Against Practice

Michigan Law Review

Volumn 107, Issue 6, 2009, Pages 1073-1092

  Alfieri, Anthony V ^a  

^a UNIVERSITY OF MIAMI   (United States)

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EID: 66249112173     PISSN: 00262234     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (166)

1. See Jerome Frank, A Plea for Lawyer-Schools, 56 YALE L.J. 1303 (1947);
2. Jerome Frank, Why Not a Clinical Lawyer-School?, 81 U. PA. L. REV. 907 (1933).
3. See THE MACCRATE REPORT (Joan S. Howland & William H. Lindberg eds., 1994);
4. TASK FORCE ON LAW SCH. & THE PROFESSION, AM. BAR ASS' N, LEGAL EDUCATION AND PROFESSIONAL DEVELOPMENT (1992). More recently, see ROY STUCKEY ET AL., BEST PRACTICES FOR LEGAL EDUCATION (2007).
5. See LANI GUINIER ET AL., BECOMING GENTLEMEN: WOMEN, LAW SCHOOL, AND INSTITUTIONAL CHANGE (1997);
6. MILTON C. REGAN, JR., EAT WHAT YOU KILL: THE FALL OF A WALL STREET LAWYER (2004);
7. Susan Sturm & Lani Guinier, The Law School Matrix: Reforming Legal Education in a Culture of Competition and Conformity, 60 VAND. L. REV. 515 (2007).
8. See pp. 92-93. Broadly defined, clinical educators include instructors supervising in- house clinics and externships, or teaching "lawyering" skills simulation courses. Elliott S. Milstein, Clinical Legal Education in the United States: In-House Clinics, Externships, and Simulations, 51 J. LEGAL EDUC. 375, 375-76 (2001).
9. On disparities in clinical faculty compensation and governance, see CTR. FOR THE STUDY OF APPLIED LEGAL EDUC., REPORT ON THE 2007-2008 SURVEY 31 (2008), available at http://www.csale.org/CSALE.07-08.Survey.Report.pdf (reporting on clinical faculty members' voting rights and ability to participate in law school committees); Taskforce on Clinicians & the Acad., Am. Ass'n of Law Sch. Section on Clinical Educ., Draft Statement of Fundamental Principles 2, 6, 8-10 (Apr. 30, 2007) (on file with author) (discussing unequal governance rights and inferior compensation and resources). The Draft Statement of Fundamental Principles cites the "caste system" perpetuated by the unequal status of clinical educators in law school institutional governance and "its stigmatizing impact" within the law school faculty.
10. See Taskforce on Clinicians & the Acad., supra, at 9.
11. Jill Schachner Chanen, Re-Engineering the JD: Schools Across the Country Are Teaching Less About the Law and More About Lawyering, A.B.A. J., Jan. 2007, at 42;
12. Jonathan D. Glater, Training Law Students for Real-Life Careers, N.Y. TIMES, Oct. 31, 2007, at B9.
13. In-house clinics attempt to resist this tendency by addressing client identity and community in multidimensional contexts replete with emotional, narrative, spatial, and symbolic complexity. See Anthony V. Alfieri, Faith in Community: Representing "Colored Town", 95 CAL. L. REV. 1829 (2007).
14. William Sullivan is a Senior Scholar at The Carnegie Foundation for Advancement of Teaching; Anne Colby is Co-Director of The Carnegie Foundation's Preparation for the Professions Program; Judith Wegner is a Senior Scholar at The Carnegie Foundation; Lloyd Bond is a Senior Scholar at The Carnegie Foundation; Lee Schulman is President of The Carnegie Foundation.
15. On the reformist backdrop of the case-dialogue method, see Bruce A. Kimball, Young Christopher Langdell, 1826-1854: The Formation of an Educational Reformer, 52 J. LEGAL EDUC. 189 (2002).
16. See also David D. Garner, The Continuing Vitality of the Case Method in the Twenty- First Century, 2000 BYU EDUC. & L.J. 307.
17. On the curricular adaptations of the apprentice system, see James E. Moliterno, An Analysis of Ethics Teaching in Law Schools: Replacing Lost Benefits of the Apprentice System in the Academic Atmosphere, 60 U. CIN. L. REV. 83 (1991).
