Thursday, June 15, 2017
The AALS Section on Africa is pleased to announce a Call for Papers from which 2-3 additional presenters will be selected for the section’s program to be held during the AALS 2018 Annual Meeting in San Diego on “Children’s Rights and Responsibilities in Africa.” The program is co-sponsored by the AALS Section on Children and the Law and the AALS Section on International Human Rights. The call for papers seeks authors of published or unpublished papers that consider the rights and responsibilities of children on the African continent.
Background: The United Nations Convention on the Rights of the Child is the most widely ratified human rights treaty in the history of the world. A look at the drafting history of the CRC indicates that African countries were not proportionally represented in the drafting process, arguably due to a lack of resources and a dearth of diplomatic representatives in post-colonial Africa. Although some feared that the North-South divide in the drafting process would prevent the universal acceptance of the treaty, the fact is that the continent was strongly represented among the first countries to sign and ratify the treaty.
African countries did not stop there. They criticized the CRC for not going far enough in protecting children’s rights and taking into consideration African cultural values (such as the notion that children also have concurrent responsibilities) and issues, such as apartheid, child marriage, child labor, child trafficking, children in armed conflict, and harmful cultural practices. African nations converted this criticism into the first regional children’s treaty, the African Charter on the Rights and Welfare of the Child. Africa also is home to the first nation, the Republic of South Africa, to include many of the principles of the CRC and the African Children’s Charter in the nation’s constitution.
Despite the leadership that the African continent has offered in developing an international legal framework for children’s rights and responsibilities, the consequences of colonial occupation has led to a perception that children’s rights have not been recognized in many areas, ranging from gender discrimination to education to economic security and more. This call for papers is intended to advance the dialogue related to both the creation and fulfillment of children’s rights and responsibilities, especially as they relate to children in Africa.
Thus, the Section on Africa invites any full-time faculty member of an AALS member school who has authored a published or unpublished paper, is writing a paper, or is interested in writing a paper on this topic to submit a 1- or 2-page proposal to the Chair of the Section by August 31, 2017. The Executive Committee will review all submissions and select proposals for presentation as part of our AALS 2018 Program.
Please share this call for papers widely and direct all submissions and questions to the Chair of the AALS Section on Africa:
Professor Warren Binford
Willamette University College of Law
Wednesday, January 4, 2017
Like many clinicians, I found this past semester challenging. (And yes, “challenging” is code for all of the other descriptors and curses best left off this blog.) I was fortunate to work with 10 especially engaged UC Davis law students in a clinic serving victims of intimate partner violence and sexual assault. But the semester seemed unusually fraught with health issues for students, staff, and faculty alike, and our clients faced particularly frustrating setbacks in court. Then there was the election…
But there was also a new kind of energy in our building - involving scaffolding, paint, and pizza. Professor Maceo Montoya and the undergraduate students* enrolled in his Fall 2016 Chicana/o Studies Mural Workshop created and painted a mural for a large wall in our clinic cottage. (The picture does not do it justice.) The left side depicts “trapped,” portraying isolation, hardship, and the lack of accessibility to lawyers for our clients. The center represents “agency,” portraying our clinic law students, the history of our building as a farmworker cottage, and the hope the rising sun brings. The right side shows “liberation,” including the chains of oppression transforming into quetzals, the safe space provided through our clinic, legal successes for clients, and “justice” written in several languages.
Thanks to connections made by one of our Immigration Clinic Directors, Professor Holly Cooper, and the creativity and hard work of Professor Montoya and his students, our workspace is more colorful, more inviting, and more meaningful. And we now have an everyday reminder of the reason we do the work we do.
Happy New Year!
*The students who painted the mural were: Vanessa Barajas Orozco, Castro, Anllely, Monica Duarte Martinez, Jose Espinoza, Jazmin Guerrero, Daisy Hernandez, Kristi Lin, Cecilia Lopez, Jeannette Martinez, Raul Mercado, Annette Miramontes, Briana Nunez, Jessica Orozco, Derick Romero, Shelby Sanders, and Natalie Villalobos Gomez. Several mentioned an interest in social justice lawyering, so keep an eye out for their law school applications.
Wednesday, May 25, 2016
Pepperdine Scotland is a company in our theater department, and they are producing an original play for debut at the Edinburgh Fringe Festival this summer. Irish playwright Lynda Radley is developing an intense, complex story of sexual assault on American college campuses, with production and direction from Alex Fthenakis and Cathy Thomas-Grant. I have had the singular opportunity to serve as a consultant for the play and to share time with the cast and crew.
Stepping out of our clinics and law schools to participate with other disciplines in other departments can yield invigorating results. Consulting on the play has made me think more deeply about narrative structure and storytelling. Thinking about this play and this story has reminded me that these issues and relationships always exceed the bounds of legal definitions and invoke cultures, structures, societies, and deep histories. Working with creative artists, writers, and students reminds me that we can always have more and different ways to do our work. To see a production take flight from scratch inspires me to create and gives me courage to take on new endeavors with faith that we can speak to the world.
The Interference will be a powerful, important work. I can't wait to see it next year at Pepperdine.
I have the honor of contributing this guest post to the company blog, and I'm very proud to play even a small part in this production.
