Category: Pedagogy – Modelling
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Janet Weinstein et al, “Teaching Teamwork to Law Students”
This article sets out the rationale for teaching teamwork. The authors analyzed survey results they collected from their interdisciplinary classes (law and another discipline) that required teamwork in medicine and social work. This paper is helpful for clinicians in inter- or multi-disiplinary settings. It includes suggestions for how to improve teamwork, some teamwork theory, and…
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Anne D Gordon, “Cleaning up Our Own Houses: Creating Anti-Racist Clinical Programs”
This article seeks to guide legal clinics to self-evaluate regarding how clinics perpetuate racism unconsciously. This article offers concrete suggestions for implementing change. Law schools are homes to white supremacist culture. Beliefs, values, norms, and standards support the widespread ideology that whiteness holds value. Characteristics of this culture include: perfectionism, either/or thinking, quantity over quality,…
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Susan L Brooks, “Using Therapeutic Jurisprudence to Build Effective Relationships with Students, Clients and Communities”
This article suggests that clinicians should adopt a therapeutic jurisprudence approach. There are several key principles integral to therapeutic jurisprudence that clinicians in legal clinics should utilize. These principles include: modelling (i.e., how communication impacts students and how supervisors’ interactions may lead students to mirror what they observed); boundaries and limit-setting; transference and counter-transference, the…
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Neil Kibble, “Reflection and Supervision in Clinical Legal Education: Do Work Placements Have a Role in Undergraduate Legal Education”
This article sets out a number of theories and criticisms of supervision in clinical legal education. The author suggests that supervision requires encouraging the learner to enter the zone of proximal development. The zone of proximal development (originally developed for childhood learning) refers to the gap between what children can accomplish independently and what they…
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Minna J Kotkin, “Reconsidering Role Assumption in Clinical Education”
This article examines the proposition that clinical methodology, which emphasizes individualized instruction, requires adherence to the role assumption norm. Role assumption by students involves taking on the role of a legal professional while assisting clients, the general experiential framework of clinical legal education. Positive norm assumers will be successful in replicating the norms of the…
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Harriet N Katz, “Reconsidering Collaboration and Modeling: Enriching Clinical Pedagogy”
This article suggests that non-directive supervision, collaboration and modelling enhance students’ experience and understanding of the lawyer’s role within clinical education. Collaboration and modelling are highly intertwined, the former reinforcing the latter. Non-directive supervision facilitates the advancement of two primary educational goal: fully understanding the role of lawyers and developing a mode of continued growth…
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Margaret Castles & Carol Boothby, “What Hat Shall I Wear Today? Exploring the Professional and Ethical Implications of Law Clinic Supervision”
This chapter proposes that it is valuable for clinical supervisors to identify and understand their various roles with respect to their associated professional expectations to ensure that they adopt a mindful and balanced approach to supervision. Clinical supervisors hold many roles: legal practice manager, senior lawyer, risk manager, assessor of written work and performance, counsellor,…