Legal pedagogy, practice and curriculum transformation : what does the future hold and look like?
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Pretoria University Law Press
Abstract
In an era marked by rapid technological innovation and complex socio-political shifts, legal education stands at a critical crossroads. This timely publication explores the imperative for a curriculum that is both responsive and resilient – capable of adapting to the evolving needs of students, institutions, and society at large. Blending theoretical analysis with practical insight, the book offers forward-thinking strategies to navigate the multifaceted challenges of curriculum transformation. Drawing on the lived experiences and reflections of law educators across diverse institutions, it provides a unique lens into how curriculum innovation can enhance teaching, learning, and research in the legal academy. More than a commentary, this book is a call to action – a vital resource for educators, academic leaders, and policymakers committed to ensuring the continued relevance, excellence, and social responsiveness of legal education in the 21st century.
Description
TABLE OF CONTENTS
Preface
Acknowledgments
Introduction
1. ‘I don’t want to be a lawyer’ – redefining success metrics in legal education via holistic development and diverse career pathways (Dr Liesl Hager)
2. Artificial intelligence, legal education and the imperatives of thinking and human judgment (Ms Lizelle le Roux)
3. The integration of technology into the legal curriculum: Issues and way forward (Mr Jacob Mangena & Adv Mafanywa Mangammbi)
4. Contextual legal education: An artificial intelligence intervention for practical law students (Mrs Samantha Getsos)
5. Integrating artificial intelligence to transform legal education in South Africa (Dr Shadi Maganoe)
6. The future of legal education in South Africa: Transformative impacts of artificial intelligence on pedagogy, practice and curriculum development (Mr Tanaka Dakacha)
7. A lecturer’s reflection upon student undergraduate and postgraduate assessment submissions using ChatGPT and proposing a guideline forward of responsible use of ChatGPT through international comparative considerations (Prof R Baboolal-Frank, Ms Roxanne Allan, Ms Dunga Mashilo & Ms Koketso Moshira)
8. The silent trade-off: Unveiling the hidden costs of artificial intelligence integration in higher education (Ms Lucinda Kok)
9. Reimagining legal education by engaging law students through innovative learning (Adv Inez Bezuidenhout & Dr Jacques Matthee)
10. A collaborative approach to developing LLB students’ critical reading, thinking and writing capacities (Dr Jean Moore) )
11. An integrated pedagogical framework for South African legal education: A proposed model combining reflective practice, problem-based learning, and transformative constitutional principles (Ms Amanda Kinners)
12. Peer mentorship and ubuntu philosophy: A South African perspective (Dr Allison Geduld & Prof Puseletso Letete)
13. Enhancing critical thinking skills in legal education: A pathway to effective legal practice (Mr Selebaleng Deka & Dr Isaiah Sefoka)
14. The chaotic classroom: Deconstructive divergence and the teaching of the law of obligations (Prof Steve Cornelius)
15. Empowering future legal professionals: A call for innovative assessment in legal education (Ms Martha Fakude)
16. Integrating experiential learning in law curriculum: Prospects and pitfalls (Ms Naum Kgosana & Dr Precious Sihlangu)
17. Assessing the effectiveness of modularisation in the teaching of clinical legal education in the Faculty of Law at Midlands State University (Ms Chengetai E. Hamadziripi & Dr Rosemary Guvhu)
18. Street law – integrating community engagement into teaching and learning: A UKZN School of Law case study (Dr Janine Hicks)
19. Enhancing legal education through community engagement: Merging experiential learning for comprehensive legal training (Prof Gerda van Niekerk & Miss Bella Ngobeni)
20. Evaluation of the drivers of high medico-legal claims and proposition of legal teaching approaches for curriculum transformation (Mrs Kedibone Kgosana)
