Galloway, Kathrine (2011) Refreshed in the tropics: developing curriculum using a thematic lens. Journal of the Australasian Law Teachers Association, 4 (1-2). pp. 119-128.

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Abstract

Distinctiveness in higher education drives the development of university branding as well as informing curriculum development. The School of Law at James Cook University (JCU) is presently involved in a 'curriculum refresh', based on developing its LLB in terms of JCU's own claim to distinctiveness as the University for the Tropics. The challenge of developing a 'tropical' identity for a professionally-accredited degree has so far involved a two-stage process. First, the project sought to establish the particular claims to distinctiveness of other LLB programs in Australia through a review of selected law school websites. The websites' presentations of the law school's focus were analysed according to the perceived nature of approaches to curriculum, thus linking the 'product' presentation on the web with philosophical approaches to curriculum design. This offered an insight into the diversity of approaches to teaching law in Australia. The second phase has involved analysing the idea of the tropics to establish a means of conceptualising the university's distinctiveness agenda in a way that would resonate with stakeholders. The focus on this aspect of the project has involved developing a 'thematic lens' that would lend itself to informing curriculum design in a sustainable way. Using the case study of the JCU LLB refresh, this paper explores the possibilities for invigorating curriculum through a focus on philosophical and thematic underpinnings.

Item ID:	20668
Item Type:	Article (Research - C1)
ISSN:	1836-5612
Keywords:	curriculum development
Related URLs:	Publisher
Date Deposited:	20 Mar 2012 05:04
FoR Codes:	18 LAW AND LEGAL STUDIES > 1899 Other Law and Legal Studies > 189999 Law and Legal Studies not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 100%
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