Pub Date : 2022-10-17DOI: 10.19164/ijple.v6i1.1295
Seán Molloy
As part of their training in England and Wales, police recruits are required to engage with a complex mix of law, often with no prior background in legal education. In addition, they must learn, understand, and apply the content of a highly descriptive national police curriculum (NPC). The combination of these tasks, amongst other things, can limit the extent to which police training can cultivate critical thinking, a central objective of efforts to professionalise the police in recent times. In this article and based on the author’s experience of teaching law to police recruits, the challenges of the current approach to police training are explored through Freire’s pedagogy of the oppressed and what he terms the banking model of education. After drawing connections between this model and the current approach to police training, a human rights-based approach to police teaching is offered as an example of Freire’s preferred problem-solving method. Central to this model is utilising the views of recruits regarding the role of the police in balancing rights to help understand the law as it exists.
{"title":"The Power of Teaching Police through the Prism of Human Rights","authors":"Seán Molloy","doi":"10.19164/ijple.v6i1.1295","DOIUrl":"https://doi.org/10.19164/ijple.v6i1.1295","url":null,"abstract":"As part of their training in England and Wales, police recruits are required to engage with a complex mix of law, often with no prior background in legal education. In addition, they must learn, understand, and apply the content of a highly descriptive national police curriculum (NPC). The combination of these tasks, amongst other things, can limit the extent to which police training can cultivate critical thinking, a central objective of efforts to professionalise the police in recent times. In this article and based on the author’s experience of teaching law to police recruits, the challenges of the current approach to police training are explored through Freire’s pedagogy of the oppressed and what he terms the banking model of education. After drawing connections between this model and the current approach to police training, a human rights-based approach to police teaching is offered as an example of Freire’s preferred problem-solving method. Central to this model is utilising the views of recruits regarding the role of the police in balancing rights to help understand the law as it exists.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132563382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The UK and Ireland Street Law Conference brings together academics, lawyers, students, and other Street Law enthusiasts to promote, support and celebrate public legal education (PLE) and the progress being made in this important field. Normally held annually, this was the first conference since the outbreak of the Covid-19 pandemic, taking place over the 7th and 8th April 2022 and hosted in Edinburgh by the Law Society of Scotland. The conference was centred around Street Law’s commitment and desire in helping the lay person to ‘understand their rights and responsibilities in a world full of increasingly complex and obtuse legal systems.’ The ethos of the conference was to provide a valuable resource within the PLE community for those who were present across the two-day conference and for future guidance. As students and Street Law initiators, it was gratifying to be a piece and player on the chessboard - to interact, connect and understand the multitude of approaches to teaching and learning in a Street Law context. In accordance with the principle of collaboration and to promote open education, this article aims to collate the insightful topics and discussions from the key-note sessions. This article will then move on to discuss the value of the conference from the perspective of students as well as wider stakeholders in PLE programmes. Further, we will explore how the conference could be improved moving forward with suggestions as to how students and future lawyers and/or professionals, can contribute to PLE in the future.
{"title":"UK and Ireland Street Law Conference 2022 Review","authors":"Ruth Nwosu, Sabrina Shafi, Kristianna Peel, Isabel Ng, Heloisa Chambisse","doi":"10.19164/ijple.v6i1.1297","DOIUrl":"https://doi.org/10.19164/ijple.v6i1.1297","url":null,"abstract":"The UK and Ireland Street Law Conference brings together academics, lawyers, students, and other Street Law enthusiasts to promote, support and celebrate public legal education (PLE) and the progress being made in this important field. Normally held annually, this was the first conference since the outbreak of the Covid-19 pandemic, taking place over the 7th and 8th April 2022 and hosted in Edinburgh by the Law Society of Scotland. \u0000The conference was centred around Street Law’s commitment and desire in helping the lay person to ‘understand their rights and responsibilities in a world full of increasingly complex and obtuse legal systems.’ The ethos of the conference was to provide a valuable resource within the PLE community for those who were present across the two-day conference and for future guidance. As students and Street Law initiators, it was gratifying to be a piece and player on the chessboard - to interact, connect and understand the multitude of approaches to teaching and learning in a Street Law context. In accordance with the principle of collaboration and to promote open education, this article aims to collate the insightful topics and discussions from the key-note sessions. This article will then move on to discuss the value of the conference from the perspective of students as well as wider stakeholders in PLE programmes. Further, we will explore how the conference could be improved moving forward with suggestions as to how students and future lawyers and/or professionals, can contribute to PLE in the future.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114193559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.19164/ijple.v6i1.1296
J. Secker, C. Morrison, Frances Ridout
The Street Law community is well practiced in designing bespoke activities for particular community groups. Starting with a blank canvas can often be the easier forma. How often do we consider inviting our Street Law students to adapt works, games, and materials designed for one purpose or audience (i.e. not Street Law) and transform them into a different format? This paper highlights a case study involving undergraduate law students adapting an openly licensed card game originally designed for use with academic librarians, and using it as a tool to raise awareness with sixth form students about the laws and issues of copyright.
