“You must be joking”: the role of humour in the law classroom

Kate Offer, Natalie Skead, Angelyn Seen

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


There is a body of literature, including persuasive empirical evidence, linking the use of positive humour in tertiary classrooms with the creation of a relaxed learning environment, student motivation, attendance and engagement as well as positive student evaluations of teacher performance. However, the literature on the use of 10 humour in teaching law is generally limited to anecdotal evidence. Drawing on the literature on using humour in teaching courses that students perceive as “difficult” in other disciplines, in this article we explore the benefits and pitfalls of using humour in the law classroom and provide illustrations of how humour might be used AQ33 appropriately and effectively in teaching law.
Original languageEnglish
Pages (from-to)135-153
Number of pages19
JournalThe Law Teacher
Issue number2
Early online date2017
Publication statusPublished - 3 Apr 2018


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