scholarly journals Lawyering in a Digital Age: A Practice Report on the Design of a Virtual Law Clinic at Cumbria

2015 ◽  
Vol 22 (3) ◽  
pp. 334 ◽  
Author(s):  
Ann Thanaraj ◽  
Michael Sales
Keyword(s):  
Core Competencies ◽  
Legal Education ◽  
Digital Age ◽  
Law Students ◽  
Access To Justice ◽  
Legal Services ◽  
Law Schools ◽  
Efficient Manner ◽  
New Type

<p>This practice paper offers a modest proposition that could make law graduates more capable of serving their clients in a modernised and efficient manner. We propose that in addition to law clinics and other forms of experiential activities, law schools could add a new type of clinical component to their curriculum that teaches students to use technology to assist in the delivery of legal services. Digital lawyering skills will help law students learn core competencies needed in an increasingly technological profession, and it may help close the gap between offering access to justice by making legal services available online in the most accessible and convenient way possible and in equipping law graduates with a modernised and digital legal education. </p>

scholarly journals Keeping up with change: no alternative to teaching ADR in clinic. An Australian perspective

2018 ◽  
Vol 25 (1) ◽  
pp. 35
Author(s):  
Jacqueline Weinberg
Keyword(s):  
Dispute Resolution ◽  
Clinical Education ◽  
Alternative Dispute Resolution ◽  
Legal Education ◽  
Law Students ◽  
Access To Justice ◽  
Legal Practice ◽  
Law Schools ◽  
The Cost ◽  
Client Needs

<p>Over the last 30 years alternative dispute resolution (ADR) has become more prominent in Australian legal practice due to the need to reduce the cost of access to justice and to provide more expedient and informal alternatives to litigation. As legal educators, we need to ask: how should we be preparing law students entering practice for these changes? How can we ensure that once they become lawyers, our students will not rely entirely on litigious methods to assist their clients but instead look at alternatives for dispute resolution?</p><p>In this paper, I argue that there is no alternative to teaching ADR in clinic in order to address client needs and to ensure that students engaged in clinical education are prepared for changes in legal practice today. I show that the increasing focus upon ADR in Australian legal practice represents a challenge for law schools, and that legal educators need to ensure they are educating students about ADR.</p><p>I argue that it is important to determine whether ADR is being taught to students undertaking clinical legal education in ways that will enhance their preparation for legal practice. I will show that there is a need to explore: whether ADR is being taught within clinical legal education, the strengths and weaknesses of existing approaches, and how the teaching of ADR within clinics can be improved.</p>

scholarly journals The Legal Academy’s Engagements with Lawtech: Technology Narratives and Archetypes as Drivers of Change

2019 ◽  
pp. 27-45
Author(s):  
Kate Galloway ◽  
Julian Webb ◽  
Francesca Bartlett ◽  
John Flood ◽  
Lisa Webley
Keyword(s):  
Curriculum Design ◽  
Legal Education ◽  
Legal Profession ◽  
Access To Justice ◽  
Legal Services ◽  
Law Schools ◽  
The Rule Of Law ◽  
Services Delivery ◽  
Technological Developments ◽  
The Law

This article argues that legal education is currently grappling with three narratives of technology’s role in either augmenting, disrupting or ending the current legal services environment. It identifies each of these narratives within features of curriculum design that respond to legal professional archetypes of how lawyers react to lawtech. In tracing how these influential narratives and associated archetypes feature in the law curriculum, the article maps the evolving intersection of lawtech, the legal profession and legal services delivery in legal education. It concludes by proffering the additional narrative of ‘adaptive professionalism’, which emphasises the complex and contextual nature of the legal profession, and therefore provides a more coherent direction for adaptation of the law curriculum. Through this more nuanced and grounded approach, it is suggested that law schools might equip law graduates to embrace technological developments while holding on to essential notions of ethical conduct, access to justice and the rule of law.

