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OverviewFor more than fifty years, scholars have documented and critiqued the marginalizing effects of the Socratic teaching techniques that dominate law school classrooms. In spite of this, law school budgets, staffing models, and course requirements still center Socratic classrooms as the curricular core of legal education. In this clear-eyed book, law professor Jamie R. Abrams catalogs both the harms of the Socratic method and the deteriorating well-being of modern law students and lawyers, concluding that there is nothing to lose and so much to gain by reimagining Socratic teaching. Recognizing that these traditional classrooms are still necessary sites to fortify and catalyze other innovations and values in legal education, Inclusive Socratic Teaching provides concrete tips and strategies to dismantle the autocratic power and inequality that so often characterize these classrooms. A galvanizing call to action, this hands-on guide equips educators and administrators with an inclusive teaching model that reframes the Socratic classroom around student-centered, skills-centered, client-centered, and community-centered teaching techniques. Full Product DetailsAuthor: Jamie R. AbramsPublisher: University of California Press Imprint: University of California Press ISBN: 9780520390713ISBN 10: 0520390717 Pages: 264 Publication Date: 04 June 2024 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: Out of stock  The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available. Table of ContentsContents Preface Acknowledgments Introduction: Legal Education’s Curricular Conformity PART I 1. Socratic Classrooms Dominate Legal Education’s Curricular Core 2. Sustained Calls for Curricular Reforms 3. Students Reveal That We Should Not Fear Curricular Change 4. The Legal Profession Faces Symbiotic Struggles PART II 5. The Imperative of Inclusive Socratic Classrooms 6. Pivoting Away from Problematic Socratic Performances 7. Identifying the Shared Values That Shape Socratic Classrooms 8. Measuring Effective, Inclusive, and Equitable Socratic Classrooms Conclusion: Raising the Floor on Legal Education Appendix A: Essay Exam Assessment Criteria Appendix B: Additional Resources Notes Bibliography IndexReviewsAuthor InformationJamie R. Abrams is Professor of Law and Director of the Legal Rhetoric Program at American University Washington College of Law. She has won numerous awards for her legal education pedagogy innovations, which are reflected in her many published casebooks, skills books, and scholarly articles. Tab Content 6Author Website:Countries AvailableAll regions |
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