Professor at AUT Law School, Auckland, New Zealand. Ben Livings is Senior Lecturer at the Law School of the University of New England in New South Wales, Australia.

Reviews

'We can lament the lingering influence of `old school' doctrine-focused criminal law teaching or we can articulate better ways to teach and study criminal law. The contributors to this fine collection are to be congratulated for taking the latter more constructive path. Developing curricula that extend beyond the traditional `general principles + homicide + theft' formula, refusing to artificially extract criminal law rules from the practical and procedures by which they are operationalised, taking historical, cultural, political, economic and other contextual factors seriously, valuing Indigenous and feminist perspectives and insights, employing problem-based learning - it is heartening to read that these and other exciting approaches are well on the way to becoming the `new normal' in criminal law teaching.'

Luke McNamara, Professor, Faculty of Law, UNSW & co-author of D Brown et al, Criminal Laws: Materials and Commentary on Criminal Law and Process of New South Wales (Federation Press, 6th ed, 2015)

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