scholarly journals 2002: A Justice Odyssey

2003 ◽  
Vol 34 (1) ◽  
pp. 1
Author(s):  
Kim Economides
Keyword(s):  
Supply And Demand ◽  
Legal Education ◽  
Legal Profession ◽  
Access To Justice ◽  
Legal Services ◽  
Supply Side ◽  
Law Schools ◽  
Legal Ethics

Professor Economides, 2002 Chapman Tripp visiting fellow, overviews research on the supply side of the access to justice equation. Economides argues that the justice equation is based on the nature of supply and demand for legal services and the nature of the claim that clients wish to bring to a legal forum. However, the access to justice theme is moved beyond the supply side and into questions regarding the quality of the access provided suggesting that there is a need to explore the understandings of justice held by members of the legal profession and legal ethics, and the role that law schools and legal education have in formulating these.

scholarly journals Enhancing Legal Aid through University law student engagement: a case study of the EBSU Law Clinic model

2017 ◽  
Vol 24 (3) ◽  
pp. 98
Author(s):  
Cosmos Nike Nwedu
Keyword(s):  
Legal Education ◽  
Law Students ◽  
Legal Services ◽  
Court System ◽  
State University ◽  
Legal Aid ◽  
Law Schools ◽  
Legal Representation ◽  
Theoretical Approaches

The provision of legal aid to underprivileged and vulnerable citizens who could not have ordinarily been able to provide for self legal representation and access to the court system is infrequent in many societies today, especially in most developing countries. There is also an observed non-inclusiveness in the delivery of legal aid. These have starkly resulted to a gap that impacts administration of justice negatively. However, the emergence of clinical legal education (CLE) at different law schools and universities around the world becomes a remedial approach both to increasing the consistency and breadth of legal aid activities, including promoting inclusiveness. CLE is gradually assuming a great height of unprecedented importance and progress in academic curriculum globally. Many universities and law schools have begun to incorporate law clinics into their educational curriculum not just as an essentially approved aspect of their legal education or a novel course of study that involves different pragmatic approaches of engaging law students on learning, but also as a practical mechanism for providing unmatched pedagogy that focuses on diverse lawyering skills successively maximized in providing free legal services to those citizens whose survival depends on the public mercy. This paper discusses how the engagement of university law students from CLE perspective helps to enhance the provision of legal aid to underprivileged and defenseless citizens. Consequently, Ebonyi State University (EBSU) Law Clinic model is used for a methodological case study analysis to that effect. EBSU is a State University in Nigeria and has effectively run its Law Clinic since inception till date, combining both empirical and theoretical approaches in providing pro bono oriented legal services to unprotected Nigerians. The paper further examines the modus operandi of the EBSU Law Clinic and highlights significant reasons why the Clinic stands to be a reference practice model.

scholarly journals LawSync: Navigating the ‘Blue Oceans’ Within the ‘Emerging’ Legal Services Markets

2012 ◽  
Vol 12 (3) ◽  
pp. 203-209 ◽  
Author(s):  
Pete Smith ◽  
Richard Whittle ◽  
Peter Griffith
Keyword(s):  
Legal Education ◽  
Extended Period ◽  
Law Students ◽  
Legal Services ◽  
Law Schools ◽  
The Impact

AbstractChange, it is said, is the only constant. Whilst it cannot be avoided, the worlds of legal education and legal services have arguably enjoyed an extended period where the impact of change has been comparatively minimal. Today, these worlds face significant changes due to a combination of market and regulatory forces. True, such changes are likely to be accompanied by challenges but with these challenges come opportunities. There is no reason why Law Schools and Law students cannot help to shape these changes and benefit from them. Peter Smith, Richard Whittle and Peter Griffith discuss LawSync™, a project that seeks to enable such influence and attract such benefits at Sheffield Hallam University. See http://www.lawsync.com and http://twitter.com/lawsync for more details.

