Journal of Law and Social Policy
clinical law, critical pedagogy, clinical legal education, legal education
Clinical work in law offers important opportunities for students to learn critical, reflective and politicized approaches to legal identity and practice. Such an approach is most meaningful when it is engaged by supervising lawyers and social workers in a clinical placement. The authors of this article, the Academic Clinic Director and Executive Director of two Windsor-based clinic programs, offer context, perspective and examples of how critical pedagogy (influenced by, but distinct from, critical legal studies) provides a roadmap for supervising lawyers and the programs in which they work. The paper briefly sets the context of the authors' teaching and practice. The authors then set out some of the interested parties in clinical legal education, including law schools, communities, students and clients. The paper concludes with ideas on how a clinical program might set out to strengthen critical pedagogy in the supervisory relationship.
Smyth, Gemma E. and Overholt, Marion. (2014). Framing Supervisory Relationships in Clinical Law: The Role of Critical Pedagogy. Journal of Law and Social Policy, 23 (4), 62-82.