The paper argues that an etymological approach to teaching law can makes learning law 'fun' because this approach illuminates our approaches to understanding of law and opens up infinite ways to interrogate law. This generates novel questions and fresh positions, in contradistinction to a pedagogy, sacrificially, offering ‘answers’ which are then handed down to students as ‘things’ for them to memorise and repeat in their essays and examinations
|Keywords||Law Deconstruction Etymology|
|Categories||categorize this paper)|
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