Legal education pedagogy

Abstract

Legal education practices, policies and theoretical underpinnings are, inter alia, some of the crucial tools and factor processes to solving big challenges facing sub-Saharan Africa's social, political and economic domains. Wanton and rampant corruption, lack of accountability for duty-bearers and contextualised inequalities have led to difficulties in achieving meaningful democracy, improvement of poverty and literacy levels. As such, those entrusted with power are not held accountable by those who have delegated such power. As a result, democratic institutions established have had their meaningful operation compromised by the disempowered status of the majority. That notwithstanding, law schools in sub-Saharan Africa as educational institutions, remain one of the few potent sites for achieving the empowerment of the largely disempowered citizens in the context of equality. Law Schools are the most ideal spaces that could develop, appreciate and employ tools of democratic communication that postulate and value human dignity, equality, transcending the inequalities and power imbalances among the people. Law school students will process and possess communication attitudes, skills and tools that can realise democratic deliberation and participation that is not restricted by inequalities and power imbalances. The expectation is that ultimately such frameworks of democratic communication within legal education institutions will result in lawyers who aid citizens to engage in decision-making processes, democratic deliberation that can realise process-oriented accountability, function of law in a community and cherished community values.