A PDF of the call is available here: CALL FOR PAPERS AALS Jan. 2011.
CALL FOR PAPERS
Fostering Justice and Public Service: Preparing Students to be Active Participants in Developing the Law, Legal Processes, and Legal Systems
ASSOCIATION OF AMERICAN LAW SCHOOLS (AALS) 2011 ANNUAL MEETING SAN FRANCISCO, CALIFORNIA JANUARY 5, 2011
JOINT SESSION OF SECTIONS ON CLINICAL LEGAL EDUCATION & POVERTY LAW
In collaboration with the Georgetown Journal on Poverty Law & Policy, the AALS sections on Poverty Law and on Clinical Education will be sponsoring a joint session at the upcoming AALS Annual Meeting, and seek papers for presentation and publication.
The theme of the Annual Meeting is Rededication to Core Values. The joint session seeks to engage the AALS core value that calls for “a faculty . . . engaged in the creation and dissemination of knowledge about law, legal processes, and legal systems, and who are devoted to fostering justice and public service in the legal community.” The program will be comprised of 3 or 4 speakers/papers exploring legal processes and legal systems and specifically on the role of clinical education, as a movement within legal education, in instilling in students a sense that they are not merely passive participants in the legal system, but that they have the power to mold/change it, in furtherance of justice and public service.
While “civil Gideon” has been much in the news (and in recent legal institutions’ programming), the sections seek intellectual inquiry into “access to justice” initiatives in the context of clinical education and the preparation of law students to take their place in the profession’s response to the civil (and criminal, for that matter) justice crisis. As the gap between the rich and the poor grows ever wider, and the economic crisis pushes those already on the economic margins into ever deeper risk, what is the role of the modern legal system in addressing the democratic crisis that results? Do law school clinics, and clinicians, have a unique role in creating and disseminating knowledge about the legal systems and processes that leave the poor so desperately excluded? What are the consequences of allocating that role to clinical education as distinct from the broader “generic” legal education? While clinics obviously are law schools’ most direct probes into the systems and processes that make up the U.S. legal system, shouldn’t we contest the exclusive assignment of such “real world” concerns to the clinics, and insist that, rather, those concerns animate the entire curriculum? How would such an insistence take shape?
The sections seek drafts of papers on these questions in both civil and criminal contexts, and will select, in collaboration with the editorial board of the Georgetown Journal on Poverty Law & Policy, those suitable for publication in the Spring issue of the journal. The sections explicitly invite inter-disciplinary submissions and those that incorporate an empirical approach to questions about legal systems and processes and their social justice effects. An author-blinded selection process will be used. Of the papers selected, a representative and diverse subset will be chosen for presentation at the conference.
Length: Submissions should be no more than 25,000 words (approximately 50 pages), and should be sent to firstname.lastname@example.org
Deadline: September 1, 2010. Papers submitted after the deadline are unlikely to be considered. Notification: Accepted submissions will be chosen and authors notified by October 1, 2011. Final papers, incorporating feedback from the Joint Session, will be due to the Journal by February 5, 2011.
For more information, please contact the conference program co-chairs:
Professor of Law Assistant Clinical Professor
Stanford Law School Loyola University New Orleans College of Law