By Lavanya Sathyamurthy*
In law school classrooms across the country, professors and students grapple with society’s most challenging issues and how to address them through the legal system. How can we ensure access to reproductive healthcare after the Supreme Court eliminated the constitutional right to abortion inDobbs v. Jackson Women’s Health Organization? How can we meet the needs of our unhoused population when several cities, including Los Angeles, have passed ordinances that ban camping on public property, criminalizing homeless encampments? Through these discussions, students are introduced to important concepts such as community lawyering, which encourages lawyers to work collaboratively with impacted communities, and cultural competency, which describes the ability to work effectively with people from different backgrounds. Theoretical discussions in seminars provide the basis for how students will eventually approach social justice issues in practice. However, the most fruitful learning opportunities arise at the intersection of pedagogy and practice, in clinical courses.
Clinical courses are a cornerstone of the law school curriculum. In the classroom, students learn both legal theories, such as abolition in the criminal context, and practical skills, such as client interviewing and legal research. In the field, they apply this knowledge to serve clients, taking on primary responsibility for every aspect of their case. Through these courses, students learn how to translate theory into practice to zealously advocate for their clients. Clinics also serve an important role in the community, offering assistance to and building relationships with local marginalized populations.
Continue reading “The intersection of pedagogy and practice: an interview with Duke Law Professor Allison Korn”
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