Abstract
Law schools in Australia and the United Kingdom are increasingly adopting clinical legal education (CLE) as an important part of their curriculum. Models of CLE are emerging in those jurisdictions which draw on local experience and the strong tradition of CLE and community lawyering in the United States. The purpose of this article is to examine the pedagogy that underlies CLE and to consider how it can be applied to newly emerging models of CLE.
Highlights
Judith McNamara[1] is an Associate Professor and Head of School at QUT Faculty of Law. She researches in legal education 2 Catherine Campbell is a sessional academic at QUT Faculty of Law. She researches in community legal education and legal clinic 3 Evan Hamman is a sessional academic at QUT Faculty of Law
Part IV looks at a case study of a new community project clinic in Australia that draws upon the service-learning pedagogy of community lawyering clinical legal education (CLE)
The purpose of the research was to ascertain whether student learning in community projects adopting service-learning pedagogy are similar to learning outcomes resulting from other CLE experiences, community lawyering clinics
Summary
Judith McNamara[1] is an Associate Professor and Head of School at QUT Faculty of Law. Part II of the article provides a brief overview of the history of CLE in Australia, the United Kingdom and the United States, noting the trend towards the development of community lawyering clinics. Part IV looks at a case study of a new community project clinic in Australia that draws upon the service-learning pedagogy of community lawyering CLE. Initial evaluation suggests that this model for community clinics in law schools assists students to develop lawyering skills and a positive legal identity including awareness of and support for pro bono legal work and a sense of belonging in the legal profession. Clinics in Australia have continued to maintain a strong focus on access to justice and providing ‘service’ to the community.[8] Whilst these goals haven’t changed, the methods for delivering CLE have evolved significantly. Such models are seen to be flexible and don’t necessarily “tie the law school to the provision of a yearround service.”[11]
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