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>

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.

Minority Graduates from Michigan Law School: Differently Successful

2000 ◽  
Vol 25 (02) ◽  
pp. 521-526 ◽  
Author(s):  
Robert L. Nelson ◽  
Monique R. Payne
Keyword(s):  
Affirmative Action ◽  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Race And Gender ◽  
Empirical Results ◽  
Admissions Policies ◽  
And Gender ◽  
White Graduates

Lempert, Chambers, and Adams (2000; hereafter LCA) make an important contribution to both the debate on affirmative action in legal education and the sociology of the legal profession. We find their empirical results credible and agree with their interpretations of the data related to arguments about the role of affirmative action in Michigan's admissions policies. Yet, in crafting an analysis to demonstrate the similarities in the career outcomes of minority and white graduates, they have minimized evidence that points to substantial continuing patterns of inequality by race and gender within the legal profession. Moreover, LCA only begin to illuminate the mechanisms that produce the career patterns they document. Of particular importance is the question of how race, class, and gender interact to shape lawyers' careers-a topic LCA largely reserve for future analyses.

scholarly journals WIĘCEJ TEORII I WIĘCEJ PRAKTYKI? KSZTAŁCENIE INTERDYSCYPLINARNE I NIEDOGMATYCZNE W PROGRAMACH STUDIÓW PRAWNICZYCH AMERYKAŃSKICH UCZELNI

2016 ◽  
Vol 16 (1) ◽  
pp. 53
Author(s):  
Tymoteusz Zych
Keyword(s):  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Schools ◽  
American Law ◽  
Bar Association ◽  
Polish Law ◽  
Interdisciplinary Courses ◽  
School Curricula

More Theory, more Practice? Interdisciplinary and NonDogmatic Education in American Law School CurriculaSummaryWhile American legal education is very often invoked as a modelfor Polish law faculties, the actual role of interdisciplinary and non--dogmatic courses in the curricula of American law schools has not beencoherently analysed yet. The American example shows that the conceptof legal education has a significant impact on the development of thelegal system. Interdisciplinary courses have been present in the curricula of university law schools since the beginning of American history.Currently the American Bar Association requires law schools to includenon-dogmatic contents in their curricula to obtain accreditation. Thewidest range of non-dogmatic courses is offered by the most prestigiouslaw schools. Leading American legal thinkers of all currents emphasisethe importance of interdisciplinary and non-dogmatic subjects in theeducational process. The paper concludes with a comparative analysisof the role of interdisciplinary subjects in law school curricula in Polandand in the United States.

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>

scholarly journals Social Justice Education and the Role of Museums

2020 ◽  
Vol 18 (2) ◽  
pp. 290-292
Author(s):  
Amy Levin
Keyword(s):  
New York ◽  
Social Justice ◽  
21St Century ◽  
Social Justice Education ◽  
Teachers College

Review of three books:Gonzales, Elena, Exhibitions for Social Justice. Abingdon, Oxon.: Routledge, 2020, hardback £120, paperback £34.99, ebook £31.49, 194 pp. Kostache, Irina D., and Clare Kunny, eds. Academics, Artists, and Museums: 21st-Century Partnerships. Abingdon, Oxon.: Routledge, 2019, hardback £120, paperback £36.99, ebook £40.49, 204 pp. Quinn, Therese, about Museums, Culture, and Justice to Explore in Your Classroom, New York: Teachers College Press, 2020, hardback $75, paperback $24.95, ebook $19.96, 95 pp. [Amazon UK £81.95, £27.50, £18.68]

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.

Authenticity and empathy in education

2017 ◽  
Vol 16 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Lauren Bialystok ◽  
Polina Kukar
Keyword(s):  
Social Justice ◽  
Social Justice Education ◽  
Competing Demands ◽  
Teachers And Students

The educational enthusiasm for both authenticity and empathy makes a number of assumptions about universal virtues, selfhood, the role of emotion in education, and the role of the teacher. In this article, we argue that authenticity and empathy are both nebulous virtues that teachers and students are called to embody with little reflection on how they are developed, taught, and modeled. Moreover, we propose that authenticity and empathy are engaged in a give-and-take relationship whereby they may not be fully actualized at the same time. By exploring some of the ways that authenticity and empathy make competing demands on the students’ and teacher’s selves, we suggest that they produce uncomfortable tensions, especially when confronted with the challenges of social justice education.

The Role of Law School in Balancing a Lawyer's Personal and Professional Life

1982 ◽  
Vol 10 (1) ◽  
pp. 57-79 ◽  
Author(s):  
Lawrence Dubin
Keyword(s):  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Professional Life ◽  
Professional Fulfillment ◽  
Significant Conflict

A significant conflict in the lives of lawyers is the balancing act between the competing needs for personal and professional fulfillment. Legal education and the realities of law practice have further exacerbated this dilemma. The author examines how legal education adversely affects its students in this regard, and offers suggestions for helping law students to meet the challenge of effectively balancing personal and professional pursuits.

scholarly journals Clinical Legal Education and Human Rights Values: A Universal Pro Forma for Law Clinics

2021 ◽  
pp. 232200582110510
Author(s):  
Omar Madhloom ◽  
Irene Antonopoulos
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Legal Education ◽  
Social Justice Education ◽  
Law Reform ◽  
Access To Justice ◽  
Starting Position ◽  
Global Law ◽  
Pro Forma ◽  
Theoretical Foundations

This article explores the theoretical foundations for a social justice–centric global law clinic movement. Our starting position is that law clinics, a type of clinical legal education (CLE), are in a unique position to engage in, and potentially promote, social justice issues outside their immediate communities and jurisdictions. To achieve this aim, it is necessary for law clinics to adopt a universal pro forma underpinned by the key concepts of CLE, namely social justice education and promoting access to justice through law reform. We argue that the main features of CLE are aligned with those of the Universal Declaration of Human Rights (UDHR) on issues such as human dignity and social justice. Incorporating UDHR values into CLE serves three purposes. First, it acts as a universal pro forma, which facilitates communication between clinics across jurisdictions, irrespective of their cultural or legal background. Second, it allows clinics to identify sources of global injustices and to share resources and expertise to collectively address injustices. Third, the theoretical approach advocated in this article argues that clinics have a Kantian moral right to engage in transnational law reform.

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