scholarly journals Sites of Resistance: LGBTQI+ Experiences at Trinity Western University

2020 ◽  
Vol 35 (1) ◽  
pp. 111-133
Author(s):  
Heather Shipley
Keyword(s):  
Lived Experiences ◽  
Law School ◽  
Specific Reference ◽  
Sexual Diversity ◽  
Law Schools ◽  
Potential Harm ◽  
The Subject ◽  
The Law

AbstractTrinity Western University’s Community Covenant has been the subject of public and legal attention with specific reference to a proposed law school. At the heart of much of the contention about the law school, opponents have expressed concern about the provisions in the Covenant that restrict the rights of LGBTQI+ students—their identities and relationships. While much of the focus has been on the potential harm for LGBTQI+ students, and the expectation that law schools uphold Charter values—the voices of queer students and allies have largely been sidelined. This article offers space for LGBTQI+ students, staff and allies to discuss their lived experiences of sexual diversity and the harm facing the queer community at Trinity Western University. As they state, the Covenant is only a part of the issue; the culture it supports is what needs to change.

An Historical Introduction to the Teaching of International Law in Canada

1975 ◽  
Vol 12 ◽  
pp. 67-110 ◽  
Author(s):  
R. St. J. MacDonald
Keyword(s):  
International Law ◽  
Law School ◽  
Point Of View ◽  
Early Years ◽  
Law Schools ◽  
Maritime Provinces ◽  
General Curriculum ◽  
Present Decade ◽  
The Subject ◽  
The Law

The purpose of this paper is to describe from an historical point of view the main developments in the teaching of international law in Canadian law schools from the time when the subject was first taught, in the mid-nineteenth century, to the early years of the present decade.The paper is divided into five parts, dealing respectively with the law schools of Quebec, the Maritime provinces, Ontario, the Prairie provinces, and the Pacific coast. A chronological account is given of the teaching of international law in each law school, describing first the teachers, their backgrounds, personalities, attitudes to international law and other interests, and, second, the courses taught, texts and casebooks used, and the importance placed on international law in the general curriculum, as indicated by the time devoted to it, whether it was elective or compulsory, and the year in which it was taught. For the most part, the discussion is restricted to the law schools in the various universities. Although it would be interesting to consider the parallel development of international law teaching in other disciplines, such as political science, the subject is so vast that some limit must be imposed on it.

J.D.

2005 ◽  
Vol 6 (1) ◽  
pp. 15-24
Author(s):  
Peter Goodrich
Keyword(s):  
New York ◽  
Jacques Derrida ◽  
Law School ◽  
The Subject ◽  
The Law

Jacques Derrida. J.D. for short. And J.D. of course is titular. It is the acronym for Juris Doctor. It signifies a lawyer or one wise in the law. If we are to recollect and celebrate his life in its juridical context and significance then Jacques Derrida, J.D., is not a bad place to start. Technically, of course, and despite the legal sounding acronym, J.D. was not a lawyer. He did, however, hold a visiting appointment at a Law School in New York. My law school in fact. Let me add, at the risk of getting personal for a moment – and if not now, when? – that in many ways I am here because he was. And then also some of his most influential articles were on the subject of law or were delivered and published first in a legal forum. His essay on Kafka, on the law of genre, for example, and then again his lengthy and widely circulated exposition of “The Force of Law.” He kept coming back to law: he inhabited its margins, searched for its supplements, dwelt on its traces.

scholarly journals Responsible Solutions

2014 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Jay Sterling Silver
Keyword(s):  
Middle Class ◽  
Task Force ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
The Poor ◽  
Economic Forces ◽  
The Law ◽  
The Rich ◽  
Conducting Research

At the end of Brian Tamanaha’s instant classic, Failing Law Schools, tracing the economic forces behind exorbitant law school tuition and graduate debt and unemployment, he lays out his plan to help resolve the crisis. He would eliminate tenure, dispense with the final year of law school, rely heavily on adjuncts and apprenticeships, and loosen the ABA accreditation standards mandating “one-size-fitsall” law schools to allow the marketplace to fashion more affordable models of legal education. Some schools would remain in the traditional, three-year mode, with faculty conducting research. Others would morph into, or spring up spontaneously as, the “law school parallel . . . of vocational colleges.” Very candidly, Tamanaha explained that the “two-year law schools . . . would be dumping grounds for the middle class and the poor . . . . Few children of the rich will end up in these law schools.” He calls the plan “‘differentiated’ legal education.” Others, including Paul Campos, founder of the Inside the Law School Scam web blog and author of Don’t Go To Law School (Unless), and the ABA Task Force (“Task Force”) on the Future of Legal Education, have endorsed Tamanaha’s prescription.

