Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning?

Authors

  • Angela L. Melville Flinders Law School, Flinders University
  • Susana Arrese Murguzur International Institute for the Sociology of Law

Keywords:

Engaged pedagogy, student diversity, internationalisation, globalisation, sociology of law, legal education, cosmopolitan citizenship, Pedagogía comprometida, diversidad de estudiantes, internacionalización, globalización, sociología jurídica, educación j

Abstract

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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Author Biographies

Angela L. Melville, Flinders Law School, Flinders University

Angela Melville is a senior lecturer at Flinders Law School, Flinders University. She is also the previous Scientific Director at the International Institute for Sociology of Law.

Susana Arrese Murguzur, International Institute for the Sociology of Law

 

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Published

11-06-2015

How to Cite

Melville, A. L. and Arrese Murguzur, S. (2015) “Perceptions of Teachers at the International Institute of Sociology of Law of International Student Diversity: Barriers, Enrichment or Cosmopolitan Learning?”, Oñati Socio-Legal Series, 6(3), pp. 607–631. Available at: https://opo.iisj.net/index.php/osls/article/view/598 (Accessed: 28 March 2024).