18. The Carnegie Foundation observes: "Professional schools are not only where expert knowledge and judgment are communicated from advanced practitioner to beginner; they are also the place where the profession puts its defining values and exemplars on display, where future practitioners can begin both to assume and critically ex amine their future identities." P. 4.
19. P. 5; see also Harry T. Edwards, The Growing Disjunction Between Legal Education and the Legal Profession, 91 MICH. L. REV. 34 (1992).
20. See John S. Elson, Why and How the Practicing Bar Must Rescue American Legal Education from the Misguided Priorities of American Legal Academia, 64 TENN. L. REV. 1135, 1135- 36, 1138-39 (1997);
21. Philip C. Kissam, Lurching Towards the Millennium: The Law School, the Research University and the Professional Reforms of Legal Education, 60 OHIO ST. L.J. 1965, 1968-78 (1999).
22. See generally ELIZABETH MERTZ, THE LANGUAGE OF LAW SCHOOL: LEARNING TO "THINK LIKE A LAWYER" (2007).
23. The need to teach new associates law-office management exemplifies such misplaced deferment. See Debra Moss Curtis, Teaching Law Office Management: Why Law Students Need to Know the Business of Being a Lawyer, 71 ALB. L. REV. 201 (2008).
24. Pp. 47-50;
25. see also Thomas C. Grey, Langdell's Orthodoxy, 45 U. PITT. L. REV. 1 (1983);
26. Edward Rubin, What's Wrong with Langdell's Method, and What to Do About it, 60 VAND. L. REV. 609 (2007).
27. See Elizabeth Mertz, Inside the Law School Classroom: Toward a New Legal Realist Pedagogy, 60 VAND. L. REV. 483, 494-508 (2007).
28. Pp. 75-78; see also Mitu Gulati et al., The Happy Charade: An Empirical Examination of the Third Year of Law School, 51 J. LEGAL EDUC. 235 (2001).
29. For empirical research on pedagogical efficacy, see Stefan H. Krieger, The Development of Legal Reasoning Skills in Law Students: An Empirical Study, 56 J. LEGAL EDUC. 332 (2006).
30. Pp. 59-84; see also Andrew J. Rothman, Preparing Law School Graduates for Practice: A Blueprint for Professional Education Following the Medical Profession Example, 51 RUTGERS L. REV. 875 (1999);
31. cf. Molly Cook et al., American Medical Education 100 Years after the Flexner Report, 355 NEW ENG. J. MED. 1339 (2006).
32. On ethical relativism and nihilism in legal education, see Anthony V. Alfieri, Denaturalizing the Lawyer-Statesman, 93 MICH. L. REV. 1204 (1995) (book review).
33. Pp. 91-93. For sympathetic accounts of the MacCrate report, see Russell Engler, The MacCrate Report Turns 10: Assessing Its Impact and Identifying Gaps We Should Seek to Narrow, 8 CLINICAL L. REV. 109 (2001), and Peter A. Joy, The MacCrate Report: Moving Toward Integrated Learning Experiences, 1 CLINICAL L. REV. 401 (1994).
34. See Gary L. Blasi, What Lawyers Know: Lawyering Expertise, Cognitive Science, and the Functions of Theory, 45 J. LEGAL EDUC. 313, 329-32 (1995);
35. Nancy L. Schultz, How Do Lawyers Really Think?, 42 J. LEGAL EDUC. 57, 60 (1992).
36. See pp. 111-25. The Foundation argues that "case theory calls attention to the important role played by the problems of particular clients in specific situations in giving impetus to the legal process." P. 124.
37. On the normative lessons of narrative, see Anthony V. Alfieri, Reconstructive Poverty Law Practice: Learning Lessons of Client Narrative, 100 YALE L.J. 2107 (1991).
38. See generally ANTHONY G. AMSTERDAM & JEROME BRUNER, MINDING THE LAW 110-42 (2000).
39. Pp. 11-12. The Carnegie Foundation defines "lawyering" courses to include legal writing instruction, simulated practicums, and in-house clinics. P. 17. See generally Arturo Lopez Torres, MacCrate Goes to Law School: An Annotated Bibliography of Methods for Teaching Lawyering Skills in the Classroom, 77 NEB. L. REV. 132 (1998).
40. See p. 13.
41. The practical skill of intervention in advising and counseling clients grows through modeling, habituation, experiment, and reflection. Both simulated and clinical forms of modeling dictate pedagogies blending formal legal analysis, practical habits of mind, and skills of social interaction.
