This article identifies barriers to a pedagogy of anti-racism and describes strategies for overcoming these barriers. These strategies include concrete steps legal educators of all experience levels may pursue to put this pedagogy into practice.
In this article the authors assert that replacing the Socratic method with active learning models, not only improves overall student learning, but is particularly efficacious in decreasing achievement gaps for students from disadvantage backgrounds. The article details the advantages of active learning versus passive learning and explains why active learning results in greater equity in the law school classroom.
"This article identifies approaches, strategies, and tools law teachers can use to promote equity, inclusion, belonging, and wellbeing for all learners in their classrooms, especially students from historically marginalized groups." Special focus on online courses.
Synopsis: Harvard Law lecturer discusses his experiences designing a course on DEI despite the topic being outside his experience as a “straight, white, cisgender, male, able-bodied, upper-middle-class lecturer.”
Synopsis: Harvard Law School student describes her experience taking the course "Diversity and Dispute Resolution" discussed in the David A. Hoffman article above.
Through the lens of the U.S. Supreme Court's diversity in higher education jurisprudence, author Anna Hemingway explains the importance of and methodologies for incorporating lessons on diversity in traditional law school courses.
This Article contributes to the literature addressing the inclusion of race in the law school curriculum by providing an analysis of one race focused course, the Critical Race Reading Seminar (CRRS), developed and taught by a group of professors at the University of Denver Sturm College of Law. This uniquely co-taught seminar uses non-fiction books rather than legal texts and embraces assessments that are grounded in the students' reflections.