Abstract
This article will explore whether there is, or can be, a common identity for the clinical legal education movement in Europe, despite differing traditions across the continent.
The definition of clinical legal education will be critically analysed exploring the teaching methods and the purported aims of clinical legal education encompassing both the educational and social justice mission.
Different models of clinical legal education will be analysed, such as live-client, placements, policy clinic, public legal education and, perhaps most controversially, simulated legal clinic. Each model of will be evaluated to establish whether it satisfied the perceived identity of clinical legal education.
In conclusion, the article will advance the case for a broad notion of clinical legal education within Europe placing the student at the heart of its mission. Clinical legal education should be an inclusive movement, encouraging innovation to address the needs of students and society as a whole.
The definition of clinical legal education will be critically analysed exploring the teaching methods and the purported aims of clinical legal education encompassing both the educational and social justice mission.
Different models of clinical legal education will be analysed, such as live-client, placements, policy clinic, public legal education and, perhaps most controversially, simulated legal clinic. Each model of will be evaluated to establish whether it satisfied the perceived identity of clinical legal education.
In conclusion, the article will advance the case for a broad notion of clinical legal education within Europe placing the student at the heart of its mission. Clinical legal education should be an inclusive movement, encouraging innovation to address the needs of students and society as a whole.
| Original language | English |
|---|---|
| Journal | Roma Tre Law Review |
| Publication status | Accepted/In press - 14 Jun 2023 |