The globalization of legal education : a critical perspective

The globalization of legal education a critical perspective

'The Globalization of Legal Education', with contributors from nine countries, seeks to critically understand the processes of legal education reform and resistance and to point to what these processes mean for law and lawyers inside and outside of the United States.

Bibliographic Details
Other Authors: Garth, Bryant G., editor (editor), Shaffer, Gregory C., 1958- editor
Format: eBook
Language:Inglés
Published: New York, NY : Oxford University Press [2022]
Series:Oxford scholarship online.
Subjects:
Law > Study and teaching.
Law and globalization.
See on Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009844140106719
Table of Contents:
  • Cover
  • Half title
  • The Globalization of Legal Education
  • Copyright
  • Contents
  • List of Authors
  • Part I
  • 1. The Globalization of Legal Education: A Critical Perspective
  • I. Historical Perspectives
  • II. Theoretical Approaches
  • A. Transnational Legal Ordering
  • B. Comparative Sociology of Legal Professions
  • III. General Themes: The Transnational Meets the Local in Legal Education Reform
  • IV. An Introduction to and Thematic Reading of the Book's Chapters
  • A. Transnational Processes in the Reform of Legal Education
  • B. Global Law Schools
  • C. Transnational Flows of Students, Faculty, and Judges in the Constitution of Legal Fields
  • V. Final Remarks
  • Part II
  • 2. Strategic Philanthropy and International Strategies: The Ford Foundation and Investments in Law Schools and Legal Education
  • I. Introduction
  • II. The Ford Foundation, Law, and International Justice
  • III. The Ford Foundation and Legal Education
  • A. Legal Education as Training for International Democracy and Citizenship
  • B. Legal Education as Expertise for Social Change
  • C. Human Rights and Civil Rights
  • D. Legal Education and Legal Institutions for Development Abroad
  • E. Turning to International Organizations
  • IV. Conclusion
  • 3. The Transnationalization of Legal Education on the Periphery: Continuities and Changes in Colonial Logics for a "Globalizing" Africa
  • I. Introduction
  • II. The Role of Law and Legal Education in Colonial Africa
  • III. Decolonization during the Cold War: The Promise and the Failure of Law and Legal Education in the African "Developmental University," 1950s-​1970s
  • IV. From Privatization to Commercialization: Impoverishment of African Higher Education as Recolonization, 1970s-​1990s.
  • V. African Legal Education in the Twenty-​first Century: Regionalization and Internationalization vs. Globalization and Neocolonialism
  • VI. Conclusion
  • 4. Legal Education in South Africa: Racialized Globalizations, Crises, and Contestations
  • I. Introduction
  • II. The Origins of Legal Education in South Africa: Colonial Apartheid as Context
  • A. The Ideology of Apartheid Legal Education
  • III. Regearing Legal Education Post-​apartheid: Facing and Contesting Transformation
  • IV. Transformation and Its Discontents: Crises in the Age of Globalization
  • V. Conclusion
  • 5. Battles Around Legal Education Reform in India: From Entrenched Local Legal Oligarchies to Oligopolistic Universals
  • I. India: Colonial Path Dependencies Revisited: An Embattled Senior Bar, the Marginalization of Knowledge, and Internationalized Challengers
  • II. The Bar
  • III. Challenges to the Elite Bench and Bar
  • IV. Conclusion
  • 6. Asian Legal Education's Engagement with Policy
  • I. Introduction
  • II. Prologue: Talking about Rule of Law in Yangon
  • III. Legal Education's Knowledge Mandate
  • IV. Shaping Law School Engagement with Policy in Asia
  • A. The PRC: The Case of the Disappearing Legal Clinic
  • B. The Philippines: Declining to Engage
  • C. Indonesia: The Scholarship Vacuum
  • D. Japan: Capture and Capitulation
  • V. Conclusion
  • 7. Transnational Legal Networks and the Reshaping of Legal Education in Latin America: The Case of SELA