I am grateful and proud to contribute some ideas for The Interference this year. Lynda Radley, Alex Fthenakis, Cathy Thomas-Grant, and the Pepperdine crew and cast are undertaking a critical and hard project. The night in question will always matter: the facts, the tick-tock, the actions. But the night in question only really matters in the context of the lives and communities in question.The Interference is an ambitious attempt to explore the hyper-local relationship, on the night in question, between the young man who wants possession of the young woman’s body and the young woman who loses possession of her body to him. It is even more ambitious to explore the lives in question all around them, the life of the university, the life of fraternities, the life of friends, the life of the team and its fans, the life of the law, the life of the family.
Monday, September 8, 2014
Over the past year, I have been working with my undergraduate institution's Scholarship of Teaching and Learning Initiative (SoTL). Throughout this effort, I have been amazed while learning about various methdologies used among other discplines. Conversley, at times, I have been driven into the depths of despair (slight exageration) at the woefully inadequate measures of my own, and a fair amount of law school, teaching.
I found this most recent article, passed along from SoTL, to be illuminating, and I wanted to share it with my clinical colleagues (who I am now "tagging" with the responsibility of continuing to pass the article along to other educators).
In sum, the article is based on a recent study by Elizabeth Ligon Bjork, professor of psychology at UCLA, and postdoc research associate, Nichoals Soderstrom, who found that pre-testing students (helping them realize how much information they are lacking from the start), can be effective for improving academic performance and retention. "Bjork’s experiment suggests that pretesting serves to prime the brain, predisposing it to absorb new information."
It's incredible how such a seemingly simple flip can have a significant impact in the classroom....This article, along with my SoTL work, have made it very clear that I have "miles to go before I sleep..."
The author of the New York Times article is Benedict Carey. [On a side note, apart from reporting for the Times, Mr. Carey also has a book coming out later this month "How We Learn: The Surprising Truth About When, Where and Why It Happens."]
Wednesday, May 21, 2014
Below is a trailer for a movie that I am planning on seeing this summer...that is if I can find it within a 300 mile radius of Spokane, Washington. "The Rules of Racism" is the third movie in the series "Hidden Colors" from New York Times bestselling author, Tariq Nasheed. The previous two films in the series are "Hidden Colors: The Untold History of People of Aboriginal, Moor, and African Descent" (2011) and "Hidden Colors 2: The Triumph of Melanin" (2012).
WARNING: If you watch this video on YouTube and glance below the video to the comments section, prepare to be outraged, amused, befuddled, disheartened and a host of other emotions...
Thursday, May 8, 2014
In my first post about service-learning, I asked the question: who is serving whom? In this post, I want to reflect on why I think service-learning is important in the law school curriculum, and how it is different from and expands upon the skills and values we teach in law school clinics.
My first experience with service learning was almost twenty years ago, when I was an undergraduate student at Saint Mary's College. As part of our exchange with our neighbor, the University of Notre Dame, I participated in several alternative spring break experiences through Notre Dame's Center for Social Concerns. In fact, it was my participation in the Migrant Experiences Seminar as both an undergraduate and as a law student that set me on the path toward immigrant advocacy in my legal career.
Experiential learning generally - and service-learning in particular - has recently gained more traction in the law school curriculum. But what is the specific value of integrating service-learning more fully into the law school experience, and how is it different from other experiential learning opportunities? My UDC-DCSL colleague, Professor Susan Waysdorf - who has written extensively about service-learning in the law school curriculum - describes service-learning as programs that "place primary value on the service contribution and on the humanitarian participation of the students and teachers."
Professor Waysdorf's definition of service-learning resonates with me because it emphasizes the value of service-learning in the law school curriculum not just to our students, but to us as educators, as well. What do we, as teachers, gain by "giving up" our spring break to spend time with our students on these trips? What are we ourselves learning and teaching our students about the skills and values of the legal profession, and how do we distinguish it from what we teach in clinic?
I often describe clinic as a lab - in clinic, our students are able to work on a small number of cases chosen specifically for their pedagogical value, in a controlled environment and under close supervision. In service-learning, the set-up is dramatically different - both students and teachers are taken out of the safety of the clinic environment, and put in a situation where they are required to be vulnerable. Service-learning allows us to learn from those whom we are "serving" in a way that makes the experience powerful and disarming, precisely because of its lack of structure (in comparison to both clinics specifically and the law school curriculum as a whole).
In my final post in this series, I will share some stories of our service-learning experiences on the Arizona/Mexico border, and reflect further on how the addition of such opportunities to the law school curriculum can be profoundly life-changing for both students and teachers.
Teaching the Reflective Approach Within the Service-Learning Model, Laurie Morin and Susan L. Waysdorf, 62 Journal of Legal Education 4 (2013).
Returning to New Orleans: Reflections on the Post-Katrina Recovery, Disaster Relief, and the Struggle for Social Justice, Susan L. Waysdorf, 12 Univ. of the District of Columbia Law Review 3 (2009).
Katrina Disaster Family Law: The Impact of Hurricane Katrina on Families and Family Law, Mc-Carthy-Brown and Waysdorf, 42 Indiana Law Review 721 (2009).
Wednesday, April 23, 2014
As a clinician who devotes a substantial amount of her time promoting and working with social workers via interdisciplinary collaborations, it was rewarding to hear that social work efforts are being used in other locales, and for the benefit of those who need services most. San Francisco's library system recently hired a full time social worker who assists homeless patrons by connecting them to services and housing resources. This is not only a great service to those folks, but also a great shout out to the benefits that social work brings to clients. Way to go San Francisco! The entire story may be heard here: