Reframing family law: Using narratively‐informed lawyering to build an inclusive curriculum

Abstract

This article describes a multi-layered family law clinic providing advice, counsel, and drafting assistance to returning citizens with child support and related issues. As here, giving appropriate weight in the family law curriculum to the experiences of families marginalized by caste, race, and other exclusionary dynamics requires moving beyond casebook-dependent teaching and working across disciplines and teaching skill sets otherwise confined to siloed groupings within legal education. The article explains how innovative pedagogy, including sustained attention to narrative and relationship positions students to deeply understand and challenge the many unjust aspects of the child support system, as well as to gain confidence in their lawyering skills. Techniques discussed include a process drama using an actor-teacher in the role of client; social location work; work drafting pleadings for returning citizen clients; and the use of strength-based resilience dialogues. Adding to the growing chorus of challenges to the blame-laden notions that expose Black and Brown families, especially those who are poor, to harsh sanctions, the article illustrates how increased attention to work with narratives and relationships can energize needed change in legal education as well as in the family law and criminal legal systems.