21. Understanding statelessness through an educational lens: Enhancing higher education curricula (Dr Yeukai Mahleza)
22. Teaching consumer protection law as a standalone module in South Africa: A case for curriculum transformation (Dr Phemelo Magau, Ms Salina Govindsamy & Prof Tanya Woker)
23. Ex post facto environmental authorisation in South Africa: Comparative insights and implications for environmental law, pedagogy and curriculum reform (Dr Tiisetso Rantlo)
24. Exploring the duty of South African higher education institutions to integrate gender minorities as part of an inclusive pedagogy in the university classroom: A legal and policy perspective (Dr Vhonani Neluvhalani-Caquece & Ms Mulweli Mukhithi)
25. An evaluation of legal teaching methodologies for the purpose of promoting an engaging and inclusive learning environment (Dr Precious Sihlangu & Adv Mafanywa Mangammbi)
26. Inclusive legal education for students with disabilities in Zimbabwe: A qualitative case study (Ms Sally-Anne Yeukai Hungwe & Dr Rosemary Guvhu)
27. An analysis of the African concept of infusing ‘Lentswe la mohu le agelwa morako’ in the freedom of testation (Mr Patrick Matsemela)
28. Integrating indigenous knowledge systems and interdisciplinary perspectives into legal curricula and legal education– constitutional values, ubuntu, and professional signature (Dr Irene Hutten-Broekhuijse & Prof Roxan Laubscher)
29. Reimagining native reality, worldview and legal capital through the advancement of community cultural wealth in teaching customary law (Dr Lesetja Monyamane)
30. Decolonising the South African legal curriculum: Challenges and prospects (Ms Cherity Mathe & Adv Mafanywa Mangammbi)
31. The personal is political (and institutional): The marginalisation of black women in academia (Dr Lorette Arendse)
32. Decolonising legal curricula: Strategies, challenges, and opportunities for inclusivity (Mr Phathutshedzo Nthabalala)
33. The intricacies of masters and doctoral study: A deep dive on support structures in postgraduate studies in South Africa (Prof Itumeleng Tshoose & Adv Tokyo Nevondwe)
34. Rethinking research methods curriculum in law schools: Lessons from investigating contracting practices of burial societies in Cape Town (Dr Sinikiwe Mzezewa & Ms Lelethu Nogwavu)
35. Criticism levelled at contemporary law research practices: Can our law teachers learn any lessons? (Dr Ferdinand Kehrhahn)
36. Reimagining legal supervisory design to deliver esponsive legal scholars in a South African context (Dr Anthea-lee September-Van Huffel)
37. An analysis of the evolution of ethics in legal education (Mrs Natalie Martin)
38. Promoting ethical research culture in pursuit of a fruition legal postgraduate supervision practices (Prof Isaiah Sefoka)
39. The feasibility of fee free practical vocational training in South Africa: Prospects and challenges (Ms Bridget Nkalanga & Prof Isaiah Sefoka)
40. Legal practitioners transitioning into academia as novice lecturers to teach procedural modules in the law curriculum: A need to provide support for the transition (Dr Mpho Bapela)
41. Enhancing legal education in South African high schools: A need to incorporate law subject in the high school curriculum (Mr Bhekimuzi Zwane & Dr Lesetja Monyamane)
42. Understanding the constitutional right to protest as a tool for social justice (Mr Stanley Malematja)
43. Analysis of the two-pot retirement system and its implications on the system of social security in South Africa (Adv Kamogelo Rammai, Adv Lufuno Nevondwe & Mr Konanani Raligilia)
44. The legal interpretations of section 37(c) of the Pension Funds Act 24 of 1956 and monies payable upon the death of the deceased’s member of a retirement fund (
Adv Lufuno Nevondwe & Adv Kamogelo Rammai)
Bibliography
Keywords
Legal education, Curriculum transformation, Curriculum innovation, Teaching, Research, Learning
Sustainable Development Goals
SDG-04: Quality education
Citation
Maimela, C. (editor) 2025, 'Legal pedagogy, practice and curriculum transformation: What does the future hold and look like?', 965 pages, ISBN: 978-1-0672372-4-0.