Clinical Legal Education and Democracy in India

2018 ◽  
Author(s):  
Sital Kalantry
Keyword(s):  
Personal Experience ◽  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Legal Services ◽  
Law Schools ◽  
Teaching Clinics ◽  
Global Law ◽  
The Relationship ◽  
Voluntary Basis

Formal clinical legal education programs with instructors teaching clinics in a classroom and practice setting are not common in Indian universities. Few programs in which law students provide legal services on a volunteer/voluntary basis to poor communities. This chapter argues that there are many reasons law schools and universities in India should institute clinical legal education programmes—through these classes, students learn practical lawyering skills and at the same time, students provide assistance to people who could not otherwise afford legal services. One less explored rationale for clinical legal education is the relationship between clinical legal education and the promotion of democracy. Through his personal experience in co-teaching a clinic at the Jindal Global Law School, the author develops the connection between democracy in India and clinical legal education.

Tamanaha and His Critics: Transatlantic Reflections on the “Crisis” in Legal Education

2015 ◽  
Vol 16 (4) ◽  
pp. 821-844
Author(s):  
Lawrence Donnelly
Keyword(s):  
Western Europe ◽  
Legal Education ◽  
The United States ◽  
Law Students ◽  
Legal Services ◽  
Concerted Effort ◽  
Law Schools ◽  
Central Lines ◽  
The Us ◽  
National University

In this article, Lawrence Donnelly, an American born and trained attorney who is now a Lecturer & Director of Clinical Legal Education in the School of Law at the National University of Ireland, Galway, considers Professor Brian Tamanaha's seminalFailing Law Schools, a comprehensive critique of legal education in the United States. The article first thoroughly outlines and analyses the central lines of argument inFailing Law Schoolsand then evaluates the scholarship written in response to it. The article next compares and contrasts the state of play in legal education in the US with what is happening in Western Europe and posits that, for a variety of reasons, law schools on the eastern side of the Atlantic Ocean may actually be better – and more realistically – placed at present than their US counterparts. Lastly, the article urges that legal educators around the world continue an open dialogue on the “crisis” Professor Tamanaha presciently identifies in a concerted effort to ensure that law students receive the best possible training to equip them for working in legal careers that may not closely resemble those pursued by their predecessors in light of rapid globalization, ever-improving technology and consequent changes to how legal services are provided.

scholarly journals Promoting Clinical Legal Education and Democracy in India

2017 ◽  
Author(s):  
Sital Kalantry
Keyword(s):  
Legal Education ◽  
The United States ◽  
Law Students ◽  
Legal Services ◽  
Law Schools ◽  
Population Demographics ◽  
National University ◽  
American Law ◽  
Indian Law ◽  
The 1960S

Clinical legal education emerged in the United States in the 1960s to givevaluable skill-based instructions to law students while providing legal servicesto people who could not otherwise afford them. This essay proposesanother reason why both Indian and American law schools should supportthe development of law clinics. Drawing on the works of John Dewey andMartha Nussbaum, I argue that clinical legal education promotes democracy.Both elite American and Indian universities are largely unrepresentativeof the respective population demographics of their countries. In clinics,law students bridge this divide by undertaking representation for peoplefrom different racial, caste, and income backgrounds than themselves.These exchanges generate empathy and knowledge among students aboutthe challenges marginalized groups in the society.face. Consequently, theylearn to recognize other citizens as equals and to formulate policies thatwill enhance the welfare of society(y as a whole. There is an urgent needto formalize clinical legal education programs in Indian law schools bothfor purposes of enhancing the democracy as well as providing skill-basedtraining to law students and much-needed legal services to the poor.Published: Promoting Legal Education and Democracy in India, 8 National University of Juridical Science 1 (2015).

scholarly journals The Relationship Between Social Justice and Clinical Legal Education: A Case Study of The Women’s Law Clinic, Faculty of Law, University of Ibadan, Nigeria

