-
Lemons to lemonade: experiential learning by trial and error The Law Teacher Pub Date : 2021-03-29 Amy Lawton
ABSTRACT Despite careful planning and preparation, experiential learning environments do not always go according to plan. The North West Tax Clinic demonstrates how teaching can be reframed in a failing clinic to facilitate growth-producing experience and learning. This paper argues that problem-based learning (PBL) can be applied directly to the experiential learning environment to overcome external
-
Vulnerability theory and higher education The Law Teacher Pub Date : 2021-03-16 Risa L. Lieberwitz
ABSTRACT Vulnerability theory stresses the role of an active state that is responsive to our common human needs: health, safety, sustenance, shelter, education, and fulfilling work. This article studies institutions of higher education in the US and UK through the lens of vulnerability theory, examining the role of the state to serve the public interest through its colleges and universities. The history
-
Vulnerability, the future of the criminal defence profession, and the implications for teaching and learning The Law Teacher Pub Date : 2021-03-16 Nicola Harris, Roxanna Dehaghani, Daniel Newman
ABSTRACT Legally aided criminal defence work is under significant strain at present following fee stagnations and funding cuts over the last 20 years. This has obvious implications for those working in criminal defence practice, which have been examined in the literature on access to criminal justice. However, the implications for teaching and learning within criminal law and practice have been not
-
Vulnerability theory as a tool against a banking model of legal education The Law Teacher Pub Date : 2021-02-24 Fabrizia Serafim
ABSTRACT In this paper, I examine how university-based legal education has been facing pressures founded on a growing free-market fundamentalism which strengthen in law schools worldwide a model of education that Paulo Freire termed “banking”. In countries of Latin American constitutionalism like Brazil, such pressures also entail the denigration of progressive understandings of the social right to
-
Lord Devlin The Law Teacher Pub Date : 2021-02-19 Nick Clapham
(2021). Lord Devlin. The Law Teacher. Ahead of Print.
-
A study on the learning styles of law students at a Caribbean tertiary institution The Law Teacher Pub Date : 2021-02-18 Ronnie R.F. Yearwood, Rashad L. Brathwaite
ABSTRACT This study assesses the learning styles of law students at the University of the West Indies, Cave Hill (UWICH) Faculty of Law (FOL) in the Caribbean, based on age, gender and academic performance, using the Grasha-Riechmann Student Learning Style Scale. The study also compared the learning styles of UWICH FOL students with the learning styles of UWICH management students, using a comparator
-
Rethinking the neoliberal university: embracing vulnerability in English law schools? The Law Teacher Pub Date : 2021-02-04 Doug Morrison, Jessica Guth
ABSTRACT This paper draws on our continuing work on the neoliberal and marketised law school and seeks to understand how we might apply vulnerability theory to address some of the problems resulting from current higher education and law school contexts. After outlining our understanding of vulnerability theory and summarising what we believe are some of the ills of a neoliberal law school, this paper
-
Cultivating humility The Law Teacher Pub Date : 2020-12-16 Phil Lord
ABSTRACT This article focuses on the role of humility in the law school. It argues in favour of a culture where humility is consciously cultivated in law students. Section I considers the grading curve, a quintessentially North American attribute of almost all law schools. It analyses and theorises the curve and its effect in cultivating humility. It suggests that, while the curve can have a humbling
-
The value of a law degree – part 3: a student perspective The Law Teacher Pub Date : 2020-12-03 Alex Nicholson, Paul Johnston
ABSTRACT The “value” of university courses in the UK is increasingly equated with their potential for employability enhancement. Part 1 of this research utilized theory from the marketing discipline to highlight the many other aspects of value that a law degree in particular offers beyond lawyer qualification, and Part 2 presented a theory of value for the UK legal education market specifically, based
-
The Clinical Legal Education Handbook edited by Linden Thomas and Nick Johnson, London, University of London Press, 2020, 465pp. £35 or Open Access edition free to read online or downloadable from Observing Law ISBNs 978-1-911507-16-1 (paperback edition) 978-1-911507-17-8 (PDF edition) The Law Teacher Pub Date : 2020-12-03 Richard Owen
(2020). The Clinical Legal Education Handbook edited by Linden Thomas and Nick Johnson, London, University of London Press, 2020, 465pp. £35 or Open Access edition free to read online or downloadable from Observing Law ISBNs 978-1-911507-16-1 (paperback edition) 978-1-911507-17-8 (PDF edition). The Law Teacher. Ahead of Print.
