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Erschienen in:
Comparative Law and Multicultural Legal Classes: Challenge or Opportunity? Kapitel lesen Erstes Kapitel lesen

2020 | OriginalPaper | Buchkapitel

Turning Challenges into Opportunities: Reflections on Teaching Comparative Law in Multicultural Classes in Estonia

verfasst von : Age Värv

Erschienen in: Comparative Law and Multicultural Legal Classes: Challenge or Opportunity?

Verlag: Springer International Publishing

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Abstract

The central idea of this chapter is that a multicultural setting can effectively contribute to students’ learning. Law students need to be prepared for their future career in a globalized world. Therefore, their law studies should include dealing with culturally sensitive issues for which comparative law courses and comparative approach in teaching offer a number of opportunities. Based on the academic research and personal teaching experiences, the author describes the most common challenges in teaching diverse groups. The author brings several comparative law related examples of different types of exercises which can effectively enhance students’ learning in multicultural classes.

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Vorheriges Kapitel Multicultural Law and Multicultural Legal Classes: A Legal-Historical Account from Germany
Fußnoten
1
Smits (2006), pp. 515–516.
 
2
Smits (2006), p. 525.
 
3
Basedow (2014), p. 842.
 
4
For more detailed overview on Estonian private law, see Varul (2000).
 
5
Rules for Good Legislative Practice and Legislative Draft, State Gazette I, 29.12.2011.
 
6
Kadner Graziano (2013), p. 689.
 
7
Smits (2006), p. 519.
 
8
Judgements of the Estonian Supreme Court of 21 December 2004, Case 3-2-1-145-04, of 9 December 2008 Case 3-2-1-103-08, and of 12 October 2011 Case 3-2-1-90-11.
 
9
Kull (2010), p. 469.
 
11
Husa (2015), p. 91.
 
12
Smits (2011), p. 53.
 
13
Husa (2015), p. 91.
 
14
Siems (2014), p. 3.
 
15
Husa (2009), p. 921; Hage (2011), p. 66.
 
16
Husa (2009), p. 923.
 
17
Heringa (2013), p. 107.
 
18
OECD (2018), p. 219.
 
19
Piliste (2019).
 
20
OECD (2018), p. 223.
 
21
Masterʼs programme in Information Technology Law and Masterʼs programme in International Law and Human Rights.
 
23
Perso (2012), p. 14.
 
24
Witsel (2003), p. 2.
 
25
Efron and Silverstein (2014), p. 355, cited in Munin and Efron (2017), p. 315.
 
26
Pashler et al. (2008), p. 105.
 
27
For an overview, see Coffield et al. (2004).
 
28
Keefe (1979).
 
29
De Vita (2001).
 
30
Samovar et al. (1981).
 
31
Terpstra and David (1985).
 
32
De Vita (2001), p. 167.
 
33
Witsel (2003), p. 5.
 
34
Kadner Graziano (2018), p. 32.
 
35
Tavares (2017), p. 212.
 
36
Calleros (1995), p. 156.
 
37
Calleros (1995), p. 142.
 
38
Lo (2010), p. 117; Tavares (2017), p. 211.
 
39
Bryant (2001), p. 38.
 
40
Calleros (1995), p. 141.
 
41
Tavares (2017), p. 214.
 
42
Calleros (1995), p. 154.
 
43
Bryant (2001), p. 40.
 
44
Fikentsher (1995), p. 117.
 
45
A concise overview in the form of a table has been presented by Siems (2014), p. 76.
 
46
Glenn (2006), pp. 434–435.
 
47
Glenn (2006), p. 434.
 
48
Ibid.
 
49
E.g., according to Lo (2014), p. 175 “over the years, Eurocentrism and a lack of understanding of Asian peoples has led to the misconception that legal systems derived from Western liberal democracies and embedded with Judeo-Christian values are superior to those of Asian countries”.
 
50
See. e.g., Aoki (2019).
 
51
Lo (2014), p. 175.
 
52
Husa (2009), p. 914.
 
53
Glenn (2006), p. 427.
 
54
Sacco and Gianola (2016), p. 175.
 
55
Ibid.
 
56
Smits (2012), p. 142. I believe that the value of privacy and legal solutions deriving from it in different societies is another issue which in a multicultural legal classroom could be effectively discussed from a comparative perspective.
 
57
Lo (2014), p. 175; Husa (2015), p. 4.
 
58
For a brief description, see Ristikivi et al. (2017), pp. 249–251.
 
59
Harper and Quaye (2009), p. 2.
 
60
Kuh et al. (2007).
 
61
Hui and Cheung (2015), p. 571.
 
62
De Corte (2000), p. 254.
 
63
Kuh et al. (2005).
 
64
Bryant (2001), p. 61.
 
65
Lo (2014), p. 178.
 
66
Munin and Efron (2017), p. 328.
 
67
Munin and Efron (2017), p. 315.
 
68
Bryant (2001), p. 62.
 
69
Lo (2014), p. 175.
 
70
Bryant (2001), p. 62.
 
71
Lo (2014), p. 177.
 
72
Rué et al. (2013), p. 206.
 
73
Dyment and O’Connell (2011).
 
74
Ibid.
 
75
Tavares (2017), p. 213.
 
76
Calleros (1995), p. 154.
 
77
Abermann and Gehrke (2016), p. 2.
 
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Metadaten
Titel
Turning Challenges into Opportunities: Reflections on Teaching Comparative Law in Multicultural Classes in Estonia
verfasst von
Age Värv
Copyright-Jahr
2020
Buch
Comparative Law and Multicultural Legal Classes: Challenge or Opportunity?

Print ISBN: 978-3-030-46897-2

Electronic ISBN: 978-3-030-46898-9

Copyright-Jahr: 2020

DOI
https://doi.org/10.1007/978-3-030-46898-9_10