scholarly journals The Association of Transnational Law Schools' Agora: An Experiment in Graduate Legal Pedagogy

2009 ◽  
Vol 10 (6-7) ◽  
pp. 929-958 ◽  
Author(s):  
Phillip G. Bevans ◽  
John S. McKay

The Association of Transnational Law Schools [ATLAS] is a consortium of seven law schools from four continents that launched an annual academic summer program, called the Agora, for doctoral students this past July 2008. As the name of the consortium would suggest, the program focused on transnational law. The Agora is one of several multi-school initiatives aimed at furthering the study of the globalizing legal environment. The Agora both reflects and furthers a trend in legal scholarship, and as a consequence legal education, toward a focus on a set of interrelated concerns, which include globalization, international governance, transnational law, comparative legal studies, legal transplantation and the apparent conceptual challenges that these pose. In important respects these new conceptual challenges have a long pedigree in questions about the scope of legal pedagogy and theory. The pedagogical controversy is rooted in questions about the purpose of legal education, namely, whether it is trade training and should focus on practical legal skills, or whether it should be conceived of as broader than this. Intimately connected to this pedagogical controversy is a legal-theoretical controversy about the scope of legal theory (and thus the nature of law and its investigation). Does the word “law” designate the organizational instruments of state power, or should we think of “law” as referring to a more diverse set of social-organizational systems that may have greater or less affinity and connection with state law?

2015 ◽  
Vol 11 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Roger Cotterrell

AbstractThe work of the Polish–Russian scholar Leon Petrażycki from the early decades of the twentieth century holds a strikingly paradoxical position in the literature of juristic and socio-legal scholarship: on the one hand, lauded as a supremely valuable contribution to knowledge about the nature of law and, on the other, widely neglected and little known. This paper asks how far Petrażycki's theories, expressed in writings by and about him available to an international readership, can provide insight for contemporary socio-legal studies – not as historical background but as living ideas. How far can his work speak to current issues and inform current debates? What obstacles stand in the way of this? Why have few international scholars engaged with his theories despite their rigour and originality? The paper starts from this last issue before addressing the others. It argues that Petrażycki's radical legal theory offers strikingly distinctive resources for rethinking issues about the role of law in multicultural societies, the nature of developing transnational law, and the significance of law as an aspect or expression of culture.


Author(s):  
Vincent Kazmierski

Abstract This article addresses the teaching of legal research methods and doctrinal analysis within a legal studies program. I argue that learning about legal research and doctrinal analysis is an important element of legal education outside professional law schools. I start by considering the ongoing debate concerning the role of legal education both inside and outside professional law schools. I then describe the way in which the research methods courses offered by the Department of Law and Legal Studies at Carleton University attempt to reconcile the tension between “law” and legal studies. In particular, I focus on how the second-year research methods course introduces students to “traditional” legal research and doctrinal analysis within a legal studies context by deploying a number of pedagogical strategies. In so doing, the course provides students with an important foundation that allows them to embrace the multiple roles of legal education outside professional law schools.


Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones

Every law programme will make use of a range of different teaching opportunities, with differing aims and approaches — all designed to help the student to learn. This chapter looks at the different classes the student may come across during their legal studies, particularly lectures, tutorials, and seminars, and how to get the best out of them. Although many law schools take a largely traditional approach to teaching and learning, they may come across different approaches, such as problem-based learning, peer learning, or clinical legal education. These may be found within individual modules or across the whole curriculum, and embedded in the teaching structure or just used to enhance a more traditional approach.


2009 ◽  
Vol 10 (6-7) ◽  
pp. 889-912 ◽  
Author(s):  
Helge Dedek ◽  
Armand de Mestral

Legal education is changing. What is changing is our understanding of “education”, of how we learn and how we should teach. Also changing is our understanding of how to define what is “legal” about “legal education”. Most will nowadays agree that legal education should be more than a vocational training for the practice of the profession in a particular jurisdiction. In analyzing the development of legal education in recent years, we can distinguish two trajectories. Firstly, there is the ongoing attempt of specifically the North American legal academy to make legal studies a transdisciplinary endeavour, a development closely connected to the major “paradigm shifts” in legal theory in the 20th century. Secondly, it seems that jurisdictional boundaries have lost significance in an internationalized, globalized and post-regulatory environment. This calls into question the very notion of “law” itself, at least as traditionally understood as a system of posited norms within a given jurisdiction. How should both developments be reconciled?