-
Decolonising the law school: presences, absences, silences… and hope The Law Teacher Pub Date : 2020-12-01 Foluke Adebisi
(2020). Decolonising the law school: presences, absences, silences… and hope. The Law Teacher: Vol. 54, Decolonising the Law School, pp. 471-474.
-
“Law”, “order”, “justice”, “crime”: disrupting key concepts in criminology through the study of colonial history The Law Teacher Pub Date : 2020-12-01 J.M. Moore
ABSTRACT This article reviews a final year undergraduate module, “Crime, Punishment and Justice in the British Empire”, evaluating the extent to which it contributed a de/postcolonial perspective within the delivery of a criminology programme’s curriculum. To do this the paper first critiques the discipline of criminology and its links with colonialism, before describing how this module was designed
-
The ignored heritage of Western law: the historical and contemporary role of Islamic law in shaping law schools The Law Teacher Pub Date : 2020-12-01 Imranali Panjwani
ABSTRACT Whilst Islam’s role in shaping science as a whole has been well documented and reasonably recognised, its role in shaping Western law has been almost ignored. Arguably the most famous works on Islam’s contribution to Western humanities and law are by George Makdisi but his works are not used as core textbooks in law schools to understand how legal principles and institutions formed within
-
The law schools’ “easy win”? Improving law students’ experience through embedded and non-embedded writing support The Law Teacher Pub Date : 2020-11-25 Cerian Griffiths
ABSTRACT This article explores the value of providing discipline-specific writing support to law undergraduates through writing programmes within law schools. By engaging with an “academic literacies” approach to writing skills, this article illustrates a broad understanding of writing as a learning process, thereby exploring why investment in writing support can have such wide-reaching value for students
-
Law and the passions: why emotion matters for justice The Law Teacher Pub Date : 2020-11-25 Senthorun Raj
(2020). Law and the passions: why emotion matters for justice. The Law Teacher. Ahead of Print.
-
Trust, courage and silence: carving out decolonial spaces in higher education through student–staff partnerships The Law Teacher Pub Date : 2020-11-20 Ahmed Raza Memon, Suhraiya Jivraj
ABSTRACT On 20 March 2019, the Decolonise UoK, formerly Decolonise UKC conference took place at the University of Kent (W Ahmed and others, Decolonising the Curriculum Project Manifesto: Through the Kaleidoscope (2019)
-
Decolonising the master’s house: how Black Feminist epistemologies can be and are used in decolonial strategy The Law Teacher Pub Date : 2020-11-20 Oluwaseun Matiluko
ABSTRACT Understanding Black Feminist thinking and decolonial strategy as intimately connected, this paper argues that the foregrounding of Black Feminist epistemology is crucial in the decolonisation of university curricula. Focusing specifically on British undergraduate law curricula this paper argues that Black British Feminist modes of thought could produce effective and long-lasting change in
-
“Why is it my problem if they don’t take part?” The (non)role of white academics in decolonising the law school The Law Teacher Pub Date : 2020-11-19 Nick Cartwright, T.O. Cartwright
ABSTRACT The title of this paper is based on a question we were asked by a white colleague at a staff development session we were delivering. It is our problem because we are implicated in creating and perpetuating a colonised law curriculum. The focus of this paper is on what the role of white academics is in decolonising the law school; we contend that we cannot decolonise the curriculum if we do
-
Defining the role of the university law clinician: perspectives from Kenya The Law Teacher Pub Date : 2020-11-19 Anne Kotonya
ABSTRACT The global diversity of clinical practice manifests itself in a divergence of roles for clinicians. With data from a qualitative study of university law clinics in Kenya, this article explores the variety of clinical programmes in the country with a view to examining what the various forms of clinics entail for the clinician. The study finds that the role of the clinician in this jurisdiction
-
Using interpretive phenomenological analysis (IPA) to understand the development of legal ethical competence through reflection in a clinical learning environment The Law Teacher Pub Date : 2020-11-19 Anil Balan
ABSTRACT This study proposes to investigate the contribution clinical legal education (CLE) can make to student learning in legal ethics. CLE (in the form of student law clinics and CLE modules) is a learning environment in which students learn from experience by providing legal advice to live or simulated clients with the support of their tutors or supervisors. Reflection has been identified as a