  • I. Introduction
  • II. The "Latin American Seminar on Constitutional and Political Theory" (SELA)
  • III. SELA's Annual Meeting
  • IV. SELA's Ethos and Purpose
  • V. Conclusion
  • Part III
  • 8. The Unstoppable Force, the Immovable Object: Challenges for Structuring a Cosmopolitan Legal Education in Brazil.
  • I. Globalization, Return to Democratic Rule, and the Need for Innovative Legal Professionals in Brazil
  • II. Traditional Legal Education and Political Perspectives in Brazil
  • III. Three Main Challenges Attached to Offering Global-​Oriented Legal Education in Brazil
  • IV. Three Traps: Legal Colonialism, Academic Solipsism, and Elitism
  • A. Legal Colonialism
  • B. Academic Solipsism
  • C. Elitism
  • V. Conclusion
  • 9. Isolation and Globalization: The Dawn of Legal Education in Bhutan
  • I. Introduction
  • II. Three Impressions: Isolation, Tradition, Anxiety
  • III. The History of Bhutan's First Law School
  • IV. Curriculum
  • V. Faculty
  • A. Faculty Training
  • B. Faculty Recruitment
  • VI. Admissions
  • VII. International Influences
  • A. India
  • B. The United States
  • C. Austria
  • D. Other Countries
  • VIII. Conclusion
  • 10. China and the Globalization of Legal Education: A Look into the Future
  • I. STL in the Beginning
  • II. STL's Pivot to China
  • III. The Influence of Shenzhen and the Rest of the Non-​West
  • IV. Some Advantages and Challenges of Being Part of a Chinese University
  • V. Conclusion
  • 11. Who Wants the Global Law School?
  • I. Introduction
  • II. Derived Demand
  • A. Globalization and the Demand for Transnational Legal Services
  • B. Demand for Multijural Lawyers
  • C. Derived Demand for Multijural Legal Education
  • D. Evidence of Derived Demand for Multijural Legal Education
  • III. A Theory of Constructed Demand
  • A. Limitations of Derived Demand
  • B. An Alternative to Derived Demand
  • IV. NYU Law Abroad
  • A. Background
  • B. Evidence of Derived Demand
  • C. Evidence of Constructed Demand
  • V. Conclusion
  • 12. "Have Law Books, Computer, Simulations-​Will Travel": The Transnationalization of (Some of) the Law Professoriate
  • I. Introduction: The Peripatetic Law Professor and Her Data Sources.
  • II. Some Illustrations from CTLS and Points Beyond
  • III. Comparisons to Other Forms of Global Legal Education
  • IV. Assessing Impacts?
  • A. Curriculum and Pedagogy
  • B. Research and Scholarship
  • C. Cultural Competency or "Capability"
  • D. Institutional Sensitivity, Competence, and Innovation
  • Part IV
  • 13. Who Rules the World? The Educational Capital of the International Judiciary
  • I. Studying the International Judiciary
  • II. How International Are International Judges? Studying at Home or Abroad?
  • III. Elite Universities and the International Judiciary
  • IV. Discussion and Conclusion
  • 14. Cross-​Border Student Flows and the Construction of International Law as a Transnational Legal Field
  • I. Transnational Student Flows
  • A. Cross-​Border Flows of Students in General
  • B. The Globalization of Legal Education
  • C. Implications for the Divisible College
  • II. Educational Backgrounds of Professors
  • A. Tracking Educational Diversity
  • B. Explaining Educational Diversity
  • 1.  Lack of Educational Diversity: Russia and France
  • 2.  Intermediate Educational Diversity: China and the United States
  • 3.  Significant Educational Diversity: The United Kingdom and Australia
  • C. Implications for the Divisible College
  • III. Conclusion
  • 15. International Law Student Mobility in Context: Understanding Variations in Sticky Floors, Springboards, Stairways, and Slow Escalators
  • I. Trends in International Legal Education
  • II. Mobile Pathways: Sticky Floors, Springboards, Stairways, and Slow Escalators
  • III. Glocal Trends: Local Contexts, Global Repercussions
  • IV. Discussion
  • V. Conclusion
  • Index.

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