Why not an International Journal of Clinical Legal Education? (original) (raw)
Related papers
2018
As legal educators, we can benefit in taking stock from time to time of whence we came, how far we have traveled, and where we are going. Richard Wilson’s book about the evolution of clinical legal education does just that. He has spent the better part of his career as a clinical law teacher and international human rights lawyer working on this subject. As much of his scholarship and work have focused on collaborations with and support of law clinics in other parts of the world, he brings a breadth of knowledge to this study of clinical legal education.1 One of the great challenges of any book that styles itself as “global” is that it will either overgeneralize or overcomplicate the subject matter. That risk becomes even more substantial when the subject being compared is the reach of clinical education across legal systems. This book approaches the challenge with great care, and, in my view, strikes a nice balance between overand under-simplification. Because it covers virtually al...
Reimagining clinical legal education
The Law Teacher, 2019
In 1911, Columbia Law School Dean and future US Attorney General and Supreme Court Justice Harlan Fiske Stone expressed concern that: If it is true that the function of the law school is to approach the study of law from the theoretical and scholarly side, it is equally true that it must not become so academic as to separate itself from the profession which it represents and for the practice of which it undertakes to train its students. (Harlan Stone, "The Function of the American University Law School" in ABA 34th Conference Annual Report (1911) 733) 1 Sam Gyimah, 'Delivering value for money in the age of the student' (Department for Education, 2018) <http/ gov.uk/government/speeches/delivering-value-for-money-in-the-age-of-the-student> accessed 14 February 2019
Clinical Legal Education at the Faculty of Law: An Initial Review
Procedia - Social and Behavioral Sciences, 2011
The main objective of this paper is to examine the extent of clinical work undertaken by the final year students enrolled in the Sarjanamuda Undang-undang (Bachelor of Laws) at the Faculty of Law at the Universiti Kebangsaan Malaysia (UKM). An understanding of clinical legal education ('CLE') as commonly practised in the United States is first briefly discussed in order to provide a clear picture of the extent and how 'CLE' is practised in Malaysia and at UKM. This discussion is then followed by the rise of a need to review CLE practices in UKM and in Malaysia. However, the scope of this initial review is limited to professional practise modules and activities bearing clinical elements for these are the subject of concerns in light of the legal profession requirement in Malaysia. Working on the belief that law students learning experience could be further enhanced, The results of this initial review will be employed as an initial report for a comprehensive review exercise to be undertaken by the Faculty of Law of UKM in 2011 to enhance quality in curriculum delivery and in support of widening students' clinical experience to meet the needs of the legal fraternity and industry.
Introduction: New Directions in Clinical Legal Education—Law for the People
2008
The essays in this special volume of the Washington University Journal of Law & Policy represent a range of approaches for teaching and practicing law, but they have one thing in common. In each instance, the authors promote a vision of legal education and the practice of law that stresses access to justice for individuals and communities traditionally unrepresented or underrepresented by the legal profession. For those contributors writing about law school teaching, their emphasis on access to justice seeks to prepare law students to become ethical, effective lawyers who will strive to promote justice and fairness through the practice of law. For those writing about specific practice areas or types of law practice, they outline more effective strategies for serving clients and providing them with access to justice. Together, these Essays reflect the authors’ shared commitment to give meaning to the lawyer’s ethical obligation to bear “special responsibility for the quality of justi...
Clinical Legal Education: A Student Perspective
Dalhousie Journal of Legal Studies, 1993
Fiscal restraint has forced many law schools to reconsider funding clinical education programs. Using the Dalhousie Legal Aid Service (DLAS) as an example, the educational effectiveness of clinical legal education is examined. Clinical education provides a context in which students can learn and apply the traditional law school curriculum. There is a danger, however, that clinical education will focus on technical skills without honing analytical skills such as ends-means analysis. The supervisor plays a crucial role in structuring the clinical experience into an educational one, from which students develop approaches to solving legal problems in practice. If the pitfalls are avoided, clinical education can be invaluable to the student and can enhance traditional programs. Although there are weaknesses in DLAS's program, its educational value warrants its continued existence. *** La contrainte fiscale a impose a de nombreuses facultes de droit une reconsideration de la question ...
Clinical Legal Education: The Case against Separatism
1980
Unless otherwise noted, the term "clinic" refers to an in-house clinical program. 2 The term "clinical movement" refers to the efforts of all supporters of skill and client-centered instruction, whatever the form of clinic advocated. ' For a well-known review of education developments and issues see H. L. PACKER & T. EHRLICH, NEW DIRECTIONS IN LEGAL EDUCATION (1972). Of particular interest is Appendix A of this work, the "Carrington Report," which assesses the strengths and weaknesses of various new teaching developments, chief among them being clinical legal education.
Professional Legal Education and the Clinical Method: From "CLEPR Colonies" to Competency Taxonomies
This paper considers issues relating to professional legal education and clinical legal education. It provides a brief overview of the history of clinical legal education in the United States and in England and Wales. It considers law school identity, the theory and context of professional education and professional work, the analysis of what lawyers do, and the distinctions between a “competencies approach” and a “reflective practitioner approach”. The paper goes on to ask whether clinic was a creature of its time and then considers “evidence-based practise” as a means of building a collaboration of academics and practitioners for the training of lawyers.
2015
This Article highlights the development and current state of clinical legal education in Canada, the United States, and Mexico, and examines recent trends in clinical legal education in each country. This is a timely topic. Canadian clinics and, in particular, Ontario-based law school affiliated clinics are grappling with recently-imposed post-graduation alternatives to traditional articling practices, while Canadian law schools are examining whether additional experiential courses should be offered to law students. U.S. law schools face difficult choices with respect to clinical education in light of sustained lower enrollments and resulting adjusted budget realities, as well as the pressures of meeting the needs of a radically restructured legal marketplace. Mexican legal clinics have a proud and storied history of providing free legal services to local communities and are rapidly evolving into more formal structures, even as the market for a legal education in Mexico is undergoin...