scholarly journals Legal clinic gender sensitive method for law students

Temida ◽  
2008 ◽  
Vol 11 (3) ◽  
pp. 5-25
Author(s):  
Nevena Petrusic ◽  
Slobodanka Konstantinovic-Vilic ◽  
Natalija Zunic
Keyword(s):  
Teaching Method ◽  
Legal Education ◽  
Gender Issues ◽  
Law Students ◽  
University Education ◽  
Rights Protection ◽  
Law Faculty ◽  
Gender Education ◽  
Practical Model ◽  
The University

In this paper, the authors discuss models of integrating gender issues, gender perspective and some gender aspects into the university education. In that context, the authors particularly focus on the concept of clinical legal education in legal clinics offering a specific practical model of teaching gender studies. Legal clinics provide for an innovative approach to gender education of prospective legal professional. The teaching method used in these legal clinics is aimed at raising students' awareness of gender issues and common gender-related biases. In the recent period, the Legal Clinic at the Law Faculty in Nis has achieved excellent results in the Clinical legal education program on the women's rights protection, which clearly proves that legal clinics have good prospects in general legal education.

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 Clinical legal education in Croatia – from providing legal assistance to the poor to practical education of students

2014 ◽  
Vol 19 ◽  
pp. 373
Author(s):  
Barbara Preložnjak
Keyword(s):  
Practical Knowledge ◽  
Economic Status ◽  
Good Practice ◽  
Legal Education ◽  
Practical Training ◽  
Legal Aid ◽  
Procedural Cost ◽  
The Poor ◽  
Law Faculty ◽  
The University

<p>Although clinical legal education has a long tradition in common law countries, the countries of the continental European legal system, to which the Republic of Croatia (hereinafter Croatia) belongs, have recognized its importance in the last few years. The first established legal clinic in Croatia was the one of the Faculty of Law at the University of Rijeka. It has been implemented as part of the curriculum for the academic year 1996/1997 and offered to the fourth year students as an elective course entitled “Clinic for Civil Law”. Within the Rijeka Clinic, law students were able to acquire theoretical and practical knowledge, by resolving hypothetical cases, under the supervision and with the support of teachers, lawyers, judges, notaries public and state attorneys. In 2002, with the support of the Institute Open Society from Budapest, the Faculty of Law at the University of Osijek established a legal clinic in the form of practical training for students of the third and fourth year of legal studies. By participating in the clinic’s activity, students of Osijek Law Faculty helped provide legal aid to citizens of lower economic status. This included help in providing general legal information and legal advice, as well as help in covering procedural cost from the funds donated to the Clinic. The lack of financial means that were needed for daily expenditures meant that the Legal Clinic in Osijek was temporarily closed. Nowadays, faculty members of Osijek Law Faculty are trying to solve financial problems and to continue previous good practice in providing legal aid to the poor citizens.</p>

scholarly journals Disability Human Rights Clinics as a model for teaching Participatory International Human Rights Lawyering

2018 ◽  
Vol 25 (3) ◽  
pp. 23-52
Author(s):  
Yvette Maker ◽  
Jana Offergeld ◽  
Anna Arstein-Kerslake
Keyword(s):  
Human Rights ◽  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Legal Analysis ◽  
Human Rights Law ◽  
Community Based ◽  
Scholarly Output ◽  
The University ◽  
New Generation

The Disability Human Rights Clinic (DHRC) was established at Melbourne Law School, the University of Melbourne, in 2015.  Its supervisors and students conduct legislative and policy reform projects as well as strategic litigation. The DHRC was created by Anna Arstein-Kerslake to address a significant lack of resources in community-based organisations to undertake in-depth legal analysis. It uses an innovative model of clinical legal education to harness the skills of law students to fill that gap and to expose a new generation of lawyers to the emerging field of disability human rights law. In this article, we draw on our experiences running the DHRC to argue that the model it establishes can create significant scholarly output in the human rights field, direct engagement with the community, and rich doctrinal and experiential learning for students.