Legal Studies ◽  
1996 ◽  
Vol 16 (2) ◽  
pp. 157-184 ◽  
Author(s):  
Bogumila Puchalska-Tych ◽  
Michael Salter

Comparative legal studies have been haunted by many unresolved scholarly problems of a methodological and theoretical nature which too often continue to be ignored within the literature. The deficiencies in theory and method of comparative legal studies have rightly been often blamed for marginalisation of this subject in legal education and practice. The aim of the present article is to contribute to this general debate by identifying and then analysing certain deficiencies of approach to the task of comparing western and socialist legal systems and cultures. Our main preoccupation is to address critically the methodology of comparative law not only for its own sake but also in response to the challenge raised by Bell's recent claim that legal theory has much to learn from reflecting upon the issues raised by the comparative enterprise.


Author(s):  
Philip Liste

Transnational law (TL) reacts to normative demands in world society and thus covers normative worlds beyond both domestic and international realms. Inasmuch as domestic law structures relations among actors within the confines of a territorial state, and international law structures relations among states, TL can be understood to structure relations “across” states and state jurisdictions, thus transcending some of the normative confines just mentioned. The study of TL thus reacts to some conceptual challenges to a sociopolitical constellation in which the common distinctions between the “domestic” and the “international,” as well as between “public” and “private” forms of regulation, are put into question and can no longer be trusted as effective thinking tools. Although work in international studies (broadly conceived) has long challenged the narrow conceptions of interstate politics and accounted for the varieties of themes in globalization, a vibrant body of work on TL now available in the fields of international legal studies (ILS) but also legal studies more broadly (e.g., in the field of law and society studies) has not yet found much replication in international relations (IR) theory. However, since TL can be said to correspond to transnational relations as introduced to IR theory mainly from the 1970s onward, theoretical and empirical engagement with TL will find an indeed rich conceptual context in international studies, the latter understood as an interdisciplinary scholarly endeavor. It needs to be noted, however, that for disciplinary fields using the term “international” as a significant part of their identity, thinking the “transnational” is a double-edged sword. Inasmuch as the meaning and relevance of the term “international” are put into question, disciplines risk putting into question their own relevance. However, facing globalization and the putative complexity of new constellations of actors and processes, international studies did indeed engage in some discussion on alternative framings of its main subject—with the “world,” the “global,” and last but not least the “transnational” as promising candidates. At the same time, while international law has become a hot topic in IR, this has not yet led to much acknowledgment of the role that transnational law plays in what is perhaps a newly emerging political constellation. Although work on transnational actors and networks of governance, as well as on the emergence of private authority beyond the state, has indeed touched on issues for which legal regulation is of a remarkable relevance, this has not stimulated much engagement with how TL is discussed in legal studies. Thus understood, for IR there is still much to be explored in the legal study’s work on TL, including transnational legal process, transnational legal theory, or transnational legal pluralism. Vice versa, legal studies could benefit from work in a tradition of political science, especially with regard to an understanding of the political consequences of a transnationalization of law and global normative order more generally. The aim of this article is to provide an overview of work on TL, though by inviting an interdisciplinary account of literature. The featured books and articles include work on TL in legal studies, as well as those publications in IR, which may provide the grounds for a soon-to-be lively discussion on TL and the role it plays in world society. Furthermore, the overview also entails work in fields such as sociology, anthropology, and geography, which have already explored TL as a rich phenomenon.


2014 ◽  
Vol 7 ◽  
pp. 29 ◽  
Author(s):  
James Marson ◽  
Adam Wilson ◽  
Mark Van Hoorebeek

This paper proposes that the expansion and subsequent unbridling of the provision of a law clinic in the sector will provide the students with the skills necessary of graduates in the increasingly corporate, commercially motivated, UK university sector. Secondly, it provides a basis for the rationale of a movement in funding bands, a study which is being undertaken by the Higher Education Funding Council for England over the proceeding three years, in consequence to the increasing costs involved to the institutions. This increase in funding, coupled with a determination from the institution and case study evidence as presented in this paper, will hopefully propel clinical legal education to the forefront of undergraduate legal studies in the UK. Clinical legal education is a method of improving the student experience and offers various advantages if integrated fully into the university administrative set up. Such views have been given rigorous academic coverage, however this paper further analyses the academic benefits passed on to the student populace, in relation to the potential advantages to UK universities.