scholarly journals ‘Placing’ the other: final year law students’ ‘imagined’ experience of rural and regional practice within the law school context

2012 ◽  
pp. 1-10
Author(s):  
Trish Karen Mundy
Keyword(s):  
Narrative Analysis ◽  
Student Attitudes ◽  
Research Study ◽  
School Context ◽  
Law School ◽  
Law Students ◽  
Law Schools ◽  
Research Findings ◽  
The Law ◽  
Depth Interviews

This paper discusses the partial findings from a research study involving a narrative analysis of in-depth interviews with twelve final year law students. The research explored student attitudes to, and perceptions of, legal practice in rural, regional and remote (RRR) communities – that is, their ’imagined experience’. The research findings suggests that, at least in the context of the non-regional law school, the rural/regional is both absent and ‘other’, revealing the ‘urban-centric’ nature of legal education and its failure to adequately expose students to rural and regional practice contexts that can help to positively shape their ‘imagined’ experience. This paper argues that all law schools must take up the challenge of rural inclusiveness by integrating a sense of ‘place-consciousness’ into the law curriculum.

Ethics by the pervasive method — the case of contract

Legal Studies ◽  
1997 ◽  
Vol 17 (2) ◽  
pp. 305-322 ◽  
Author(s):  
D R F O'Dair
Keyword(s):  
Advisory Committee ◽  
Professional Ethics ◽  
Legal Education ◽  
Undergraduate Curriculum ◽  
Law Schools ◽  
Education Professional ◽  
The Subject ◽  
The Law ◽  
Ultimate Purpose

‘the duty of the law schools is to help its students to understand the ultimate significance of the lifework they have undertaken: to see the ultimate purpose of a lawyer's work… .’ [Brainard Currie]The Lord Chancellor's Advisory Committee on Legal Education and Conduct (ACLEC) has recently called upon academic law teachers of the undergraduate degree in law to take more of an interest in professional ethics. This means that academic law teachers can no longer set the subject aside as something to be dealt with during vocational legal education. Professional ethics must be taught pervasively, ie at each stage of legal education. This paper argues, however, that professional ethics must be taught pervasively in a further sense: even within the undergraduate curriculum, the task of educating tomorrow's lawyers in professional ethics cannot be left to one or more specialists in the subject.

The Democratic Intellect and the law

Legal Studies ◽  
1985 ◽  
Vol 5 (2) ◽  
pp. 172-182 ◽  
Author(s):  
Neil MacCormick
Keyword(s):  
United Kingdom ◽  
Law School ◽  
Law Schools ◽  
The United Kingdom ◽  
The Law

The occasion of the publication of a survey of jurisprudence teaching in the law schools of the United Kingdom is a good occasion for reflecting upon the point of jurisprudence teaching in a law school. There are indeed other good occasions for such reflection, and in fact this paper was initially prepared for such an other occasion. By the invitation of the Editor, it now appears in this Journal in revised form as an outrider to Barnett and Yach's survey ofjurisprudence teaching in the United Kingdom.One cannot but compliment the authors on the thoroughness of their survey work and on the richness of detail of their report. This comment will not seek to rival that richness.

The Australian and New Zealand Society of International Law

1934 ◽  
Vol 28 (1) ◽  
pp. 138-139
Keyword(s):  
New Zealand ◽  
International Law ◽  
Law School ◽  
Annual Conference ◽  
Private International Law ◽  
Law Schools ◽  
Public And Private ◽  
The Law

In 1932, representatives of the legal practitioners, the judges, the law schools and the legal and diplomatic departments of the governments, founded the Australian and New Zealand Society of International Law, with the object of fostering in Australia the study of public and private international law, particularly the study of those topics which affect, or are likely to affect, Australia or New Zealand. The First Annual Conference was held at the Sydney University Law School from Thursday, August 17, until Saturday, August 19, 1933.

