Law and ethics: problematising the role of the foundation degree and paralegal education in English post-compulsory education

Hdl Handle:
http://hdl.handle.net/10149/582066
Title:
Law and ethics: problematising the role of the foundation degree and paralegal education in English post-compulsory education
Authors:
Ingleby, E. (Ewan); Gibby, C. (Caroline)
Affiliation:
Teesside University, Social Futures Institute
Citation:
Ingleby, E., Gibby, C. (2015) "Law and ethics: problematising the role of the foundation degree and paralegal education in English post-compulsory education" Research in Post-compulsory Education; accepted for publication 13 Oct 2015
Publisher:
Taylor & Francis
Journal:
Research in Post-Compulsory Education
Issue Date:
11-Nov-2015
URI:
http://hdl.handle.net/10149/582066
Abstract:
This article is based on research on a foundation degree programme in paralegal education in England. The content explores the pedagogical benefits of this academic programme with its work-related focus. The research has been completed with academic tutors and students who are associated with a foundation degree programme in paralegal education in the north of England. The researchers have adopted an ethnographic paradigm in their exploration of learning and teaching within this academic programme. The research is ‘field based’ as it is situated in a particular context and it has occurred over four years of investigation. The article advocates the development of a transformative learning ethos that is based on a sound philosophy of teaching and learning in order to support the development of understandings of ethics within a vocational foundation degree context. The originality of the article rests in the observation that paralegal education is ideally situated within a foundation degree structure due to its vocational emphasis and its philosophy of pedagogy. The combination of practical work experience on the foundation degree and a clear vision of pedagogy has led to the emergence of a vibrant curriculum within a post-compulsory educational context.
Type:
Article
Language:
en
Keywords:
law; ethics; foundation degrees; post-compulsory education; learning and teaching
ISSN:
1359-6748
EISSN:
1747-5112
Rights:
Following 18 month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/search.php [accessed 11.11.15]

Full metadata record

DC FieldValue Language
dc.contributor.authorIngleby, E. (Ewan)en
dc.contributor.authorGibby, C. (Caroline)en
dc.date.accessioned2015-11-11T14:40:24Zen
dc.date.available2015-11-11T14:40:24Zen
dc.date.issued2015-11-11en
dc.identifier.citationResearch in Post-compulsory Education; accepted for publication 13 Oct 2015en
dc.identifier.issn1359-6748en
dc.identifier.urihttp://hdl.handle.net/10149/582066en
dc.description.abstractThis article is based on research on a foundation degree programme in paralegal education in England. The content explores the pedagogical benefits of this academic programme with its work-related focus. The research has been completed with academic tutors and students who are associated with a foundation degree programme in paralegal education in the north of England. The researchers have adopted an ethnographic paradigm in their exploration of learning and teaching within this academic programme. The research is ‘field based’ as it is situated in a particular context and it has occurred over four years of investigation. The article advocates the development of a transformative learning ethos that is based on a sound philosophy of teaching and learning in order to support the development of understandings of ethics within a vocational foundation degree context. The originality of the article rests in the observation that paralegal education is ideally situated within a foundation degree structure due to its vocational emphasis and its philosophy of pedagogy. The combination of practical work experience on the foundation degree and a clear vision of pedagogy has led to the emergence of a vibrant curriculum within a post-compulsory educational context.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rightsFollowing 18 month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/search.php [accessed 11.11.15]en
dc.subjectlawen
dc.subjectethicsen
dc.subjectfoundation degreesen
dc.subjectpost-compulsory educationen
dc.subjectlearning and teachingen
dc.titleLaw and ethics: problematising the role of the foundation degree and paralegal education in English post-compulsory educationen
dc.typeArticleen
dc.identifier.eissn1747-5112en
dc.contributor.departmentTeesside University, Social Futures Instituteen
dc.identifier.journalResearch in Post-Compulsory Educationen
or.citation.harvardIngleby, E., Gibby, C. (2015) "Law and ethics: problematising the role of the foundation degree and paralegal education in English post-compulsory education" Research in Post-compulsory Education; accepted for publication 13 Oct 2015en
dc.date.accepted2015-10-13en
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