{"title":"The Art of Adapting Open Educational Resources for Street Law: Copyright the Card Game a Case Study","authors":"J. Secker, C. Morrison, Frances Ridout","doi":"10.19164/ijple.v6i1.1296","DOIUrl":"https://doi.org/10.19164/ijple.v6i1.1296","url":null,"abstract":"The Street Law community is well practiced in designing bespoke activities for particular community groups. Starting with a blank canvas can often be the easier forma. How often do we consider inviting our Street Law students to adapt works, games, and materials designed for one purpose or audience (i.e. not Street Law) and transform them into a different format? This paper highlights a case study involving undergraduate law students adapting an openly licensed card game originally designed for use with academic librarians, and using it as a tool to raise awareness with sixth form students about the laws and issues of copyright.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116538399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.19164/ijple.v6i1.1294
Abiodun Michael Olatokun
Citizens whose rights are infringed by a public authority are often unable to attain a court judgment to challenge those adverse decisions. The trite explanation is the most compelling; judicial review is a prohibitively expensive process. This high cost of litigation combined with the fees charged by public lawyers can make fighting for one’s legal rights inaccessible to those without independent means or publicly funded legal representation. There is no question that this is a complete explanation for many instances of unmet legal need, but this paper seeks to raise another important barrier to access to justice that is seldom discussed in the recent literature. Legal capability is defined as the knowledge, skills and confidence required to participate in legal systems and to deal with one’s legal issues. It is thought to be improved through programmes of Public Legal Education (PLE). Whilst the author reiterates that legal education is no replacement for state-funded legal advice for the poor, PLE is a crucial tool in helping people to challenge public decision making.
{"title":"The Journey To Legal Capability: Challenges for Public Law from Public Legal Education","authors":"Abiodun Michael Olatokun","doi":"10.19164/ijple.v6i1.1294","DOIUrl":"https://doi.org/10.19164/ijple.v6i1.1294","url":null,"abstract":"Citizens whose rights are infringed by a public authority are often unable to attain a court judgment to challenge those adverse decisions. The trite explanation is the most compelling; judicial review is a prohibitively expensive process. This high cost of litigation combined with the fees charged by public lawyers can make fighting for one’s legal rights inaccessible to those without independent means or publicly funded legal representation. There is no question that this is a complete explanation for many instances of unmet legal need, but this paper seeks to raise another important barrier to access to justice that is seldom discussed in the recent literature. \u0000Legal capability is defined as the knowledge, skills and confidence required to participate in legal systems and to deal with one’s legal issues. It is thought to be improved through programmes of Public Legal Education (PLE). Whilst the author reiterates that legal education is no replacement for state-funded legal advice for the poor, PLE is a crucial tool in helping people to challenge public decision making.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121698525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.19164/ijple.v6i1.1293
Latia Ward
Law-related education is “education to equip nonlawyers with knowledge and skills pertaining to the law, the legal process and the legal system, and the fundamental principles and values on which these are based.” Law-related education is a branch of civics education although there is overlap between law-related topics and civics topics because both areas include the study of the Bill of Rights, the study of the function of government institutions, and the study of one’s rights with respect to voting, jury duty, etc. Often, the terms law-related education and civics education are used interchangeably. However, there is a trend for law-related education to be associated with violence prevention. In this article, I provide an overview of the origin of law-related education, a discussion of a law-related education program that I developed for K-12 students, my reflections on implementing the program, key resources that I found during my planning, an overview of state laws that address K-12 law-related and civics education requirements, an analysis of North Carolina’s civics education requirement, and an overview of civics education programs outside the K-12 classroom.
