Socio-Legal Studies in the Law Curriculum

Context

Both the Association of Law Teachers (ALT) and the Socio-Legal Studies Association (SLSA) are dedicated to promoting and supporting socio-legal education. This mission aligns with the 2023 QAA Subject Benchmark Statement for Law, which stipulates that law graduates should possess socio-legal skills, including demonstrating interdisciplinary research techniques, and the ability to engage in contemporary debates about the operation of law in society.

It has been almost 20 years since the Nuffield Inquiry’s findings highlighted the limitations of a professionally influenced curriculum on the study of law as a social science. With the legal education landscape undergoing significant change in England and Wales with changes to the vocational training for solicitors it seems timely to take stock of the extent to which law schools in the UK take a socio-legal approach to the teaching of law.

For more information click here for a link to the project information sheet.

Definitions

For this survey, the following definition apply:

‘core module’ - a module that students are required by the institution to study. This requirement may be motivated by professional requirements (such as the ability to meet the requirements of the Bar in England and Wales, or the professional competencies in Scotland and Northern Ireland).

'socio-legal education'- legal education that encompasses diverse strategies that allow students to understand and critique law as a social institution. These strategies might include integrating socio-legal research into learning activities, training students in socio-legal research methods, and encouraging research that examines the societal impact of legal issues. Other approaches may involve drawing inspiration from other disciplines within humanities and social sciences in the design, delivery and/or content of teaching..

We invite you to contribute to this important discourse and aid in shaping the future of socio-legal education.
 

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Name:

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Law School/Institution: 

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I confirm that I have read and understood the Project Information Sheet dated 6 March 2024for the above study. I have had the opportunity to consider the information, ask questions and have
had these answered satisfactorily.
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I understand that data collected during this study will be processed in accordance with data protection law as explained in the Project Information Sheet dated 6 March 2024.
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I agree to take part in this study.
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I consent to the inclusion of my anonymised comments from this survey in publications: 

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I consent to be contacted on the above email to be invited for an interview/ focus group for a future research study: 
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1.Do your undergraduate courses include training in the use of socio-legal methods (for example, quantitative or qualitative research) as part of the curriculum?

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Core modules:

List any core modules that incorporate socio-legal methods training, with brief details on the methods taught.

 

Optional modules: 

List any optional modules that incorporate socio-legal methods training, with brief details on the methods taught.

2. Do your undergraduate courses include the study of substantive subjects from a socio-legal perspective?

Core modules:

List any core modules that entail the study of areas of law from a socio-legal perspective, with details on the integration of those perspectives into the teaching and assessment strategy for the module.  


Optional modules:

List any optional modules that entail the study of areas of law from a socio-legal perspective, with details on the integration of those perspectives into the teaching and assessment strategy for the module.  


3. What are the main ways that students are encouraged to engage with the study of legal norms from a socio-legal perspective (please tick all that apply)? 

4. Does your institution offer postgraduate courses specifically dedicated to the study of socio-legal research methods? 

 

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If so, could you detail their aims, structure, and content of these dedicated socio-legal research methods courses?

5. Do other postgraduate programmes in your institution include training on conducting socio-legal research?

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If yes, please indicate where this occurs

6. Do other postgraduate programmes in your institution include the study of substantive subjects from a socio-legal perspective?

 

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Core modules:

Please provide the names of any core module that entails the study of law from a socio-legal perspective and brief details of how socio-legal perspectives are integrated into the teaching and assessment strategy for the module.  

Optional modules:

Please provide the names of any optional module that entails the study of law from a socio-legal perspective and brief details of how socio-legal perspectives are integrated into the teaching and assessment strategy for the module.  

7.       What are the main ways that students are encouraged to engage with the study of law from a socio-legal perspective (please tick all that apply)? 

8. Which, if any, of the following disciplines are incorporated into the curriculum at your institution to enhance students' understanding of the role of law in society?
9. a.  What challenges, if any, do you encounter when designing or delivering modules that integrate socio-legal content? Please select all that apply:

9. b. In your view, what are the benefits of incorporating socio-legal approaches into legal education?

10. To what extent is the study of law from a socio-legal perspective embedded in the overall teaching philosophy of your law courses?

4 - Strongly Integrated: Socio-legal as a branch of legal inquiry is a foundational element of our teaching philosophy, consistently influencing course design, content, and teaching methods across our courses

3 - Moderately Integrated: While not the primary focus, socio-legal perspectives are regularly incorporated and considered an important aspect of our teaching approach.

2 - Minimally Integrated: Socio-legal perspectives are included, but only in specific contexts or modules; they do not significantly shape the overall teaching philosophy.

1 - Not Integrated: The study of law from a socio-legal perspective is not a discernible part of our teaching philosophy.



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