This book discusses the opportunities and challenges facing legal education in the era of globalization. It identifies the knowledge and skills that law students will require in order to prepare for the practice of tomorrow, and explores pedagogical shifts legal education needs to make inside and outside of the classroom. With contributions from leading experts on legal education from various jurisdictions across the globe, the work combines theoretical depth with practical insights. Seeking to understand the changing landscape of legal education in the era of globalization, the contributions find that law schools can, and must, adopt educational strategies that at least present students with different understandings of what studying and practicing law is meant to be about. They find that law schools need to offer their students choices, a vision of practice that is not driven entirely by the demands of the marketplace or the needs of major international law firms. Bridging the gap between theory and practice, this book makes a significant contribution to the impact of globalization on legal education, and how students and law schools need to adapt for the future. It will be of great interest to academics and students of comparative legal studies and legal education, as well as policy-makers and practitioners.
`Globalization has transformed legal education from a nationally-oriented system to one that is multinationally-tuned. Legal practice and skill learning may have adapted to the resulting challenges and transformations, but the fundamental legal philosophy and spirit of justice seeking in legal training will remain forever. This book supports this view and helps to clarify the underlying principles shared in all law schools.' - Shang-Jyh Liu, National Chiao Tung University, Taiwan
`At a time when many jurisdictions are re-visiting core questions about the law school and its curriculum, this is a most timely and valuable contribution to the debates. The focus of the book on globalization and internationalization shifts the attention away from domestic considerations to raise fundamental questions about the role of the law school in an era of globalized legal services.' - Robert Lee, University of Birmingham, UK
`…there are some remarkable essays. They examine how it is we are rethinking teaching, learning and assessment in the 21st century law curriculum, from the distant threat of open online courses to the very real importance of quality of legal education and preparation to practice.’ - Law Institute Journal, July 2018
Introduction, Christopher Gane and Robin Hui Huang. Part I Theoretical Framework: Getting back to our roots: global law schools in local context, Kate Galloway; Global challenges to legal education, John Flood; The bifurcation of legal education - national vs transnational, Hans-Wolfgang Micklitz; Learning opportunities in multi-national law school classes: potential and pitfalls, Carolyn Evans; Doctrine, perspectives, and skills for global practice, Simon Chesterman; Cultivating high-quality internationalized legal talents under legal globalization, Liu Xiaohong. Part II Shifts in Teaching Philosophies and Methods: The values dimension of legal education: educating for justice and service, Paul Redmond; Critique, philosophy, and the legally-trained citizen’s role in working towards just institutions, Seow Hon Tan; Rethinking teaching, learning and assessment in the twenty-first century law curriculum, Rick Glofcheski; The unfulfilled promise of law schools to prepare students for the practice of law: an empirical study demonstrating the effectiveness of general law school curriculum in preparing lawyers for the practice of law, John Sonsteng with Leigha Lattner, Emily Parks and David Camarotto; Integrating the idea of global governance and international collaboration into law school education, Shi Yan’an; Navigating e-spaces in legal education and legal practice, Rita Shackel. Part III International Experiences: The case of the common law in European legal education, Avrom Sherr; The challenge of massive open online courses (MOOCs) to traditional legal education: the Australian experience, Joellen Riley; The structure, purposes and methods of German legal education, Rainer Wernsmann; Reforming Taiwan’s legal education in the age of globalization, Ming-Yan Shieh and Yen-Chia Chen; Globalization and legal education in China today, Wang Zhenmin; The ideal and path of legal education reform in China, Ji Weidong; Legal education in the global context: the case of Hong Kong, Johannes M.M. Chan. Index.
Emerging Legal Educationis a forum for analysing the discourse of legal education and creating innovative ways of learning the law. The series focuses on research, theory and practice within legal education, drawing attention to historical, interdisciplinary and international characteristics, and is based upon imaginative and sophisticated educational thinking. The series takes a broad view of theory and practice. Series books are written for an international audience and are sensitive to the diversity of contexts in which law is taught, learned and practised.
Meera E. Deois Associate Professor of Law at Thomas Jefferson School of Law in San Diego, California. She has held visiting positions at Berkeley Law and UCLA School of Law. She holds a Ph.D. in Sociology from UCLA and a J.D. from the University of Michigan Law School. Her nationally recognized, mixed-method empirical research is focused on institutional diversity, affirmative action, and solutions to intersectional (race/gender) bias.
Paul Maharg is Distinguished Professor of Practice - Legal Education at Osgoode Hall Law School, York University, Toronto. Prior to that he was Professor of Law in the Australian National University College of Law, Canberra, and is now an Honorary Professor there. He is a Fellow of the RSA (2009), was awarded a National Teaching Fellowship (2011), and is a Principal Fellow of the Higher Education Academy (2015). He holds the positions of part-time Professor of Law at Nottingham Trent University Law School, and Visiting Professorships in the Faculties of Law at Hong Kong University and Chinese University of Hong Kong.
Elizabeth Mertzis John and Rylla Bosshard Professor at the University of Wisconsin Law School and Senior Research Faculty at the American Bar Foundation; in addition to her JD, she holds a PhD in Anthropology, and specializes in linguistic as well as legal anthropology. In recent years she has spent time as a Visiting Fellow in the Law and Public Affairs Program and a Visiting Professor in the Anthropology Department at Princeton University.