Since the publication of Best Practices for Legal Education, the globalization of both legal educ... more Since the publication of Best Practices for Legal Education, the globalization of both legal education and law practice has exploded. Today’s lawyers increasingly serve border-crossing clients or clients who present with transnational legal issues. As law schools expand their international programs, and enroll increasing numbers of non-U.S. law students, law students transcend cultural and legal borders. As a result, they deepen their understanding of — and sharpen their critical perspective on — their own national systems. Similarly, U.S. law teachers are increasingly called to engage in border-crossing teaching and other academic pursuits.Best Practices did not address these issues. The primary aim of this section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) is to identify best practices for law teachers engaged with non-U.S. or “international” learners who study or train in a U.S.-style learning environment, eit...
Since the publication of Best Practices for Legal Education, the globalization of both legal educ... more Since the publication of Best Practices for Legal Education, the globalization of both legal education and law practice has exploded. Today’s lawyers increasingly serve border-crossing clients or clients who present with transnational legal issues. As law schools expand their international programs, and enroll increasing numbers of non-U.S. law students, law students transcend cultural and legal borders. As a result, they deepen their understanding of—and sharpen their critical perspective on—their own national systems. Similarly, U.S. law teachers are increasingly called to engage in border-crossing teaching and other academic pursuits. Best Practices did not address these issues. The primary aim of this chapter of Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) is to identify best practices for law teachers engaged with non-U.S. or “international” learners who study or train in a U.S.-style learning environment, either in the United States...
... not sensitive to these issues, their ability to engage the high school students in a frank, o... more ... not sensitive to these issues, their ability to engage the high school students in a frank, open discussion about teen dating violence will be ... One'icebreaker'Clinic students use is havtng the high school students introduce themselves and tell the class which celebrity they would ...
There is a body of literature on clinical legal theory that urges a focus in clinics beyond the s... more There is a body of literature on clinical legal theory that urges a focus in clinics beyond the single client to an explicit teaching of social justice lawyering. This article adds to this emerging body of work by discussing the valuable role community legal education plays in teaching skills and values essential to single client representation and social justice lawyering. The article examines the theoretical underpinnings of clinical legal education and community education and how they influenced the authors’ design and implementation of community legal education within their respective clinics. Then, this article discusses two projects designed to help persons subjected to domestic abuse: the first project undertaken for the first time by a clinic teaching community legal education after a long hiatus, the second project ongoing for several years in a clinic with a long history of incorporating community education into its work. Through the discussion of these two projects, the a...
Since the publication of Best Practices for Legal Education, the globalization of both legal educ... more Since the publication of Best Practices for Legal Education, the globalization of both legal education and law practice has exploded. Today’s lawyers increasingly serve border-crossing clients or clients who present with transnational legal issues. As law schools expand their international programs, and enroll increasing numbers of non-U.S. law students, law students transcend cultural and legal borders. As a result, they deepen their understanding of — and sharpen their critical perspective on — their own national systems. Similarly, U.S. law teachers are increasingly called to engage in border-crossing teaching and other academic pursuits.Best Practices did not address these issues. The primary aim of this section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) is to identify best practices for law teachers engaged with non-U.S. or “international” learners who study or train in a U.S.-style learning environment, eit...
Since the publication of Best Practices for Legal Education, the globalization of both legal educ... more Since the publication of Best Practices for Legal Education, the globalization of both legal education and law practice has exploded. Today’s lawyers increasingly serve border-crossing clients or clients who present with transnational legal issues. As law schools expand their international programs, and enroll increasing numbers of non-U.S. law students, law students transcend cultural and legal borders. As a result, they deepen their understanding of—and sharpen their critical perspective on—their own national systems. Similarly, U.S. law teachers are increasingly called to engage in border-crossing teaching and other academic pursuits. Best Practices did not address these issues. The primary aim of this chapter of Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) is to identify best practices for law teachers engaged with non-U.S. or “international” learners who study or train in a U.S.-style learning environment, either in the United States...
... not sensitive to these issues, their ability to engage the high school students in a frank, o... more ... not sensitive to these issues, their ability to engage the high school students in a frank, open discussion about teen dating violence will be ... One'icebreaker'Clinic students use is havtng the high school students introduce themselves and tell the class which celebrity they would ...
There is a body of literature on clinical legal theory that urges a focus in clinics beyond the s... more There is a body of literature on clinical legal theory that urges a focus in clinics beyond the single client to an explicit teaching of social justice lawyering. This article adds to this emerging body of work by discussing the valuable role community legal education plays in teaching skills and values essential to single client representation and social justice lawyering. The article examines the theoretical underpinnings of clinical legal education and community education and how they influenced the authors’ design and implementation of community legal education within their respective clinics. Then, this article discusses two projects designed to help persons subjected to domestic abuse: the first project undertaken for the first time by a clinic teaching community legal education after a long hiatus, the second project ongoing for several years in a clinic with a long history of incorporating community education into its work. Through the discussion of these two projects, the a...
Epistemic Communities at the Boundaries of Law: Clinics as a Paradigm in the Revolution of Legal Education in the European Mediterranean Context, 2019
The present collaborative volume is the result of the fortunate circum- stances and synergies tha... more The present collaborative volume is the result of the fortunate circum- stances and synergies that had placed its curators in an alike starting situation when it comes to the re ection on clinical legal education: rstly, a joining legal philosophical background; secondly, the fact of belonging to countries, Italy and Spain, that pertain to the legal culture of civil law of the conti- nental Europe; thirdly, a consolidated experience in legal clinical teaching oriented to overcome the formative model of legal positivism that still today characterizes our legal university degrees; fourthly, being highly active in the development of the global movement of legal clinics by participating and organizing conferences in both the international and European networks of clinical legal education; and nally, creating, re ecting and developing together many projects that formulate the spirit of the epistemic community promoted by the legal clinic colleagues.
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