scholarly journals From zero to 60: Building belief, capacity and community in Street Law instructors in one weekend

2017 ◽  
Vol 24 (2) ◽  
pp. 118 ◽  
Author(s):  
Seán Arthurs ◽  
Melinda Cooperman ◽  
Jessica Gallagher ◽  
Freda Grealy ◽  
John Lunney ◽  
...  
Keyword(s):  
Qualitative Data ◽  
Good Reason ◽  
Legal Education ◽  
Law Students ◽  
Community Settings ◽  
Research Support ◽  
Orientation Program ◽  
Learner Centered ◽  
The Law ◽  
Do So

Street Law, where law students or lawyers teach about the law in local school, correctional, and community settings, is the fastest growing and most popular type of experiential legal education in the world—and with good reason. The Street Law methodology helps make the law more relevant, more accessible, and more understandable to both participants in the program and lawyers and law students delivering the programming. Despite Street Law’s prevalence and popularity, there is scant guidance for how to best introduce and implement a program, little research support explaining why Street Law works, and even less empirical justification proving that the program works. This paper makes three significant and unique contributions to the emerging field of Street Law scholarship and research. First, we provide an in-depth explanation of the principles and learner-centered practices that make Street Law such a powerful tool for legal education. Second, we ground these principles and practices in a robust body of research, the first such effort in the field. Third, we offer an annotated step-by-step outline of a unique weekend orientation program developed and field-tested by the seminal Georgetown Street Law program and delivered in partnership with the Law Societies of Ireland and Scotland. It is our hope that this paper will offer practitioners both a series of best practices to draw upon and a reason to do so. A second paper, that will shortly follow this one, will share and discuss quantitative and qualitative data evidencing the powerful outcomes that this weekend orientation can effect in participants.

scholarly journals Is it possible to go from Zero to 60? An evaluation of one effort to build Belief, Capacity, and Community in Street Law Instructors in One Weekend

2017 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Seán Arthurs ◽  
Melinda Cooperman ◽  
Jessica Gallagher ◽  
Dr Freda Grealy ◽  
John Lunney ◽  
...  
Keyword(s):  
Qualitative Data ◽  
Legal Education ◽  
Law Students ◽  
Student Growth ◽  
Transformative Change ◽  
Unanswered Question ◽  
Next Generation ◽  
Orientation Program ◽  
Seminal Paper ◽  
The Law

<p><em>“From Zero to Sixty: Building Belief, Capacity, and Community in Street Law Instructors in One Weekend”,<a title="" href="file:///X:/Academic%20Library%20Services/Research%20Support%20Team/Scholarly%20Publications/OJS/International%20Journal%20of%20Public%20Legal%20Education/03%20Arthurs%20et%20al-%20From%20Zero%20to%2060%20B%20Paper.docx#_ftn1"><strong>[1]</strong></a></em> offered guidance in how to prepare law students to teach Street Law through an annotated step-by-step outline of a unique weekend orientation program developed and field-tested by the seminal Georgetown Street Law program and delivered in partnership with the Law Societies of Ireland and Scotland. Although this seminal paper provided scholars and practitioners with invaluable resources, recommendations, and insights, readers left this original paper with a critical unanswered question: Does this orientation program actually work?</p><div><p>In the present paper, we strongly answer that question in the affirmative. We briefly revisit our original paper as context and then present, share, and discuss both quantitative and qualitative data gathered to evaluate how effectively the orientation program accomplished its stated goals of building belief, capacity, and community in Street Law instructors in one weekend.  The results derived from the data collected in both Ireland and Scotland evidence a series of powerful outcomes that support the orientation program’s efficacy and impact. We hope that the transformative change in attitudes and student growth measured over the course of the weekend will act as a catalyst to practitioners seeking to prepare the next generation of Street Lawyers and launch the next wave of Street Law programs.</p></div><div> </div><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/03%20Arthurs%20et%20al-%20From%20Zero%20to%2060%20B%20Paper.docx#_ftnref1">[1]</a> Arthurs, S., Cooperman, M., Gallagher, J., Grealy, F., Lunney, J., Marrs, R., &amp; Roe, R. (2017). From Zero to 60: Building Belief, Capacity and Community in Street Law Instructors in One Weekend. <em>International Journal of Clinical Legal Education, 24</em>(2), 118-241</p></div></div>

scholarly journals The Role Of Ethics In Legal Education Of Post-Soviet Countries

2015 ◽  
Vol 8 (1) ◽  
pp. 139-164
Author(s):  
Christopher R. Kelley ◽  
Julija Kiršienė
Keyword(s):  
Ethics Education ◽  
Good Reason ◽  
Legal Education ◽  
Codes Of Conduct ◽  
Law School ◽  
Law Students ◽  
Legal Ethics ◽  
Ethics Instruction ◽  
The Law ◽  
Soviet Legacy

