Rachel Ann Dunn, Leeds Beckett University, UK. Dr Rachel Dunn is Course Director of Pro Bono and Employability at the Leeds Law School. She was awarded her PhD, focused on Legal Education, in 2018. Her thesis explored the knowledge, skills and attributes which are considered necessary to start legal practice competently and whether live client legal clinics can develop them. Rachel has extensive experience of research methods, both empirical and doctrinal, and has collected research in various countries across the globe. She is a reviewer for the International Journal of Clinical Legal Education and regularly attends international conferences to present her research.Paul Maharg, York University, Canada. Paul is Distinguished Professor of Practice – Legal Education at Osgoode Hall Law School in York University, Ontario, Canada; and part-time Professor of Practice, Newcastle University Law School, England. He is Honorary Professor of Law in The Australian National University College of Law, Canberra, where he was Director of the PEARL (Profession, Education and Regulation in Law) centre. He publishes widely in the field of legal education, particularly in international and interdisciplinary educational design, and in the use of technology-enhanced learning. He is a Principal Fellow of the Higher Education Academy (2015), a National Teaching Fellow (2011), and a Fellow of the RSA (2009). He holds Visiting Professorships in Hong Kong University Faculty of Law, the Chinese University of Hong Kong Faculty of Law, and was 2014 Distinguished Professor of Teaching and Learning at Denver University Sturm College of Law. He is Consultant Editor of the European Journal of Law and Technology, and blogs at https://paulmaharg.com. Victoria Roper, Northumbria University, UK. Dr Victoria is an Associate Professor and Director of Postgraduate Education for the Law School. She holds several external roles, including being the Chair of the Law Society for England and Wales’ Education and Training Committee and a Deputy Editor of the Law Teacher Journal. Victoria is also a Senior Fellow of the HEA and an external examiner. Victoria is widely published in legal education, is a reviewer for a number of journals and regularly attends international conferences to present her research. She is currently supervising a number of legal education and substantive law PhDs and professional doctorates. Victoria is the convenor of Northumbria’s Legal Education and Professional Skills Research Group (LEAPS). LEAPS was established in 2013 as an inclusive, collegiate, group dedicated to the promotion and enhancement of legal education scholarship. Victoria has a wide variety of teaching experience, including supervising case work in Northumbria’s Student Law Office and delivering teaching annually at a partner institution in Hong Kong.

• Preface Paul Maharg, Rachel Ann Dunn, Victoria Roper The unitary idea of ‘the’ law school and other issues when defining ‘problems’ in legal education Elaine Hall and Samantha Rasiah What are Law Teachers For? Finding ways to introduce Law Teachers’ voices through the TEF in the ever-changing HE sector in England Maribel Canto-Lopez Beyond the jurisdiction: Law schools, the LLB and "global" education Chloe Wallace Reinventing possibility: A reflection on law, race and decolonial discourse in legal education Foluke Ifejola Adebisi & Katie Bales Who are law schools for? A story of class and gender Jess Guth & Doug Morrison A change in outfit? Conceptualising legal skills in the contemporary law school Emma Jones ‘Originary intimacy’: A thought experiment in jurisprudential legal education inquiry Paul Maharg Three authors in search of phenomenologies of learning & technology Lydia Bleasdale, Paul Maharg & Craig Newbery-Jones What is the law school for in a post-pandemic world? Margaret Thornton

Rachel Ann Dunn, Leeds Beckett University, UK. Dr Rachel Dunn is Course Director of Pro Bono and Employability at the Leeds Law School. She was awarded her PhD, focused on Legal Education, in 2018. Her thesis explored the knowledge, skills and attributes which are considered necessary to start legal practice competently and whether live client legal clinics can develop them. Rachel has extensive experience of research methods, both empirical and doctrinal, and has collected research in various countries across the globe. She is a reviewer for the International Journal of Clinical Legal Education and regularly attends international conferences to present her research.Paul Maharg, York University, Canada. Paul is Distinguished Professor of Practice – Legal Education at Osgoode Hall Law School in York University, Ontario, Canada; and part-time Professor of Practice, Newcastle University Law School, England. He is Honorary Professor of Law in The Australian National University College of Law, Canberra, where he was Director of the PEARL (Profession, Education and Regulation in Law) centre. He publishes widely in the field of legal education, particularly in international and interdisciplinary educational design, and in the use of technology-enhanced learning. He is a Principal Fellow of the Higher Education Academy (2015), a National Teaching Fellow (2011), and a Fellow of the RSA (2009). He holds Visiting Professorships in Hong Kong University Faculty of Law, the Chinese University of Hong Kong Faculty of Law, and was 2014 Distinguished Professor of Teaching and Learning at Denver University Sturm College of Law. He is Consultant Editor of the European Journal of Law and Technology, and blogs at https://paulmaharg.com. Victoria Roper, Northumbria University, UK. Dr Victoria is an Associate Professor and Director of Postgraduate Education for the Law School. She holds several external roles, including being the Chair of the Law Society for England and Wales’ Education and Training Committee and a Deputy Editor of the Law Teacher Journal. Victoria is also a Senior Fellow of the HEA and an external examiner. Victoria is widely published in legal education, is a reviewer for a number of journals and regularly attends international conferences to present her research. She is currently supervising a number of legal education and substantive law PhDs and professional doctorates. Victoria is the convenor of Northumbria’s Legal Education and Professional Skills Research Group (LEAPS). LEAPS was established in 2013 as an inclusive, collegiate, group dedicated to the promotion and enhancement of legal education scholarship. Victoria has a wide variety of teaching experience, including supervising case work in Northumbria’s Student Law Office and delivering teaching annually at a partner institution in Hong Kong.

