White Paper: Refugee Law Clinic for Indian Law Schools (Centre for International Legal Studies, O.P. Jindal Global University)

2020 ◽  
Author(s):  
Rashmi Raman
Keyword(s):  
White Paper ◽  
Law Schools ◽  
Legal Studies ◽  
Refugee Law ◽  
Global University ◽  
Indian Law

Trends of Law Journal Publishing by Indian Law Schools

2020 ◽  
Author(s):  
Akash Singh ◽  
Sonam Singh ◽  
Priya Rai
Keyword(s):  
Law Schools ◽  
Journal Publishing ◽  
Indian Law

Frames

2021 ◽  
pp. 45-72
Author(s):  
Swethaa S. Ballakrishnen
Keyword(s):  
Gender Equality ◽  
Educational Institutions ◽  
Law Firms ◽  
New Work ◽  
Law Firm ◽  
New Firms ◽  
Law Schools ◽  
Indian Law ◽  
Ideal Worker

This chapter explores the role of institutional novelty in moderating the experience of gender. It shows how the emergence of the Indian elite law firm has been uniquely shaped by the newness of the work and the organizational structure — as well as a new, neoliberal workforce not found in other professional firms of similar status. As new firms doing new work, these elite law firms are indeed advantaged by being able to escape strong preconceived notions of work and identity. In addition, the newness of the law schools that socialize these firms' workers contribute to the firms' multi-layered advantage, an advantage not enjoyed by other firms that are similarly structured by globalization but that draw their workforce from more long-established educational institutions. Ultimately, the chapter demonstrates how globalization and class come together to renegotiate traditional assumptions of gender and the framework of an ideal worker. It argues that the gender outcomes in these firms result not from a movement for gender equality, but instead from the emergence of the Indian law firm as a new site of high-prestige global labor.

15. Exams and Revision

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Law Schools ◽  
Knowing How ◽  
Legal Studies ◽  
Law Student

Exams are the most common form of assessment in UK law schools, and the student will almost inevitably sit quite a few of them during their legal studies. A successful law student wants their success reflected in their results — and exams will make up a big part of those results. By understanding the format of exams, knowing how best to prepare for them, and thinking about effective approaches to them, the student can approach exams calmly and be in the best possible position to achieve the results they feel that they deserve. This chapter looks at all these things, with hints and tips on things to do and things to avoid in revision, preparation, and exam.

Socio-Legal Studies in Liverpool Law Schools Introduction

2008 ◽  
Vol 29 (2) ◽  
pp. 117-121 ◽  
Author(s):  
Anna Carline ◽  
Helen Baker
Keyword(s):  
Law Schools ◽  
Legal Studies

Legal Consciousness and Its Significance for Law and Society Teaching Outside Canadian Law Schools

2003 ◽  
Vol 18 (1) ◽  
pp. 61-65 ◽  
Author(s):  
Lesley A. Jacobs
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Professional Training ◽  
Law And Society ◽  
Law Schools ◽  
Legal Doctrine ◽  
Canadian Universities ◽  
Legal Studies ◽  
Canadian Law ◽  
Undergraduate Programs

One of the recommendations made in Law and Learning is that “[t]he teaching of law in the liberal arts and other faculties should be encouraged.” Earlier in its report, the authors acknowledged the existence of legal studies programs outside law faculties in Canada and emphasized that in these programs legal doctrine exerts much less influence on the direction of study than in law schools. Law teaching in these programs, the Consultative Group explains, “has many attractions. It relieves the subject of its professional training connotations, facilitates integration of legal study and research with parallel activities in other disciplines, and recognizes that law ought to be understood by and subject to the critical scrutiny of as many citizens as possible.”Although the praise in Law and Learning for legal studies programs outside law faculties and especially in faculties of arts and social sciences in Canadian universities is considerable, it is significant I believe that the report does not explain why the teaching of legal doctrine – legal rules – is not central to these legal studies programs, and in particular law and society undergraduate programs. Indeed, the demand from incoming undergraduate students and ordinary citizens is overwhelmingly for these programs to offer courses on legal doctrine. And some programs in Canadian universities comply. Why not teach legal doctrine in these programs? Why should the study of law in these programs be so different from that found in Canadian law schools?

How Much “Law” in Legal Studies? Approaches to Teaching Legal Research and Doctrinal Analysis in a Legal Studies Program

2014 ◽  
Vol 29 (03) ◽  
pp. 297-310 ◽  
Author(s):  
Vincent Kazmierski
Keyword(s):  
Research Methods ◽  
Legal Education ◽  
Multiple Roles ◽  
Methods Course ◽  
Law Schools ◽  
Legal Research ◽  
Pedagogical Strategies ◽  
Legal Studies ◽  
Professional Law

Abstract This article addresses the teaching of legal research methods and doctrinal analysis within a legal studies program. I argue that learning about legal research and doctrinal analysis is an important element of legal education outside professional law schools. I start by considering the ongoing debate concerning the role of legal education both inside and outside professional law schools. I then describe the way in which the research methods courses offered by the Department of Law and Legal Studies at Carleton University attempt to reconcile the tension between “law” and legal studies. In particular, I focus on how the second-year research methods course introduces students to “traditional” legal research and doctrinal analysis within a legal studies context by deploying a number of pedagogical strategies. In so doing, the course provides students with an important foundation that allows them to embrace the multiple roles of legal education outside professional law schools.

