Hostname: page-component-848d4c4894-wzw2p Total loading time: 0 Render date: 2024-06-06T11:52:40.924Z Has data issue: false hasContentIssue false
  • English
  • Français

The Five Lessons I Learned Through Clinical Education

Published online by Cambridge University Press:  06 March 2019

Nadia Chiesa

Extract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

In his 1935 indictment of legal education, Karl Llewellyn denounces the law schools of his time as factories pulling in immature, unprepared young men and, three years later, churning out young lawyers who are not significantly better prepared to deal with the realities of the legal profession. Llewellyn's critique touches upon every aspect of the North American legal education experience: the admission of students who lack the necessary critical research and writing skills, the rules-based “casebook” curriculum that ignores policy or practice questions and the release of graduates into the profession, without any follow-up on their experience that could be used to improve the education of the next generation of lawyers. In short, these graduates may have studied law, but they are not ready to practice law.

Type
Section 5: ‘Is More More?’ Thinking about Student Organization, Government and Community
Information
German Law Journal , Volume 10 , Issue 6-7: Following the Call of the Wild: The Promises and Perils of Transnationalizing Legal Education , July 2009 , pp. 1113 - 1126
Copyright
Copyright © 2009 by German Law Journal GbR 

References

1 On What Is Wrong With So-Called Legal Education, 35 Columbia Law Review 651–678 (1935).Google Scholar

2 See, supra, note 1, 667, 668.Google Scholar

3 Llewellyn, , supra note 1, 669.Google Scholar

4 Ibid., at 673, 674.Google Scholar

5 Ibid., at 651.Google Scholar

6 Voyvodic, Rose & Medcalf, Mary, Advancing Social Justice Through an Interdisciplinary Approach to Clinical Legal Education: The Case of Legal Assistance of Windsor, 14 Washington University Journal of Law & Policy 101–132 (2004).Google Scholar

7 Trembaly, Paul R., Rebellious Lawyering, Regnant Lawyering, and Street-Level Bureaucracy, 43 Hastings Law Journal 947–970 (1991).Google Scholar

8 Mosher, Janet E., Legal Education: Nemesis or Ally of Social Movements?, 35 Osgoode Hall Law Journal 613–635 (1997).Google Scholar

9 Tremblay, , supra, note 7.Google Scholar

10 Imai, Shin, A Counter-Pedagogy for Social Justice: Core Skills for Community-Based Lawyering, 9 Clinical Law Review 196 (2002).Google Scholar

11 Ibid. Google Scholar

12 Voyvodic, & Medcalf, , supra note 6.Google Scholar

13 Mosher, , supra note 8.Google Scholar

14 Macfarlane, Julie, A Feminist Perspective on Experience-Based Learning and Curriculum Change, 26 Ottawa Law Review 357 (1994).Google Scholar

15 Quigley, William P., Letter to a Law Student Interested in Social Justice, 1 DePaul Journal for Social Justice 6–28 (2007).Google Scholar

16 Imai, , supra note 10.Google Scholar

17 Voyvodic, & Medcalf, , supra note 6.Google Scholar

18 For an account of a teacher's experiences in the Jane-Finch community, see Peter McLaren, Cries from the Corridor (1980).Google Scholar

19 Macfarlane, , supra, note 13.Google Scholar

20 See, supra, note 17.Google Scholar

21 Macfarlane, , supra, note 13.Google Scholar

22 Mosher, , supra, note 8.Google Scholar

23 Macfarlane, , supra, note 13.Google Scholar

24 See, supra, note 21.Google Scholar

25 Imai, , supra, note 10, 216.Google Scholar

26 Quigley, , supra, note 14, 15.Google Scholar

27 Voyvodic, & Medcalf, , supra, note 6.Google Scholar

28 See, supra, note 25, 106.Google Scholar

29 Quigley, , supra, note 14, 10.Google Scholar