scholarly journals Measuring the Impact of Social Justice Teaching: Research Design and Oversight

2017 ◽  
Vol 24 (1) ◽  
pp. 6
Author(s):  
Lisa Bliss ◽  
Sylvia Caley ◽  
Leslie Wolf
Keyword(s):  
Social Justice ◽  
Research Design ◽  
Justice System ◽  
Legal Theory ◽  
Legal Education ◽  
Law School ◽  
Social Justice Teaching ◽  
Research Questions ◽  
The Impact ◽  
Good Research

<p>Research and the production of scholarship is a fundamental part of being a legal academic. Such endeavors identify issues and answer questions that further understanding of the law, the profession, and the justice system itself. Research and scholarship in the legal academy traditionally meant the study of law and legal theory. A growing body of legal academics are focusing research and scholarship on legal education itself, as well as research that measures the impact of legal education on the development of students’ practical and professional skills.  The impact of clinical legal education is an important aspect of this scholarship.<a title="" href="file:///H:/HeLP%20Clinic/Scholarship/x__Measuring%20the%20Impact%20of%20Social%20Justice%20Teaching%20for%20submission%20091316.docx#_ftn1">[1]</a> This article explores how thoughtfully designed research projects can measure the impact of social justice teaching, using examples and experience gleaned from the evaluation and research component of a medical legal partnership<a title="" href="file:///H:/HeLP%20Clinic/Scholarship/x__Measuring%20the%20Impact%20of%20Social%20Justice%20Teaching%20for%20submission%20091316.docx#_ftn2">[2]</a> and its affiliated law school clinic. The article examines principles of good research design, the art of formulating research questions, and the potential uses for resulting data. It also identifies critical steps and issues to consider when developing a research project.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p>        </p></div></div>

Affirmative Action and Aboriginal Government: The Case for Legal Education in Nunavut

1999 ◽  
Vol 14 (2) ◽  
pp. 21-75 ◽  
Author(s):  
Kelly Gallagher-Mackay
Keyword(s):  
Justice System ◽  
Critical Mass ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
Disadvantaged Communities ◽  
The Public ◽  
Education Gap ◽  
The University ◽  
And Training

AbstractThe Nunavut Land Claim Agreement commits federal and territorial governments to the recruitment and training of Inuit for positions throughout government. In the justice sector, there is currently a major shortage of Inuit lawyers or future judges. However, there also appears to be a fundamental mismatch between what existing law schools offer and what Inuit students are prepared to accept. A northern-based law school might remedy some of these problems. However, support for a law school requires un-thinking certain key tenets of legal education as we know it in Canada. In particular, it may require a step outside the university-based law school system. Universities appear to be accepted as the exclusive guardian of the concept of academic standards. Admission standards, in particular, serve as both a positivist technology of exclusion, and a political rationale for the persistence of majoritarian institutions as the major means of training members of disadvantaged communities. Distinctive institutions – eventually working with university-based law schools – have the potential to help bridge the education gap between Inuit and other Canadians. In so doing, they have the potential to train a critical mass of Inuit to meaningfully adapt the justice system to become a pillar of the public government in the Inuit homeland of Nunavut.

N. R. Madhava Menon: A Global Justice Educator’s Approach to Training Clinical Law Teachers

2020 ◽  
Vol 7 (1) ◽  
pp. 7-16
Author(s):  
Frank S. Bloch
Keyword(s):  
Social Justice ◽  
Global Justice ◽  
Legal Education ◽  
Law School ◽  
Educational Mission ◽  
Clinical Method ◽  
The World ◽  
Training Of Trainers ◽  
Socially Relevant ◽  
Aid Programs

This article describes one aspect of Dr N. R. Madhava Menon’s lifelong commitment to bringing ‘socially relevant legal education’ to India and around the world, whereby lawyers would be trained not just in the rules of law but also in the social and ethical responsibilities of lawyers to the society at large. Over the course of more than 25 years, the author collaborated with Dr Menon in training of law teachers in clinical methods and, in particular, in the incorporation of social justice into law school clinical and legal aid programs. A key element of their collaboration was the development of the concept of a clinical method for training clinical law teachers that could be used in training-of-trainers (TOT) workshops throughout the world, including those run by national, regional, and international clinical organizations. The result was a model for the training of clinical law teachers based on what the author and Dr Menon described elsewhere as three defining qualities of the global clinical movement: Its professional educational mission, its methodology, and its commitment to reforming legal education by reorienting it toward educating lawyers for social justice. The article concludes with a description of their model that emphasizes the setting for the training, preparing the trainee teachers for the training, the use of training by doing, and the importance of reflection and critique in the successful generalization of students’ clinical learning.

scholarly journals Material Reinforcement, Cognitive and Affective Behaviours among Primary School Pupils’

2016 ◽  
Vol 8 (3) ◽  
pp. 115
Author(s):  
IGBO JANET. N. ◽  
MEZIEOBI D. I. ◽  
EZENWAJI IFEYINWA ◽  
ONUORAH GRACE
Keyword(s):  
Standard Deviation ◽  
Data Collection ◽  
Primary School ◽  
Research Design ◽  
Research Paper ◽  
T Test ◽  
Research Questions ◽  
Primary School Pupils ◽  
The Impact

<p>This research paper aimed at determining the impact of material reinforcement on primary school pupils’ cognitive and affective behaviours in the classroom situations. Two research purposes, research questions and two hypotheses guided the study. Expose-factor research design was adopted. The sample for the study was 557 pupils. Questionnaire was used in data collection. Mean standard deviation and t-test were applied in answering the research questions while t-test was used in the analysis of the data. Results obtained indicated that material reinforcement influenced both cognitive and affective behaviours of primary school pupils significantly.</p>

