Epistemological approaches to legal translation educationa situated account

Abstract

Through a mixed quantitative/qualitative standpoint, this doctoral dissertation provides a situated depiction of the current methodological and pedagogic practices regarding legal translation education in Spain. Framing education in epistemological terms, the dissertation reflects on the conceptualisation of knowledge and knowledge acquisition as tenets underpinning higher education methodology. This way, legal translation education is characterised according to a number of the institutional premises within the European Higher Education Area (EHEA) and the relevant domestic regulatory framework (the Spanish 2007 Organic Law modifying the Spanish University Law 6/2001, LOMLOU). Ultimately, this work reflects on the contemporary teaching praxis and classroom methodology of lecturers, the legitimation of the mainstream pedagogic practices in philosophical and epistemological terms, and how a substantial change of paradigm within EHEA has witnessed the need to re-shape and re-focus legal translation education.