An empowering experience: repositioning critical thinking skills in the law curriculum

In a changing market driven university context, law teachers and students are questioning the role of critical thinking and theoretical analysis in the subjects taught and learnt. This article re-positions the role of critical thinking in legal education. It relies on empirical data and draws support from educational scholars in concluding that both the teacher and the student can benefit from the integrated incorporation of theoretical perspectives as a means of developing critical legal skills.