-
A comparative study into legal education and graduate employability skills in law students through pro bono law clinics The Law Teacher Pub Date : 2020-11-16 Francina Cantatore, David McQuoid-Mason, Valeska Geldres-Weiss, Juan Carlos Guajardo-Puga
ABSTRACT Law students face challenges when entering the employment market irrespective of where they reside. Apart from increasing competition from their peers, there is often a disconnect between theory in law courses and the realities of legal practice. The significant leap from “student” to “early career lawyer” or “graduate lawyer” requires law schools to be more proactive in incorporating practice-based
-
Creating the law school as a meeting place for epistemologies: decolonising the teaching of jurisprudence and human rights The Law Teacher Pub Date : 2020-11-05 Sophie Rigney
ABSTRACT How do we create spaces within British law schools, for genuine engagement with decolonised methodologies and epistemologies? This paper examines an attempt to decolonise the curriculum in the rewriting of a module entitled “Justice, Law, and Human Rights”, taught at the University of Dundee. I will reflect on the process of choosing the module topics and readings, and the successes and challenges
-
Researching colonialism and colonial legacies from a legal perspective The Law Teacher Pub Date : 2020-10-23 Nandini S. Boodia-Canoo
ABSTRACT This article focuses on the difficulties encountered by socio-legal researchers in approaching questions on law and history, with particular reference to choosing adequate methodologies. Drawing on her personal experience in researching colonial laws and questions on indigeneity, the author outlines established lines of thought while suggesting new ways of interpreting historical material
-
“Reality check”: supporting law student diversity and achievement through a novel model of support and assessment of academic literacy: student perceptions, retention and performance The Law Teacher Pub Date : 2020-09-21 Sandra Noakes
ABSTRACT Changes in the higher education sector globally have resulted in the transition from an elite to a mass model of education, encouraging the participation of students who have traditionally been underrepresented at university. Law schools in a number of countries face the dual pressures of an increasingly diverse student population, and the imperative to meet externally imposed accreditation
-
English legal system The Law Teacher Pub Date : 2020-09-15 Alexia Zimbler
(2020). English legal system. The Law Teacher. Ahead of Print.
-
Rage against the machine? Incorporating legal tech into legal education The Law Teacher Pub Date : 2020-09-15 Francine Ryan
ABSTRACT Technology is changing the way that legal services are delivered and is having an impact on the administration of justice. Law firms are increasingly adopting digital technologies to disrupt traditional ways of working. The emergence of new technologies test existing legal parameters, paradigms and concepts bringing about legal, ethical and societal challenges. Planned changes to the legal
-
Resisting disappearance: military occupation and women’s activism in Kashmir The Law Teacher Pub Date : 2020-09-11 Gowri Nanayakkara
(2020). Resisting disappearance: military occupation and women’s activism in Kashmir. The Law Teacher. Ahead of Print.
-
Feeling queer jurisprudence: injury, intimacy, identity The Law Teacher Pub Date : 2020-09-11 Chris Ashford
(2020). Feeling queer jurisprudence: injury, intimacy, identity. The Law Teacher. Ahead of Print.
-
Criminal law directions The Law Teacher Pub Date : 2020-09-11 Kate Astall
(2020). Criminal law directions. The Law Teacher. Ahead of Print.
-
The Fairness Project: the role of legal educators as catalysts for change. Engaging in difficult dialogues on the impact of diversity barriers to entry and progression in the legal profession The Law Teacher Pub Date : 2020-08-13 Tina McKee, Rachel Anne Nir, Jill Alexander, Elisabeth Griffiths, Paul Dargue, Tamara Hervey
ABSTRACT This article provides a critique of The Fairness Project, a learning and teaching project on equality and diversity in the legal profession and its impact on employability, delivered over three years across three university law schools. The Fairness Project builds on current literature on lack of equality and diversity in the legal profession, by adopting a student perspective. Barriers to
-
Enemies of the people? How judges shape society The Law Teacher Pub Date : 2020-07-15 Ben Waters
(2020). Enemies of the people? How judges shape society. The Law Teacher. Ahead of Print.
