Teaching Individual Representation Alongside Institutional Advocacy: Pedagogical Implications of a Combined Advocacy Clinic

Clinical Law Review, Vol. 16, No. 2, Spring 2010

NYLS Clinical Research Institute Paper No. 10/11 #1

40 Pages Posted: 1 Jul 2010

See all articles by Jayashri Srikantiah

Jayashri Srikantiah

Stanford Law School

Jennifer Lee Koh

University of Washington School of Law; University of California, Irvine School of Law

Date Written: July 1, 2010

Abstract

A growing number of clinics have adopted a combined advocacy model, in which students both represent individual clients and participate in broader-scale projects to achieve social change. Combined advocacy clinics permit students to learn about working for social justice in a variety of capacities, from small-case lawyering to larger advocacy work on behalf of institutional clients. Students simultaneously acquire a range of skills: the traditional lawyering skills associated with small case work - including interviewing, counseling, fact development, and negotiation - as well as the ability to conduct advocacy, including legislative work, impact litigation, local advocacy, and public education. This Article examines the pedagogical implications of the combined advocacy model. In particular, how should clinical teachers adjust their supervision methods when working with a student on both an individual case and a larger advocacy project? While the traditional student-ownership model of supervision generally facilitates student learning in the individual small-case context, that model is a poor fit for student work on larger advocacy projects. The Article proposes a supervisory model based on collaboration between students and clinical instructors as to the advocacy component of student clinical work.

Keywords: clinical education, immigration, pedagogy, supervision, ownership, collaboration, social justice, public interest, lawyering, skills training, individual representation, small case, large case, institutional, advocacy, policy, non-directive, reflection

Suggested Citation

Srikantiah, Jayashri and Koh, Jennifer Lee, Teaching Individual Representation Alongside Institutional Advocacy: Pedagogical Implications of a Combined Advocacy Clinic (July 1, 2010). Clinical Law Review, Vol. 16, No. 2, Spring 2010, NYLS Clinical Research Institute Paper No. 10/11 #1, Available at SSRN: https://ssrn.com/abstract=1633505

Jayashri Srikantiah

Stanford Law School ( email )

559 Nathan Abbott Way
Stanford, CA 94305-8610
United States

Jennifer Lee Koh (Contact Author)

University of Washington School of Law ( email )

William H. Gates Hall
Box 353020
Seattle, WA 98105-3020
United States

University of California, Irvine School of Law ( email )

401 E. Peltason Drive
Suite 1000
Irvine, CA 92697

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