Co-creating with BAME students in legal education

2021 ◽  
Vol 23 (3) ◽  
pp. 80-91
Author(s):  
Fatmata Daramy ◽  
Morag Duffin ◽  
Ibrahim Ilyas ◽  
David Taylor
Keyword(s):  
Sense Of Belonging ◽  
Educational Institution ◽  
Legal Education ◽  
Law Students ◽  
Institutional Racism ◽  
Student Body ◽  
Raising Awareness ◽  
Employer Engagement ◽  
The University

This article explores the challenges of addressing inequitable outcomes and experiences for BAME Law students. It considers the specific challenges BAME students face in entering a profession that is highly competitive, and which has traditionally lacked diversity. It details the approach that The University of Law, as a specialist legal educational institution, has taken to work and co-create with its student body to reduce these inequitable outcomes and experiences, as well as to improve a wider sense of belonging between students, their educational institution and the legal sector. It takes, as a case study, The University of Law's BAME Student Advocate scheme, which was established in the spring of 2020, and spotlights a few key projects delivered by the BAME Advocates: an employer engagement project, a Ramadan project and a project on raising awareness of institutional racism through the Stephen Lawrence case.

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.

Are ‘Digital Natives’ Equipped to Conquer the Legal Landscape?

2013 ◽  
Vol 13 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Daniel Bates
Keyword(s):  
Information Literacy ◽  
Legal Education ◽  
Cultural Background ◽  
Digital Natives ◽  
Law Students ◽  
Research Skills ◽  
Precise Nature ◽  
University Of Cambridge ◽  
Teaching Research ◽  
The University

AbstractThere is no doubt that the ‘Google Generation’ or ‘Digital Natives’ are entering legal education with a very different set of skills than those who came before them. In this article Daniel Bates examines the precise nature of the skillset of those beginning their legal careers, and considers his experiences teaching research skills to law students at the University of Cambridge for over a decade. Furthermore, he considers how students' educational and cultural background in the areas of research and information literacy should inform the teaching of legal skills.

scholarly journals Towards Designing a Validated Framework for Improved Clinical Legal Education: Empirical Research on Student and Alumni Feedback

2020 ◽  
Vol 23 ◽  
pp. 1-31
Author(s):  
Stephan Van der Merwe
Keyword(s):  
Social Justice ◽  
Empirical Research ◽  
Student Evaluation ◽  
Legal Education ◽  
The Body ◽  
Law Students ◽  
Access To Justice ◽  
Online Questionnaire ◽  
Implementation Framework ◽  
The University

The pedagogical advantages of employing a Clinical Legal Education (“CLE”) teaching and learning strategy have been acclaimed in literature for almost a century and it continues to be ideally suited to cater to modern education expectations. As an agent for social change, CLE offers law students an effective gateway to participate in, and be influenced by, fundamental social justice problems while it also improves access to justice for the indigent. Though the clinical literature is replete on expected benefits for clinical law students, very little (if any) verifiable empirical research, independently sourced and evaluated, has been published to assess the veracity of these claims in support of CLE. After receiving a funding grant from the University of Stellenbosch Fund for Innovation and Research into Learning and Teaching, the University of Stellenbosch Law Clinic appointed an independent, external agency to conduct empirical research through an extensive measure and evaluation exercise. The aim of the project was to source, document and analyse robust empirical research data about the Faculty of Law’s CLE module, Practical Legal Training 471. The project involved the sourcing and collation of formal student evaluation feedback reports spanning a period of nine years. Additional alumni and current student data were gathered either by online questionnaire or by telephonic interview. The research was aimed at eliciting quantitative as well as qualitative responses. The purpose of this article is to describe the applicable methodology and aims of the research project, to unpack and discuss the resulting empirical data, and to draw certain conclusions based on the findings of this research about CLE’s impact on law students’ experience specifically relating to their practice-readiness and social justice sensitivities. It is suggested that this research will prove both interesting and useful to law teachers involved in relevant programmes at other higher education institutions. The data and evidence detailed herein will assist them to conduct their research and to make substantiated recommendations for the development of CLE programs on a broader national and international level. This research will also add to the body of knowledge on students and student learning and allow for recommendations regarding the creation of a broader implementation framework for improved CLE.

