Papers by Catherine Klein
This chapter of Building on Best Practices: Transforming Legal Education in a Changing World incl... more This chapter of Building on Best Practices: Transforming Legal Education in a Changing World includes contributions from many authors:Section A, The Socratic Method, is by Elizabeth G. PorterSection B, Analysis, Research, and Communication in Skills-Focused Courses, is by Ruth Anne Robbins, Amy Sloan & Kristen K. TiscioneSection C, Use of Technology in Teaching, is by Michele Pistone and Warren BinfordSection D, Law Libraries and Legal Education, is by Jonathan FranklinSection E, Cross-Border Teaching and Collaboration, is by Kimberly D. Ambrose, William H. D. Fernholz, Catherine F. Klein, Dana Raigrodski, Stephen A. Rosenbaum & Leah WorthamSection F, Experiential Education, includes:Incorporating Experiential Education Throughout the Curriculum, by Deborah Maranville with Cynthia Batt, Lisa Radtke Bliss & Corolyn Wilkes KaasDelivering Effective Education in In-House Clinics, by Lisa Radtke Bliss & Donald C. PetersDelivering Effective Education in Externship Programs, by Carolyn Wil...
is a seventeen year-old single mother of a two-year old boy, Jordan. She is pregnant with her sec... more is a seventeen year-old single mother of a two-year old boy, Jordan. She is pregnant with her second child. Teresa, a high school student, has been dating Robert Jones for the last three years. Over the course of their relationship, Robert has been verbally, emotionally, and physically abusive, culminating in a recent incident during which he threatened to kill Teresa and her unborn child and shoved her in the stomach. Teresa's parents are not interested in helping her resolve her problems with Robert. Her friends have suggested that she seek legal assistance. For several weeks of our semester, Teresa is the central preoccupation of our law school clinic's seminar. She is the main character in a role play that we developed for the Families and the Law Clinic at the Columbus School of Law, Catholic University of America, which represents victims of domestic violence in restraining order cases and other related matters, including custody and divorce proceedings. In a case of life imitating art, one of the clinic's recent real clients bore a striking resemblance to Teresa, and our students' understanding of her plight was enhanced by their intensive experience with their hypothetical client, Teresa. For a number of pedagogical, philosophical, and community service reasons, our clinic has developed a particular focus on domestic violence and teenagers. Teen dating violence is becoming distressingly common; a Harvard School of Public Health study found that 20% of Massachusetts high school girls surveyed were physically or sexually abused by a dating partner.' Another study found that 40% of girls aged fourteen to seventeen knew a
Il presente volume è stato preliminarmente sottoposto a un processo di referaggio anonimo, nel ri... more Il presente volume è stato preliminarmente sottoposto a un processo di referaggio anonimo, nel rispetto dell'anonimato sia dell'Autore sia dei revisori (double blind peer review). La valutazione è stata affidata a due esperti del tema trattato, designati dal Direttore del Dipartimento di Giurisprudenza dell'Università di Torino. Entrambi i revisori hanno formulato un giudizio positivo sull'opportunità di pubblicare il presente volume".
The Law Teacher, 2019
Clinical legal education provides a unique opportunity to engage with emotions. This article desc... more Clinical legal education provides a unique opportunity to engage with emotions. This article describes and reflects on an interactive workshop that examined the nature, meaning and significance of emotions in clinical legal education. Through a variety of incorporated staged activities, employing the teaching methods of scaffolding as well as backward design, participants explored aspects of the emotional dimensions of the relationships between clinical teachers/supervisors and their students, along with the relationship between students and their clients. Participants extracted ideas for how educators should approach emotions when they surface in legal clinics. This article provides a detailed overview regarding the rationale for the workshop, followed by a summary of the workshop plans and steps, before detailing key observations and lessons from the workshop.
