Power-knowledge and critique in Australian legal education : 1987-2003
James, Nickolas John (2004) Power-knowledge and critique in Australian legal education : 1987-2003. .
While the word 'critique' appeared frequently in Australian legal education texts between 1987 and 2003, the meaning and the emphasis accorded critique varied widely. Michel Foucault's ideas about the close relationship between knowledge and power provide a theoretical framework within which this inconsistency of meaning and emphasis can be described, analysed and explained. Rather than monolithic, the discipline of legal education was by 2003 a dynamic nexus of distinct and competing discourses: doctrinalism, vocationalism, corporatism, liberalism, pedagogicalism and radicalism. Each of these six discourses was simultaneously a form of knowledge and an expression of disciplinary power within the law school. As a form of knowledge, each discourse accorded critique a different meaning and a different emphasis as a consequence of a range of historical, social and political contingencies. As an expression of power, each discourse was an attempt to achieve a set of objectives including the universalisation of a particular approach to the teaching of law and the enhancement of the status of a particular role within the law school. Critique, in a variety of forms, was a strategy employed by each discourse in order to achieve these objectives and to dominate and displace competing discourses.
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|Item Type:||QUT Thesis (PhD)|
|Supervisor:||Hocking, Barbara& Stacy, Helen|
|Keywords:||Legal Education, Australian Law Schools, Michel Foucault, Discourse Analysis, Power-Knowledge, Doctrinalism, Vocationalism, Corporatism, Liberalism, Pedagogicalism, Radicalism, Critique, Critical Thinking, Critical Pedagogy|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Law|
Current > Schools > School of Law
|Department:||Faculty of Law|
|Institution:||Queensland University of Technology|
|Deposited On:||03 Dec 2008 13:52|
|Last Modified:||29 Oct 2011 05:40|
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