2014 ◽  
Vol 20 (2) ◽  
pp. 563
Author(s):  
Ibijoke Patricia Byron
Keyword(s):  
Social Justice ◽  
Legal Education ◽  
Law Students ◽  
Access To Justice ◽  
Legal Services ◽  
Guided Practice ◽  
The University ◽  
The Relationship ◽  
University Of Ibadan ◽  
Ibadan Nigeria

<p>There is a vital connection between legal education, public interest and social justice because lawyers use their education for the benefit of the society. They render their services to those who are unable to afford legal services and in addition, challenge injustice under the justice system. Law students are trained by utilizing the techniques of clinical legal education and they are imbued with a social and professional responsibility to pursue social justice in society.</p><p>Much of the literature which propounds clinical methodologies in legal education implicitly understands that exposure to a social justice mission within a guided practice setting provides students not only with a key linkage between their legal education and their practice competence, but also with the intellectual foundation for a long-term engagement with the advancement of social justice.</p><p>The proponents of a social justice dimension and clinical legal education often refer to the “dual goals of hands-on-training in lawyering skills and provision of access to justice for traditionally unrepresented clients”.</p><p>This paper seeks to explore the relationship between clinical legal education and social justice using the Women’s Law Clinic in the University of Ibadan, Nigeria as an illustration.</p><p> </p>

scholarly journals Bringing the Clinic into the 21st Century

2009 ◽  
Vol 27 (1) ◽  
pp. 36
Author(s):  
Julie Macfarlane
Keyword(s):  
Clinical Teaching ◽  
Legal Education ◽  
School Curriculum ◽  
Law School ◽  
Law Students ◽  
Teaching Methodology ◽  
Legal Services ◽  
Student Interest ◽  
Law Schools ◽  
Client Advocacy

Emerging in the 1960’s, the clinical legal education movement promoted an important dual mission – the training of law students in practical client advocacy and the service of under and un-served communities. These laudable goals spawned a movement of great significance for legal education. At its peak the clinical movement can point to hundreds of clinics in law schools across the world, specially appointed clinical faculty, a law review and the development of a voluminous literature on clinical teaching methodology. However in the last 10 years student interest, funding and scholarly attention to the legal clinics has faded. This article argues that this is in part due to the mission and ideology of the law school clinics remaining “stuck” in a conception of social justice lawyering that is heavily dependent on rights-based strategies and traditional, hierarchical conceptions of the lawyer/client relationship. While reflecting the same stasis that affects the wider law school curriculum, this disconnect from the needs of contemporary clients as well as an increasingly pluralist model of legal services has unique implications for the legal clinics.Faisant son apparition dans les années ’60, le mouvement d’éducation juridique en clinique promouvait une double mission importante – la formation d’étudiants et d’étudiantes en droit à la pratique de défense de clients et le service aux communautés non ou mal desservies. Ces objectifs louables ont donné naissance à un mouvement de grande importance pour l’éducation juridique. À son apogée, le mouvement clinique peut se vanter de centaines de cliniques au sein de facultés de droit à travers le monde, de la nomination spéciale de professeurs cliniques, d’une revue de droit, et du développement d’une littérature volumineuse sur la méthodologie de l’enseignement en clinique. Toutefois, au cours des dix dernières années, l’intérêt étudiant, le financement et l’attention savante envers les cliniques juridiques se sont affaiblis. Cet article soutient que ceci est dû en partie au fait que la mission et l’idéologie des cliniques des facultés de droit demeurent «prises» dans une conception de la pratique du droit en vue de la justice sociale qui dépend en grande partie sur des stratégies fondées sur les droits de la personne et sur des conceptions traditionnelles hiérarchiques de la relation avocatclient. Tout en reflétant le même état statique qui affecte le programme des facultés de droit en général, cette déconnexion des besoins de clients contemporains ainsi qu’un modèle de services juridiques de plus en plus pluraliste a des implications uniques pour les cliniques juridiques.

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