-
Teaching feeling: bringing emotion into the law school The Law Teacher Pub Date : 2020-07-15 Senthorun Raj
ABSTRACT This paper explores the dynamics of emotion in law and legal classrooms by showing: (1) why foregrounding how law is shaped by emotion better equips students to learn about how law advances and/or inhibits various pursuits of social justice and (2) how emotion functions as a useful pedagogical strategy in the classroom to make students receptive enough to empathetically and critically engage
-
Feedback: a reflection on the use of Nicol and Macfarlane-Dick’s feedback principles to engage learners The Law Teacher Pub Date : 2020-07-08 Lucy Yeatman, Louise Hewitt
ABSTRACT Feedback is an intrinsic part of the learning process in higher education. Despite the development of teaching and learning strategies underpinning the usefulness of feedback, lecturers continue to feel frustrated when students do not implement the feedback or feed it forward into their studies. There is a disconnect in literature and also in practice between lecturers’ perception of how important
-
The value of a law degree – part 2: a perspective from UK providers The Law Teacher Pub Date : 2020-06-30 Alex Nicholson
ABSTRACT For decades, law has been perceived as one of the most worthwhile degree programmes for students to undertake. In more recent years, contemporary rhetoric has begun to question the “value” of higher education in the modern world, and forthcoming regulatory changes in England and Wales will significantly dilute the concept of a “qualifying law degree”, which in all likelihood has historically
-
Key directions in legal education: national and international perspectives The Law Teacher Pub Date : 2020-06-22 Aysha Mazhar
(2020). Key directions in legal education: national and international perspectives. The Law Teacher. Ahead of Print.
-
Ratio! A Game of Judgment: using game-based learning to teach legal reasoning The Law Teacher Pub Date : 2020-06-17 David Yuratich
ABSTRACT This article introduces Ratio! A Game of Judgment, a card game jointly developed by Dr David Yuratich (the sole author of this article) and Dr Thomas Giddens. Ratio provides an innovative and immersive environment for the deep and active learning of common law legal reasoning. Players adopt the role of a judge and are required to deploy cards representing the main elements of common law reasoning
-
Making the case for virtual law cases: introducing an innovative way to teach law The Law Teacher Pub Date : 2020-06-17 Cormac McGrath, Annelie Gunnerstad, Christine Storr, Åsa Örnberg
ABSTRACT Concerns have been raised about how well legal education prepares law students for the reality of their future work life. Some research suggests that law students find it difficult to transfer and apply theoretical knowledge to decision-making in real-life contexts. This article presents a novel way, virtual law cases (VLCs), to teach and learn legal knowledge, analytical reasoning and decision-making
-
Students’ emotions in clinical legal education: a study of the Helsinki Law Clinic The Law Teacher Pub Date : 2020-05-15 Magdalena Kmak, Ketino Minashvili
ABSTRACT This article studies emotions of students in light of the concept of clinical legal education and its pedagogy. It takes as its case study the Helsinki Law Clinic. The study shows that emotions constitute an important aspect of academic learning and they often guide students through the learning experience. The design of the course and the scope of the teachers’ involvement have a significant
-
Moving beyond text, embracing the visual: the Virtual Land Law Field Trip Project @ Sussex The Law Teacher Pub Date : 2020-05-14 Verona Ní Drisceoil
ABSTRACT Set against the pedagogic literature outlining the benefits of the “visual” in instruction, this article charts the conceptualisation, development and impact of the Virtual Land Law Field Trip Project @ Sussex. Drawing on the findings from a student survey and focus group evaluation, the article outlines the strengths and weaknesses of the project. Notwithstanding limitations, and indeed the
-
Educating for well-being in law: positive professional identities and practice The Law Teacher Pub Date : 2020-04-02 Omar Madhloom
been seen that the practice that is most obviously widespread and concerned with emotions is the teaching of “soft skills”, which is often informed by the idea of emotional intelligence. The slightly problematic place of emotional intelligence in the discourse around emotions in education is noted in chapter 3, and this wariness resurfaces. The central impetus behind placing emotions towards the centre
-
The Augar Report, 2019 – dangers or opportunities for legal education in England? The Law Teacher Pub Date : 2020-04-02 Patricia Leighton
With some fanfares, one of the most important official reports for both further education (FE) and higher education (HE) was launched in May 2019 – the Independent Panel Report to the Review of Post-18 Education and Funding. Although most subsequent comment and debate has focused on its implications for funding both FE and HE in England (only) and issues such as student fees and maintenance grants
-
Visible learning at law school: an Australian approach to improving teacher impact in intensive and online courses The Law Teacher Pub Date : 2020-03-16 Sarah Moulds