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.

scholarly journals Seeing Things As We Are. Emotional Intelligence and Clinical Legal Education

2014 ◽  
Vol 8 ◽  
pp. 123 ◽  
Author(s):  
Colin James
Keyword(s):  
Emotional Intelligence ◽  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Law Schools ◽  
The Impact

<p>This paper considers the relevance of emotional intelligence for the cognitively dominated law school. I describe the crisis in the American legal profession and suggest how those problems are likely to be replicated in Australia. I examine what little we know about the impact of law schools on students and find the extant research is not encouraging. The paper considers how clinical legal education provides the best opportunities to engage with students on levels that could make a difference to their inner wellbeing in practice. I then look briefly at our developing understanding of emotional intelligence and its relevance in clinical legal education. The last part considers specific opportunities already in many clinical programs for encouraging students to develop their emotional capacities.</p>

scholarly journals Advancing legal education for all – the role of a journal

2017 ◽  
Vol 1 (1) ◽  
pp. 82
Author(s):  
Richard Grimes
Keyword(s):  
Social Justice ◽  
Legal Education ◽  
Social Justice Education ◽  
Law School ◽  
Education For All ◽  
Washington Dc ◽  
Legal Literacy

<p>Promoting legal literacy is nothing new. There have been many initiatives, stretching back to the mid 1970s at least, to improve the public’s understanding of their rights (and responsibilities).<a title="" href="file:///X:/Academic%20Library%20Services/Research%20Support%20Team/Scholarly%20Publications/OJS/International%20Journal%20of%20Public%20Legal%20Education/04%20Richard%20Grimes.docx#_ftn1">[1]</a></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/04%20Richard%20Grimes.docx#_ftnref1">[1]</a> For example the (then) pioneering and (still) highly influential work of the Georgetown Law School, Washington DC, Street Law team under the direction of Richard Roe and of Street Law Inc, which evolved from this earlier initiative. For an account of this and other street Law programmes see: R. Grimes, E. O’Brien, D. McQuoid-Mason and J. Zimmer<em> Street Law and Social Justice Education</em>, in <em>The Global Clinical Movement: Educating Lawyers for Social Justice</em>, F. Bloch (ed.), OUP, 2010.</p></div></div>

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>

Role of Clinical Legal Education in Social Justice in Nigeria

2017 ◽  
Vol 5 (1) ◽  
pp. 88-98
Author(s):  
Olanike S. Adelakun-Odewale
Keyword(s):  
Social Justice ◽  
Education System ◽  
Legal Education ◽  
Legal Profession ◽  
Law Students ◽  
The Public ◽  
Education Training ◽  
The Impact

Very few faculties of law in Nigerian universities that offer law programme have established law clinics that offer live-client services to the public as part of their legal education training. Across the border, clinical legal education is gaining more popularity by the day as a tool to imbibe the necessary skills in students to become sound legal practitioners. This article assesses the impact of law clinics on the skills of law students to enable them handle effectively the demands of the legal profession. The article analyses the correlation between law clinics that provide services to live clients and the skills acquired vis-à-vis the performance of student clinicians. The article recommends the need to integrate live-client law clinics into the mainstream legal education system in Nigeria.

scholarly journals American Legal Theory and American Legal Education: A Snake Swallowing its Tail?

2011 ◽  
Vol 12 (1) ◽  
pp. 67-95
Author(s):  
John Henry Schlegel
Keyword(s):  
Legal History ◽  
Legal Theory ◽  
Legal Education ◽  
Law School ◽  
Christopher Columbus ◽  
Legal Doctrine ◽  
Legal Realism ◽  
Current Events ◽  
Theory Of Law ◽  
The Relationship

My story is a story about American Legal Realism. It is part of an attempt to understand what Realism was by addressing the question, “Why is the study of Realism a subject of legal history and not of current events?” Of course, the “answer” to such a question is made up of several partial answers, of which what follows is but one. Others would talk about the relationship between legal doctrine and capitalist economic development or about legal theory and political philosophy or about legal theory and legal practice, to name a few examples. However, this partial answer can best be approached by examining how a simple idea about law - the liberal idea of the rule of law in its guise as the “rule theory of law” - has had in its rise and in its demise an impact on legal education and to attempt to understand why that is so. My attempt however, requires that I start my story back aways with Christopher Columbus Langdell and the Harvard Law School.

What Will Rising Law School Tuition Fees Mean for Law and Learning?

2003 ◽  
Vol 18 (1) ◽  
pp. 67-72 ◽  
Author(s):  
Jo-Anne Pickel
Keyword(s):  
Legal Education ◽  
Law School ◽  
Tuition Fees ◽  
Graduate Studies ◽  
University Of Toronto ◽  
Canadian Law ◽  
Twentieth Anniversary ◽  
Law Student ◽  
The University ◽  
The Impact

Last year, the Faculty of Law at the University of Toronto approved a plan that will see tuition fees increase from $12 000 to $22 000 dollars over the next five years. Other Canadian law faculties are beginning to follow, or are considering following, the University of Toronto's lead. In light of this trend toward higher tuition fees, the time is ripe to step back and ask: what will this mean for legal education in Canada? In particular, on the twentieth anniversary of the release of Law and Learning (the “Arthurs Report”), it would seem important to reflect on the impact that higher tuition fees might have on law and learning in Canada. What will dramatic increases in tuition mean for the values and laudable objectives set out in the Arthurs Report? These are some of the issues that I seek to address, partly through a personal reflection on my own experience as a law student and as someone who is near the completion of graduate studies in law.

Sign in / Sign up

Export Citation Format

Share Document