42. See Daisy Hurst Floyd, Lost Opportunity: Legal Education and the Development of Professional Identity, 30 HAMLINE L. REV. 555 (2007).
43. P. 14; see also Antoinette Sedillo Lopez, Teaching a Professional Responsibility Course: Lessons Learned from the Clinic, 26 J. LEGAL PROF. 149, 152-54 (2002) (describing a situation where professionalism would have resolved a clinic dispute).
44. Pp. 194-200; see also Michael A. Millemann & Steven D. Schwinn, Teaching Legal Research and Writing with Actual Legal Work: Extending Clinical Education into the First Year, 12 CLINICAL L. REV. 441, 476-99 (2006);
45. Margaret M. Russell, Beginner's Resolve: An Essay on Collaboration, Clinical Innovation, and the First-Year Core Curriculum, 1 CLINICAL L. REV. 135, 147-56 (1994).
46. Pp. 188-92; see E. Tammy Kim, Who's Learning What? Toward a participatory legal pedagogy, 43 HARV. C.R.-C.L. L. REV. 633, 635-37 (2008) (arguing that proper leadership from students, faculty, and law school administration may help the enterprise of legal education "move one step closer to ensuring that the legal profession represents and responds to the needs of the entire citizenry"); Clifford S. Zimmerman, "Thinking Beyond My Own Interpretation": Reflections on Collaborative and Cooperative Learning Theory in the Law School Curriculum, 31 ARIZ. ST. L.J. 957, 971-86 (1999). Zimmerman expresses "concern about the framework for evaluation of teaching methods."
47. Id. at 971.
48. See Russell G. Pearce, Teaching Legal Ethics Seriously: Legal Ethics as the Most Important Subject in Law School, 29 LOY. U. CHI. L.J. 719, 735-39 (1998);
49. Deborah L. Rhode, Teaching Legal Ethics, 51 ST. LOUIS U. L.J. 1043, 1051-57 (2007).
50. Deborah L. Rhode, Ethics by the Pervasive Method, 42 J. LEGAL EDUC. 31, 50-56 (1992);
51. Alan M. Weinberger, Some Further Observations on Using the Pervasive Method of Teaching Ethics in Property Courses, 51 ST. LOUIS U. L.J. 1203 (2007).
52. See Jason M. Dolin, Opportunity Lost: How Law School Disappoints Law Students, the Public, and the Legal Profession, 44 CAL. W. L. REV. 219, 248-55 (2007);
53. Deborah L. Rhode, Legal Education: Professional Interests and Public Values, 34 IND. L. REV. 23, 38-45 (2000).
54. See Bryant G. Garth & Joanne Martin, Law Schools and the Construction of Competence, 43 J. LEGAL EDUC. 469 (1993) (pointing out that law schools "construct competence" and change notions of competence).
55. See Ben W. Heineman, Jr., Law and Leadership, 56 J. LEGAL EDUC. 596 (2006) (urging law school graduates to aspire to be leaders as well as counselors);
56. Donald J. Polden, Educating Law Students for Leadership Roles and Responsibilities, 39 U. TOL. L. REV. 353 (2008) (same).
57. The stance of neutrality combines elements of scientific rationality and doctrinal analysis. See Barry Friedman, Neutral Principles: A Retrospective, 50 VAND. L. REV. 503 (1997);
58. Herbert Wechsler, Toward Neutral Principles of Constitutional Law, 73 HARV. L. REV. 1, 10-20 (1959).
59. See Carrie Menkel-Meadow, Narrowing the Gap by Narrowing the Field: What's Missing from the MacCrate Report-Of Skills, Legal Science and Being a Human Being, 69 WASH. L. REV. 593, 593 (1994) ("[The MacCrate Report] enacts a particular picture of the lawyer, as principally a litigator, a 'means-ends' thinker who maximizes an abstracted client's goals.");
60. Burnele V. Powell, Somewhere Farther Down the Line: MacCrate on Multiculturalism and the Information Age, 69 WASH. L. REV. 637 (1994).
61. See generally Katherine R. Kruse, Fortress in the Sand: The Plural Values of Client- Centered Representation, 12 CLINICAL L. REV. 369 (2006) (examining the history, development, and theory of the client-centered approach to lawyering); Laurie Shanks, Whose Story Is It, Anyway?-Guiding Students to Client-Centered Interviewing Through Storytelling, 14 CLINICAL L. REV. 509 (2008).