scholarly journals Improving the credibility of empirical legal research: practical suggestions for researchers, journals, and law schools

2020 ◽  
Author(s):  
Jason Chin ◽  
Alexander Carl DeHaven ◽  
Tobias Heycke ◽  
Alex O. Holcombe ◽  
David Thomas Mellor ◽  
...  
Keyword(s):  
Data Analysis ◽  
Case Law ◽  
Qualitative Studies ◽  
Incentive Systems ◽  
Law Schools ◽  
Legal Research ◽  
Legal Studies

Fields closely related to empirical legal research are enhancing their methods to improve the credibility of their findings. This includes making data, analysis code, and other materials openly available, and preregistering studies. Empirical legal research appears to be lagging behind other fields. This may be due, in part, to a lack of meta-research and guidance on empirical legal studies. The authors seek to fill that gap by evaluating some indicators of credibility in empirical legal research, including a review of guidelines at legal journals. They then provide both general recommendations for researchers, and more specific recommendations aimed at three commonly used empirical legal methods: case law analysis, surveys, and qualitative studies. They end with suggestions for policies and incentive systems that may be implemented by journals and law schools.

scholarly journals Contributions of Indian Authors in the Subject Category Law of the Web of Science Core Collection: ABibliometric Analysis

2020 ◽  
Vol 7 (2) ◽  
pp. 148-156
Author(s):  
D. Kumar ◽  
B. Singh
Keyword(s):  
Core Collection ◽  
Web Of Science ◽  
Published Data ◽  
Asian Countries ◽  
Law Schools ◽  
The Core ◽  
Subject Category ◽  
The Subject ◽  
Indian Law ◽  
The Web

This paper presents a bibliometric analysis of research works in the subject category Law published with the affiliation of India in the Web of Science Core Collection. A total of 529 published works by Indian authors from Indian law schools and institutions on or relating to the subject of the law have appeared in law journals and other sources. The works are indexed in the Core Collection for the years 1999–2019 and have been cited 2,041 times over this 20-year period. To conduct the analysis of the published data based on norms such as author-wise, country-wise and citation-wise figures, normative bibliographic techniques were applied to attain the objectives. After adetailed discussion of the analysis of the data, the research arrives at the conclusion that Indian authors have fewer published works in the subject category Law in the Core Collection than two other Asian countries, but that there has been a gradual increase in their number since 2011.

The Challenges of Teaching Comparative Law and Socio-Legal Studies at Indonesia's Law Schools

2019 ◽  
Vol 14 (S1) ◽  
pp. S229-S244
Author(s):  
Herlambang P WIRATRAMAN
Keyword(s):  
Social Change ◽  
Research Methods ◽  
Legal System ◽  
Comparative Law ◽  
Law Schools ◽  
Legal Research ◽  
Legal Studies ◽  
Interdisciplinary Approaches ◽  
Source Materials

AbstractThis article addresses the role of legal research methodologies in the development of legal science and the creation of social change in Indonesia. Based on fieldwork conducted at Indonesian law schools between 2014 and 2016, this article reveals that legal research methods taught in Indonesia are starkly divided into normative-juridical and empirical-juridical approaches. Misunderstandings between adherents of these different schools of thought pose significant obstacles to the development of interdisciplinary approaches to law that span or go beyond the divide. Methodological conflicts resulting in the absence of socio-legal approaches in Indonesian law schools, coupled with outdated and limited source materials, limit the study of comparative law in Indonesia to the mere comparison of statutes and rules shorn of socio-political context. They also fail to instill awareness of the importance of considering social – on top of legal – impact in the context of Indonesia's complex and pluralist legal system.

scholarly journals The Association of Transnational Law Schools' Agora: An Experiment in Graduate Legal Pedagogy

2009 ◽  
Vol 10 (6-7) ◽  
pp. 929-958 ◽  
Author(s):  
Phillip G. Bevans ◽  
John S. McKay
Keyword(s):  
Doctoral Students ◽  
Legal Theory ◽  
Legal Education ◽  
International Governance ◽  
Summer Program ◽  
Law Schools ◽  
Legal Studies ◽  
Transnational Law ◽  
Legal Transplantation ◽  
Social Organizational

The Association of Transnational Law Schools [ATLAS] is a consortium of seven law schools from four continents that launched an annual academic summer program, called the Agora, for doctoral students this past July 2008. As the name of the consortium would suggest, the program focused on transnational law. The Agora is one of several multi-school initiatives aimed at furthering the study of the globalizing legal environment. The Agora both reflects and furthers a trend in legal scholarship, and as a consequence legal education, toward a focus on a set of interrelated concerns, which include globalization, international governance, transnational law, comparative legal studies, legal transplantation and the apparent conceptual challenges that these pose. In important respects these new conceptual challenges have a long pedigree in questions about the scope of legal pedagogy and theory. The pedagogical controversy is rooted in questions about the purpose of legal education, namely, whether it is trade training and should focus on practical legal skills, or whether it should be conceived of as broader than this. Intimately connected to this pedagogical controversy is a legal-theoretical controversy about the scope of legal theory (and thus the nature of law and its investigation). Does the word “law” designate the organizational instruments of state power, or should we think of “law” as referring to a more diverse set of social-organizational systems that may have greater or less affinity and connection with state law?

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