scholarly journals Critical Legal Studies as a Teaching Method, Against the Background of the Intellectual Politics of Modern Legal Education in the United States

1989 ◽  
Author(s):  
Robert W Gordon
Keyword(s):  
United States ◽  
Teaching Method ◽  
Legal Education ◽  
The United States ◽  
Critical Legal Studies ◽  
Legal Studies

Letter to the Editors of the Symposium

1999 ◽  
Vol 93 (2) ◽  
pp. 351-361 ◽  
Author(s):  
Martti Koskenniemi
Keyword(s):  
United States ◽  
International Law ◽  
The United States ◽  
Critical Legal Studies ◽  
Academic Quality ◽  
Legal Studies ◽  
New Approaches ◽  
The Way

As I started to think about how to respond to your kind invitation to participate in the symposium on method in international law, and what to write to the readers of the Journal, I soon noticed that it was impossible for me to think about my—or indeed anybody’s—“method” in the way suggested by the symposium format. This was only in part because I felt that your (and sometimes others’) classification of my work as representative of something called “critical legal studies” failed to make sense of large chunks of it whose labeling as “CLS” might seem an insult to those in the American legal academy who had organized themselves in the 1970s and early 1980s under that banner. You may, of course, have asked me to write about “CLS” in international law irrespectively of whether I was a true representative of its method (whatever that method might be). Perhaps I was only asked to explain how people generally identified as “critics” went about writing as they did. But I felt wholly unqualified to undertake such a task. Dozens of academic studies had been published on the structure, history and ideology of critical legal studies in the United States and elsewhere. Although that material is interesting, and often of high academic quality, little of it describes the work of people in our field sometimes associated with critical legal studies—but more commonly classed under the label of “new approaches to international law.“1 In fact, new writing in the field was so heterogeneous, self-reflective and sometimes outright ironic that the conventions of academic analysis about “method” would inevitably fail to articulate its reality.

scholarly journals Ronald Reagan, the Modern Right, and…the Rise of the Fem-Crits

Laws ◽  
2019 ◽  
Vol 8 (4) ◽  
pp. 26 ◽  
Author(s):  
Baumgardner
Keyword(s):  
United States ◽  
Ronald Reagan ◽  
The United States ◽  
First Century ◽  
Critical Legal Studies ◽  
Valuable Source ◽  
Legal Studies ◽  
Law Professors ◽  
Trump Administration

Activists and academics are returning to the 1980s for clues and context concerning the modern Right in the United States, oftentimes with the hope of deriving insights that can be wielded against the legal agenda of the Trump administration. This is a worthwhile historical endeavor, which must not ignore the essential position of feminist legal theorists. This article reveals the foundational role of feminist critical legal scholars, or “Fem-Crits”, to the progressive resistance against conservative legal thought during the 1980s. By highlighting the work of Fem-Crits in the academy and within the critical legal studies movement, this article identifies the Fem-Crits as a valuable source of movement inspiration and theoretical influence for leftist law professors, lawyers, and activists in the twenty-first century.

Leading Works in Religion and Law

2021 ◽  
Vol 50 (1) ◽  
pp. 26-33
Author(s):  
Jacob Barrett
Keyword(s):  
United States ◽  
The United States ◽  
Religious Studies ◽  
Legal Studies ◽  
Editorial Assistant ◽  
The United Kingdom ◽  
Contemporary Issue ◽  
Religion And Law ◽  
Model Set ◽  
The One

“The Experiment” presents scholars of religion with an opportunity to draw upon their training to reflect upon a contemporary issue. Editorial assistant Jacob Barrett engages with a recent edited volume from Routledge titled Leading Works in Law and Religion that, while focusing on the identity of the subfield of law and religion within the discipline of legal studies in the United Kingdom and Ireland, provides many sites for comparison with the religion and law subfield of religious studies in the United States context. Drawing upon the model set by the volume, Barrett imagines what a volume titled Leading Works in Religion and Law could look like and what the subfield of religion and law stands to gain from engaging in a project like the one done by its law and religion counterpart.

scholarly journals An American Looks at Legal Education in New Zealand

1999 ◽  
Vol 30 (2) ◽  
pp. 419
Author(s):  
Allison Dunham
Keyword(s):  
United States ◽  
New Zealand ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Admission Process ◽  
Office Practice

This article undertakes an informal comparison between legal education in the United States and in New Zealand. Dunham compares the admission process, the content taught at law school, the methods of instruction, law office practice for students, and the student makeup. The author concludes that no system of legal education is best, and that it is important to continue to ask how legal education can be improved. 

Comparative Public Law Research in Israel: A Gaze Westwards

2019 ◽  
Vol 14 (S1) ◽  
pp. S11-S27
Author(s):  
Margit COHN
Keyword(s):  
United States ◽  
Legal Education ◽  
Asian Country ◽  
The United States ◽  
Public Law ◽  
The State ◽  
Future Research ◽  
Legal Research ◽  
Legal Scholarship ◽  
State Of Israel

AbstractThis article offers a typology of comparative law research and assesses the state of this body of research in one Asian country – the State of Israel. To identify the work that should be considered ‘comparative’, I classify studies into three groups. Following a short overview of Israel's political and legal system, I assess the ways comparative public law is addressed in the country. Relying on a first-of-its-kind quantitative study of Israeli legal scholarship in English in the field of public law that compares at least two systems, the article shows that the compared systems in Israeli comparative legal research are predominantly western, and that materials from the United States by far outweigh all other sources. The article then considers several possible reasons for the limited gaze eastwards and beyond the United States, granting special attention to the cultural ‘Americanization’ of Israel. Directions for future research are considered in the conclusion, including the expansion of the findings from public law to other fields of law; the comparison of these findings with those of similar systems in Asia and beyond; and the possible ways legal education may promote the development of eastern-bound comparative exercises.

Keeping It Real: The Rationale for Using Manipulatives in the Middle Grades

2006 ◽  
Vol 11 (5) ◽  
pp. 238-242
Author(s):  
Dana M. Freer Weiss
Keyword(s):  
United States ◽  
Middle Grades ◽  
Teaching Method ◽  
Eighth Graders ◽  
The United States ◽  
Middle School Mathematics ◽  
Teaching Mathematics ◽  
Daily Lives ◽  
Proficiency Level ◽  
Mathematics Skills

Mathematics skills are critical to functioning in today's world. These skills are not just useful in middle school mathematics classes; they are important in our daily lives. To become competent adults, students must learn basic mathematics concepts and how to apply them to reasoning and problem solving (Cass, Cates, Smith, and Jackson 2003; Goldsmith and Mark 1999). With 32 percent of United States eighth graders falling below the basic proficiency level for mathematics, and 61 percent of Blacks performing at a substandard level, the United States has been woefully unsuccessful in its preparation of citizens for a productive life (NCTM 2004). Our educational system is clearly failing to teach important skills to a significant number of students. This article will examine research on one teaching method—the use of manipulatives—that if used in the middle grades may help remedy this problem. The question explored will be whether or not the use of manipulatives is an effective tool in teaching mathematics concepts and reasoning to middle- grades students.

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