scholarly journals “Irish Clinical Legal Education Ab Initio: Challenges and Opportunities”

2014 ◽  
Vol 13 ◽  
pp. 56 ◽  
Author(s):  
Lawrence Donnelly
Keyword(s):  
United States ◽  
Early Stage ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Scholarly Output ◽  
Challenges And Opportunities ◽  
National University

<p>This article details the incipient efforts of one Irish university law school, the National University of Ireland, Galway (NUI Galway), in the field of clinical legal education. While clinical legal education, which began in the United States some fifty years ago, has made significant advances throughout the rest of the common law world, it remains at a very early stage in Ireland.1 In fact, Irish efforts in the field to date more closely resemble what is known in the United States as the “externship model” of legal education, rather than what are commonly identified as law clinics in other jurisdictions.2 And for a variety of reasons that will be touched upon later in this article, the law school clinic is unlikely to develop here to the same extent it has elsewhere. As such, this article explores what Irish clinical legal education currently looks like and what it might look like in the future.</p><p>It begins with some background on and consideration of legal education in Ireland, then, using NUI Galway as a case study, details the emergence of skills teaching in the curriculum and the consequential increase in participation in moot court competitions and in student scholarly output. The article next examines the establishment, organisation and maintenance of a placement programme for final year law students. In so doing, it reflects on what has worked and what has not at NUI Galway from the perspectives of the clinical director, placement supervisors and students. The article concludes with some realistic, yet sanguine, observations as to what future clinical legal education has in Ireland.</p>

scholarly journals Clinical Legal Education in the Law University: Goals and Challenges

2014 ◽  
Vol 11 ◽  
pp. 27 ◽  
Author(s):  
Margaret Barry
Keyword(s):  
United States ◽  
Social Justice ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Global Alliance ◽  
Education In India ◽  
Model Law ◽  
Education Conference

<p>Calls for reform of legal education in India have focused on preparation and relevance. The route to achieving both has consistently been linked to clinical legal education. In 1999, I heard one of the leaders of legal education in India, Dr. Madhava Menon, discuss his goals for clinical legal education in at the first Global Alliance for Justice Education Conference in Trivandrum. I learned at the time that he had been invited to lead a new law school in the country, and he made it clear that clinical legal education would be central to the new law school model that he intended to pursue, a model based on recommendations that grew out of prior assessments of legal education in India. Under this model, law students would be trained to be productive members of a community of lawyers that had refined the skills needed to develop and implement creative  strategies for addressing the pressing demand for social justice in the country. The approach reflected a connection between responsibility for the underserved and goals for clinical legal education in India that dates back to collaboration with academics from the United States in the late 1960’s.</p>

AALS Panel – Global Legal Education – Can American Law Schools Respond to the Opportunities?

2004 ◽  
Vol 5 (3) ◽  
pp. 335-338 ◽  
Author(s):  
Larry Bakken
Keyword(s):  
United States ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Law Schools ◽  
Foreign Law ◽  
American Law ◽  
Foreign Governments ◽  
Simultaneous Movement

During the past decade many American law schools have identified and responded to the opportunity and necessity of training law students and lawyers for the challenges created by globalization. Opportunities are certainly available to schools with strong business, international trade and human rights programs. Opportunities are, however, also available to schools with interests and strengths in the newer disciplines such as conflict resolution, intellectual property and environment protection. Law schools which have ventured into global oriented training have recognized that the market is not simply a one-way-street for domestic students but also includes training of foreign law students and lawyers. Private foundations in the United States and abroad, foreign governments and our national government have helped finance foreign lawyer visits and training events throughout America. When international lawyers visit the United States, domestic law schools are involved as hosts, training sites, and sources of professional expertise. There has also been a simultaneous movement of domestic lawyers and law students through foreign law school programs and other study abroad opportunities. When all these international experiences are taken together one realizes the need for law schools to become more involved in the development and implementation of training and development of globally oriented legal education.

scholarly journals So What Is Street Law Anyway – A U.S. Perspective

2017 ◽  
Vol 1 (1) ◽  
pp. 87
Author(s):  
Margaret E. Fisher
Keyword(s):  
United States ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Youth Engagement ◽  
Civic Learning ◽  
Common Term ◽  
History Of ◽  
The Law

<p>This article briefly explores the current problems surrounding young people’s knowledge, skills and engagement in the civic life of the democracy in the United States and the contributions that public legal education or civic learning<a title="" href="file:///X:/Academic%20Library%20Services/Research%20Support%20Team/Scholarly%20Publications/OJS/International%20Journal%20of%20Public%20Legal%20Education/05%20Margaret%20Fisher.docx#_ftn1">[1]</a> can make to improving youth engagement as members of a democracy. The article will acknowledge the contribution made by the law-related education movement of the 1950s. More specifically, the article will explore the history of a law school based program - Street Law -- that describes the most important way that law schools in the United States contribute to civic learning. Finally, the article will reveal the actual source of the term “Street Law” and the ongoing impact that Street Law has on the young people and the law students who teach it.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="file:///X:/Academic%20Library%20Services/Research%20Support%20Team/Scholarly%20Publications/OJS/International%20Journal%20of%20Public%20Legal%20Education/05%20Margaret%20Fisher.docx#_ftnref1">[1]</a> I will use the term “civic learning,” instead of public-legal education, which is the more common term in Washington State and in many other states in the U.S.</p></div></div>

scholarly journals An American Looks at Legal Education in New Zealand

1999 ◽  
Vol 30 (2) ◽  
pp. 419
Author(s):  
Allison Dunham
Keyword(s):  
United States ◽  
New Zealand ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Admission Process ◽  
Office Practice

