Repositioning lifelong learning in legal education

Abstract

This paper examines the concept of lifelong learning in the provision of legal education in Australia, in an era where widening participation in legal education has resulted in the replacement of the legal curriculum based on intellectual enrichment to one that is predominantly skills driven and vocational in nature. Following a critical review of the context and scope of current approaches to lifelong learning in legal education in Australia, the paper demonstrates that, while widening participation in legal education continues to provide the key skills necessary for lifelong learning, the emphasis on vocationalism results in the concept of lifelong learning being treated as a subset of generic law graduate attributes. As a consequence of such a categorisation, motivation for continued learning following graduation as a key dimension of lifelong learning is overlooked. The adoption of transformative pedagogies to enhance student motivation for lifelong learning in legal education is advanced. Focusing on critical reflection, dialogue and experiential learning, teaching and learning strategies are suggested to enhance motivation for lifelong learning so that wider participation in Australian law schools is also accompanied by more effective pedagogies to encourage lifelong learning.