{"title":"From the Field: Law-Related Education as a Branch of Civics Education in the United States","authors":"Latia Ward","doi":"10.19164/ijple.v6i1.1293","DOIUrl":"https://doi.org/10.19164/ijple.v6i1.1293","url":null,"abstract":"Law-related education is “education to equip nonlawyers with knowledge and skills pertaining to the law, the legal process and the legal system, and the fundamental principles and values on which these are based.” Law-related education is a branch of civics education although there is overlap between law-related topics and civics topics because both areas include the study of the Bill of Rights, the study of the function of government institutions, and the study of one’s rights with respect to voting, jury duty, etc. Often, the terms law-related education and civics education are used interchangeably. However, there is a trend for law-related education to be associated with violence prevention. In this article, I provide an overview of the origin of law-related education, a discussion of a law-related education program that I developed for K-12 students, my reflections on implementing the program, key resources that I found during my planning, an overview of state laws that address K-12 law-related and civics education requirements, an analysis of North Carolina’s civics education requirement, and an overview of civics education programs outside the K-12 classroom.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129957445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.19164/ijple.v5i1.1179
Sarah Morse
{"title":"Approaches and Impact","authors":"Sarah Morse","doi":"10.19164/ijple.v5i1.1179","DOIUrl":"https://doi.org/10.19164/ijple.v5i1.1179","url":null,"abstract":"","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126455468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.19164/ijple.v5i1.1180
A. Wallace
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{"title":"Public Legal Education - The Role of Law Schools in Building a More Legally Literate Society (Routledge 2021)","authors":"A. Wallace","doi":"10.19164/ijple.v5i1.1180","DOIUrl":"https://doi.org/10.19164/ijple.v5i1.1180","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115151044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.19164/ijple.v5i1.1116
Brandon B. Golob
The need for public legal education is at an all-time high. From constitutional law issues raised by the recent presidential election to increased media coverage of police brutality, there are numerous examples of why it is crucial to teach practical law to non-lawyers. Street Law programs, administered by law students to teenagers, are a prominent type of public legal education. Despite the urgent importance of Street Law programs, there is limited research on their pedagogical effectiveness, or how they affect those who administer them. This project helps to close that gap through its multimethod research on the course instructors. In addition to completing this program evaluation, the project also (1) develops a theoretical framework that will enable law school administrators and scholars from a variety of disciplines to understand how law students are impacted by Street Law programs, and (2) lays the foundation for future assessments of Street Law and other public law education programs. The importance of understanding the impacts of these programs, which the results of this study show to be overwhelmingly positive, cannot be overstated because they have broad potential to affect law students’ transition to practice and society at large.
{"title":"Student in the Seats, Teacher in the Streets: Evaluating the Impacts of Law Students Becoming “Street Law” Teachers","authors":"Brandon B. Golob","doi":"10.19164/ijple.v5i1.1116","DOIUrl":"https://doi.org/10.19164/ijple.v5i1.1116","url":null,"abstract":"The need for public legal education is at an all-time high. From constitutional law issues raised by the recent presidential election to increased media coverage of police brutality, there are numerous examples of why it is crucial to teach practical law to non-lawyers. Street Law programs, administered by law students to teenagers, are a prominent type of public legal education. Despite the urgent importance of Street Law programs, there is limited research on their pedagogical effectiveness, or how they affect those who administer them. This project helps to close that gap through its multimethod research on the course instructors. In addition to completing this program evaluation, the project also (1) develops a theoretical framework that will enable law school administrators and scholars from a variety of disciplines to understand how law students are impacted by Street Law programs, and (2) lays the foundation for future assessments of Street Law and other public law education programs. The importance of understanding the impacts of these programs, which the results of this study show to be overwhelmingly positive, cannot be overstated because they have broad potential to affect law students’ transition to practice and society at large.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126631786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.19164/ijple.v5i1.1123
Keren Lloyd Bright, Maria McNicholl
There is a massive unmet need for legal knowledge in prisons. The Open University Law School, through its Open Justice Centre, has trialled various ways in which to meet this unmet need. Most prison-university partnerships in England and Wales follow a model of prisoners and university students being taught together as one group in a traditional higher education learning format. The Open University Law School’s public legal education in prisons follows instead the Street Law model to disseminate knowledge of the law throughout a prison, either through prison radio or through the work of the charity St Giles Trust. While this article confirms other research findings which evidence the personal benefit law students derive in researching and delivering audience-appropriate public legal education, it also considers the benefit for those imprisoned in the context of rehabilitative prison culture.
