2017 Public Law in the Classroom Workshop

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Tyree Energy Technologies Building and Law Building, UNSW Kensington Campus
Gilbert + Tobin Centre of Public Law, UNSW and Public Law and Policy Research Unit, University of Adelaide
10.30 am - 4.00 pm
Thu, 2017-02-16

The third Public Law in the Classroom workshop was held on Thursday, 16 February 2017. Over seventy public law teachers from across Australia, New Zealand and the UK attended the workshop, which was co-hosted by the Gilbert + Tobin Centre of Public Law (UNSW Law) and the Public Law and Policy Research Unit (University of Adelaide).

The workshop program is available here.

The first session concerned the values and theories that inform our teaching. Ben Golder (UNSW) opened the session, with a challenge for public law teachers to teach public law ‘publicly’. Responding to his challenge were Rebecca Ananian-Welsh (UQ), Yee-Fui Ng (RMIT) and Leighton McDonald (ANU).

The second session on tools, techniques and teaching research started with an engaging presentation from Professor Conor Gearty, visiting UNSW Law from the London School of Economics. Professor Gearty entertained the audience with his experience of ‘guerrilla teaching’, and explained his UK Constitution project, in which he organised a series of public and online forums to crowd-source the drafting of a Constitution for the UK.

Also presenting in this session were Cornelia Koch (Adelaide), Jonathan Crowe (Bond), Susannah Sage-Jacobson (Flinders) and Ron Levy (ANU). The final session on the reasearch/teaching nexus considered how public law teachers can bring their research into the classroom, with contributions from Peter Burdon (Adelaide), Ann Genovese (Melbourne), Danielle Ireland-Piper (Bond) and Oscar Roos (Deakin).

The online community around the workshop also continues to grow. A Storify page has captured the storm of #publawteach social media activity. Contributions to that feed came not only from those in the room, but from public law teachers not able to attend the event and practitioners, as well as current and former students.

This year, the workshop closed with a launch at the UNSW Bookshop of The Critical Judgments Project: Re-Reading Monis v The Queen (Federation Press, 2016). This collection, edited by UNSW’s Gabrielle Appleby and Rosalind Dixon, was workshopped at the 2016 Public Law in the Classroom.

Further information about the event can be found in the Call for Abstracts and the additional advice to submitters of abstracts.

The abstracts for the poster session at PLIC 2017 are available here.

And here are PDF copies of the posters displayed at the workshop in 2017:

Contemporary Constitutional Law in a Co-learning Classroom
Gabrielle Appleby, Sean Brennan, Andrew Lynch (UNSW)

Finding a path through the maze of Public Law: some core questions to map the way
Elisa Arcioni (University of Sydney)

When do, and when should, students study Constitutional Law in their law degrees?
Luke Beck (Western Sydney University)

Evaluating the Benefits of Public Law Internships
Laura Grenfell and Cornelia Koch (University of Adelaide)

Law, Government and Criminal Justice
Keiran Hardy (Griffith University)

The Diamond of Constitutional Reasoning
Matt Harvey (Victortia University)

Inquiry-Based Learning in Public Law: Adelaide’s Small Group Discovery Experience
Cornelia Koch and Matthew Stubbs (University of Adelaide)

From Public Law in the Classroom to the Park and Professional Practice
Suzanne Martinez (NSWYL Public Law and Government Committee)

The Impact of Integrated Learning and Assessment on the Engagement and Learning of Law Students
Manjo Oyson (Central Queensland University) and Gloricris Abbu (University of Technology, Sydney)

Indigenous Cultural Competence in Australian Public Law
Charlotte Steer (Charles Sturt University)

Judgment Writing as Assessment
Charlotte Steer (Charles Sturt University)