scholarly journals ‘Love Law, Love Life’: Neoliberalism, Wellbeing and Gender in the Legal Profession—The Case of Law School

Legal Ethics ◽  
2014 ◽  
Vol 17 (2) ◽  
pp. 202-230 ◽  
Author(s):  
Richard Collier
Keyword(s):  
Legal Profession ◽  
Law School ◽  
Love Life ◽  
And Gender

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.

Innovation and Disruption: Exploring the Potential of Clinical Legal Education

2020 ◽  
Vol 27 (3) ◽  
pp. 5-32
Author(s):  
Mary Anne Noone
Keyword(s):  
Digital Technology ◽  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Access To Justice ◽  
Law Schools ◽  
Government Decision ◽  
Growing Body ◽  
Clinical Program ◽  
Real Challenge

It’s a great privilege to deliver this year’s Susan Campbell Oration. I, like many others, had the pleasure of working with Sue on a range of activities. In 2007, Sue conducted a review of the La Trobe Law School Clinical program which was instrumental in helping ensure the program remained an integral aspect of the La Trobe University law course. I hope what I have to say honours Sue’s memory and her contributions to legal education and clinical legal education in particular2.  My focus in this presentation is on how Australian clinical legal education responds to the various innovations and disruptions occurring in the legal arena. The scope and breadth of innovations is mindboggling. There are many predictions about what the future holds for the legal profession, from gloom and doom to utopia, and there is a growing body of literature discussing the implications for the legal profession and legal education. In reality, it is impossible to envisage what the legal world will look like in ten years let alone thirty and that poses a real challenge for those involved in legal education, including clinical legal education. How best to prepare today’s students for the unknown future?  Given that I have no expertise in digital technology and am certainly not a futurologist my comments relate to those areas about which I have some background: access to justice, social security and clinical legal education.  I briefly outline the variety and scope of innovations occurring in the legal world, discuss two related aspects namely access to justice and government decision making, using the example of Robodebt, and then examine the potential for clinical legal education in these disruptive times. I argue that clinical legal education is well placed to take a more central role in Australian law schools and the training of 21st century legal workers. 

scholarly journals Visions of the Future of (Legal) Education

2017 ◽  
Author(s):  
Michael J Madison
Keyword(s):  
Thought Experiment ◽  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Legal Services ◽  
The Future

One law professor takes a stab at imagining an ideal law school of the future and describing how to get there. The Essay spells out a specific possible vision, taking into account changes to the demand for legal services and changes to the economics and composition of the legal profession. That thought experiment leads to a series of observations about values and vision in legal education in general and about what it might take to move any vision forward.

Murmurings

2021 ◽  
pp. 11-35
Author(s):  
Ian Ward
Keyword(s):  
Church Of England ◽  
Legal Profession ◽  
Labour Party ◽  
Public Institutions ◽  
Law School ◽  
The Other ◽  
Legal Practice ◽  
Legal Studies ◽  
The Law ◽  
The Church

This chapter focusses on David Hare’s Murmuring Judges; part of his critically acclaimed ‘State of the Nation’ trilogy, produced in the late 1980s and early 1990s. In each of these plays, Hare focussed his attention on the seeming dysfunctionality of particular public institutions. The other two plays in the set examined the Church of England and the Labour Party. Murmuring Judges, as the title suggests, focusses its attention on the legal profession; more closely still the Bar and the police. Hare’s critique of legal practice, and education, chimed with contemporary movements in ‘critical legal studies’ or CLS, as it became known. The CLS movement sought to uncover the ‘politics of the law’, and its consequence, arguing that its roots could be located in the modern law school. This chapter brings this claim and Hare’s play into alignment.

The Legal Profession

2019 ◽  
pp. 165-184
Author(s):  
John Baker
Keyword(s):  
General Practitioners ◽  
Thirteenth Century ◽  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Inns Of Court ◽  
History Of ◽  
The Common

This chapter traces the history of the English legal profession, which begins around 1200. From the start there was a distinction between advocacy and attorneyship. The pleaders in the Court of Common Pleas became around 1300 the order of serjeants at law, from whom the superior judges were chosen. A law school for ‘apprentices of the Bench’ in the thirteenth century was remodelled in the next century as a collegiate system, the inns of court and chancery, with its own learning exercises and degrees (bencher and barrister). Barristers practised as advocates, but not in the Common Pleas. In Tudor times solicitors appeared, as general practitioners. Serjeants lost their primacy to the newer rank of king’s counsel, but survived into Victorian times. Accounts are given of the judiciary and its independence, of the Civilian practitioners in Doctors’ Commons, and of the transfer of legal education to the universities.

