scholarly journals Resources for Becoming Culturally Competent in a Multijurisdictional Practice: G20 Nations and Associated Legal Traditions

2016 ◽  
Vol 44 (2) ◽  
pp. 83-115
Author(s):  
Heidi Frostestad Kuehl
Keyword(s):  
Cultural Competency ◽  
International Business ◽  
Skills Training ◽  
Law School ◽  
Private International Law ◽  
Business Law ◽  
Law Schools ◽  
Comprehensive List ◽  
Legal Traditions ◽  
History Of

AbstractThis article provides an overview of the importance of cultural competency skills for multijurisdictional practice and a comprehensive list of resources for international business law for G20 nations. Law students today are certain to confront issues of cultural competency in both clinical settings during law school and also during their legal careers as a result of the increasingly global practice of law. This article focuses on cultural competency as an essential lawyering skill in the context of private international law. First, the article will provide a brief history of cultural competency and its inclusion as a type of skills training in a clinical legal education setting at some law schools. Then, the article includes a brief survey of current globalization offerings and initiatives at U.S. law schools. Finally, the article provides a comprehensive list of resources to aid cultural competency and understanding of the legal systems and, further, an authoritative survey of international business resources for G20 countries.

The Australian and New Zealand Society of International Law

1934 ◽  
Vol 28 (1) ◽  
pp. 138-139
Keyword(s):  
New Zealand ◽  
International Law ◽  
Law School ◽  
Annual Conference ◽  
Private International Law ◽  
Law Schools ◽  
Public And Private ◽  
The Law

In 1932, representatives of the legal practitioners, the judges, the law schools and the legal and diplomatic departments of the governments, founded the Australian and New Zealand Society of International Law, with the object of fostering in Australia the study of public and private international law, particularly the study of those topics which affect, or are likely to affect, Australia or New Zealand. The First Annual Conference was held at the Sydney University Law School from Thursday, August 17, until Saturday, August 19, 1933.

scholarly journals The Dean Who Went to Law School: Crossing Borders and Searching for Purpose in North American Legal Education, 1930–1950

2016 ◽  
Author(s):  
Eric M. Adams
Keyword(s):  
North American ◽  
Graduate Training ◽  
Legal Education ◽  
Law School ◽  
University Of Minnesota ◽  
Law Schools ◽  
University Of Alberta ◽  
History Of ◽  
History Of Law ◽  
The University

This article is about the making of modern legal education in North America. It is a case study of the lives of two law schools, the University of Alberta, Faculty of Law and the University of Minnesota Law School, and their respective deans, Wilbur Bowker and Everett Fraser, in the decades surrounding the Second World War. The article follows Bowker’s unorthodox route to Alberta’s deanship via his graduate training under the experimental “Minnesota Plan” — Fraser’s long-forgotten effort to place public service at the centre of American legal education. In detailing an overlooked moment of transition and soulsearching in North American legal education, this article underlines the personalities, ideologies, circumstances, and practices that combined to forge the still dominant model of university-based legal education across the continent. Highlighting the movement of people and ideas, this study corrects a tendency to understand the history of law schools as the story of single institutions and isolated visionaries. It also reveals the dynamic ways in which law schools absorbed and refracted the period’s ideological and political concerns into teaching practices and institutional arrangements. In bold experiment and innate conservatism, personal ambition and institutional constraints, and, above all else, faith in the power of law and lawyers, the postwar law school was born.

scholarly journals The Future of Law School: Three Visions and a Prediction

2014 ◽  
Vol 51 (4) ◽  
pp. 705 ◽  
Author(s):  
H. W. Arthurs
Keyword(s):  
Skills Training ◽  
Law School ◽  
Legal Practice ◽  
Knowledge Communities ◽  
Law Schools ◽  
The Public ◽  
The Third ◽  
The Future ◽  
Agents Of Change