62. See Gary Blasi, Advocacy Against the Stereotype: Lessons From Cognitive Social Psychology, 49 UCLA L. REV. 1241, 1266-81 (2002);
63. Ian Weinstein, Don't Believe Everything You Think: Cognitive Bias in Legal Decision Making, 9 CLINICAL L. REV. 783 (2003). Blasi noted that "it is unlikely that . . . [there will be] long-lasting or widespread reductions in prejudice, so long as we leave unchanged the institutional and social structures that facilitate the perpetuation of stereotypes and the resulting discrimination, unintended and otherwise." Blasi, supra, at 1266.
64. See also Lorraine Bannai & Anne Enquist, (Un)Examined Assumptions and (Un)Intended Messages: Teaching Students to Recognize Bias in Legal Analysis and Language, 27 SEATTLE U. L. REV. 1, 3 (2003) (asserting that law schools should teach students to recognize cultural bias because such bias could be based on "untruths, stereotyping, or a simple lack of respect for differences").
65. See Carwina Weng, Multicultural Lawyering: Teaching Psychology to Develop Cultural Self-Awareness, 11 CLINICAL L. REV. 369 (2005);
66. see also David Dominguez, Beyond Zero-Sum Games: Multiculturalism as Enriched Law Training for All Students, 44 J. LEGAL EDUC. 175, 178 (1994) (promoting a "negotiable learning" model where students work closely to negotiate key decisions which provides opportunities "to reconcile divergent cultural interests, value judgments, and priorities").
67. See Michelle S. Jacobs, People From The Footnotes: The Missing Element in Client- Centered Counseling, 27 GOLDEN GATE U. L. REV. 345, 401-11 (1997).
68. See Susan Bryant, The Five Habits: Building Cross-Cultural Competence in Lawyers, 8 CLINICAL L. REV. 33, 64-67 (2001);
69. Paul R. Tremblay, Interviewing and Counseling Across Cultures: Heuristics and Biases, 9 CLINICAL L. REV. 373 (2002).
70. See Ascanio Piomelli, Appreciating Collaborative Lawyering, 6 CLINICAL L. REV. 427, 486-515 (2000);
71. Ascanio Piomelli, The Democratic Roots of Collaborative Lawyering, 12 CLINICAL L. REV. 541, 589-611 (2006).
72. See Gerald P. Lopez, Keynote Address, Living and Lawyering Rebelliously, 73 FORDHAM L. REV. 2041, 2049 (2005);
73. Gerald P. Lopez, Shaping Community Problem Solving Around Community Knowledge, 79 N.Y.U. L. REV. 59 (2004).
74. See Lucie White, "Democracy" in Development Practice: Essays on a Fugitive Theme, 64 TENN. L. REV. 1073 (1997).
75. See Charles R. Calleros, Training a Diverse Student Body for a Multicultural Society, 8 LA RAZA L.J. 140 (1995);
76. Paula Lustbader, Teach in Context: Responding to Diverse Student Voices Helps All Students Learn, 48 J. LEGAL EDUC. 402 (1998).
77. Compare DAVID A. BINDER ET AL., LAWYERS AS COUNSELORS: A CLIENT- CENTERED APPROACH (1991), with Jacobs, supra note 42, at 346 (observing that the client-lawyer models employed by clinical programs "fail to address . . . the effects of race, class and, to a lesser extent, gender").
78. See Susan Bryant & Elliott S. Milstein, Rounds: A "Signature Pedagogy" for Clinical Education?, 14 CLINICAL L. REV. 195 (2007).
79. See Russell G. Pearce, White Lawyering: Rethinking Race, Lawyer Identity, and Rule of Law, 73 FORDHAM L. REV. 2081, 2093-99 (2005);
80. David B. Wilkins, Essay, Identities and Roles: Race, Recognition, and Professional Responsibility, 57 MD. L. REV. 1502 (1998).
81. See generally THE AFFECTIVE ASSISTANCE OF COUNSEL: PRACTICING LAW AS A HEALING PROFESSION (Marjorie A. Silver ed., 2007);
82. Keri K. Gould & Michael L. Perlin, "Johnny's in the Basement/Mixing Up His Medicine": Therapeutic Jurisprudence and Clinical Teaching, 24 SEATTLE U. L. REV. 339 (2000).
