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Post by Sapphire Capital on Aug 8, 2008 20:08:12 GMT 4
Teaching International Law Across an Urban Divide: Reflections on an Improvisation Fleur E. Johns Sydney Law School Steve Freeland University of Western Sydney - College of Law and Business Journal of Legal Education, Vol. 57, No. 4, pp. 539-561, 2007 Sydney Law School Research Paper No. 08/52 Abstract: This article recounts an experiment whereby which two teachers of international law and human rights, working on opposite sides of a large, industrialized metropolis (Sydney), brought their students together to stage an exercise in experiential learning. This exercise took the form of a student conference during which law students drawn from two very different demographic landscapes presented their research and participated collaboratively in negotiation role-plays. In this article, the authors reflect upon the successes and failings of this event, evaluating it by reference to contemporary pedagogical literature. The authors contend that collaborative teaching exercises of this kind might offer important ways of encouraging law students to move beyond the rote reproduction of a legal language nominally attentive to difference, through learning to traverse disparate parts and peoples of their own city. papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID1131044_code609399.pdf?abstractid=1131044&mirid=3 |
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Post by Sapphire Capital on Aug 8, 2008 20:08:54 GMT 4
Beyond Borders in the Classroom - The Possibility of Transnational Legal Education Luke R. Nottage University of Sydney - Faculty of Law; University of Sydney - Australian Network for Japanese Law Frank Bennett Nagoya University - School of Law Kittisak Prokati Thammasat University - Faculty of Law Kent William Yamanaka Anderson Australian National University - ANU College of Law Leon T. Wolff University of New South Wales - Faculty of Law Makoto Ibusuki Ritsumeikan University - College of Law Ritsumeikan Law Review, Vol. 25, pp. 183-208, 2008 Sydney Law School Research Paper No. 08/63 Abstract: This is an edited transcript of a panel discussion, a popular format in Japanese law journals, from a conference held in Kyoto on transnational legal education. Two professors based in Japan join with three based in Australia, and one from Thailand, to compare and assess various experiments in recent years. One involves students physically crossing borders. Some take entire degrees abroad, as with the Masters programs at Nagoya and Kyushu Universities. Other students increasingly take some courses abroad. For instance, the "Canberra Seminar" in Australian law includes a week of "Legal English" before a week introducing key areas and principles of the common law most interesting for law students from Japan. A more ambitious example is the "Kyoto Seminar" in Japanese law, involving both Japanese and non-Japanese professors and students in teaching and learning. In another variant, students sometimes get partial credit for activities abroad, like some students from Australia who have participated very successfully in the Intercollegiate Negotiation and Arbitration Competition in Tokyo. Difficulties include the costs involved for students (and their home institutions). This has led to some law schools instead developing more courses taught in English, involving permanent or visiting professors abroad, as in Thailand. Another more recent approach uses Information Technology to run courses in parallel in different jurisdictions. Students remain in their home institutions, but are linked up (through e-mail and/or internet video-conferencing) to hone their skills in cross-border legal communication. Examples include a contract negotiation and renegotiation simulation involving students in Canberra and Tokyo. The main challenge is logistics, including the extra time involved particularly for instructors. Nonetheless, all six panelists agree that transnational legal education is no longer a possibility. It is already a reality, but one requiring further experiments and efforts to train the new generation of globally aware law graduates demanded by legal professions, the public and private sectors, and citizens world-wide. papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID1161016_code609399.pdf?abstractid=1161016&mirid=3 |
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Post by Sapphire Capital on Aug 8, 2008 20:17:03 GMT 4
Training Law Students to Be International Transactional Lawyers - Using an Extended Simulation to Educate Law Students About Business Transactions Daniel Bradlow American University - Washington College of Law Jay Finkelstein Affiliation Unknown Pepperdine Journal of Business, Entrepreneurship & the Law, Vol. 1, pp. 67-87, 2007 American University, WCL Research Paper No. 08-41 Abstract: The article describes an innovative approach to educating law students about the legal issues and the role of lawyers in negotiating international business transactions. It is based on our experiences in developing and teaching a course that is built around a semester-long simulation exercise and taught in counterpart classes at two law schools. The students in these classes represent the opposing parties and negotiate a cross-border business transaction involving a joint venture agreement, a licensing agreement and a long-term supply contract. The students, who attend either the American University Washington College of Law or the Centre for Energy Mineral and Petroleum Law and Policy at the Dundee University in Scotland, utilize written communications, video-conferencing and teleconferencing in their negotiations. In the paper we discuss the value the course adds to the education of our students, the challenges and pleasures of teaching the course, the response of students to the innovative approach to teaching, and ways in which the course could be adapted and enriched. papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID1113811_code283289.pdf?abstractid=1084071&mirid=2 |
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