Judicial concern with the adequacy of statutory interpretation education in law school has been persistent. In some discipline areas such as property law, the nature of the problem has been slightly puzzling for some in light of the inevitability of working with statutes in a statute-based subject. This presentation articulates what may be a differential experience with ‘statutory interpretation’ from the standpoints of judging and lawyering. Further, it asks whether the well-described focus in legal education on the appellate adjudicative process has contributed to the apparent lack of graduates’ experience in ‘statutory interpretation’. This presentation suggests that teaching ‘statutory interpretation’ needs to encompass both a judicial and a lawyering approach to statutes, and presents for discussion teaching approaches that emphasise the role and application of statutes in a transactional context.
1. Judging, Lawyering, Teaching:
A lawyering approach to
teaching statutes
Kathrine.galloway@jcu.edu.au
Staff Seminar, Bond University
Law Faculty
8 July 2015
3. [LACC should] review the present
Academic requirements in the light of
the prevailing practices in Australian law
schools, to ensure that statutory
interpretation is given the prominence
and priority which its daily importance to
modern legal practice warrants.
2007, Victorian Chief Justice, with Chief Justices of
Australia, NSW
5. Since 2007
• ‘Approaches to
interpretation’ (LACC, 2009)
• ‘Good Practice Guide –
Statutory Interpretation’
(Brown et al, 2011)
• Report to LPAB re stat interp
(2013)
• Report to LACC, CALD re stat
interp assessment (2014)
• ‘Review of Academic
Requirements’ (LACC, 2015)
• ‘CALD Good Practice Guide
– Statutory Interpretation’
(CALD expert committee,
forthcoming)
6. Reflecting on practice
Consider the emphasis in the CALD
Good Practice Guide for stat interp
Contrast this with the experience of
transactional lawyering
Filling the gaps in legal education
8. Judges’ perception of lawyering
The conclusion…seems to…result from
a lawyer's inherent tendency to assimilate
such a right to some category known to
the common law… The question must be
judged having regard to rights and interests
created by the law of today, without, it
seems to me, trying to fit them into the law
of feudal tenures and estates.
Commissioner of Main Roads v North Shore Gas Co
Ltd (1967) 120 CLR 118, 127, 131
11. It is the function of the court alone
authoritatively to declare the legal
meaning of an enactment…[In the
meantime all that exists is] non-
authoritative, non-judicial
conjectures (usually by practising or
academic lawyers) as to what [the
enactment] amounts to.
Francis Bennion, Understanding Common Law Legislation: Drafting and
Interpretation (Oxford University Press, 2001), 17, 19.
13. Transactional lawyers must
make meaning of statutes daily
Courts deal with
statutes up here
Transactional lawyers
deal with statutes down
here
14. Lawyering too, is ‘the practice
of doing’
Instrument
Statute
Registry
Office
Manual
Case law
15. + lawyering is non-adversarial
Many statutes are
designed not to be
used by the courts eg
• Retail Shop Leases
• Residential
Tenancies
• Consumer
protection statutes
17. Teaching tends to look like this
Common
law
Statute
Sovereignty
Doctrine of
tenure
Doctrine of
estates
Legislation…
eg
What is a
mortgage
(C/L)
Equity
Property
Law Act
Land Title
Act
18. What if we swapped common
law|statute lexical priority?
Statute Instrument
Common
law
19. Case study
Iterative development:
working with statutes (2nd year)
Foundation
statutory
interpretation
In depth look at
principles; general
method;
interpretive criteria
20. Subject(s) content
Land law 1
Property
Land
Doctrines tenure & estates
Co-ownership
Priorities
Land law 2
Torrens
Mortgages
Leases
Easements, covenants
21. Step 1: Broad statutory context
Statutory land title regulation
Freehold
Property
Law Act
National
Credit
Code
Land Title
Act
Community
Titles
Non-freehold land
Land Act
Retirement
Villages Act
Native Title
Act
Residential
tenancies
Trusts
Act
Mineral
Resources
Act
Water Act
Retail shop
leases
22. Step 2: journey through each
statute [purpose]
Version,
commence-
ment
Purpose,
objects
Structure
Geographical
extent
Persons and
things
covered
Adapted from Francis Bennion, Understanding
Common Law Legislation (Oxford, 2001), 184-5
23. Step 3: Reading particular text
S184(3) Land Title Act
…[indefeasibility]
subsections (1) and (2)
do not apply…if there
has been fraud by the
registered proprietor…
Bahr v Nicolay (No 2)
(1988) 164 CLR 604, 614
‘…actual fraud,
personal dishonesty or
moral turpitude lie at
the heart of the fraud
exception [to
indefeasibility]’
24. Step 4: Self-guided location of provisions
in unseen statutes (eg BCCM)
How does a community titles scheme
come into existence?
What are their components?
What is an ‘entitlement’?
What are ‘owners’ entitlements –
contribution’?
What are ‘owners’ entitlements –
interest’?
26. An integrated approach
Common
law terms
Statutory
regulation
Private
covenants
Tend to be
omitted in
teaching
Usually a starting
point
Tend to be considered
after common law
28. Reading the instrument of
mortgage/lease (echoes
approach to statute)
Commence-
ment
Interest
secured
Structure of
instrument
Persons and
things covered
•Parties
•Respective
obligations
Does the
Property Law
Act apply?
How/why?
Who has rights, where are responsibilities:
statute common law
30. Read and make meaning of text:
‘intellectually manipulate the
relevant materials’ – eg:
Covenant:
instrument
Property Law
Act
Residential
tenancies
legislation
Common law
Quiet
enjoyment
Short form
covenants,
Schedule 3
s183 Telex v Thomas
Cook
31. A lawyering approach to
teaching statutes
Judging v
lawyering
Afford lexical
priority to
statutes
Explicit, holistic
statute reading
every time
Self-guided
reading
Integrate
instruments into
student learning