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Articles 1 - 8 of 8
Full-Text Articles in Law
Learning Intentionally And The Metacognitive Task, Patti Alleva, Jennifer A. Gundlach
Learning Intentionally And The Metacognitive Task, Patti Alleva, Jennifer A. Gundlach
Hofstra Law Faculty Scholarship
This article serves both to frame The Pedagogy of Procedure symposium it introduces and to itself explore the importance of metacognition and learning about learning to legal education and lawyering. The authors begin by suggesting why Civil Procedure doctrine is so challenging to teach and learn, noting how the symposium pieces help to tackle those challenges. They then join the growing number of law professors who advocate that learning how to learn deserves greater attention in the law school curriculum, suggesting that law schools should do more to demonstrate respect for the process of learning as an end in itself. …
Models Of Invisibility: Rendering Domestic And Other Gendered Violence Visible To Students Through Clinical Law Teaching, Elizabeth L. Macdowell, Ann Cammett
Models Of Invisibility: Rendering Domestic And Other Gendered Violence Visible To Students Through Clinical Law Teaching, Elizabeth L. Macdowell, Ann Cammett
Scholarly Works
The proliferation of university courses about domestic violence includes clinical courses in law schools in which students represent victims in their legal cases. This essay advocates for a broader approach to teaching about the problem. Using examples from their clinic cases, the authors show how teachers can overcome pedagogical challenges and render domestic and other forms of gendered violence, including state and community violence, more visible to students by intentionally raising and placing it within larger frameworks of structural inequality. In this way, students learn to identify and address gendered violence even when it is not the presenting problem.
"Bush Law 101": Realising Place And Conscious Pedagogy In The Law Curriculum, Amanda Kennedy, Trish Mundy, Jennifer Nielsen
"Bush Law 101": Realising Place And Conscious Pedagogy In The Law Curriculum, Amanda Kennedy, Trish Mundy, Jennifer Nielsen
Faculty of Law, Humanities and the Arts - Papers (Archive)
In 2012, a team of academics from six universities worked on an OLT-funded project, ‘Rethinking Law Curriculum: developing strategies to prepare law graduates for practice in rural and regional Australia’. The project was motivated by the declining proportion of lawyers being attracted to and remaining in practice in rural and regional Australia. The main outcome of the project was an open education resource designed to sensitise students to the realities of the rural and regional legal practice context in the form of a customisable curriculum package that can be embedded as components within existing units of study, or developed as …
Clinical Legal Education's Contribution To Building Constitutionalism And Democracy In South Africa: Past, Present, And Future, Peggy Maisel, Shaheda Mahomed, Meetali Jain
Clinical Legal Education's Contribution To Building Constitutionalism And Democracy In South Africa: Past, Present, And Future, Peggy Maisel, Shaheda Mahomed, Meetali Jain
Faculty Scholarship
Clinical Legal Education (“CLE”) courses were first introduced in South Africa nearly fifty years ago. Since then, their role has changed from addressing legal problems perpetrated by an oppressive system, to strengthening South Africa’s transition to democracy. The end of apartheid has been accompanied by a transition of focus from private law to public law. South Africa currently has seventeen public universities, each of which has a law faculty and a legal clinic. Many clinical programs’ missions are primarily dedicated to community service and providing access to justice.
Although CLE programs have undertaken some human rights and law reform work, …
Research Instruction And Resources In The Transactional Skills Classroom: Approaches To Incorporating Research Instruction Into Transactional Skills Courses, Lori D. Johnson, Jeanne Price, Eric H. Franklin
Research Instruction And Resources In The Transactional Skills Classroom: Approaches To Incorporating Research Instruction Into Transactional Skills Courses, Lori D. Johnson, Jeanne Price, Eric H. Franklin
Scholarly Works
Professors Lori Johnson, Jeanne Price, and Eric Franklin discuss methods of teaching legal research skills in the context of a transactional law class.
Creating Space For Silence In Law School Collaborations, A. Rachel Camp
Creating Space For Silence In Law School Collaborations, A. Rachel Camp
Georgetown Law Faculty Publications and Other Works
Law school programs are increasingly expanding collaborative experiences for their students. In many clinical programs, collaboration -- through team pairings and group work – has been the norm, and gradually, collaborative work is being developed throughout the doctrinal law school curriculum. This trend fits within a broader societal emphasis on a collaborative model of working and learning. In both professional and educational settings, collaboration is viewed as critical to the success of ideas and products. Learning theory consistently identifies learning as being “inherently social” and best retained when engaged in with others. And, collaboration can substantially benefit the final work …
Rick's Taxonomy, Mary Crossley
Rick's Taxonomy, Mary Crossley
Articles
This Essay uses the influential educational work Bloom’s Taxonomy as a jumping-off point for exploring how Rick Matasar’s scholarship relating to leadership in and the goals of legal education provides a guide for identifying, prioritizing and pursuing the core values and objectives of the legal education enterprise in a time of profound change. This Essay briefly describes Bloom’s Taxonomy and its status in the educational literature. Then it highlights two ways that Matasar’s leadership scholarship displays kinship to Bloom’s Taxonomy. His approach to describing a problem, analyzing its nature, and synthesizing and evaluating possible responses to the problem is …
Do We Need Subject Matter-Specific Pedagogies?, Kris Franklin
Do We Need Subject Matter-Specific Pedagogies?, Kris Franklin
Articles & Chapters
No abstract provided.