A case for getting law students engaged in the real thing—the challenge to the saber‐tooth curriculum

Law Teacher

Volumn 34, Issue 1, 2000, Pages 17-39

  Brayne, Hugh ^a  

^a UNIVERSITY OF SUNDERLAND   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84889002162     PISSN: 03069400     EISSN: 19430353     Source Type: Journal    
DOI: 10.1080/03069400.2000.9993045     Document Type: Note

References (34)

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24. 51 Personally I would go further. I would wish students to come out of law school ready and eager to use law as a tool to combat injustice. The recent formation of the Global Alliance for Justice Education, which held an inaugura] conference in December 1999, explicitly seeks to move from legal education to justice education. The GAJE homepage is. Such an approach requires engagement in law and with the concerns of real people, and is ideally nurtured at an early stage. http://ls.wustl.edu/Academics/Faculty/Activities/Global (http://ls.wustl.edu/Academics/Faculty/Activities/Global)
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29. 76 Street law is a term used mainly in the US, but increasingly in other jursidictions (24 identified by Street Law Inc—see below), to describe programmes involving students in learning to teach law to community organisations or schools. Students benefit from the sense of involvement, commitment, personal responsibility, learning by doing and exposure to groups affected by the law. See further the website of Street Law, who describe themselves on their website thus: “Street Law, Inc. is a nonprofit organization dedicated to empowering people through law‐related education (LRE). Law‐related education is a unique blend of substance and instructional strategies. People learn substantive information about law, democracy, and human rights through strategies that promote problem solving, critical thinking, cooperative learning, improved communication skills, and the ability to participate effectively in society.” www.streetlaw.org (www.streetlaw.org)
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34. University of Sunderland. This article required considerable reshaping following helpful comments on the draft from the anonymous reviewers, to whom I nevertheless apologise for being unable to meet all of the justified criticisms and suggestions. I am also extremely grateful to my colleague Penny Booth for introducing me to the saber‐tooth curriculum, which is explained at the end of the article.