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There is a myth that lingers around legal education in many
democracies. That myth would have us believe that law students are
admitted and then succeed based on raw merit, and that law schools
are neutral settings in which professors (also selected and
promoted based on merit) use their expertise to train those
students to become lawyers. Based on original, empirical research,
this book investigates this myth from myriad perspectives, diverse
settings, and in different nations, revealing that hierarchies of
power and cultural norms shape and maintain inequities in legal
education. Embedded within law school cultures are assumptions that
also stymie efforts at reform. The book examines hidden pedagogical
messages, showing how presumptions about theory's relation to
practice are refracted through the obfuscating lens of curricula.
The contributors also tackle questions of class and market as they
affect law training. Finally, this collection examines how
structural barriers replicate injustice even within institutions
representing themselves as democratic and open, revealing common
dynamics across cultural and institutional forms. The chapters
speak to similar issues and to one another about the influence of
context, images of law and lawyers, the political economy of legal
education, and the agency of students and faculty.
There is a myth that lingers around legal education in many
democracies. That myth would have us believe that law students are
admitted and then succeed based on raw merit, and that law schools
are neutral settings in which professors (also selected and
promoted based on merit) use their expertise to train those
students to become lawyers. Based on original, empirical research,
this book investigates this myth from myriad perspectives, diverse
settings, and in different nations, revealing that hierarchies of
power and cultural norms shape and maintain inequities in legal
education. Embedded within law school cultures are assumptions that
also stymie efforts at reform. The book examines hidden pedagogical
messages, showing how presumptions about theory's relation to
practice are refracted through the obfuscating lens of curricula.
The contributors also tackle questions of class and market as they
affect law training. Finally, this collection examines how
structural barriers replicate injustice even within institutions
representing themselves as democratic and open, revealing common
dynamics across cultural and institutional forms. The chapters
speak to similar issues and to one another about the influence of
context, images of law and lawyers, the political economy of legal
education, and the agency of students and faculty.
By investigating the harms routinely experienced by the victims and
survivors of domestic violence, both inside and outside of law,
Everyday Harm studies the limits of what domestic violence law
can--and cannot--accomplish. Combining detailed ethnographic
research and theoretical analysis, Mindie Lazarus-Black illustrates
the ways persistent cultural norms and ingrained bureaucratic
procedures work to unravel laws designed to protect the safety of
society's most vulnerable people. Lazarus-Black's fieldwork in
Trinidad traces a story with global implications about why and when
people gain the right to ask the court for protection from
violence, and what happens when they pursue those rights in court.
Why is it that, in spite of laws designed to empower subordinated
people, so little results from that legislation? What happens in
and around courts that makes it so difficult for people to obtain
their legally available rights and protections? In the case of
domestic violence law, what can such legislation mean for women's
empowerment, gender equity, and protection? How do cultural norms
and practices intercept the law?
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