ABSTRACT Around the world law schools are embracing intensive and online modes of content delivery in response to both student demand and institutional transitions away from face-to-face educational experiences. This presents a range of pedagogical challenges for teachers, including challenges associated with measuring teacher impact and student engagement within these new learning environments. One
-
Pending reform of Irish legal education The Law Teacher Pub Date : 2020-03-16 Gabriel Brennan
This is the final article in this series of three articles outlining threats to and reform of the Irish legal education system. The first article focused on challenges and change in the provision of undergraduate legal education. The second article explored the professional legal education landscape and current framework. This final article in the series will explore the current reform debate and where
-
When is a word not just a word? An investigation into the dissonance and synergy between intention and understanding of the language of feedback in legal education The Law Teacher Pub Date : 2020-03-12 Dawn Jones, Lynn Ellison
ABSTRACT When is a word not just a word? Can it be expected that using an everyday word or phrase when providing feedback means that it will be understood in the same way by different students at various stages of their academic journey? No matter how well intended feedback is, if a student is unable to correctly interpret the language used, it will prove to be of little use. This research considers
-
Unpacking precarious academic work in legal education The Law Teacher Pub Date : 2020-02-13 Alysia Blackham
ABSTRACT Precarious work is becoming increasingly prevalent in academe, as tenured opportunities diminish and university employment practices adapt to a volatile and internationalised funding context. This article explores the notion of precarious work as it applies to academic work, particularly in the context of legal education. It analyses available statistical evidence to map and unpack the prevalence
-
The intrinsic value of formative assessment and feedback as learning tools in the acquisition and improvement of a practical legal skill The Law Teacher Pub Date : 2020-02-06 Dawn Jones
ABSTRACT Teaching a practical legal skill in a classroom setting can be challenging especially when the students are unlikely to have undertaken this type of practical task previously. The module considered in this research, Practical Legal Drafting, comprises taught sessions that first introduce the ‘rules’ of legal drafting and then allow the development of key skills. The module includes tutor led
-
After the TEF and consumer law-based interventions – are prospective HE students now able to make informed choices? The Law Teacher Pub Date : 2020-01-27 Sally Weston, Sarah McKeown
ABSTRACT This article argues that recent government interventions in higher education – some based in consumer law and others in the form of the Teaching Excellence Framework (TEF) have failed to put prospective students in a position to make informed choices about courses or universities. Consumer law-based interventions do not give students all the information they need, although they may help to
-
Enhancing critical thinking in private international law The Law Teacher Pub Date : 2020-01-21 Lydia Lundstedt, Erik Sinander
ABSTRACT This article describes and evaluates the reforms that the authors (as course managers) introduced to enhance critical thinking in the compulsory course on private international law in the Master of Laws programme at Stockholm University. The reforms were made in response to a decision by the Stockholm University Law Faculty Board to develop the “Stockholm Model” in an effort to strengthen
-
If you record, they will not come – but does it really matter? Student attendance and lecture recording at an Australian law school The Law Teacher Pub Date : 2020-01-07 Natalie Skead, Liam Elphick, Fiona McGaughey, Murray Wesson, Kate Offer, Michael Montalto
ABSTRACT Lecture recordings are anecdotally associated with decreased rates of attendance at face-to-face classes. However, there have been very few studies that empirically analyse this contention, or which examine the motivations for student attendance at face-to-face classes. In this article we report on a study of over 900 undergraduate and postgraduate law students at The University of Western
-
The teaching of (another) international law: critical realism and the question of agency and structure The Law Teacher Pub Date : 2019-12-19 Luis Eslava
ABSTRACT In this article I explore the potential of a critical realist approach to the teaching of international law. Critical realist scholars have advanced a compelling account of the importance of paying attention – in designing educational curricula, delivering materials and classroom interactions – to the close relationship between agency and structure, a relationship that has also come to preoccupy
-
“They just have more of a vibe of being ‘one of us’”: undergraduate law student perceptions of PhD tutors The Law Teacher Pub Date : 2019-12-17 Victoria Ball, Arwen Joyce, Charlotte Mills
ABSTRACT This study examines undergraduate law students’ perceptions of tutorials delivered by PhD tutors. Enrolment in UK law schools has increased in recent decades and PhD tutors are playing an ever-expanding pedagogical role in undergraduate degree courses. At the same time, the implementation of the Teaching Excellence and Student Outcomes Framework and the growing credence given to the results
