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The Law School, the Market and the New Knowledge Economy

Published online by Cambridge University Press:  06 March 2019

Margaret Thornton

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Until recently, Australia was firmly committed to the idea of higher education as a public good. The swing from social liberalism to neoliberalism has seen a rejection of this basic principle in favor of values associated with the market. Knowledge, education and credentialism have become highly desirable in the information age, but treating them as tradable commodities has profound repercussions for what is taught and how it is taught. Most significantly, we have moved to a mass education system where the focus is on applied and vocational knowledge. Within this new paradigm, law, business, information technology, hospitality and tourism courses have proliferated.

Type
Section 1: ‘Same Ol’, Same Ol'?' Reflecting on Curricular Reform
Information
German Law Journal , Volume 10 , Issue 6-7: Following the Call of the Wild: The Promises and Perils of Transnationalizing Legal Education , July 2009 , pp. 641 - 668
Copyright
Copyright © 2009 by German Law Journal GbR 

References

1 Usher, Robin, Imposing Structure, Enabling Play: New Knowledge Production and the “Real World” University in Working Knowledge: The New Vocationalism and Higher Education, 99 (Colin Symes and John McIntyre eds., 2000). The greater prestige of vocational courses is by no means new. Dunbabin states that this was also the case as far back as the 13th Century. See Jean Dunbabin, Universities c. 1150 - c. 1350 in The Idea of a University, 34 (David Smith and Anne Karin Langslow eds., 1999).Google Scholar

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