This article undertakes an informal comparison between legal education in the United States and in New Zealand. Dunham compares the admission process, the content taught at law school, the methods of instruction, law office practice for students, and the student makeup. The author concludes that no system of legal education is best, and that it is important to continue to ask how legal education can be improved. 

scholarly journals Disability Human Rights Clinics as a model for teaching Participatory International Human Rights Lawyering

2018 ◽  
Vol 25 (3) ◽  
pp. 23-52
Author(s):  
Yvette Maker ◽  
Jana Offergeld ◽  
Anna Arstein-Kerslake
Keyword(s):  
Human Rights ◽  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Legal Analysis ◽  
Human Rights Law ◽  
Community Based ◽  
Scholarly Output ◽  
The University ◽  
New Generation

The Disability Human Rights Clinic (DHRC) was established at Melbourne Law School, the University of Melbourne, in 2015.  Its supervisors and students conduct legislative and policy reform projects as well as strategic litigation. The DHRC was created by Anna Arstein-Kerslake to address a significant lack of resources in community-based organisations to undertake in-depth legal analysis. It uses an innovative model of clinical legal education to harness the skills of law students to fill that gap and to expose a new generation of lawyers to the emerging field of disability human rights law. In this article, we draw on our experiences running the DHRC to argue that the model it establishes can create significant scholarly output in the human rights field, direct engagement with the community, and rich doctrinal and experiential learning for students.

Possible Reform for Legal Education in Taiwan: A Refined “J.D. System”?

2006 ◽  
Vol 1 ◽  
pp. 1-7
Author(s):  
Chang-fa Lo
Keyword(s):  
United States ◽  
Undergraduate Students ◽  
Undergraduate Education ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Graduate Degree ◽  
Current Discussion

AbstractThis focus of this brief paper is on the current discussion in Taiwan concerning the introduction of the United States “J.D. System” where law is studied as a graduate degree. The author sees the advantages of such a programme over the existing primarily undergraduate legal education, but argues that, in addition to a full fledged J.D. system, another “track” of undergraduate students transferring to law school after 2 years of undergraduate education would be a more suitable compromise for Taiwan.

Globalizing the U.S. Law School Curriculum: How Should Legal Educators Respond?

2013 ◽  
Vol 41 (3) ◽  
pp. 249-282 ◽  
Author(s):  
Farida Ali
Keyword(s):  
Legal Education ◽  
School Curriculum ◽  
Law School ◽  
Law Students ◽  
Current State ◽  
Northwestern University ◽  
Current Program ◽  
The Impact ◽  
School Curricula

This article examines the implications of globalization for legal practice, law students, and law school curricula. It opens with a review of the impact of globalization on the legal profession, together with an overview of the benefits and challenges that come with globalizing legal education. The article then examines the current state of U.S. legal education by identifying some of the schools that have expressed or demonstrated a commitment to providing a global legal education, and surveying the types of reforms that these schools have adopted in order to meet this objective. The article considers schools’ attitudes to and choice of reforms in light of the view that the typical new American lawyer is inadequately prepared to practice law in today's global legal order, in which he or she is increasingly likely to be called upon to resolve legal issues of a transnational nature. Preparing students to practice law in a globalized society, the article contends, should therefore be a key objective for American legal educators. With this goal in mind, the article examines the current program at Northwestern University School of Law as a case study and offers recommendations that can help to achieve the goal of globalizing legal education while responding to the needs and concerns of today's law students and future legal practitioners.

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.

Many Laws, Many Legalities

2003 ◽  
Vol 21 (3) ◽  
pp. 621-622 ◽  
Author(s):  
Bruce Kercher
Keyword(s):  
United States ◽  
Legal Status ◽  
Legal Education ◽  
The United States ◽  
Law Students ◽  
Privy Council ◽  
Law Schools ◽  
Supreme Courts ◽  
English Law ◽  
Made In

Peter Karsten asks why there might be a greater comparative propensity among CANZ historians than among those of the United States. Part of the reason may lie in the legal education many of us in Australia received, and in the formal legal status of many commonwealth countries until recently. As recently as the early 1970s, Australian law students were taught that English law was as significant as that made in the Australian courts. Appeals from the Australian Supreme Courts to the Privy Council were finally abolished only in 1986. From that time onward, there was a drive within the law schools to find differences from England, to look toward comparisons with other places than England.

The Rise of Theological Schools in America

1937 ◽  
Vol 6 (3) ◽  
pp. 260-273
Author(s):  
William Warren Sweet
Keyword(s):  
United States ◽  
College Students ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Theological Seminary ◽  
Law Schools ◽  
Professional Schools ◽  
Theological Schools ◽  
The Law

Professional Schools in the United States, whether of medicine, law, engineering, or theology, are of relatively recent orgin. It is a matter of interest that the ministry was the first profession in America for which a technical and standardized training was provided. While the first law school in America was founded in the same year as the oldest theological seminary (1784), the courses were loosely organized and there was no definitely prescribed amount of work required of graduation and no academic requirement for the practice of law. In all the institutions where there were law departments or law schools, even as late as the middle of the last century, the law students were considered as distinctly inferior to the regular college students.

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