is a seventeen year-old single mother of a two-year old boy, Jordan. She is pregnant with her sec... more is a seventeen year-old single mother of a two-year old boy, Jordan. She is pregnant with her second child. Teresa, a high school student, has been dating Robert Jones for the last three years. Over the course of their relationship, Robert has been verbally, emotionally, and physically abusive, culminating in a recent incident during which he threatened to kill Teresa and her unborn child and shoved her in the stomach. Teresa's parents are not interested in helping her resolve her problems with Robert. Her friends have suggested that she seek legal assistance. For several weeks of our semester, Teresa is the central preoccupation of our law school clinic's seminar. She is the main character in a role play that we developed for the Families and the Law Clinic at the Columbus School of Law, Catholic University of America, which represents victims of domestic violence in restraining order cases and other related matters, including custody and divorce proceedings. In a case of life imitating art, one of the clinic's recent real clients bore a striking resemblance to Teresa, and our students' understanding of her plight was enhanced by their intensive experience with their hypothetical client, Teresa. For a number of pedagogical, philosophical, and community service reasons, our clinic has developed a particular focus on domestic violence and teenagers. Teen dating violence is becoming distressingly common; a Harvard School of Public Health study found that 20% of Massachusetts high school girls surveyed were physically or sexually abused by a dating partner.' Another study found that 40% of girls aged fourteen to seventeen knew a
Fam. LQ, 1995
In August of 1994, Congress passed the controversial Crime Bill.' Amidst the controversy, however... more In August of 1994, Congress passed the controversial Crime Bill.' Amidst the controversy, however, there was one act incorporated into the Bill that received bipartisan support: the Violence Against Women Act of 1994 (VAWA).2 The VAWA is one of the Crime Bill's largest crime-prevention programs, providing $1.6 billion to confront the national problem of gender-based violence. 3 The Violence Against Women Act attempts to make crimes committed against women considered in the same manner as those motivated by religious, racial, or political bias. "The Violence Against Women Act is intended to respond both to the underlying attitude that this violence is somehow less serious * Associate Professor and Director, The Families and the Law Clinic, Columbus School of Law, The Catholic University of America's clinical domestic violence program. The author wishes to express her gratitude to her research assistants, Erin O'Keefe and Julie Sippel. 1. Pub. L. No. 103-322, 108 Stat. 1796. The Crime Bill provides for $30 billion for punishment and prevention programs. 2. The Violence Against Women Act of 1994, Pub. L. No. 103-322, Title IV, 108 Stat. 1902-55 (codified in scattered sections of 8 U.S.C.A., 18 U.S.C.A., & 42 U.S.C.A.) [hereinafter VAWA]. 3. See MAJORITY STAFF OF SENATE COMM. ON THE JUDICIARY, 103D CONG., IST SESS., THE RESPONSES TO RAPE: DETOURS ON THE ROAD TO EQUAL JUSTICE, at 14 (Comm. Print 1993) [hereinafter EQUAL JUSTICE]. "The Violence Against Women Act recognizes that there is no place-home, street, or school-where women are spared the fear of crime. This bill seeks above all to address the vital necessity and right of women to be free from violence." Id.
oct2006/sept-octreview.htm (last checked Feb. 20, 2012). 63 The writings of Paolo Freire revoluti... more oct2006/sept-octreview.htm (last checked Feb. 20, 2012). 63 The writings of Paolo Freire revolutionized education. His writings caused many educators, after encountering his work, to reevaluate and reform their teaching posture from an oppressive one to a "radical posture." See FREIRE, supra note 2, at 49. 6 Id. 65 See supra Part I.B.
Fam. LQ, 2005
, where she is director of the Families and the Law Clinic. Professor Klein has written numerous ... more , where she is director of the Families and the Law Clinic. Professor Klein has written numerous articles on domestic violence, family law and clinical education, and developed curricula for training on domestic violence here and abroad. ** Leslye E. Orloff, associate vice president and director of the Immigrant Women Program at Legal Momentum, a national policy advocacy organization and technical assistance provider on the legal rights of immigrant victims of domestic violence sexual assault and trafficking. Ms. Orloff is the co-founder of the National Network to End Violence Against Immigrant Women, and founder of Clinica Legal Latina.
