Before the late 1950s and the early 1960s, teachers in Illinois and the rest of the country generally did not participate in a formal process to establish their salaries and working conditions or to influence policies that affected the nature and quality of their services. Teachers beyond the Law tells how a group of groundbreaking educators organized unions and established collective bargaining as a process to determine their own economic and professional destinies. Because the laws of the state and nation not only gave little recognition to their rights but also actually established multiple layers of legal and bureaucratic barriers to their unions, teachers and their leaders were frequently punished for using traditional union methods to assert their rights as citizens and professionals. They were discriminated against or fired for joining unions or participating in union activities. Courts routinely enjoined their unions from striking, sometimes without a hearing, and jailed leaders and members for refusing to cease striking until they had negotiated satisfactory agreements with their employers. The Illinois Federation of Teachers successfully opposed many efforts to pacify teachers and other public employees with legislative bills that would have mandated recognition of their unions but also prohibited strikes. Finally, in 1983, after decades of effort and self-sacrifice by union leaders and members, the Illinois legislature and governor enacted laws regulating and supporting collective bargaining for teachers and other public employees without restrictions on the right to strike. Teachers beyond the Law tells the true story of how these courageous teachers took a stand and changed the world.

This exciting new textbook provides a sophisticated examination of the Socratic method for teaching political science students in higher education. It shows how the Socratic method is employed in the Platonic dialogs, compares its transformative approach to other student-centered teaching philosophies, and addresses the challenges of adopting the Socratic method in the contemporary classroom. The book is divided into three sections that integrate these practical aspects on the Socratic method with the theoretical considerations of Socratic philosophy while also addressing contemporary concerns about teaching and learning in higher education. Section One explores how the Socratic method is portrayed by Socrates in Plato’s dialogs. Section Two compares the Socratic method with modern and contemporary accounts of teaching and learning. Section Three examines some of the contemporary challenges of practicing the Socratic method in the university classroom today and how teachers can overcome them. Written in a clear and engaging style, this timely intervention is essential reading for upper undergraduate students enrolled in courses that specialize in pedagogical techniques, political theory, Socratic philosophy, and law.

The practice of teaching international law is conducted in a wide range of contexts across the world by a host of different actors – including scholars, practitioners, civil society groups, governments, and international organisations. This collection brings together a diversity of scholars and practitioners to share their experiences and critically reflect on current practices of teaching international law across different contexts, traditions, and perspectives to develop existing conversations and spark fresh ones concerning teaching practices within the field of international law. Reflecting on the responsibilities of teachers of international law to engage with and confront histories, contemporary crises, and everyday events in their teaching, the collection explores efforts to decenter the teacher and the law in the classroom, opportunities for dialogical and critical approaches to teaching, and the possibilities of co-producing non-conventional pedagogies that question the mainstream underpinnings of international law teaching. Focusing on the tools and techniques used to teach international law to date, the collection examines the teaching of international law in different contexts. Traversing a range of domestic and regional contexts around the world, the book offers insights into both the culture of teaching in particular domestic settings, aswell as the structural challenges and obstacles that arise in terms of who, what, and how international law is taught in practice. Offering a unique window into the personal experiences of a diversity of scholars and practitioners from around the world, this collection aims to nurture conversations about the responsibilities, approaches, opportunities, and challenges of teaching international law.

Integral to the commercial law field, Intellectual Property (IP) knowledge is central to culture, innovation, and enterprise. Looking forward to the new academic norm, Teaching Intellectual Property Law: Strategy and Management uses experience as well as innovative, interactive, practice-based methods for teaching IP to examine the various ways through which to move on from ‘chalk and talk’ methods.

Teaching International Law is a topic of great importance in international law academia. In the past renowned international lawyers and research institutions have dealt with this matter. This book brings together a larger number of established international lawyers who not only present the state of the art of this discipline but also their own vision and perspective. Traditionally, teachers of international law had considerable influence on the development and the understanding of this subject. The international legal system has profoundly changed but in time of enormous challenges for the survivel of mankind the voice of the teachers should again be heard.

The Teaching of Criminal Law provides the first considered discussion of the pedagogy that should inform the teaching of criminal law. It originates from a survey of criminal law courses in different parts of the English-speaking world which showed significant similarity across countries and over time. It also showed that many aspects of substantive law are neglected. This prompted the question of whether any real consideration had been given to criminal law course design. This book seeks to provide a critical mass of thought on how to secure an understanding of substantive criminal law, by examining the course content that best illustrates the thought process of a criminal lawyer, by presenting innovative approaches for securing active learning by students, and by demonstrating how criminal law can secure other worthwhile graduate attributes by introducing wider contexts. This edited collection brings together contributions from academic teachers of criminal law from Australia, New Zealand, the United Kingdom, and Ireland who have considered issues of course design and often implemented them. Together, they examine several innovative approaches to the teaching of criminal law that have been adopted in a number of law schools around the world, both in teaching methodology and substantive content. The authors offer numerous suggestions for the design of a criminal law course that will ensure students gain useful insights into criminal law and its role in society. This book helps fill the gap in research into criminal law pedagogy and demonstrates that there are alternative ways of delivering this core part of the law degree. As such, this book will be of key interest to researchers, academics and lecturers in the fields of criminal law, pedagogy and teaching methods.

Adapted from its parent volume Education Law, 5th Edition, this accessible text concisely introduces topics in law that are most relevant to teachers. Providing public school teachers with the legal knowledge necessary to do their jobs, A Teacher’s Guide to Education Law covers issues of student rights, discipline, negligence, discrimination, special education, teacher rights, hiring and firing, contracts, unions, collective bargaining, and tenure. Special Features: This revised edition includes new content on bullying, privacy, discrimination, school finance, and issues relating to Internet and technology, as well as updated references and case law throughout. To aid comprehension, technical terms are carefully explained and summaries of key topics and principles are provided. Case law is presented within the context of real-world examples, making this text accessible to pre-service teachers who have little background in law. A companion website provides additional resources for students and instructors, such as links to full cases and a glossary of key concepts.