Abstract The neglect of lawyer ethics in legal education, including in continuing legal education for lawyers and judges, is an enduring Soviet legacy in post-Soviet countries. Partially because of this neglect, many people in post-soviet countries do not trust lawyers. Their mistrust often is for good reason—too many lawyers are unethical. Yet, unethical lawyers do more than alienate others and cast the legal profession in disrepute. Unethical lawyers waste resources by unnecessarily prolonging disputes and inflaming antagonisms by provoking unjustifiable confrontations. Worse, they corrupt the legal system by bribing judges, suborning perjury, and using other illegal means to achieve their ends. Thus, they contribute to an all-too-common failure in post-Soviet countries—the failure to achieve the rule of law. The academic literature is replete with commentary about the place of ethics in legal education. Some argue that ethics instruction is unnecessary. They claim that allusions to ethics in other courses, the law school culture, and the ethics learned earlier in life is sufficient. Others posit that ethics are too important to omit from the law school curriculum. They often add, however, that legal ethics instruction in law school commonly involves little more than demanding that law students memorize rules or codes of conduct. This article discusses whether the ethics education of future lawyers in post-Soviet countries is adequate. Concluding that it is not, this article proposes suggestions for the content of an Eastern European legal ethics course and methods for teaching law students to internalize ethical norms as a part of their legal education.

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.

scholarly journals De-Secularizing Legal Education in Indonesian Non-Islamic Law School: Examining The �Intorduction to Jurisprudence� Textbooks on The �Norm Classification� Chapter

2018 ◽  
Vol 1 (2) ◽  
pp. 135 ◽  
Author(s):  
Fajri Matahati Muhammadin ◽  
Hanindito Danusatya
Keyword(s):  
Legal System ◽  
Islamic Law ◽  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Literature Study ◽  
Law Schools ◽  
The Law ◽  
Undergraduate Programs

The Indonesian legal system is not secular, but the legal education in non-Islamic universities are secular. This article will highlight the �Introduction to Jurisprudence� course (ITJ) at law undergraduate programs. More specifically, one chapter will be analyzed i.e. �Classification of Norms� because it is an early fundamental chapter in ITJ which shapes the jurisprudential reasoning of the law students. This article uses a literature study to observe the most used textbooks for the (ITJ) course in the top law schools in Indonesia. It will be found that the approached used by these textbooks are secular and incompatible with the Indonesian non-secular legal system. Islamization of knowledge is needed to �de-secularize� this �Classification of Norms� chapter.

scholarly journals LOOKING TO LITERATURE FOR TRANSFORMATION

2019 ◽  
Author(s):  
Kayla Thomas
Keyword(s):  
South Africa ◽  
English Literature ◽  
Legal Education ◽  
Law Students ◽  
Marginalised Groups ◽  
Inferiority Complex ◽  
The Law ◽  
Transformative Approach

The English literature that is being taught to law students plays a role in shaping critical and ethically conscious lawyers, as well as in contributing to a transformative approach to legal education in post1994 South Africa by engaging with different perspectives. Value lies in engaging specifically with previously devalued perspectives in a substantive way.5 While limited progress has been made to include diverse and previously undervalued perspectives, a more inclusive English syllabus will produce more ethically conscious and humanistic law students and lawyers.6 Incorporating more literature of marginalised groups into the law syllabus in a non-hierarchical way will challenge and perhaps begin to dismantle the pre-democratic dominance of structural and psychological oppression, systems of patriarchy, and the black inferiority complex.

scholarly journals Pericles Should Learn to Fix a Leaky Pipe – Why Trial Advocacy Should Become Part of the LLB Curriculum (Part 1)

2018 ◽  
Vol 21 ◽  
pp. 1-30
Author(s):  
Willem Hendrik Gravett
Keyword(s):  
Professional Competence ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Law Schools ◽  
The Public ◽  
The Law ◽  
Trial Advocacy ◽  
The University

