Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning?
One of the main activities of the International Institute of Sociology of Law (IISL) is its International Master’s program in Sociology of Law. This program is highly innovative, in that rather than having any in-house teachers, the program is delivered by leading scholars from around the world. In...
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Oñati International Institute for the Sociology of Law
2015-06-01
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| Online Access: | https://opo.iisj.net/index.php/osls/article/view/598 |
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| author | Angela L. Melville Susana Arrese Murguzur |
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One of the main activities of the International Institute of Sociology of Law (IISL) is its International Master’s program in Sociology of Law. This program is highly innovative, in that rather than having any in-house teachers, the program is delivered by leading scholars from around the world. In 2014, the IISL celebrated its 25th anniversary, which provided an ideal opportunity to reflect upon the Master’s program. Teachers were invited to provide their views on teaching at the IISL, and the strongest theme that emerged was student diversity. This paper considers why student diversity struck teachers so strongly, and how has the IISL achieved such a highly diverse student body.
It then explores teachers’ perceptions of diversity, revealing responses ranging from seeing diversity as a barrier to embracing diversity as enriching for students and teachers alike. Teaching was largely conceived as a form of ‘engaged pedagogy’ (hooks 1994), which involved drawing on a genuine dialogue with students, embracing multiple perspectives, challenging that challenge hegemonic understandings of sociology of law, and interaction beyond the classroom walls. We argue that this model of teaching produces a global community of cosmopolitan, reflective, self-aware, critical, culturally sensitive and caring sociology of law scholars.
Una de las actividades principales del Instituto Internacional de Sociología Jurídica (IISJ) es su programa de Master Internacional en Sociología Jurídica. Este programa es muy innovador, en él, en lugar de tener profesores propios, son destacados académicos de todo el mundo los que imparten el programa. En 2014, el IISJ celebró su 25 aniversario, lo que supuso una oportunidad ideal para reflexionar sobre el programa de Master. Se invitó a los profesores a que ofrecieran su punto de vista sobre la enseñanza en el IISJ, y el tema más importante que surgió fue la diversidad del alumnado. En este trabajo se analiza por qué la diversidad del alumnado llamó la atención de los profesores, y cómo ha logrado el IISJ un alumnado tan diverso.
A continuación, explora las percepciones de los profesores sobre la diversidad, mostrando respuestas que van desde ver la diversidad como una barrera, hasta contemplar la diversidad como enriquecedora para estudiantes y profesores. En gran medida, la enseñanza se concibió como una forma de "pedagogía comprometida" (hooks 1994), que implicaba establecer un verdadero diálogo con los estudiantes desde múltiples perspectivas, desafiando la visión hegemónica de la sociología jurídica, y continuar la interacción más allá de las paredes del aula. Se defiende que este modelo de enseñanza produce una comunidad global académicos sociojurídicos cosmopolitas, reflexivos, conscientes de sí mismos, críticos, culturalmente sensibles y solidarios.
DOWNLOAD THIS PAPER FROM SSRN: http://ssrn.com/abstract=2805941
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| format | Article |
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| language | English |
| publishDate | 2015-06-01 |
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| spelling | doaj-art-beac5cb1db8d4098876313ed4fa8a24b2025-08-20T02:27:55ZengOñati International Institute for the Sociology of LawOñati Socio-Legal Series2079-59712015-06-0163565Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning?Angela L. Melville0Susana Arrese Murguzur1Flinders Law School, Flinders UniversityInternational Institute for the Sociology of Law One of the main activities of the International Institute of Sociology of Law (IISL) is its International Master’s program in Sociology of Law. This program is highly innovative, in that rather than having any in-house teachers, the program is delivered by leading scholars from around the world. In 2014, the IISL celebrated its 25th anniversary, which provided an ideal opportunity to reflect upon the Master’s program. Teachers were invited to provide their views on teaching at the IISL, and the strongest theme that emerged was student diversity. This paper considers why student diversity struck teachers so strongly, and how has the IISL achieved such a highly diverse student body. It then explores teachers’ perceptions of diversity, revealing responses ranging from seeing diversity as a barrier to embracing diversity as enriching for students and teachers alike. Teaching was largely conceived as a form of ‘engaged pedagogy’ (hooks 1994), which involved drawing on a genuine dialogue with students, embracing multiple perspectives, challenging that challenge hegemonic understandings of sociology of law, and interaction beyond the classroom walls. We argue that this model of teaching produces a global community of cosmopolitan, reflective, self-aware, critical, culturally sensitive and caring sociology of law scholars. Una de las actividades principales del Instituto Internacional de Sociología Jurídica (IISJ) es su programa de Master Internacional en Sociología Jurídica. Este programa es muy innovador, en él, en lugar de tener profesores propios, son destacados académicos de todo el mundo los que imparten el programa. En 2014, el IISJ celebró su 25 aniversario, lo que supuso una oportunidad ideal para reflexionar sobre el programa de Master. Se invitó a los profesores a que ofrecieran su punto de vista sobre la enseñanza en el IISJ, y el tema más importante que surgió fue la diversidad del alumnado. En este trabajo se analiza por qué la diversidad del alumnado llamó la atención de los profesores, y cómo ha logrado el IISJ un alumnado tan diverso. A continuación, explora las percepciones de los profesores sobre la diversidad, mostrando respuestas que van desde ver la diversidad como una barrera, hasta contemplar la diversidad como enriquecedora para estudiantes y profesores. En gran medida, la enseñanza se concibió como una forma de "pedagogía comprometida" (hooks 1994), que implicaba establecer un verdadero diálogo con los estudiantes desde múltiples perspectivas, desafiando la visión hegemónica de la sociología jurídica, y continuar la interacción más allá de las paredes del aula. Se defiende que este modelo de enseñanza produce una comunidad global académicos sociojurídicos cosmopolitas, reflexivos, conscientes de sí mismos, críticos, culturalmente sensibles y solidarios. DOWNLOAD THIS PAPER FROM SSRN: http://ssrn.com/abstract=2805941 https://opo.iisj.net/index.php/osls/article/view/598Engaged pedagogystudent diversityinternationalisationglobalisationsociology of lawlegal education |
| spellingShingle | Angela L. Melville Susana Arrese Murguzur Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning? Oñati Socio-Legal Series Engaged pedagogy student diversity internationalisation globalisation sociology of law legal education |
| title | Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning? |
| title_full | Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning? |
| title_fullStr | Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning? |
| title_full_unstemmed | Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning? |
| title_short | Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning? |
| title_sort | perceptions of teachers at the international institute of sociology of law of international student diversity barriers enrichment or cosmopolitan learning |
| topic | Engaged pedagogy student diversity internationalisation globalisation sociology of law legal education |
| url | https://opo.iisj.net/index.php/osls/article/view/598 |
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