The legal academy’s engagements with LawTech: technology narratives and archetypes as drivers of change

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The legal academy’s engagements with LawTech : technology narratives and archetypes as drivers of change. / Galloway, Kate; Webb, Julian; Bartlett, Francesca; Flood, John; Webley, Lisa.

In: Law, Technology and Humans, Vol. 1, No. 1, 25.11.2019, p. 27-45.

Research output: Contribution to journalArticle

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Galloway, Kate ; Webb, Julian ; Bartlett, Francesca ; Flood, John ; Webley, Lisa. / The legal academy’s engagements with LawTech : technology narratives and archetypes as drivers of change. In: Law, Technology and Humans. 2019 ; Vol. 1, No. 1. pp. 27-45.

Bibtex

@article{83bf45f94a6a4b8db0998633d8c958fc,
title = "The legal academy{\textquoteright}s engagements with LawTech: technology narratives and archetypes as drivers of change",
abstract = "This article argues that legal education is currently grappling with three narratives of technology{\textquoteright}s role in either augmenting, disrupting or ending the current legal services environment. It identifies each of these narratives within features of curriculum design that respond to legal professional archetypes of how lawyers react to lawtech. In tracing how these influential narratives and associated archetypes feature in the law curriculum, the article maps the evolving intersection of lawtech, the legal profession and legal services delivery in legal education. It concludes by proffering the additional narrative of {\textquoteleft}adaptive professionalism{\textquoteright}, which emphasises the complex and contextual nature of the legal profession, and therefore provides a more coherent direction for adaptation of the law curriculum. Through this more nuanced and grounded approach, it is suggested that law schools might equip law graduates to embrace technological developments while holding on to essential notions of ethical conduct, access to justice and the rule of law.",
keywords = "LawTech, legal education, curriculum, legal profession, end of lawyers, disruption, adaptive professionalism, regulation",
author = "Kate Galloway and Julian Webb and Francesca Bartlett and John Flood and Lisa Webley",
year = "2019",
month = nov,
day = "25",
doi = "10.5204/lthj.v1i0.1337",
language = "English",
volume = "1",
pages = "27--45",
journal = "Law, Technology and Humans",
number = "1",

}

RIS

TY - JOUR

T1 - The legal academy’s engagements with LawTech

T2 - technology narratives and archetypes as drivers of change

AU - Galloway, Kate

AU - Webb, Julian

AU - Bartlett, Francesca

AU - Flood, John

AU - Webley, Lisa

PY - 2019/11/25

Y1 - 2019/11/25

N2 - This article argues that legal education is currently grappling with three narratives of technology’s role in either augmenting, disrupting or ending the current legal services environment. It identifies each of these narratives within features of curriculum design that respond to legal professional archetypes of how lawyers react to lawtech. In tracing how these influential narratives and associated archetypes feature in the law curriculum, the article maps the evolving intersection of lawtech, the legal profession and legal services delivery in legal education. It concludes by proffering the additional narrative of ‘adaptive professionalism’, which emphasises the complex and contextual nature of the legal profession, and therefore provides a more coherent direction for adaptation of the law curriculum. Through this more nuanced and grounded approach, it is suggested that law schools might equip law graduates to embrace technological developments while holding on to essential notions of ethical conduct, access to justice and the rule of law.

AB - This article argues that legal education is currently grappling with three narratives of technology’s role in either augmenting, disrupting or ending the current legal services environment. It identifies each of these narratives within features of curriculum design that respond to legal professional archetypes of how lawyers react to lawtech. In tracing how these influential narratives and associated archetypes feature in the law curriculum, the article maps the evolving intersection of lawtech, the legal profession and legal services delivery in legal education. It concludes by proffering the additional narrative of ‘adaptive professionalism’, which emphasises the complex and contextual nature of the legal profession, and therefore provides a more coherent direction for adaptation of the law curriculum. Through this more nuanced and grounded approach, it is suggested that law schools might equip law graduates to embrace technological developments while holding on to essential notions of ethical conduct, access to justice and the rule of law.

KW - LawTech

KW - legal education

KW - curriculum

KW - legal profession

KW - end of lawyers

KW - disruption

KW - adaptive professionalism

KW - regulation

U2 - 10.5204/lthj.v1i0.1337

DO - 10.5204/lthj.v1i0.1337

M3 - Article

VL - 1

SP - 27

EP - 45

JO - Law, Technology and Humans

JF - Law, Technology and Humans

IS - 1

ER -