-
The liberal, the vocational and legal education: a legal history review – from Blackstone to a law degree (1972) The Law Teacher Pub Date : 2019-12-09 Susanna Menis
ABSTRACT The recent debate concerning changes in the examination for entry to the solicitors’ profession have seen the law schools present themselves as being in a vulnerable position – victims of a controlling and regulatory legal profession. The debate has also revived concern about the dichotomy between teaching law as a liberal arts subject and teaching law as vocational training. This legal history
-
Challenges and strategies for sustainable clinical legal education in Nigeria The Law Teacher Pub Date : 2019-11-29 Festus Okechukwu Ukwueze, Beatrice Obianuju Obuka
ABSTRACT The quest to foster professionalism and improve access to justice for all led to the adoption of clinical legal education (CLE) by law schools across the globe. CLE gives law students opportunities to have real-life work experience, while at the same time rendering free legal services to indigent members of the community. Notwithstanding that CLE is being infused into the curricula of faculties
-
Irish professional legal education The Law Teacher Pub Date : 2019-10-21 Gabriel Brennan
This is the second in a series of three articles outlining threats to and reform of the Irish legal education system. The first article focused on challenges and change in the provision of undergraduate legal education. By way of update there have been two ongoing developments since that initial article. First, on 21 June Mary Mitchell O’Connor TD, Minister of State with special responsibility for
-
Reshaping the teaching–research nexus: connecting with students through research blogging (with an autoethnographic perspective) before they become lawyers The Law Teacher Pub Date : 2019-10-17 Barry Yau
ABSTRACT The literature chronicles an ongoing debate about the teaching–research nexus in higher education. This article details how the author, a law lecturer, has built on the Humboldtian notion of the unity of teaching and research by blogging his research to his practical legal training students in an online teaching environment. With a focus on concern for learners as they soon become Australian
-
Exploring the role of emotions in clinical legal education: inquiry and results from an international workshop for legal educators The Law Teacher Pub Date : 2019-10-02 Kate Seear, Lisa Bliss, Paula Galowitz, Catherine F. Klein
ABSTRACT Clinical legal education provides a unique opportunity to engage with emotions. This article describes and reflects on an interactive workshop that examined the nature, meaning and significance of emotions in clinical legal education. Through a variety of incorporated staged activities, employing the teaching methods of scaffolding as well as backward design, participants explored aspects
-
“What we did over the summer”: updates on proposed reforms to legal education and training in England and Wales and in the Republic of Ireland The Law Teacher Pub Date : 2019-10-02 Elaine Hall, John Hodgson, Caroline Strevens, Jessica Guth
How was your summer? Maybe you were living the law teacher summer fantasy: enjoying the outdoors, friends, food, culture and sleep; reconnecting with non-academic pursuits whilst simultaneously catching up on all of the tasks postponed from term time; becoming more relaxed and also more focused . . . . Meanwhile, the ongoing debates about legal education and training continued. You may have missed
-
Yarning shares knowledge: Wiradyuri storytelling, cultural immersion and video reflection The Law Teacher Pub Date : 2019-10-02 Annette Gainsford, Su Robertson
ABSTRACT This article focuses on the design and teaching of a capstone law subject that is aimed at developing Indigenous cultural competency in future lawyers. The discussion covers the translation of Wiradyuri traditions of oral storytelling into a video reflection assessment task for law students who undertook a cultural immersion experience with Wiradyuri Elders in rural NSW as part of their law
-
Building reflection into the clinic supervision experience: research methods for the reflective teacher The Law Teacher Pub Date : 2019-10-02 Jonny Hall
ABSTRACT Clinical legal education is a self-directed learning environment in which students learn from experience with the support of the design of the environment and the teacher (supervisor). There is emergent research concerning the response of individual students and groups of students in these environments but our understanding of how these environments are shaped and responded to remains at the
-
Reflecting on reflection: a dialogue across the hemispheres on teaching and assessing reflective practice in clinical legal education The Law Teacher Pub Date : 2019-10-02 Rachel Spencer, Susan L. Brooks
ABSTRACT Why is it so important for law students to learn to be reflective? What do we mean by “reflective practice” in the context of legal education? How do we actually teach reflective practice in experiential offerings such as clinics and externships? Finally, how do we assess law students’ reflective work? These questions continue to challenge those of us who strive to teach reflective practice
Contents have been reproduced by permission of the publishers.