监狱对法律知识的需求大量未得到满足。开放大学法学院通过其开放司法中心尝试了各种方法来满足这一未满足的需求。在英格兰和威尔士，大多数监狱与大学的合作都遵循一种模式，即囚犯和大学生作为一个群体在传统的高等教育学习模式中一起学习。英国开放大学法学院(Open University Law School)在监狱开展的公共法律教育采用的是街头法模式，通过监狱广播或慈善机构圣吉尔斯信托基金会(St Giles Trust)的工作，在整个监狱传播法律知识。虽然本文证实了其他研究结果，证明法律学生在研究和提供适合受众的公共法律教育中获得的个人利益，但它也考虑了在监狱文化改造背景下被监禁者的利益。
{"title":"The Open University Law School’s Public Legal Education in Prisons: Contributing to Rehabilitative Prison Culture","authors":"Keren Lloyd Bright, Maria McNicholl","doi":"10.19164/ijple.v5i1.1123","DOIUrl":"https://doi.org/10.19164/ijple.v5i1.1123","url":null,"abstract":"There is a massive unmet need for legal knowledge in prisons. The Open University Law School, through its Open Justice Centre, has trialled various ways in which to meet this unmet need. Most prison-university partnerships in England and Wales follow a model of prisoners and university students being taught together as one group in a traditional higher education learning format. The Open University Law School’s public legal education in prisons follows instead the Street Law model to disseminate knowledge of the law throughout a prison, either through prison radio or through the work of the charity St Giles Trust. While this article confirms other research findings which evidence the personal benefit law students derive in researching and delivering audience-appropriate public legal education, it also considers the benefit for those imprisoned in the context of rehabilitative prison culture.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126858642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.19164/ijple.v5i1.1082
Dawn Watkins
Within the literature on public legal education and legal capability, it is commonly stated that the concept of legal capability is closely related to the capabilities approach. This paper critically examines the nature of this relationship and in Part I seeks to demonstrate that whilst they share some broad affinity, the relationship between legal capability and the capabilities approach is currently disparate in both conceptual and practical terms. In Part II, the paper goes on to consider what might happen if this relationship is reimagined and the two fields brought closer together. Aspects of this reimagining are considered in turn under three headings: emphasising choice and opportunity, broadening perspective and promoting participatory approaches. The paper concludes by summarising the potential advantages and disadvantages of this proposed reimagining, and by raising questions as to whether the implications of establishing a closer relationship between legal capability and the capabilities approach warrant further exploration, or whether it is preferable for the distance to be maintained.
{"title":"Reimagining the relationship between Legal Capability and the Capabilities Approach","authors":"Dawn Watkins","doi":"10.19164/ijple.v5i1.1082","DOIUrl":"https://doi.org/10.19164/ijple.v5i1.1082","url":null,"abstract":"Within the literature on public legal education and legal capability, it is commonly stated that the concept of legal capability is closely related to the capabilities approach. This paper critically examines the nature of this relationship and in Part I seeks to demonstrate that whilst they share some broad affinity, the relationship between legal capability and the capabilities approach is currently disparate in both conceptual and practical terms. In Part II, the paper goes on to consider what might happen if this relationship is reimagined and the two fields brought closer together. Aspects of this reimagining are considered in turn under three headings: emphasising choice and opportunity, broadening perspective and promoting participatory approaches. The paper concludes by summarising the potential advantages and disadvantages of this proposed reimagining, and by raising questions as to whether the implications of establishing a closer relationship between legal capability and the capabilities approach warrant further exploration, or whether it is preferable for the distance to be maintained. ","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128071600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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