146 Pages Posted: 18 Apr 2008 Last revised: 21 May 2015
Date Written: 2008
If social justice is a teaching goal, how do we effectively assess it? The skills and substantive knowledge we expose our students to and help them begin to master often cloud our commitment to keep justice at the center of our teaching. Opportunities to develop what should be a central concern are often overlooked or treated as sidebars. By exploring how to make our goals for justice education a more explicit aspect of what and how we evaluate, we can establish them as functional aspects of our teaching agendas. This Article has been written with several purposes: to reflect on our experience and knowledge gained in the workshop that the paper is based upon; to contribute to the literature on evaluation processes for legal educators; to observe how concepts of justice education and evaluation are defined in a live, cross-cultural dialogue; to encourage ourselves and other teachers to place "justice education" as a primary goal in legal education; and to facilitate the holding of similar workshops by others.
Keywords: justice education, clinic evaluation, cross-cultural assessment, mission statements, Global Alliance for Justice Education, clinical education, international legal education, assessment, evaluation, interviewing, cross cultural perspective law school mission, social justice, clinical legal education
JEL Classification: K1, K10, K19, K33, I2, I20, I21, I29, D20, D21
Suggested Citation: Suggested Citation
Barry, Margaret Martin and Geer, Martin and Klein, Catherine F. and Kumari, Ved, Justice Education and the Evaluation Process: Crossing Borders (2008). Washington University Journal of Law and Policy, Vol. 28, 2008; UNLV William S. Boyd School of Law Legal Studies Research Paper No. 08-14; CUA Columbus School of Law Legal Studies Research Paper No. 2008-21; NYLS Clinical Research Institute Paper No. 08/09 #7. Available at SSRN: https://ssrn.com/abstract=1122063