Teaching dissent in the Law School: have students learned to disagree?

Sarah Mercer, Christopher Rogers, Clare Sandford-Couch

Research output: Contribution to journalArticlepeer-review


This paper offers an analysis of the qualitative evidence obtained from a research project in relation to the teaching of a module on the Trials of Dissenters in the context of an undergraduate law degree. It will consider whether a pedagogically innovative course has encouraged and enabled undergraduate law students to think more creatively on the issues raised by specific historic trials and to be prepared to construct more critical and open ended arguments. The study of the Trials of Dissenters, we hoped, would encourage our students to dissent both from the standard model of legal education and from the acceptance of what lecturers say as ‘‘true’’. We here consider the success of our project in relation to how students view dissent.
Original languageEnglish
Pages (from-to)135-148
JournalLiverpool Law Review
Issue number2
Publication statusPublished - Jul 2011


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