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32 B.C. Third World L.J. 231 (2012) [Peer Reviewed Journal]

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  • Title:
  • Author: JANE H. AIKEN
  • Subjects: Incarceration; Contemplating; Introduction; Reverberate; Constantly; Everything; Neutrality; Profession; Throughout; Tribunals; Criminal Law & Procedure; Education Law; Evidence; Governments; Healthcare Law; Military & Veterans Law
  • Is Part Of: 32 B.C. Third World L.J. 231 (2012)
  • Description: INTRODUCTION What is the purpose of clinical legal education? Should clinics aim to teach students awareness of injustice and the role that lawyers play in fighting it? Or is that not an essential component of clinical legal education? At one point, the debate over the purpose of clinics was whether to provide teaching or service. 1 Educators, however, struck a balance between the two, and the debate switched to contemplating what to teach: skills or justice. 2 This shift indicates the progress in the debate, as clinical faculty members have embraced their role as teachers. Throughout these debates, however, one thing has stayed the same in the legal profession: justice and injustice are the backdrop. There is no such thing as neutrality; everything has just or unjust effects. Therefore, clinical legal education cannot avoid dealing with justice. The only question is whether to ignore justice issues that constantly emerge or prepare students to identify injustice when they see it and develop the skills and strategic thinking to remedy it. Clinics must move students beyond being just practice ready. Law school graduates enter a troubled world. The September 11 attacks still reverberate and the U.S. economy sinks as the greed born in the 1970s and fueled in the 1980s and '90s comes home to roost. 3 This is a time of drone attacks on American citizens, roving wiretaps, secret tribunals issuing search warrants, and incarceration rates higher in the United States than in any other nation. 4 The ...
  • Language: English
  • Identifier: ISSN: 0276-3583
  • Source: Academic Law Reviews (LexisNexis┬«)

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