83. See Robin A. Boyle & Rita Dunn, Teaching Law Students Through Individual Learning Styles, 62 ALB. L. REV. 213 (1998);
84. Fran Quigley, Seizing the Disorienting Moment: Adult Learning Theory and the Teaching of Social Justice in Law School Clinics, 2 CLINICAL L. REV. 37 (1995).
85. See Kandis Scott, Clinical Essay, Non-Analytical Thinking in Law Practice: Blinking in the Forest, 12 CLINICAL L. REV. 687 (2006).
86. See Laurel E. Fletcher & Harvey M. Weinstein, When Students Lose Perspective: Clinical Supervision and the Management of Empathy, 9 CLINICAL L. REV. 135 (2002);
87. Peter Margulies, Re-Framing Empathy in Clinical Legal Education, 5 CLINICAL L. REV. 605 (1999).
88. See Ann Juergens, Practicing What We Teach: The Importance of Emotion and Community Connection in Law Work and Law Teaching, 11 CLINICAL L. REV. 413 (2005);
89. John E. Montgomery, Incorporating Emotional Intelligence Concepts into Legal Education: Strengthening the Professionalism of Law Students, 39 U. TOL. L. REV. 323 (2008).
90. See Peggy Cooper Davis, Slay the Three-Headed Demon!, 43 HARV. C.R.-C.L. L. REV. 619, 623 (2008) ("Clinical and simulation work should guide students to think critically about the interplay of logic, psychology, and culture . . . .");
91. Judith L. Maute, Lawyering in the 21st Century: A Capstone Course on the Law and Ethics of Lawyering, 51 ST. LOUIS U. L.J. 1291 (2007).
92. See Karen Barton et al., Authentic Fictions: Simulation, Professionalism and Legal Learning, 14 CLINICAL L. REV. 143 (2007).
93. See Mary Jo Eyster, Designing and Teaching the Large Externship Clinic, 5 CLINICAL L. REV. 347 (1999);
94. Carolyn R. Young & Barbara A. Blanco, What Students Don't Know Will Hurt Them: A Frank View From The Field On How To Better Prepare Our Clinic and Externship Students, 14 CLINICAL L. REV. 105 (2007);
95. see also Lisa G. Lerman, Professional and Ethical Issues in Legal Externships: Fostering Commitment to Public Service, 67 FORDHAM L. REV. 2295 (1999).
96. See Kathleen Coulborn Faller & Frank E. Vandervort, Interdisciplinary Clinical Teaching of Child Welfare Practice to Law and Social Work Students: When World Views Collide, 41 U. MICH. J.L. REFORM 121 (2007);
97. Spencer Rand, Teaching Law Students to Practice Social Justice: An Interdisciplinary Search for Help Through Social Work's Empowerment Approach, 13 CLINICAL L. REV. 459 (2006);
98. Janet Weinstein, Coming of Age: Recognizing the Importance of Interdisciplinary Education in Law Practice, 74 WASH. L. REV. 319 (1999).
99. See Neal Kumar Katyal, Comment, Hamdan v. Rumsfeld: The Legal Academy Goes to Practice, 120 HARV. L. REV. 65, 119-22 (2006);
100. Deborah L. Rhode, Moral Counseling, 75 FORDHAM L. REV. 1317, 1320-33 (2006). Katyal maintains that there is a "need for law schools to start a moral conversation and to encourage students to practice law in an 'ethical' manner." Katyal, supra, at 121.
101. See Jane Harris Aiken, Striving to Teach "Justice, Fairness, and Morality," 4 CLINICAL L. REV. 1 (1997);
102. Thomas Shaffer, Legal Essay, The Profession as a Moral Teacher, 18 ST. MARY'SL.J. 195 (1986).
103. See Melissa Harrison, Searching for Context: A Critique of Legal Education by Comparison to Theological Education, 11 TEX. J. WOMEN & L. 245 (2002).
104. See Calvin G.C. Pang, Eyeing the Circle: Finding a Place for Spirituality in a Law School Clinic, 35 WILLAMETTE L. REV. 241 (1999);
105. Lucia Ann Silecchia, Integrating Spiritual Perspectives with the Law School Experience: An Essay and an Invitation, 37 SAN DIEGO L. REV.167 (2000).