The Disastrous First Fund-Raising Campaign in Legal Education: The Harvard Law School Centennial, 1914–1920

2013 ◽  
Vol 12 (4) ◽  
pp. 535-578
Author(s):  
Bruce A. Kimball
Keyword(s):  
World War I ◽  
Legal Education ◽  
The United States ◽  
Fund Raising ◽  
Law School ◽  
Law Students ◽  
New Venture ◽  
Law Schools ◽  
The Law ◽  
The University

Between 1915 and 1925, Harvard University conducted the first national public fund-raising campaign in higher education in the United States. At the same time, Harvard Law School attempted the first such effort in legal education. The law school organized its effort independently, in conjunction with its centennial in 1917. The university campaign succeeded magnificently by all accounts; the law school failed miserably. Though perfectly positioned for this new venture, Harvard Law School raised scarcely a quarter of its goal from merely 2 percent of its alumni. This essay presents the first account of this campaign and argues that its failure was rooted in longstanding cultural and professional objections that many of the school's alumni shared: law students and law schools neither need nor deserve benefactions, and such gifts worsen the overcrowding of the bar. Due to these objections, lethargy, apathy, and pessimism suffused the campaign. These factors weakened the leadership of the alumni association, the dean, and the president, leading to inept management, wasted time, and an unlikely strategy that was pursued ineffectively. All this doomed the campaign, particularly given the tragic interruptions of the dean's suicide and World War I, along with competition from the well-run campaigns for the University and for disaster relief due to the war.

“Illicit Traffic in Cultural Objects: Law Ethics and the Realities”: Workshop Co-organized by the Institute of Advanced Studies and the Law School of the University of Western Australia, Perth, 4–5 August 2011

2011 ◽  
Vol 18 (4) ◽  
pp. 453-457 ◽  
Author(s):  
Lyndel Prott
Keyword(s):  
Sri Lanka ◽  
North America ◽  
Nongovernmental Organizations ◽  
Western Australia ◽  
Law School ◽  
Cultural Objects ◽  
The Subject ◽  
The Law ◽  
The University ◽  
Illicit Traffic

Particularly in the 1980s and 1990s, universities and nongovernmental organizations, as well as UNESCO, have held innumerable meetings, workshops, and conferences on the subject of illicit traffic by. The “Illicit Traffic in Cultural Objects: Law Ethics and the Realities” workshop, however, is distinguished by two important elements. First, it emphasizes the importance of the issue for Asian and Pacific countries. Although there have been some meetings focused on the region of Asia—such as the meeting in Polonnaruwa, Sri Lanka, in 2003; one in Bangkok in 2004; and one specifically including oceanic countries in Brisbane in 1996—these are few compared to meetings held on illicit traffic in Europe and North America. The second aspect is the range of expertise of the participants. Though we are used to seeing dealers, archaeologists, and lawyers debate the subject, this workshop included on-the-ground managers, an expert in systems of detection, as well as specialists in particular fields such as underwater heritage, postconflict restoration. and criminology.

One Point on the Lsat: How much is it Worth? Standardized Tests as a Determinant of Earnings

1998 ◽  
Vol 42 (2) ◽  
pp. 80-89 ◽  
Author(s):  
Ruth Berkowitz
Keyword(s):  
Standardized Tests ◽  
School Quality ◽  
Economic Value ◽  
Law School ◽  
First Year ◽  
Law Schools ◽  
Marginal Value ◽  
Future Success ◽  
Admission Test ◽  
The Law

This paper examines the market for certification of ability, specifically in the law profession. Economists have long discussed the problems of measurement and signaling in the imperfect market for labor, but there has been relatively little systematic work on the economic value of these signals. Using empirical evidence comparing Law School Admission Test scores to starting salaries, both across law schools and across individuals in one law school, I discuss the economic value of one point on the LSAT. I find that the marginal value of one point on the LSAT, without controlling for school quality, is over $2,600 in the first year alone, with the value increasing each year. However, when controlling for school quality, one point on the LSAT is worth only a small fraction of that amount. I conclude that the LSAT, while an important determinant of future success, exerts little weight beyond the law school application.

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