Wash. UJL & Pol'y, 2008
According to Professor Jane Harris Aiken, injustice is disorienting. 1 When unjust moments occur,... more According to Professor Jane Harris Aiken, injustice is disorienting. 1 When unjust moments occur, teachers must seize upon them to help students gain insight into the operation of power and privilege in the situation presented and in themselves. 2 Consciously using these moments to educate students suggests the need for feedback that reinforces the resulting introspection. Evaluation 3 of
Hofstra L. Rev., 1993
s clinical domestic violence program since 1981. ** Founder of Clinica Legal Latina. the domestic... more s clinical domestic violence program since 1981. ** Founder of Clinica Legal Latina. the domestic violence program at Ayuda, Inc., a community based legal services program for immigrant and refugee women in Washington, D.C. Ms. Orloff has been representing immigrant battered women since 1983, and is currently Ayuda's Director of Program Development responsible for domestic violence policy work on both local and national levels.
Fam. LQ, 1995
Cecilia came to the United States from South America. Her husband Jos6 is a lawful permanent resi... more Cecilia came to the United States from South America. Her husband Jos6 is a lawful permanent resident. Throughout their 18 year marriage, Jos6 has physically abused Cecilia. When she was pregnant he would hit her in the abdomen. He hit her with his fists leaving bruises all over her body, he grabbed her, shook her, threw her against the wall, and tried to physically restrain her from leaving their home. He constantly harassed Cecilia in front of the children. On one occasion, he attempted to sodomize her while one of their children was present. Frequently, he would threaten to kill her if she left him. Jos6 controlled all of the money in the household. Although he began the process of getting permanent resident status for Cecilia, he later withdrew the petition and never filed another. Cecilia speaks little English and because of her immigration status, she cannot obtain work authorization. Therefore, she has no legal means of supporting herself and her children.' * Leslye E. Orloff is Director of Program Development at Ayuda, Inc., founded its domestic violence programs, and assisted Congress in drafting the immigration relief provisions for battered immigrant women in the Violence Against Women Act. Deeana Jang is a staff attorney at the Asian Law Caucus and was formerly a staff attorney in the Domestic Relations Unit of the
Yale JL & Feminism, 1999
Wie have become increasingly content-even complacent-to serve as technicians and tinkerers in the... more Wie have become increasingly content-even complacent-to serve as technicians and tinkerers in the law rather than aspiring to the role of transformers, system shakers who risk alienation but seek real substantive change.' t.
Since the publication of Best Practices for Legal Education, the globalization of both legal educ... more Since the publication of Best Practices for Legal Education, the globalization of both legal education and law practice has exploded. Today’s lawyers increasingly serve border-crossing clients or clients who present with transnational legal issues. As law schools expand their international programs, and enroll increasing numbers of non-U.S. law students, law students transcend cultural and legal borders. As a result, they deepen their understanding of — and sharpen their critical perspective on — their own national systems. Similarly, U.S. law teachers are increasingly called to engage in border-crossing teaching and other academic pursuits.Best Practices did not address these issues. The primary aim of this section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) is to identify best practices for law teachers engaged with non-U.S. or “international” learners who study or train in a U.S.-style learning environment, eit...
International Journal of Clinical Legal Education, 2014
(CUA), for his invaluable research assistance and Barbara McCoy from the CUA staff for her format... more (CUA), for his invaluable research assistance and Barbara McCoy from the CUA staff for her formatting of the numerous drafts� Thanks also to Joanna Wood (CUA 2011) and JeanMarie Krowicki (CUNY 2012) for their careful cite-checking and editorial suggestions� We deeply appreciate the thoughtful comments received from
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Papers by Catherine Klein