106. See Margaret E. Montoya, Introduction, Religious Rituals and LatCrit Theorizing, 19 CHICANO-LATINO L. REV. 417 (1998);
107. Russell G. Pearce, Forward, The Religious Lawyering Movement: An Emerging Force in Legal Ethics and Professionalism, 66 FORDHAM L. REV. 1705 (1998);
108. see also Amelia J. Uelmen, An Explicit Connection Between Faith and Justice in Catholic Legal Education: Why Rock the Boat?, 81 U. DET. MERCY L. REV. 921 (2004).
109. See MILNER S. BALL, THE PROMISE OF AMERICAN LAW: A THEOLOGICAL, HUMANISTIC VIEW OF LEGAL PROCESS (1981);
110. THOMAS L. SHAFFER, FAITH AND THE PROFESSIONS 1-38 (1987).
111. See Steven K. Berenson, Institutional Professionalism for Lawyers: Realizing the Virtues of Civic Professionalism, 109 W. VA. L. REV. 67 (2006) (book review) (remarking that the Foundation desires a resurgence of civic professionalism to challenge the dominance of technical professionalism).
112. See generally Mary Ann Dantuono, A Citizen Lawyer's Moral, Religious, and Professional Responsibility for the Administration of Justice for the Poor, 66 FORDHAM L. REV. 1383 (1998) (noting that religion can positively impact civic obligations).
113. See Lucie E. White, Collaborative Lawyering in the Field? On Mapping the Paths From Rhetoric to Practice, 1 CLINICAL L. REV. 157 (1994) (endorsing scholarly clinical projects that "would envision the clinical training student-advocates need in order to work effectively with [community] groups"); cf. Linda F. Smith, Why Clinical Programs Should Embrace Civic Engagement, Service Learning and Community Based Research, 10 CLINICAL L. REV. 723 (2004) (contending that law school clinics could benefit from the community service based learning movement).
114. See Anthony V. Alfieri, Story, Clinical Genesis in Miami, 75 UMKC L. REV. 1137 (2007).
115. See generally Symposium, Race, Economic Justice, and Community Lawyering in the New Century, 95 CAL. L. REV. 1821 (2007) (discussing community lawyering and the changing meaning of community).
116. See Sameer M. Ashar, Law Clinics and Collective Mobilization, 14 CLINICAL L. REV. 355 (2008); Robert Greenwald, The Role of Community-Based Clinical Legal Education in Supporting Public Interest Lawyering, 42 HARV. C.R.-C.L. L. REV. 569 (2007).
117. For prior groundwork in the practical uses of critical theory under the frameworks of cultural studies, critical-outsider jurisprudence, pragmatism, and democratic theory, see Anthony V. Alfieri, Essay, (Un)Covering Identity in Civil Rights and Poverty Law, 121 HARV. L. REV. 805 (2008).
118. See Austin Sarat & Jonathan Simon, Introduction, Beyond Legal Realism?: Cultural Analysis, Cultural Studies, and the Situation of Legal Scholarship, 13 YALE J.L. & HUMAN. 3 (2001) ("[L]egal scholarship itself should . . . more fully embrace cultural analysis and cultural studies.").
119. Beryl Blaustone, Teaching Law Students to Self-critique and to Develop Critical Clinical Self-awareness in Performance, 13 CLINICAL L. REV. 143 (2006);
120. Anahid Gharakhanian, ABA Standard 305's "Guided Reflections": A Perfect Fit for Guided Fieldwork, 14 CLINICAL L. REV. 61 (2007).
121. See generally DONALD A. SCHON, THE REFLECTIVE PRACTITIONER: HOW PROFESSIONALS THINK IN ACTION (1983) (exploring how nonlegal professionals solve problems based on reflection from practice);
122. Donald A. Schon, Educating the Reflective Legal Practitioner, 2 CLINICAL L. REV. 231 (1995).
123. See Bill Ong Hing, Raising Personal Identification Issues of Class, Race, Ethnicity, Gender, Sexual Orientation, Physical Disability, and Age in Lawyering Courses, 45 STAN. L. REV. 1807 (1993).
124. See generally Margaret E. Johnson, An Experiment in Integrating Critical Theory and Clinical Education, 13 AM. U. J. GENDER SOC. POL'Y & L. 161 (2005);
125. Ann Shalleck, Theory and Experience in Constructing the Relationship Between Lawyer and Client: Representing Women Who Have Been Abused, 64 TENN. L. REV. 1019 (1997).