It is a sad fact that at most university law schools in South Africa, a student can graduate without ever having set foot in a courtroom, and without ever having spoken to, or on behalf of, a person in need of advice or counsel. The past several years have witnessed a swelling chorus of complaints that the current LLB curriculum produces law graduates who were "out of their depth" in practice. My purpose is to make a case for the inclusion in the LLB curriculum of a course in trial advocacy. This endeavour of necessity invokes the broader debate over the educational objectives of a university law school – a debate memorably framed by William Twining as the two polar images of "Pericles and the plumber". My thesis is that the education of practising lawyers should be the primary mission of the university law school. The first part of this contribution is a response to those legal academics who hold that the role of the law school is to educate law students in the theories and substance of the law; that it is not to function as a trade school or a nursery school for legal practice. With reference to the development of legal education in the United States, I argue that the "education/training" dichotomy has been exposed as a red herring. This so-called antithesis is false, because it assumes that a vocational approach is necessarily incompatible with such values as free inquiry, intellectual rigour, independence of thought, and breadth of perspective. The modern American law school has shown that such so-called incompatibility is the product of intellectual snobbery and devoid of any substance. It is also often said that the raison d'être of a university legal education is to develop in the law student the ability "to think like a lawyer". However, what legal academics usually mean by "thinking like a lawyer" is the development of a limited subset of the skills that are of crucial importance in practising law: one fundamental cognitive skill – analysis – and one fundamental applied skill – legal research. We are not preparing our students for other, equally crucial lawyering tasks – negotiating, client counselling, witness interviewing and trial advocacy. Thinking like a lawyer is a much richer and more intricate process than merely collecting and manipulating doctrine. We cannot say that we are fulfilling our goal to teach students to "think like lawyers", because the complete lawyer "thinks" about doctrine and about trial strategy and about negotiation and about counselling. We cannot teach students to "think like lawyers" without simultaneously teaching them what lawyers do. An LLB curriculum that only produces graduates who can "think like lawyers" in the narrow sense ill-serves them, the profession and the public. If the profession is to improve the quality of the services it provides to the public, it is necessary for the law schools to recognise that their students must receive the skills needed to put into practice the knowledge and analytical abilities they learn in the substantive courses. We have an obligation to balance the LLB curriculum with courses in professional competence, including trial advocacy – courses that expose our students to what actually occurs in lawyer-client relationships and in courtrooms. The skills our law students would acquire in these courses are essential to graduating minimally-competent lawyers whom we can hand over to practice to complete their training. The university law school must help students form the habits and skills that will carry over to a lifetime of practice. Nothing could be more absurd than to neglect in education those practical matters that are necessary for a person's future calling.

scholarly journals Forgotten? The Role of Graduate Legal Education in the Future of the Law Faculty

2014 ◽  
Vol 51 (4) ◽  
pp. 761
Author(s):  
Rosalie Jukier ◽  
Kate Glover
Keyword(s):  
Legal Education ◽  
Law Students ◽  
Graduate Studies ◽  
Legal Studies ◽  
Canadian Law ◽  
Law Faculty ◽  
The Future ◽  
The Law ◽  
The University

In this article, the authors argue that the longstanding trend of excluding graduate studies in law from the discourse on legal education has detrimental effects on both the discourse and the future of the law faculty. More specifically, disregarding graduate legal education is at odds with the reality of graduate studies in Canadian law faculties today, ignores the challenges of graduate programs in law, and perpetuates inaccurate distinctions about both the career aspirations of law students and the relationship between undergraduate and graduate legal studies. In the authors’ view, these concerns can be overcome by reframing the discourse. Once the purpose of legal education is understood to be the cultivation of jurists and the law faculty is seen as an integrated whole of people, place, and program, graduate legal education moves easily into the discussion on the future of the law faculty. Including graduate studies in the discourse is an opportunity to explore, and be hopeful about, the institutional missions of law faculties and their place in the university, the optimization of legal education at all levels, and the methods by which participants in graduate studies should fulfill their responsibilities to the future of the discipline.

scholarly journals At Play in the Field of Dreams: Theorising Attitudes, Perceptions and Practices of Law Students in conjunction with the Reflections of Early Career Commercial Lawyers

2020 ◽  
Vol 37 (1) ◽  
pp. 114-133
Author(s):  
Barry Yau ◽  
David Catanzariti
Keyword(s):  
School Environment ◽  
Qualitative Data ◽  
Career Path ◽  
School Experiences ◽  
Early Career ◽  
Law School ◽  
Law Students ◽  
Law Schools ◽  
Attitudes And Perceptions ◽  
The Law

Australian law schools are tasked with forming students in their knowledge and understanding of the law, with many students aiming to fulfil their dreams of pursuing a legal career. Utilising Bourdieu’s conceptual tools, this article considers whether aspirations of being “real lawyers” are significantly influenced by motifs of career success predominantly linked to an “elite” tier of law practice. The attitudes and perceptions of law students can also positively or adversely shape their career path amidst the information at play in the law school space. Drawing on qualitative data, we have applied Bourdieu’s tools to understand undergraduate and practical legal training students’ responses to notions of career accomplishment. This is contrasted with the reflections of early career commercial lawyers about their law school experiences. With comparisons to contemporary surveys and research on student services for law students, along with their wellbeing, the article reasons that the assorted ambitions of law students requires a law school environment promoting a more diversified perspective of “real law” and “real lawyering”.

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 Role of Law Students in Providing Legal Literacy through Street Law

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Leni Widi Mulyani
Keyword(s):  
Legal Education ◽  
Target Group ◽  
Law Students ◽  
Legal Aid ◽  
Legal Literacy ◽  
Helping Others ◽  
The Law

Clinical Legal Education (CLE) is one of the programs that develop softskills for law students so that after graduation they’ll be ready to useand have a good spirit in helping others. The target group of theprogram are poor and/or marginalized who need help to get an accessto justice. CLE program consists of several activities, while the clinicwhich developed by the Faculty of law Pasundan University Bandung isthe provision of legal aid in the form of learning the law or the legalknowledge to those in need.

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