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Supervision has been described as the "beating heart" and the "core" of clinical legal education. Yet lawyers who supervise law students in clinical programs have challenging and poorly understood roles within Canadian legal education. This article analyzes interviews with lawyers who supervise students in Canadian law-school affiliated legal clinics. Supervising lawyers describe the tensions between their roles as lawyers, supervisors and mentors, university and/or non-profit employees, social justice advocates, members of law societies, and clinic team members. These tensions often exist within an environment of lower pay, poor job security, substandard treatment by colleagues, inadequate training, and other aspects that paint a bleak picture. Despite these challenges, supervising lawyers describe intense satisfaction and inspiration derived from their work with students, clients, and the community. This article sheds light on the pedagogies employed by clinicians, their conditions of employment, and their roles in legal education more broadly. We conclude the article with our reflections about how law schools, clinics, and the legal profession can respond to the need to better support the vital work of supervision in clinical legal education.

<p><span>Research in clinical law, critical legal studies, and therapeutic jurisprudence has spotlighted serious challenges that clients face whe

This short commentary examines the impacts of having "no numerical grades" during the Covid-19 pandemic. The author explores how this disruptive moment may open opportunities for competency-based assessment in legal education.

The initial purpose of this study was to examine the educational needs and perceptions of students and clinicians in Canadian legal clinics. The author conducted a literature review of leading legal educational materials in Canada and the United Status focusing on required or preferred competencies for law students. The author then interviewed law students, clinicians, social workers, and community legal workers, all of whom were working or studying at law school-affiliated legal clinics. Interview subjects were asked a series of questions about their learning experiences in hopes of informing the creation of teaching and learning materials. The data revealed an under-reliance on the affective elements of teaching, learning and practice in both existing literature and current teaching practices. The data also revealed deep structural divides between doctrinal and clinical teaching and learning approaches. Without further integration, students and, ultimately, communities and clients will not reap the benefits of an integrated curriculum.

English Abstract: Clinical work in law offers important opportunities for students to learn critical, reflective and politicized approaches to legal identity and practice. Such an approach is most meaningful when it is engaged by supervising lawyers and social workers in a clinical placement. The authors of this article, the Academic Clinic Director and Executive Director of two Windsor-based clinic programs, offer context, perspective and examples of how critical pedagogy (influenced by, but distinct from, critical legal studies) provides a roadmap for supervising lawyers and the programs in which they work. The paper briefly sets the context of the authors' teaching and practice. The authors then set out some of the interested parties in clinical legal education, including law schools, communities, students and clients. The paper concludes with ideas on how a clinical program might set out to strengthen critical pedagogy in the supervisory relationship.

Over the past several years, the regulation and accreditation of legal education in most common law jurisdictions is shifting significantly, with greater emphasis on ‘outcomes’ or ‘outputs’. In Canada, the Federation of Law Societies of Canada is entering more boldly into the approval and accreditation of law schools. In Australia, legal regulators are increasingly nationalizing their approach to legal education, and developing new ‘threshold learning outcomes’ for law schools. In the United States, the American Bar Association is shifting to a more outcomes-focused regulatory regime. The result of these accreditation processes is not entirely clear: however, most jurisdictions have set out their respective approaches in later-stage draft form, allowing an initial comparative view. While debate on regulation, accreditation and assessment in all three countries has been vigorous, a notable gap exists in discourse around the role of clinical legal education, particularly in Canada and Australia. This article then explores how clinical education fits either explicitly or implicitly in these accreditation schemes, focusing on the strengths and weaknesses of competency/outcome regulation from a clinical legal education perspective. Although there is potential for clinical legal education to be used as a ‘competency boot camp’, weakening the reflective, deep and integrative assessment approach that is the cornerstone of mature, ‘third wave’ clinical legal education, there is also potential for greater commitment to integration of clinical legal education into the law school curriculum more generally. This article then sets out the importance of curricular integration and self-assessment to realize the full potential of not only clinical legal education, but the aspirational vision of lawyering many hope to achieve.

Vaillancourt's book is reviewed in the context of the Social Assistance Review in Ontario.

Client interviewing is a cornerstone of lawyer-client relationships, particularly in often high-conflict child protection matters. This practical article focuses on the initial interview of adult clients involved in child protection matters. Part I sets out the social context of interviewing caregivers. Part II describes the theories of client-centred and engaged client-centred lawyering employed throughout the paper. Given the context and theory, Part III sets out four key stages of interviewing that may prove difficult for new lawyers: rapport-building, fact gathering, reality checking and concluding.

Mediation in the case of elder abuse and mistreatment is increasingly employed in North America to resolve conflicts that disproportionately affect older adults. The attendant dangers of mediation in these cases require awareness of and sensitivity to issues facing older adults and their families, including elder abuse, ageism, and consent and capacity. This article charts the introductory stages of an elder mistreatment mediation project started through a law school-based mediation clinic. Responding to expressed local need, the project developed an Intake Guide that attempts to balance the autonomy of the older adult with safety screening. The model employs an interdisciplinary approach, with specialist social workers acting as advocates throughout the process. Lessons learned from the project include: the importance of training; the need for flexible and responsive approaches to mediation; the importance of a specialized intake and screening tool; the benefits of interdisciplinary, strengths-based approaches and the centrality of collaborative community relationships to ensure program sustainability.

Professor Voyvodic’s call for cultural competence as an ethical requirement challenges perceptions of the legal profession as inherently and necessarily morally neutral. While lawyers wrestle with the boundaries of ethical mandates, alternative dispute resolution practitioners have adopted their own codes of ethics following very much in the path of the law. Although expanding dispute resolution options for disputants, many theorists have warned of the potential of informalism to undermine natural justice principals. I will argue that the choice to omit any explicit commitment to a "social justice ethic" leaves the practice of ADR vulnerable to these decades-old arguments that informalism erodes protections for marginalized populations. As such, I will argue that mediators must call for an explicit social justice mandate in their codes of conduct, training and practices to cement the place of informal processes as equitable – not just efficient – options for settlement. In doing so, informal processes, particularly mediation, may increase discourse in civil society about human rights, thus strengthening their congruence with lived realities of citizens.

This article critically examines emerging public participatory processes and rhetoric about their ability to increase participatory democracy. The author questions the assumption that participatory democracy is an adequate goal for North American democratic decision-making processes; rather, both government and ADR practitioners should consider the potential of diversity-based democratic theory to inform participatory processes. The author draws from several emerging democratic and ADR theories to form a series of recommendations to incorporate diversity-based practice, thus improving the quality of democratic participation.