• Preface Paul Maharg, Rachel Ann Dunn, Victoria Roper The unitary idea of ‘the’ law school and other issues when defining ‘problems’ in legal education Elaine Hall and Samantha Rasiah What are Law Teachers For? Finding ways to introduce Law Teachers’ voices through the TEF in the ever-changing HE sector in England Maribel Canto-Lopez Beyond the jurisdiction: Law schools, the LLB and "global" education Chloe Wallace Reinventing possibility: A reflection on law, race and decolonial discourse in legal education Foluke Ifejola Adebisi & Katie Bales Who are law schools for? A story of class and gender Jess Guth & Doug Morrison A change in outfit? Conceptualising legal skills in the contemporary law school Emma Jones ‘Originary intimacy’: A thought experiment in jurisprudential legal education inquiry Paul Maharg Three authors in search of phenomenologies of learning & technology Lydia Bleasdale, Paul Maharg & Craig Newbery-Jones What is the law school for in a post-pandemic world? Margaret Thornton

Rachel Ann Dunn, Leeds Beckett University, UK. Dr Rachel Dunn is Course Director of Pro Bono and Employability at the Leeds Law School. She was awarded her PhD, focused on Legal Education, in 2018. Her thesis explored the knowledge, skills and attributes which are considered necessary to start legal practice competently and whether live client legal clinics can develop them. Rachel has extensive experience of research methods, both empirical and doctrinal, and has collected research in various countries across the globe. She is a reviewer for the International Journal of Clinical Legal Education and regularly attends international conferences to present her research.Paul Maharg, York University, Canada. Paul is Distinguished Professor of Practice – Legal Education at Osgoode Hall Law School in York University, Ontario, Canada; and part-time Professor of Practice, Newcastle University Law School, England. He is Honorary Professor of Law in The Australian National University College of Law, Canberra, where he was Director of the PEARL (Profession, Education and Regulation in Law) centre. He publishes widely in the field of legal education, particularly in international and interdisciplinary educational design, and in the use of technology-enhanced learning. He is a Principal Fellow of the Higher Education Academy (2015), a National Teaching Fellow (2011), and a Fellow of the RSA (2009). He holds Visiting Professorships in Hong Kong University Faculty of Law, the Chinese University of Hong Kong Faculty of Law, and was 2014 Distinguished Professor of Teaching and Learning at Denver University Sturm College of Law. He is Consultant Editor of the European Journal of Law and Technology, and blogs at https://paulmaharg.com. Victoria Roper, Northumbria University, UK. Dr Victoria is an Associate Professor and Director of Postgraduate Education for the Law School. She holds several external roles, including being the Chair of the Law Society for England and Wales’ Education and Training Committee and a Deputy Editor of the Law Teacher Journal. Victoria is also a Senior Fellow of the HEA and an external examiner. Victoria is widely published in legal education, is a reviewer for a number of journals and regularly attends international conferences to present her research. She is currently supervising a number of legal education and substantive law PhDs and professional doctorates. Victoria is the convenor of Northumbria’s Legal Education and Professional Skills Research Group (LEAPS). LEAPS was established in 2013 as an inclusive, collegiate, group dedicated to the promotion and enhancement of legal education scholarship. Victoria has a wide variety of teaching experience, including supervising case work in Northumbria’s Student Law Office and delivering teaching annually at a partner institution in Hong Kong.

• Preface Paul Maharg, Rachel Ann Dunn, Victoria Roper The unitary idea of ‘the’ law school and other issues when defining ‘problems’ in legal education Elaine Hall and Samantha Rasiah What are Law Teachers For? Finding ways to introduce Law Teachers’ voices through the TEF in the ever-changing HE sector in England Maribel Canto-Lopez Beyond the jurisdiction: Law schools, the LLB and "global" education Chloe Wallace Reinventing possibility: A reflection on law, race and decolonial discourse in legal education Foluke Ifejola Adebisi & Katie Bales Who are law schools for? A story of class and gender Jess Guth & Doug Morrison A change in outfit? Conceptualising legal skills in the contemporary law school Emma Jones ‘Originary intimacy’: A thought experiment in jurisprudential legal education inquiry Paul Maharg Three authors in search of phenomenologies of learning & technology Lydia Bleasdale, Paul Maharg & Craig Newbery-Jones What is the law school for in a post-pandemic world? Margaret Thornton