126. See Ian F. Haney Lopez, Race, Ethnicity, Erasure: The Salience of Race to LatCrit The ory, 85 CAL L. REV. 1143, 1152 (1997) ("[A]ll racial identities, not least those of Mexican Americans and Latinos/as more generally, are intelligible only as social constructions.") ;
127. Imani Perry, Cultural Studies, Critical Race Theory and Some Reflections on Methods, 50 VILL. L. REV. 915 (2005) (reflecting on "the usefulness of cultural studies to studies of race and the law");
128. Gerald Torres & Katie Pace, Understanding Patriarchy as an Expression of Whiteness: Insights from the Chicana Movement, 18 WASH. U. J.L. & POL'Y 129 (2005) (discussing how members of one ethnic group might identify themselves as part of another); Francisco Valdes, Outsider Jurisprudence, Critical Pedagogy and Social Justice Activism: Marking the Stirrings of Critical Legal Education, 10 ASIAN L.J. 65 (2003).
129. See Kim Brooks & Debra Parkes, Queering Legal Education: A Project of Theoretical Discovery, 27 HARV. WOMEN'S L.J. 89 (2004);
130. Carolyn Grose, A Field Trip to Benetton . .. And Beyond: Some Thoughts on "Outsider Narrative" in a Law School Clinic, 4 CLINICAL L. REV. 109 (1997);
131. see also, Kimberly E. O'Leary, Using "Difference Analysis" to Teach Problem-Solving, 4 CLINICAL L. REV. 65 (1997).
132. See Leslie G. Espinoza, Legal Narratives, Therapeutic Narratives: The Invisibility and Omnipresence of Race and Gender, 95 MICH. L. REV. 901 (1997);
133. Judith G. Greenberg, Erasing Race from Legal Education, 28 U. MICH. J.L. REFORM 51 (1994).
134. See generally Hilary Putnam, Pragmatism and Realism, 18 CARDOZO L. REV. 153 (1996) (comparing realist caution of pragmatism).
135. See Martha Minow & Elizabeth V. Spelman, In Context, 63 S. CAL. L. REV. 1597 (1990);
136. Margaret Jane Radin & Frank Michelman, Commentary, Pragmatist and Poststructuralist Critical Legal Practice, 139 U. PA. L. REV. 1019 (1991);
137. Daria Roithmayr, "Easy for You to Say": An Essay on Outsiders, the Usefulness of Reason, and Radical Pragmatism, 57 U. MIAMI L. REV. 939 (2003).
138. See Mark Neal Aaronson, We Ask You to Consider: Learning About Practical Judgment in Lawyering, 4 CLINICAL L. REV. 247 (1998) (positing effective practical judgment as a means to discern differences in client and community identity); Paul Brest & Linda Krieger, On Teaching Professional Judgment, 69 WASH. L. REV. 527 (1994).
139. See Alan M. Lerner, Law & Lawyering in the Work Place: Building Better Lawyers by Teaching Students to Exercise Critical Judgment as Creative Problem Solvers, 32 AKRON L. REV. 107 (1999);
140. Laurie Morin & Louise Howells, The Reflective Judgment Project, 9 CLINICAL L. REV. 623 (2003).
141. See V. Pualani Enos & Lois H. Kanter, Who's Listening? Introducing Students to Client- Centered, Client-Empowering, and Multidisciplinary Problem-Solving in a Clinical Setting, 9 CLINICAL L. REV. 83, 93-96 (2002) (linking improved advocacy results to client participation and empowerment). To address the breadth of community-wide economic, political, and legal challenges, problem-solving pedagogies must reach beyond the scope of individual client representation. See Katherine R. Kruse, Biting Off What They Can Chew: Strategies for Involving Students in Problem-Solving Beyond Individual Client-Representation, 8 CLINICAL L. REV. 405 (2002).
142. 83. See LANI GUINIER &; GERALD TORRES, THE MINER'S CANARY: ENLISTING RACE, RESISTING POWER, TRANSFORMING DEMOCRACY (2002);
143. Susan D. Bennett, Little Engines That Could: Community Clients, Their Lawyers, and Training in the Arts of Democracy, 2002 WIS. L. REV. 469;
144. Scott L. Cummings, Community Economic Development as Progressive Politics: Toward a Grassroots Movement for Economic Justice, 54 STAN. L. REV. 399 (2001).
