Stephen Hurley is a Senior Lecturer in Employment and Equality Law at the University of Winchester. He is a solicitor and formerly an Employment Law Partner in private practice. For over a decade he has taught law at undergraduate and postgraduate level at a number of UK universities and is a Fellow of the Higher Education Academy. He has published in the area of disability harassment and fraud in the workplace.Chris Monaghan is a Principal Lecturer in Law at the University of Worcester. He is the Director of the Constitutions, Rights and Justice Research Group at the University of Worcester. He has published on areas such as accountability, the Chagos Islands litigation, human rights, the UK constitution and impeachment.

'Rights and Justice are arguably at the core of the Law School identity and curricula. Yet in recent years these concepts have been at the forefront of wider public discourse, and are increasingly contested and challenged. With this challenge arguably comes the opportunity to reflect, revaluate and renew their place within the Law School. This edited collection therefore provides a timely intervention to consider these questions and is a must-read for anyone who cares about what Law Schools teach and why.'Professor Chris Ashford, Professor of Law and Society at Northumbria University'Useful case studies to inspire and guide university law teachers keen to teach rights and justice in research-informed ways.'Rosemary Auchmuty FRSA, Professor of Law Emerita, School of Law, University of Reading'Legal rights have never been more important but also never more contested. This book, which brings together contributions by a range of international and well respected legal scholars, is an important contribution to understanding how universities can best handle these difficult issues through calm and considered teaching that is well informed by research.'Professor Sir Peter Scott FAcSS MAE, Emeritus Professor of Higher Education Studies, University College London (IOE - UCL Faculty of Education and Society)'This engaging book offers a rich array of insightful accounts of research-led teaching in legal education. It will be of great value to those who want to give their students access to cutting edge debates in the field.'Professor Paul Ashwin, Lancaster University`This edited collection will be useful to legal educators who specifically teach about justice and rights, and will also be an important text for legal education researchers and scholars whose work focuses on the purposes of the law school.'Aysha Mazhar, The Law Teacher, 19 November 2025; https://www.tandfonline.com/doi/citedby/10.1080/03069400.2025.2565036?scroll=top&needAccess=true

• Preface; List of Contributors; 1. Introduction; 2. Teaching Constitutional Law When the Constitution is in Peril; 3. Church-State Law: Navigating Culture Wars in Politically Controversial Areas of Law with Research Informed Teaching; 4. Clinical legal education, just not as you know it: Innocence work and its pedagogical benefits and challenges; 5. Teaching (In)Justice: Navigating the Fault Lines in Criminal Procedure; 6. Teaching Law Students to Advocate for Human Rights and Global Justice through the UPR Project at BCU; 7. The changing experience of teaching Public Law since 2010: New Labour, a novel coalition government, the Scottish referendum, Brexit and the trampling of constitutional norms; 8. International Internships: Preparing Students for Rights and Justice in Action; 9. UK politics and Human Rights: From New Labour’s Human Rights Act 1998 to the Conservative’s Bill of Rights Bill; 10. Upholding the racial hierarchy: The so-called perspectivelessness of legal study skills; 11. Human Rights Education in Times of Adversity: UK Government Agenda on Refugee Issues; 12. Teaching and debating the legal protection of philosophical belief in the workplace in a university law school; 13. “But it’s all about women though” Socio-Legal and Gender research in the core curriculum

Stephen Hurley is a Senior Lecturer in Employment and Equality Law at the University of Winchester. He is a solicitor and formerly an Employment Law Partner in private practice. For over a decade he has taught law at undergraduate and postgraduate level at a number of UK universities and is a Fellow of the Higher Education Academy. He has published in the area of disability harassment and fraud in the workplace.Chris Monaghan is a Principal Lecturer in Law at the University of Worcester. He is the Director of the Constitutions, Rights and Justice Research Group at the University of Worcester. He has published on areas such as accountability, the Chagos Islands litigation, human rights, the UK constitution and impeachment.

'Rights and Justice are arguably at the core of the Law School identity and curricula. Yet in recent years these concepts have been at the forefront of wider public discourse, and are increasingly contested and challenged. With this challenge arguably comes the opportunity to reflect, revaluate and renew their place within the Law School. This edited collection therefore provides a timely intervention to consider these questions and is a must-read for anyone who cares about what Law Schools teach and why.'Professor Chris Ashford, Professor of Law and Society at Northumbria University'Useful case studies to inspire and guide university law teachers keen to teach rights and justice in research-informed ways.'Rosemary Auchmuty FRSA, Professor of Law Emerita, School of Law, University of Reading'Legal rights have never been more important but also never more contested. This book, which brings together contributions by a range of international and well respected legal scholars, is an important contribution to understanding how universities can best handle these difficult issues through calm and considered teaching that is well informed by research.'Professor Sir Peter Scott FAcSS MAE, Emeritus Professor of Higher Education Studies, University College London (IOE - UCL Faculty of Education and Society)'This engaging book offers a rich array of insightful accounts of research-led teaching in legal education. It will be of great value to those who want to give their students access to cutting edge debates in the field.'Professor Paul Ashwin, Lancaster University`This edited collection will be useful to legal educators who specifically teach about justice and rights, and will also be an important text for legal education researchers and scholars whose work focuses on the purposes of the law school.'Aysha Mazhar, The Law Teacher, 19 November 2025; https://www.tandfonline.com/doi/citedby/10.1080/03069400.2025.2565036?scroll=top&needAccess=true

