Teaching Migration and Asylum Law
Theory and Practice
- Available for pre-order. Item will ship after December 31, 2021
This highly topical book demonstrates the theoretical and practical importance of the study of migration law. It outlines approaches that may be taken in the design, delivery and evaluation of this study in law schools and universities to ensure an optimum level of learning.
Drawing on examples of best practice from around the world, this book uses a theoretical framework and examples from real clients and simulations to help promote the learning and teaching of the law affecting migrants. It showcases contributions from over 20 academics and practitioners experienced in asylum and immigration law and helps to unpick how to teach the complex international laws and procedures relating to migration between different countries and regions. The different sections of the book explore educational best practice, what content can be covered, different models for teaching and learning, and strategies to deal with challenges.
The book will appeal to scholars, researchers and practitioners of migration and asylum law, those teaching migration law electives and involved in curriculum design, as well as students of international, common and civil law.
Table of Contents
Foreword United Nations High Commissioner for Refugees,
Introduction Richard Grimes, Vera Honuskova and Ulrich Stege
Part 1: A framework for learning and teaching
Chapter 1 – The theory behind (more) effective learning and teaching.
Richard Grimes and Simona Travnickova
Part 2: What to teach: content and subject
Chapter 2 –Creating a Refugee Law Reader: from a teaching tool to a handbook
Chapter 3 –Public interest lawyering and cosmopolitanism: a model for teaching immigration law
Chapter 4 –Therapeutic jurisprudence in an asylum and refugee family reunion clinic
James Marson, Katy Ferris and Anna Kawalek
Chapter 5 –Exploring migration and migrants’ rights in clinical legal education: two case studies
Irene Antonopoulos, Paulina Ramírez Carvajal and Miguel Ángel Ramiro Avilés
Chapter 6 –An overview of the teaching of Refugee Law at the University of Cape Town, Law Faculty
Chapter 7 –Developing student research skills in migration clinics
Shaun McCarthy and Hannah Williams
Part 3: How to teach: teaching and learning models
Section A – Working with real clients
Chapter 8 –Learning and teaching immigration law through experience: law school clinical programs
Richard Boswell, Megan Ballard and Stacy Caplow
Chapter 9 –Developing a regional service for asylum seekers
Petronilla Ruth Sylvester, Carolina Moreno Velásquez and Gracy Pelacani,
Chapter 10 –Teaching clinic within a practice of injustice: what clinical legal education with asylum-seekers can teach Australian students about inequity.
Mary Anne Kenny and Anna Copeland
Chapter 11 - Meeting the needs of clients and students - two Australian case studies: Flinders Migration Clinic, and Refugee and Immigration Legal Service
Sanzhuan Guo and Robert Lachowicz,
Chapter 12 – Clinical Legal Education within the European-Mediterranean asylum and migration context – inside views from Valencia and Turin.
Ulrich Stege, Cecilia Blengino, and Andrés Gascón-Cuenca
Chapter 13 –Clinical legal education and migration: challenges in the academy.
Chapter 14 - The StrEEt Aware Law Clinic – EU Settlement Scheme Law Clinic at the University of Edinburgh
Section B – Using simulation and other approaches
Chapter 15 Simulated role play: bridging the ‘knowing/doing gap’ in refugee law and policy
Chapter 16 Using Live Action Role-Play in teaching migration and refugee law
Věra Honusková, Martin Faix and Kristýna Obrdlíková
Chapter 17 Teaching refugee law through moot courts
Bríd Ní Ghráinne:
Chapter 18 Theoretical foundations of gaming in teaching the functioning and future of European Migration- let’s play!
Tesseltje de Lange, Karen Geertsema and Sandra Mantu
Chapter 19 Using real-life cases as a basis for learning: experiences from Amsterdam and Zagreb
Iris Goldner Lang, Marcelle Reneman
Chapter 20 Studying online: the opportunities and challenges for the teaching of migration law
Part 4: Challenges, strategies and ways forward
Chapter 21 On building a boat (or, learning how not to teach refugee law)
Chapter 22 The clinic as a base for holistic study.
Chapter 23 The Migration Specialization programme: a laboratory for teaching migration and refugee law
Richard Grimes, Vera Honuskova and Ulrich Stege
Richard Grimes is a solicitor who has specialised in publicly funded and pro bono cases. He is currently a Visiting Professor at Charles University, Prague, Czech Republic and at Edinburgh Law School, Scotland. He has devoted his time to developing experiential learning in universities at home and abroad and has published widely on the design, delivery and evaluation of legal education.
Věra Honusková is a Senior Lecturer in International Law at the Faculty of Law, Charles University, Prague, Czech Republic where she specializes in migration and refugee law. She has published extensively.in this and related fields and has established a program developing students’ knowledge, legal skills and ethical and professional values in the field of migration and refugee law.using a variety of teaching methods.
Ulrich Stege is Director of the Clinical Legal Education Programme at the International University College of Turin, Italy. In addition to his role at the IUC, he is a practicing lawyer and member of the Italian and German bars, mainly in the field of migration and asylum. He has been active in promoting clinical legal education in Europe and abroad.