In this article, the author examines three visions of the future of law schools. The first vision is that they should focus on producing “practice ready lawyers” to meet the immediate needs of today’s legal profession. The second is that law schools should focus on training “tomorrow’s lawyers,” graduates who are able to adapt to a rapidly-changing world. The third insists that law schools are knowledge communities whose many functions include, but are not limited to, providing students with a large and liberal understanding of law that will prepare them for a variety of legal and non-legal careers and for participation as citizens in the broader economy and polity. Although the future of law schools is contested and uncertain, the author predicts, law schools will be celebrated in the long term for their distinguished scholarship, their contributions to the public good, and their role as agents of change rather than for skills training, their influence on day-to-day legal practice, and their purveying of conventional wisdom.

scholarly journals Heroes, Tricksters, Monsters, and Caretakers: Indigenous Law and Legal Education

2016 ◽  
Vol 61 (4) ◽  
pp. 795-846 ◽  
Author(s):  
John Borrows
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Communities ◽  
Law School ◽  
Law Schools ◽  
Indigenous Law ◽  
Legal Traditions ◽  
Canadian Law ◽  
Challenges And Opportunities ◽  
The Subject ◽  
Law Professors

Teaching Indigenous peoples’ own law in Canadian law schools presents significant challenges and opportunities. Materials can be organized in conventional or innovative ways. This article explores how law professors and others might best teach Indigenous peoples’ law. Questions canvassed include: whether Indigenous peoples’ law should primarily be taught in Indigenous communities, whether such law should even be taught in law schools, whether it is possible to categorize Indigenous peoples’ law or teach it in English, and whether it is possible to theorize Indigenous peoples’ law within a single framework or organize the subject within common law categories. While this article suggests that Indigenous peoples’ law can be discussed in numerous ways, including within conventional law school frameworks, it emphasizes that such law is best taught in other ways. Indigenous legal traditions should be organized in accordance with Indigenous frameworks. Some of these frameworks include Heroes, Tricksters, Monsters, and Caretakers. Using these Anishinaabe law examples, this article stresses how the teaching of Indigenous peoples’ law should be done in culturally appropriate ways that open rather than confine fields of inquiry within Indigenous law and practice.

The Langdell Problem: Historicizing the Century of Historiography, 1906–2000s

2004 ◽  
Vol 22 (2) ◽  
pp. 277-337 ◽  
Author(s):  
Bruce A. Kimball
Keyword(s):  
United States ◽  
Legal Education ◽  
The United States ◽  
Bachelor's Degree ◽  
Law School ◽  
Law Schools ◽  
Christopher Columbus ◽  
History Of ◽  
Admission Requirement

Christopher Columbus Langdell (1826–1906) is arguably the most influential figure in the history of legal education in the United States, having shaped the modern law school by introducing a number of significant reforms during his tenure as dean of Harvard Law School (HLS) from 1870 to 1895. Langdell's innovations—including the admission requirement of a bachelor's degree, the graded and sequential curriculum, the hurdle of annual examinations for continuation and graduation, the independent career track for professional faculty, the transformation of the professional library from a textbook repository into a scholarly resource, and the inductive pedagogy of teaching from cases—became the characteristics gradually adopted by university law schools after 1890 and, eventually, schools of other professions. Langdell thus transformed legal education from an undemanding, gentlemanly acculturation into an academic meritocracy.

“Warn Students That I Entertain Heretical Opinions, Which They Are Not to Take as Law”: The Inception of Case Method Teaching in the Classrooms of the Early C. C. Langdell, 1870–1883

1999 ◽  
Vol 17 (1) ◽  
pp. 57-140 ◽  
Author(s):  
Bruce A. Kimball
Keyword(s):  
Twentieth Century ◽  
Professional Education ◽  
The United States ◽  
Law School ◽  
Faculty Members ◽  
Academic Standards ◽  
Case Method ◽  
Law Schools ◽  
Christopher Columbus ◽  
History Of

Christopher Columbus Langdell (1826–1906) was perhaps the most influential figure in the history of legal education in the United States. He shaped the modern law school by introducing a number of significant reforms during his tenure as dean of Harvard Law School (HLS) from 1870 to 1895. Indeed, Langdell may well be the most influential figure in the history of American professional education because he established at HLS, with the help of President Charles W. Eliot, the model for twentieth-century professional schools. His innovations—such as minimum academic standards for admission to degree candidacy, a graded and sequential curriculum, minimum academic standards for continuation in a degree program, a professorial career track for faculty members, and the transformation of the library from a textbook repository into a scholarly resource—became the norm to which leading law schools, medical schools, and, finally, schools of other professions in the twentieth century aspired. Among these changes, none is more closely associated with Langdell than the introduction of case method teaching.