• Preface; List of Contributors; 1. Introduction; 2. Teaching Constitutional Law When the Constitution is in Peril; 3. Church-State Law: Navigating Culture Wars in Politically Controversial Areas of Law with Research Informed Teaching; 4. Clinical legal education, just not as you know it: Innocence work and its pedagogical benefits and challenges; 5. Teaching (In)Justice: Navigating the Fault Lines in Criminal Procedure; 6. Teaching Law Students to Advocate for Human Rights and Global Justice through the UPR Project at BCU; 7. The changing experience of teaching Public Law since 2010: New Labour, a novel coalition government, the Scottish referendum, Brexit and the trampling of constitutional norms; 8. International Internships: Preparing Students for Rights and Justice in Action; 9. UK politics and Human Rights: From New Labour’s Human Rights Act 1998 to the Conservative’s Bill of Rights Bill; 10. Upholding the racial hierarchy: The so-called perspectivelessness of legal study skills; 11. Human Rights Education in Times of Adversity: UK Government Agenda on Refugee Issues; 12. Teaching and debating the legal protection of philosophical belief in the workplace in a university law school; 13. “But it’s all about women though” Socio-Legal and Gender research in the core curriculum

Stephen Hurley is a Senior Lecturer in Employment and Equality Law at the University of Winchester. He is a solicitor and formerly an Employment Law Partner in private practice. For over a decade he has taught law at undergraduate and postgraduate level at a number of UK universities and is a Fellow of the Higher Education Academy. He has published in the area of disability harassment and fraud in the workplace.Chris Monaghan is a Principal Lecturer in Law at the University of Worcester. He is the Director of the Constitutions, Rights and Justice Research Group at the University of Worcester. He has published on areas such as accountability, the Chagos Islands litigation, human rights, the UK constitution and impeachment.

'Rights and Justice are arguably at the core of the Law School identity and curricula. Yet in recent years these concepts have been at the forefront of wider public discourse, and are increasingly contested and challenged. With this challenge arguably comes the opportunity to reflect, revaluate and renew their place within the Law School. This edited collection therefore provides a timely intervention to consider these questions and is a must-read for anyone who cares about what Law Schools teach and why.'Professor Chris Ashford, Professor of Law and Society at Northumbria University'Useful case studies to inspire and guide university law teachers keen to teach rights and justice in research-informed ways.'Rosemary Auchmuty FRSA, Professor of Law Emerita, School of Law, University of Reading'Legal rights have never been more important but also never more contested. This book, which brings together contributions by a range of international and well respected legal scholars, is an important contribution to understanding how universities can best handle these difficult issues through calm and considered teaching that is well informed by research.'Professor Sir Peter Scott FAcSS MAE, Emeritus Professor of Higher Education Studies, University College London (IOE - UCL Faculty of Education and Society)'This engaging book offers a rich array of insightful accounts of research-led teaching in legal education. It will be of great value to those who want to give their students access to cutting edge debates in the field.'Professor Paul Ashwin, Lancaster University`This edited collection will be useful to legal educators who specifically teach about justice and rights, and will also be an important text for legal education researchers and scholars whose work focuses on the purposes of the law school.'Aysha Mazhar, The Law Teacher, 19 November 2025; https://www.tandfonline.com/doi/citedby/10.1080/03069400.2025.2565036?scroll=top&needAccess=true

• Preface; List of Contributors; 1. Introduction; 2. Teaching Constitutional Law When the Constitution is in Peril; 3. Church-State Law: Navigating Culture Wars in Politically Controversial Areas of Law with Research Informed Teaching; 4. Clinical legal education, just not as you know it: Innocence work and its pedagogical benefits and challenges; 5. Teaching (In)Justice: Navigating the Fault Lines in Criminal Procedure; 6. Teaching Law Students to Advocate for Human Rights and Global Justice through the UPR Project at BCU; 7. The changing experience of teaching Public Law since 2010: New Labour, a novel coalition government, the Scottish referendum, Brexit and the trampling of constitutional norms; 8. International Internships: Preparing Students for Rights and Justice in Action; 9. UK politics and Human Rights: From New Labour’s Human Rights Act 1998 to the Conservative’s Bill of Rights Bill; 10. Upholding the racial hierarchy: The so-called perspectivelessness of legal study skills; 11. Human Rights Education in Times of Adversity: UK Government Agenda on Refugee Issues; 12. Teaching and debating the legal protection of philosophical belief in the workplace in a university law school; 13. “But it’s all about women though” Socio-Legal and Gender research in the core curriculum