Lex Russica ◽  
2019 ◽  
pp. 17-26
Author(s):  
K. M. Arslanov ◽  
A. G. Demieva

The article is devoted to the analysis of the interrelationship between historical and traditional principles of Russian law and Russian legal education. The authors demonstrate the relevance of Prof. Dmitriy I. Meyer’s ideas for training future lawyers and modern legal education. The paper justifies the obligatory connection between the legal theory and practice in the learning process, which originates from Dmitriy Meyer’s understanding of a practice-oriented education. A legal clinic forms a necessary basis for the development of Dmitriy I. Meyer’s idea regarding the interrelationship between practical work and legal education. Dmitriy I. Meyer’s opinion concerning the dependence of the “measure of freedom” on the “legal views of the people that in turn are inextricably linked with the moral law, i.e. with the concepts of what is just and what is unjust,” is relevant for the development of modern client-oriented legal education. Dmitriy I. Meyer, as well as his contemporaries and followers, have drawn attention to the quality of normative texts, which is important due to the fact that law schools do not pay attention to such a specialization in legal education as a “norm-writer.” Today, the concept of combining practice and theory in training lawyers has become important, which requires reference to Dmitriy I. Meyer and other predecessors on the issue of combining theoretical and practical foundations in legal education. It is impossible to become a highly qualified specialist in the field of jurisprudence with a complex of necessary general cultural and professional competencies without the ability to resolve practical cases, without using theoretical knowledge in practice, without the corresponding knowledge of digital technologies in the field of jurisprudence, without the ability to write normative texts.


2021 ◽  
Vol 32 (1) ◽  
pp. 87-149
Author(s):  
Andra Le Roux-Kemp

Law schools are peculiar places occupied by, dependent on, associated with, and exerting influence on a myriad of institutions and stakeholders. From law students’ efforts at mastering the allusive skill of legal reasoning to the challenges both tenured and untenured academic staff face in the neoliberalist higher education model where the legal profession and the consumers of the law school product exert increasing – and sometimes even impossible – demands, law schools and its populace have always been contested, hierarchical and image-conscious spaces. Indeed, as Ralph Shain noted in the Journal of Ideology in 2012, “[a]nyone who has suffered through law school would be grateful to have a good polemic against the institution”. This article offers such a polemic against legal education in the Hong Kong Special Administrative Region. Over a period of four years, a selection of postgraduate law students from one of the (three) higher education institutions responsible for legal education and training in Hong Kong were asked to reflect upon their legal studies and future roles as legal professionals with reference to the 1983 self-published pamphlet by Duncan Kennedy, entitled “Legal Education and the Reproduction of Hierarchy: A Polemic Against the System”. Kennedy’s essay offered a critical analysis of the role of legal education in American social life at that time, and the manner in which it reproduced hierarchy in law, legal education, the legal profession, as well as in society generally. The narratives informing this article show that almost 40 years subsequent the publication of Kennedy’s text, and in a jurisdiction with an altogether different social context and facing its own political turmoil and civil rights’ aspirations, many parallels can be drawn with what Kennedy had observed in 1983. Part I of this article sets the scene with a detailed overview of the legal education and training landscape of the Hong Kong Special Administrative Region from a legal-historical perspective to date. The discussion and analysis then turn to the narratives of Hong Kong law students, offering a window into their experiences as (unintended) participants in the hierarchies of law and legal education in Hong Kong. Much more, however, can be gleaned from these narratives than just how these students perceive their present legal studies and future roles as legal professionals in the Hong Kong Special Administrative Region. These narratives also offer a critical reflection on Hong Kong’s colonial past and present status as a Special Administrative Region of the People’s Republic of China under the principle of “one country two systems” (Part II). Culture-specific values impacting on these students’ legal studies and career decisions are revealed (Part III), and troublesome shortcomings in the current legal education and training landscape vis-à-vis the legal professional fraternity and political and socio-economic reality of Hong Kong are laid bare (Part IV). Much like Kennedy’s 1983 essay failed to bring about any real change in how law schools go about their business as cogs in the apparatus of social hierarchy, the narratives informing this article also conclude on a rather sombre and futile note. Be that as it may. At least their voices have been heard and the seemingly inescapable power struggles noted. This too is an important function of the law and legal discourse.


2019 ◽  
Vol 42 (4) ◽  
Author(s):  
Harry Hobbs ◽  
George Williams

Indigenous Australians face many challenges in accessing and completing a legal education in Australia. Addressing this problem requires a clear empirical picture. However, no comprehensive study exploring the participation of Indigenous Australians in legal education has been conducted for almost two decades. This article rectifies this by presenting the results of a survey on Indigenous Australian students, graduates and staff members within Australian law schools. We find that while Indigenous Australians are increasingly commencing legal studies and graduating from law school, inequities and challenges persist.


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