The Value of Participant Feedback: Insights from Learners in a Novel, Non-University CLE Setting in China

Abstract

In the scholarship on Clinical Legal Education (CLE), there is relatively little attention to “insider” (participant) perspectives, a skew towards Global North CLE studies, and little exploration of innovations that may take CLE beyond the setting of formal tertiary education. Taking these critical observations as its starting point, and seeking to extend the scholarship in these regards, this paper explores data from 72 feedback questionnaires completed in 2011 and 2012 by participants over two courses of a semester-long, English-Mandarin bilingual a novel legal education program in the People’s Republic of China (China).