The Power of Naming: The Multifaceted Value of Learning Students’ Names

  • Molly Townes O'Brien Australian National university
  • Tania Leiman Flinders University Law School
  • James Duffy Queensland University of Technology

Abstract

The modern day Australian law school is expected to educate and engage law students. Ideally law school will instil a sense of passion (or at least appreciation) for the law, promote a positive professional identity, foster a sense of community, and provide general support to law students. Collectively, the Australian legal academy is struggling with these goals. Significant numbers of students feel isolated, disconnected and unengaged throughout their tertiary legal education. Teaching students from increasingly diverse backgrounds, who spend less time on campus and less face-to-face time in class, many law academics feel ill-equipped to respond to the challenge of engaging law students in time and cost efficient ways. Intentionally learning and using student names has potential to humanise the law school experience, build community, and positively impact upon the wellbeing of students and staff.

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Published
Feb 25, 2014
How to Cite
TOWNES O'BRIEN, Molly; LEIMAN, Tania; DUFFY, James. The Power of Naming: The Multifaceted Value of Learning Students’ Names. QUT Law Review, [S.l.], v. 14, n. 1, feb. 2014. ISSN 2201-7275. Available at: <https://lr.law.qut.edu.au/article/view/544>. Date accessed: 21 apr. 2019. doi: https://doi.org/10.5204/qutlr.v14i1.544.

Keywords

legal education; naming; psychological well-being; law student distress
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