scholarly journals Masters of our Destiny – The Integration of law clinic into post graduate Masters provision

2014 ◽  
Vol 19 ◽  
pp. 395
Author(s):  
Karen Clubb
Keyword(s):  
Vocational Training ◽  
Learning Experience ◽  
Legal Education ◽  
Law Students ◽  
Teaching Methodology ◽  
Paper Briefly ◽  
Post Graduate ◽  
The University ◽  
Law Degree ◽  
Insight Into

<p>Increasingly students are looking to their undergraduate law degrees to do more than provide them with a qualification which acts a ‘stepping stone’ to further legal vocational training. The provision of law degrees across the sector includes both qualifying and non-qualifying degrees where the study of law is combined with other subjects, vocational and non-vocational. Not all students who obtain a qualifying law degree will continue to the vocational stage of training, but all degrees need to address the employability agenda, and law students in particular need to consider future career aspirations early on in their degree.</p><p>Clinical legal education as a teaching methodology has received considerable academic attention for the benefits student engagement can yield in enhancing the overall student learning experience This paper briefly reviews the benefits of undergraduate clinical legal education (CLE) and considers the benefits of developing this at post graduate level in a Masters in Law programme This paper considers the distinction between the two approaches and the need for a different approach to the provision of a law clinic module within a postgraduate law Masters programme, identifying a possible model of delivery.</p><p>The paper further presents some of the potential challenges in developing and maintaining this provision over time and attempts to offer some insight into how these have been considered in the development of a postgraduate law clinic module at the University of Derby.</p>

scholarly journals Measuring Law Students’ Attitudes Towards and Experiences of Clinical Legal Education at The University of Hong Kong

2019 ◽  
Vol 27 (1) ◽  
pp. 47-100
Author(s):  
Claudia Man-yiu Tam
Keyword(s):  
Hong Kong ◽  
Legal Education ◽  
Law Students ◽  
Educational Models ◽  
Public Interest Law ◽  
Passive Learning ◽  
Pro Bono ◽  
Students Attitudes ◽  
Survey Responses ◽  
The University

As law schools in Hong Kong begin to integrate experiential learning into their educational models, clinical legal education (CLE) has symbiotically gained traction as an effective way for students to apply their legal knowledge in a skills-based and client-centered environment. This empirical study is the first of its kind to evaluate the impacts of CLE at The University of Hong Kong (HKU) over the past ten years, by analyzing the survey responses provided by 125 law students regarding their attitudes towards and experiences of CLE. The article traces the birth and development of CLE at HKU, turning first to its theoretical basis to make the case for its importance, and placing emphasis on the ability of CLE’s teaching-service pedagogy to alleviate the public interest law deficit and supplement passive learning as an engaging instructional method in the Hong Kong context. The survey results are then discussed in light of the doctrinal analysis to illustrate that clinic and non-clinic students alike are generally satisfied that HKU’s CLE program has achieved its skills, cognitive, and civic aims, and notably, that clinic students had a statistically significant higher intention to participate in pro bono work after graduation than non-clinic students or students engaged in volunteering.         

scholarly journals LEARNED STAATSRECHT FROM THE HEARTLAND OF THE RECHTSSTAAT Observations on the Significance of South African-German Interaction in Constitutional Scholarship ?

2017 ◽  
Vol 8 (1) ◽  
pp. 76
Author(s):  
L Du Plessis
Keyword(s):  
South Africa ◽  
South African ◽  
Legal Education ◽  
Law Students ◽  
Law Faculty ◽  
Legal Thinking

During (especially the latter half of) the previous century it was impressed on several generations of law students (mainly but not exclusively) at Afrikaans speaking law faculties in South Africa, to pride themselves on their “principled” legal education.1 Akin to (and indeed associated with) the paranormal knack of “thinking/reasoning like a jurist”, principled legal thinking was not really taught (or learnt), but sustained (like injuries) as a result of exposure to principled law teachers, enhanced by the ambiance of a principle-prone law faculty. In the impressionable, young minds thus shaped Begriffsjurisprudenz was principled legal thinking incarnate, and Germany the Valhalla2 for those forever true to it.

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