This chapter explores one approach to situating the potential contribution of beyond-textual resources within legal education. It is suggested that such resources might enrich legal education by providing opportunities to engage in acts of interpretation in a format that highlights creativity. This is based upon experience of moving beyond text in the project’s practical workshop. Exercises that emphasised the necessary investment of one’s imagination in interpretation resonated with law and legal education. The use of beyond-textual resources is thereby considered as a means of encouraging learners to view the investment of imagination as a legitimate interaction with law. It is suggested that this can in turn support students to understand a foundational idea that is central to their grasp of the discipline – that law is essentially characterised by ‘contingency.’ It is argued that this approach to considering the value of moving beyond text points towards a practicable way of justifying the inclusion of beyond-textual resources within the legal curriculum.
|Title of host publication||The Arts and the Legal Academy|
|Subtitle of host publication||Beyond Text in Legal Education|
|Editors||Zenon Bankowski, Maksymilian Del Mar, Paul Maharg|
|Place of Publication||Farnham|
|Number of pages||14|
|Publication status||Published - Dec 2012|
|Name||Emerging Legal Learning|
- legal education
- beyond-textual resources
- legal curriculum
Webster, E. (2012). From interpretive imagination to contingency in law: an argument for moving beyond text . In Z. Bankowski, M. Del Mar, & P. Maharg (Eds.), The Arts and the Legal Academy : Beyond Text in Legal Education (pp. 87-100). (Emerging Legal Learning). Farnham.