Page 29 - Teaching Innovation for the 21st Century

profession. Adopting a teaching philosophy where care
is central enables academics to model these attributes through the teaching–learning process. A notable challenge with reference to the philosophy of care discussed is the intricate dynamics of power relations (Tronto 2010) and
the importance of recognising the systemic inequalities in higher education. This is particularly relevant to University of Johannesburg where the student body is so diverse, and inequities are prevalent in relation to gender, race and class.
A truly transformative South Africa requires a new paradigm where we regard the law as part of the social fabric and where law students are taught to see it as such (Langa 2006). Students should see law as an instrument that was used to oppress in the past, but one that has immense capacity to effect change and promote social justice. Although much has been done to bring legal education in line with these ideals, it is our responsibility as educators
to solidify this. This require graduates who possesses the following attributes:
Teaching Innovation for the 21st Century | Showcasing UJ Teaching and Learning 2021
•
a knowledge of, and commitment to, the values and principles enshrined in the Constitution (1996);
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an understanding of theories, concepts, principles, perspectives, methodologies and procedures of the discipline of law;
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an ability to apply the above appropriately to academic, professional and career contexts; and capacity to be accountable and take responsibility in academic, professional, and relevant societal contexts; and
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the desire to be an active citizen, embodying the principle of ‘ubuntu’ (CHE 2014).
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