145. Daniel S. Shah, Lawyering for Empowerment: Community Development and Social Change, 6 CLINICAL L. REV. 217, 250-54 (1999).
146. See JoNel Newman, Essay, Re-Conceptualizing Poverty Law Clinical Curriculum and Legal Services Practice: The Need for Generalists, 34 FORDHAM URB. L.J. 1303, 1318-24 (2007).
147. See generally Marie A. Failinger, A Home of Its Own: The Role of Poverty Law in Furthering Law Schools' Missions, 34 FORDHAM URB. L.J. 1173 (2007).
148. See generally Susan D. Bennett, Embracing the Ill-Structured Problem in a Community Economic Development Clinic, 9 CLINICAL L. REV. 45 (2002) (discussing the diversity of skills learned in a community economic development clinic); Andrea M. Seielstad, Community Building as a Means of Teaching Creative, Cooperative, and Complex Problem Solving in Clinical Legal Education, 8 CLINICAL L. REV. 445 (2002).
149. See generally Jane H. Aiken, Provocateurs for Justice, 7 CLINICAL L. REV. 287 (2001);
150. Anthony V. Alfieri, Teaching Ethics/Doing Justice, 73 FORDHAM L. REV. 851 (2004);
151. Jon C. Dubin,Clinical Design for Social Justice Imperatives, 51 SMU L. REV. 1461 (1998);
152. Stephen Wizner, The Law School Clinic: Legal Education in the Interests of Justice, 70 FORDHAM L. REV. 1929 (2002).
153. See generally Deborah Maranville, Infusing Passion and Context into the Traditional Law Curriculum Through Experiential Learning, 51 J. LEGAL EDUC. 51 (2001) (describing the benefits of experiential learning programs);
154. James E. Moliterno, Legal Education, Experiential Education, and Professional Responsibility, 38 WM. & MARY L. REV. 71 (1996) (same).
155. The Center For Ethics and Public Service Forms an alliance with black churches in West Coconut Grove: Partners from the Pulpit, VERITAS , http://www6.miami.edu/veritas/summer2008/nb/ nb.html (last visited Nov. 21, 2008).
156. See Project Description, Community Economic Development and Design Clinic, Historic Black Church Project (Fall 2008) (on file with author).
157. See David A. Binder & Paul Bergman, Taking Lawyering Skills Training Seriously, 10 CLINICAL L. REV. 191 (2003);
158. Harriet N. Katz, Evaluating the Skills Curriculum: Challenges and Opportunities for Law Schools, 59 MERCER L. REV. 909 (2008);
159. Alice M. Noble-Allgire, Desegregating the Law School Curriculum: How to Integrate More of the Skills and Values Identified by the MacCrate Report Into a Doctrinal Course, 3 NEV. L.J. 32 (2002).
160. The archives are compiled and stored at individual churches through a student-faculty partnership with local schools in Coconut Grove. The oral histories of each congregation and ministry are assembled and videotaped by high school, undergraduate, and law students. Both high school and undergraduate students also participate in faculty supervised multimedia projects (drawing, painting, and photography) documenting the churches in conjunction with their congregations and affiliated youth groups.
161. See Project Description, supra note 90. Such multimedia projects offer partnership opportunities with university fine arts departments and law school legal writing programs.
162. Cf. Rebecca A. Cochran, Legal Research and Writing Programs as Vehicles for Law Student Pro Bono Service, 8 B.U. PUB. INT. L.J. 429 (1999) (proposing to use legal research and writing programs as a means of engaging students in pro bono work).
163. See generally Sarah O'Rourke Schrup, The Clinical Divide: Overcoming Barriers to Collaboration Between Clinics and Legal Writing Programs, 14 CLINICAL L. REV. 301 (2007) (advocating increased communication between legal research and writing programs and clinical programs).
164. P. 14; see also Peter A. Joy, Essay, The Law School Clinic as a Model Ethical Law Office, 30 WM. MITCHELL L. REV. 35 (2003);
165. Thomas L. Shaffer, On Teaching Legal Ethics in the Law Office, 71 NOTRE DAME L. REV. 605 (1996).
166. See Floyd, supra note 28.