Preparing Clinical Law Students for Advocacy in Poor People's Courts

Steven K. Berenson
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引用次数: 1

Abstract

Though the breadth and range of law school clinical course offerings is impressive, it is still the case that a plurality of law school clinical courses focus on the litigation of individual cases on behalf of poor clients. Yet relatively little in law students’ pre-law school experience or in their early law school experience is likely to prepare them well for the type of advocacy that is likely to be successful in poor people’s courts. Despite the recent growth of moot court, trial advocacy, and pre-trial practice courses, these courses do not focus on the features that distinguish poor people’s courts: overcrowded dockets, poor facilities, self-representation, and weak adherence to formal rules and procedures. As a result, the burden of preparing students for effective advocacy in poor people’s courts is likely to fall primarily upon clinical teachers.This article offers a number of techniques that clinical law teachers can employ in helping better to prepare their students for such advocacy. The article also offers a defense of small-case or individual-client representation clinics against charges that such clinics fail to serve well clinical legal education’s twin core objectives of preparing students for the practice of law and advancing social justice. This article contends, in contrast, that such "case-centered" clinics do help students to develop skills that will serve them well in whatever area of law they choose to practice in. And while case-centered clinics have not led to broad social transformation, they have provided valuable services to many needy clients, while at the same time helping students to attain a deeper understanding of legal justice by exposing them to the vast gulf between the law in practice and the law on the books. Finally, such clinics will help to prepare students to develop emerging practices that seek to offer services in the previously underserved "justice gap." Thus, the ongoing role for case-centered clinics is established.
为临床法学院学生在贫困人民法院辩护做准备
尽管法学院提供的临床课程的广度和范围令人印象深刻,但仍然有许多法学院的临床课程侧重于代表贫困客户的个别案件的诉讼。然而,法学院学生在法学院预科或早期的法学院经历中,很少有可能为他们在穷人法庭上可能取得成功的那种辩护做好准备。尽管最近出现了模拟法庭、审判辩护和审前实习课程,但这些课程并没有关注穷人法院的特征:案件过多、设施简陋、自我代理以及对正式规则和程序的遵守程度较低。因此,培养学生在穷人法院进行有效辩护的负担很可能主要落在临床教师身上。这篇文章提供了一些技巧,临床法律教师可以使用,以帮助他们的学生更好地准备这样的倡导。文章还为小案件或个人客户代理诊所辩护,反对这些诊所未能很好地服务于临床法律教育的两个核心目标:为学生的法律实践做好准备和促进社会正义。相比之下,这篇文章认为,这种“以案例为中心”的诊所确实能帮助学生培养技能,使他们在选择从事的任何法律领域都能很好地服务于他们。虽然以个案为中心的诊所并没有导致广泛的社会变革,但它们为许多有需要的客户提供了宝贵的服务,同时通过让学生了解实践中的法律与书本上的法律之间的巨大鸿沟,帮助他们对法律正义有了更深的理解。最后,这些诊所将帮助学生准备发展新兴的实践,寻求在以前服务不足的“司法差距”中提供服务。因此,确立了以病例为中心的诊所的持续作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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