Parallel Session 2 - Session D
Black Law Students’ Perspectives on the Degree Awarding Gaps: An OULS Case Study Dr Miriam Mbah-Amanze and Dr Caroline Derry, The Open University Addressing the degree awarding gap for Black students continues to be an important priority in higher education. While the literature has attributed the Black students’ socio-economic backgrounds, societal issues and institutional factors as potential causes of the gap, there has been limited research on students’ perspectives on this issue, especially in distance legal education. This paper contributes to the literature by reporting on a project which sought Black Open University law students’ lived experiences and perspectives on the causes and remedies to the degree awarding gap. The paper will discuss our methodology and explore the central themes that were challenging to the students. Such themes will relate to developing an inclusive law curriculum, module tutorial strategies, employability initiatives, student support initiatives and creating a positive and welcoming academic environment. The paper will share our recommendations to the OULS, Faculty and University. We will also invite the audience to share the challenges Black law students face in their institutions and their perceived opportunities to remedy the issues. It’s Not What You Do, It’s How You Do It; What Social Work Values and Spirituality can Bring to Legal Education Ms Rose Parkes, Institute of Law, Jersey The connection between social work and criminal justice practice is well-recognised as social work education not only includes law but equally encompasses communication skills, relationship-building, emotional literacy, critical reflection and self-awareness. These ‘softer skills’ are central to the building of rapport and relationships to engage in successful people work. The University of London LLB curriculum, delivered by the Institute of Law Jersey, currently lacks such content. At the same time, UK higher education has been attacked because of students’ poor mental health and suicide completion; juggling course demands, assessments, employment and other responsibilities have left many struggling to manage. Drawing on Gilbert’s (2017) compassionate classroom, this workshop will allow participants to engage in activities developed by staff as part of our wellbeing strategy. They seek to increase student (and staff) wellbeing and can assist with skills development that future lawyers may also find of considerable benefit. Legal practice often involves dealing with stressed, angry and emotionally charged people. By learning to recognise feelings in the self and others, it is possible to adopt strategies and techniques that can diffuse high-conflict situations and promote clearer thinking and problem-solving. Such measures can also foster better collaboration and peer support in law students.
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