MGU 2008–18

2020 ◽  
pp. 125-150
Author(s):  
Jeremy Breaden ◽  
Roger Goodman
Keyword(s):  
Academic Staff ◽  
Private University ◽  
Law School ◽  
Reform Process ◽  
Law Schools ◽  
New Graduate ◽  
Major Reform ◽  
History Of ◽  
The University ◽  
New Generation

This chapter continues the ethnographic account of the private university known as ‘MGU’ introduced in the previous chapter. It starts by explaining the most major reform project undertaken at MGU in the mid-2000s: the establishment of a graduate law school. It sets this story in the context of the history of law education in Japan and outlines the system of new graduate law schools introduced in 2004 before telling the story of the establishment and disestablishment of the MGU Law School itself. It gives an outline of the new graduate law schools and then tells the story of the establishment and disestablishment of the MGU Law School. It concludes that in the case of MGU, it was almost certainly better institutionally that the university had opened a law school rather than it had not, even though it closed after only a few years. The rest of the chapter looks at the other reforms which MGU introduced from the mid-2000s. These included reductions in admissions quota, full-time staff and fees, and the rationalization of facilities. Teaching and the student experience were taken much more seriously by the academic staff. Changes were also made in courses and course names. These and other reforms aside, there was also a significant generational shift within MGU’s owning family, as a new generation emerged and as the family itself sought to lead by example in the reform process. Overall, these responses helped MGU to survive the severe challenges it had faced in the mid-2000s and set if on an apparently stable course for the 2020s.

Law School Accreditation Standards and the Structure of American Legal Education

1978 ◽  
Vol 3 (03) ◽  
pp. 515-543 ◽  
Author(s):  
Donna Fossum
Keyword(s):  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Law Schools ◽  
The Past ◽  
Accreditation Standards ◽  
History Of ◽  
Part Time ◽  
The Law ◽  
School Accreditation

In the past 50 years, eligibility for admission to the bar has come to depend increasingly on the accreditation status of the law school attended. The author traces the history of the American Bar Association's law school accrediting standards and their impact on part-time and proprietary law schools, presents the results of a study of the ABA standard prohibiting the accreditation of proprietary law schools, and discusses ramifications for legal education and the legal profession.

Solving the Internet Jurisdiction Puzzle

2017 ◽  
Author(s):  
Dan Jerker B. Svantesson
Keyword(s):  
International Law ◽  
Cyber Security ◽  
Data Privacy ◽  
Modern World ◽  
The Internet ◽  
Private International Law ◽  
Reform Initiatives ◽  
Legal Principles ◽  
Privacy Law ◽  
History Of

Internet jurisdiction has emerged as one of the greatest and most urgent challenges online, severely affecting areas as diverse as e-commerce, data privacy, law enforcement, content take-downs, cloud computing, e-health, Cyber security, intellectual property, freedom of speech, and Cyberwar. In this innovative book, Professor Svantesson presents a vision for a new approach to Internet jurisdiction––for both private international law and public international law––based on sixteen years of research dedicated specifically to the topic. The book demonstrates that our current paradigm remains attached to a territorial thinking that is out of sync with our modern world, especially, but not only, online. Having made the claim that our adherence to the territoriality principle is based more on habit than on any clear and universally accepted legal principles, Professor Svantesson advances a new jurisprudential framework for how we approach jurisdiction. He also proposes several other reform initiatives such as the concept of ‘investigative jurisdiction’ and an approach to geo-blocking, aimed at equipping us to solve the Internet jurisdiction puzzle. In addition, the book provides a history of Internet jurisdiction, and challenges our traditional categorisation of different types of jurisdiction. It places Internet jurisdiction in a broader context and outlines methods for how properly to understand and work with rules of Internet jurisdiction. While Solving the Internet Puzzle paints a clear picture of the concerns involved and the problems that needs to be overcome, this book is distinctly aimed at finding practical solutions anchored in a solid theoretical framework.

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