Beyond Diversity and Inclusion: Understanding and Addressing Ableism, Heterosexism, and Transmisia in the Legal Profession: Comment on Blanck, Hyseni, and Altunkol Wise’s National Study of the Legal Profession

2021 ◽  
Vol 47 (1) ◽  
pp. 76-87
Author(s):  
Shain A. M. Neumeier ◽  
Lydia X. Z. Brown
Keyword(s):  
Gender Identity ◽  
Legal Profession ◽  
National Study ◽  
Anecdotal Evidence ◽  
Diversity And Inclusion ◽  
Sexuality And Gender ◽  
And Gender ◽  
The U.S ◽  
Do So ◽  
Bias And Discrimination

Far too many—if not most—of us in the legal profession who belong to both the disability and LGBTQ+ communities have known informally, through our own experiences and those of others like us, that workplace bias and discrimination on the basis of disability, sexuality, and gender identity is still widespread. The new study by Blanck et al. on diversity and inclusion in the U.S. legal profession provides empirical proof of this phenomenon, which might otherwise be dismissed as being based on anecdotal evidence.1 Its findings lend credibility to our position that the legal profession must make systemic changes to address workplace ableism, heterosexism, and transmisia.2 They also suggest possibilities as to where and how it might start to do so through providing information on who employers discriminate against most often and in what forms.3

Legal Education in Malaysia in the Context of Legal Practice

2018 ◽  
Vol 7 (2.29) ◽  
pp. 494
Author(s):  
Norfadhilah Mohamad Ali ◽  
Mohd Hazmi Mohd Rusli ◽  
Syahirah Abdul Shukor ◽  
Mohd Nasir Abdul Majid ◽  
Hendun Abd Rahman Shah ◽  
...  
Keyword(s):  
Public Universities ◽  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Point Of View ◽  
Legal Practice ◽  
Law Schools ◽  
Reasonable Expectation ◽  
The United Kingdom ◽  
Private And Public

Upon attaining independence in 1957, most judges and lawyers in Malaysia received legal education and legal training in the United Kingdom. University of Malaya was the only premier law school in Malaysia during that time. Gradually, the number of law schools increased and now legal education is available in a number of both private and public universities in Malaysia. The landscape of legal education differ post 2008 when new law schools from public universities were made subject to a review conducted by the Legal Profession Qualifying Board (LPQB) – failure to obtain full recognition will result in students from the universities concerned, having to sit for Certificate in Legal Practice (CLP) examination. In the light of this development, legal education in Malaysia has become under strict  scrutiny by the legal fraternity, and thus it is a question of what reasonable expectation should the country set on the legal education provided by universities. This article will address legal education from the point of view of universities, the relevance of the CLP examination and the level of skills and knowledge required to produce ‘practice-ready’ graduates. The discussion also considers the availability of the 9-months pupillage before admission to the Malaysian Bar and  other criteria for education as provided for by the Malaysian Qualifications Agency (MQA). The whole paper will be based on the  Legal Profession Act 1976, the MQA guidelines, the developments of legal education in Malaysia and the experience of laws schools under review by the LPQB and other stakeholders.   

Women, representation and the legal academy

Legal Studies ◽  
1999 ◽  
Vol 19 (1) ◽  
pp. 68-92 ◽  
Author(s):  
Clare McGlynn
Keyword(s):  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Gender Composition ◽  
Law Schools ◽  
Women Academics ◽  
Representation Of Women ◽  
Academic Women ◽  
Experiences Of Women

Successive studies have documented the institutionally marginalised status of many women academics. What remains unclear is whether such findings apply equally to women legal academics. This article begins the process of investigating the role, status and experiences of women legal academics, reporting the findings of the first survey into the representation of academic women in UK university law schools. The study presents a snapshot of the gender composition of law schools in October 1997, at all levels of seniority, together with data on the representation of women in each responding law school. It finds considerable differences between law schools, as well as an under-representation of women compared with men at senior levels. It is suggested that these patterns of the representation of women legal academics have important ramifications for legal education, the legal profession and the discipline of law itself.

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