By the end of the course, students will:
be able to take clear and comprehensive notes during lessons. These notes will serve as the basis for mastering the course material;
have a firm grasp of the content and scope of the various concepts (discrimination, anti-discrimination, equality, grounds for discrimination, legal discrimination, perceived discrimination, etc.);
be able to use and apply the various legal provisions in context;
be able to formulate a relevant and accurate research question;
be able to answer a research question using a rigorous methodology;
be able to scrutinise sources meticulously and place them in their context;
be able to complete an individual written assignment in Dutch;
be able to give an oral presentation on a pre-determined topic.
The aim of the course on anti-discrimination law is:
1. to make students aware of discrimination and non-discrimination and their various aspects;
2. to teach students how to formulate and investigate a genuine research question within a new subject area;
3. to improve students’ oral and written skills.
The course not only provides students with new knowledge, but also enables them to develop new skills in the areas of research, critical thinking and language.
The course takes the form of ‘capita selecta’, which may vary from year to year depending on current affairs and ongoing research. In this way, teaching and research findings are closely linked. The theme for the 2026–2027 academic year is: ‘equality and discrimination in the workplace’.
First and foremost, the normative framework of anti-discrimination law is presented, with particular attention paid to the social context in which this new branch of law has developed, as well as to current developments and challenges.
The relationship between anti-discrimination provisions and other laws is then examined. After all, the articulation and coherence between branches of law raise questions. Consider, for example, the prohibition of discrimination in recruitment on the one hand and the freedom of enterprise on the other, or the prohibition of discrimination on the grounds of health status on the one hand and the employer’s right to terminate the employment contract on the grounds of medical force majeure on the other.
Following the same line of reasoning, differences in treatment – or even discrimination – within categories are also examined. To illustrate this, we can cite the differences within the category of people with disabilities. For example, the accessibility of buildings for people with disabilities is generally approached exclusively from the perspective of physical disability (people in wheelchairs or blind people), whilst such accessibility should just as readily be guaranteed for people with mental disabilities.
Furthermore, both the effectiveness of the provisions of anti-discrimination legislation and the stigmatising effects it may have are called into question. The application of the law requires the use of legal definitions and thus, de facto, the assignment of ‘legal labels’ to specific situations or individuals. The assignment of ‘legal labels’ – that is, classification – is necessary but entails both positive and negative, desirable and perverse effects. The same applies to certain legal measures such as positive action. In a sensitive area such as (non-)discrimination, an examination of effectiveness versus stigmatisation is indispensable.
Finally, depending on the topics covered, anti-discrimination law is approached from a comparative law perspective.
The table of contents will be published on WebCampus later this year.
n.a.
The course combines various teaching methods: classroom-based lectures, talks, discussions, practical exercises, etc.
The teaching approach is primarily participatory. The emphasis is on interactivity, which requires a high level of engagement from students, not only outside the classroom but also during lessons. Each student contributes to the course through their active participation and attendance at lectures. Furthermore, students may be asked to prepare for certain lessons in advance, for example by reading texts, watching films or researching information.
The examination consists of two parts: continuous assessment and an exam.
Continuous assessment takes place throughout the year and comprises the following elements:
active participation in lessons;
completing and submitting homework assignments on time (which are marked).
Students must achieve at least 50 per cent of the marks.
The final exam is based on research and critical thinking. The specific details of this component will be announced at the start of the course (in February), as they depend on various organisational factors, such as the number of enrolled students, the possibility of organising external activities, etc.
The exam consists of:
an individual written assignment;
an oral presentation.
The guidelines for the research work are as follows:
to formulate the question(s) to be addressed correctly and to address them thoroughly;
to present the results of the research orally during one (or more) interactive session(s) with the other students, the lecturer, teaching assistants, any external guests, etc. The presentations will take place in April/May. The exact date will be announced in the course of February;
actively participate in all presentation sessions given by the other students. This active participation counts towards the final mark for the examination.
To pass the exam, students must demonstrate, both in the formulation of the topic and in the answer provided, that they have mastered the various learning outcomes of this course (see above) and that they have met the stated objectives. Academic rigour is essential. Creativity and originality are strongly encouraged. The quality of the work and active participation in the presentation session(s) also contribute to the marks awarded.
Depending on the number of students, the chosen topic will be covered individually or in groups. The use of generative artificial intelligence (GEN AI) must be clearly and explicitly indicated in the references, in accordance with the guidelines of UNamur and the Faculty of Law.
The student must achieve at least 50 per cent of the marks.
During the first month, students will be provided with an informative bibliography, which will be published on WebCampus.
Various sources of information (press articles, legal papers, internet links, etc.) are regularly published on WebCampus.
The PowerPoint presentations and other course materials used during the lectures are also published on WebCampus.
| Training | Block | Credits | Mandatory |
|---|---|---|---|
| Bachelor in Law | 3 | 3 | No |