This highly topical book demonstrates the theoretical and practical importance of the study of migration law. It outlines approaches that may be taken in the design, delivery and evaluation of this study in law schools and universities to ensure an optimum level of learning.
This highly topical book demonstrates the theoretical and practical importance of the study of migration law. It outlines approaches that may be taken in the design, delivery and monitoring of this study in law schools and universities to ensure an optimum level of learning.
Drawing on examples of best practice from around the world, this book uses a theoretical framework and examples from real clients to simulations to help promote the learning and teaching of the law affecting migrants. It showcases contributions from over 30 academics and practitioners experienced in asylum and immigration law and helps to unpick how to teach the complex international laws and procedures relating to migration between different countries and regions. The various sections of the book explore educational best practice, what content can be covered, models for teaching and learning, strategies to deal with challenges and ways forward.
The book will appeal to scholars, researchers and practitioners of migration and asylum law, those teaching migration law electives and involved in curriculum design, as well as students of international, common and civil law.
Recenzijas
"There is perhaps no more timely topic than migration. In this volume, the editors and legal educators have packaged the what and the how - with an emphasis on workability, sustainability, and practicality. Authored by an international and interdisciplinary array of scholars and lawyers who have "lived law," the text is designed for teachers, students and anyone active in the field to study and practise in a civil or common law context, with an appreciation and application of the best clinical and other hands-on learning methods."
Stephen A. Rosenbaum, Frank C. Newman Lecturer in Law, University of California, Berkeley
1. The theory behind (more) effective learning and teaching. Part 2:
What to teach: content and subject. 2.Creating a Refugee Law Reader: from a
teaching tool to a handbook.
3. Public interest lawyering and
cosmopolitanism: a model for teaching immigration law. 4.Therapeutic
jurisprudence in an asylum and refugee family reunion clinic.
5. Exploring
migration and migrants rights in clinical legal education: two case studies.
6. An overview of the teaching of Refugee Law at the University of Cape Town,
Law Faculty.
7. Developing student research skills in migration clinics. Part
3: How to teach: teaching and learning models. Section A Working with real
clients.
8. Learning and teaching immigration law through experience: law
school clinical programs.
9. Developing a regional service for asylum
seekers.
10. Teaching clinic within a practice of injustice: what clinical
legal education with asylum-seekers can teach Australian students about
inequity.
11. Meeting the needs of clients and students - two Australian case
studies: Flinders Migration Clinic, and Refugee and Immigration Legal
Service.
12. Clinical Legal Education within the European-Mediterranean
asylum and migration context inside views from Valencia and Turin.
13.
Clinical legal education and migration: challenges in the academy.
14. The
StrEEt Aware Law Clinic EU Settlement Scheme Law Clinic at the University
of Edinburgh. Section B Using simulation and other approaches.
15.
Simulated role play: bridging the knowing/doing gap in refugee law and
policy.
16. Using Live Action Role-Play in teaching migration and refugee
law.
17. Teaching refugee law through moot courts.
18. Theoretical
foundations of gaming in teaching the functioning and future of European
Migration- lets play! 19.Using real-life cases as a basis for learning:
experiences from Amsterdam and Zagreb.
20. Studying online: the opportunities
and challenges for the teaching of migration law. Part 4: Challenges,
strategies and ways forward. 21.On building a boat (or, learning how not to
teach refugee law).
22. The clinic as a base for holistic study. 23The
Migration Specialization programme: a laboratory for teaching migration and
refugee law.
Richard Grimes is a Solicitor who has specialised in publicly funded and pro bono cases. He is currently a Visiting Professor at Charles University, Prague, Czech Republic and at Edinburgh Law School, Scotland. He has devoted his time to developing experiential learning in universities - at home and abroad - and has published widely on the design, delivery and evaluation of legal education.
Vra Honuskovį is a Senior Lecturer in International Law at the Faculty of Law, Charles University, Prague, Czech Republic where she specializes in migration and refugee law. She has published extensively in this and related fields and has established a program developing students knowledge, legal skills and ethical and professional values in the field of migration and refugee law using a variety of teaching methods.
Ulrich Stege is Director of the Clinical Legal Education Programme at the International University College of Turin, Italy. In addition to his role at the IUC, he is a practicing lawyer and member of the Italian and German bars, mainly in the field of migration and asylum. He has been active in promoting clinical legal education in Europe and abroad.
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