Abstract:Interviewers:Thanks, Rebecca, for taking the time to do this interview. We are very excited to hear about your career and life experience. We would like to start asking when you decided to study sociology and what was in your mind at that point?Rebecca: I decided to study sociology when I was an undergraduate, because I was really interested in inequality, and at that time I was really interested in inequalities that emerge early in kids' lives at school. There's a line of thinking, part of it comes from Pierr… Show more
“…130 Another US study in 2009 (with data from a nationally representative survey of early-career attorneys in the US), also found surprisingly little empirical evidence about the relationship between clinical legal education and the practical and professional development of law students. 131 Whilst they found no evidence of a relationship between clinical training experiences and new lawyers' pro bono service, and no consistent evidence of a relationship between clinical training experiences and new lawyers' civic participation, they did find a strong relationship between clinical training and career choice 'for those young attorneys who recall that they came into law hoping to improve society or help individuals'. They noted, that for this group of new lawyers, clinical training may have been an important factor in sustaining or accelerating their original civic commitments.…”
Section: What Are the Factors That Invoke Commitment?mentioning
confidence: 91%
“…As Sandefur and Selbin note: Clinical training's impact is mediated by the nature of the clinic experience itself, the context of the overall law school experience and forces external to legal education that powerfully shape lawyers' attitudes and behaviour. 143 One of those forces external to legal education is the person's intrinsic level of civic commitment. This may be spawned by a person's upbringing, an experience with injustice, perhaps a personal and poignant exposure to a disadvantaged or marginalised person or community, or the satisfaction of achieving a favourable outcome for such a person through the use of the law.…”
Section: B Recognition Rather Than Rewardmentioning
to Serve') where 95 per cent of deans responding to the AALS Commission survey agreed that it is an important goal of law schools to instill in students a sense of obligation to perform pro bono service. 2 See Definitions below.
“…130 Another US study in 2009 (with data from a nationally representative survey of early-career attorneys in the US), also found surprisingly little empirical evidence about the relationship between clinical legal education and the practical and professional development of law students. 131 Whilst they found no evidence of a relationship between clinical training experiences and new lawyers' pro bono service, and no consistent evidence of a relationship between clinical training experiences and new lawyers' civic participation, they did find a strong relationship between clinical training and career choice 'for those young attorneys who recall that they came into law hoping to improve society or help individuals'. They noted, that for this group of new lawyers, clinical training may have been an important factor in sustaining or accelerating their original civic commitments.…”
Section: What Are the Factors That Invoke Commitment?mentioning
confidence: 91%
“…As Sandefur and Selbin note: Clinical training's impact is mediated by the nature of the clinic experience itself, the context of the overall law school experience and forces external to legal education that powerfully shape lawyers' attitudes and behaviour. 143 One of those forces external to legal education is the person's intrinsic level of civic commitment. This may be spawned by a person's upbringing, an experience with injustice, perhaps a personal and poignant exposure to a disadvantaged or marginalised person or community, or the satisfaction of achieving a favourable outcome for such a person through the use of the law.…”
Section: B Recognition Rather Than Rewardmentioning
to Serve') where 95 per cent of deans responding to the AALS Commission survey agreed that it is an important goal of law schools to instill in students a sense of obligation to perform pro bono service. 2 See Definitions below.
“…Desse modo, os estudos sobre acesso à justiça (Connell, 2014;Fraser, 2002Fraser, e 2012Bittar, 2018;Wolkmer, 2019, Igreja e Rampin, 2021) apontam para uma fragilidade deste acesso, no sentido de que apenas algumas pessoas e alguns problemas podem ser solucionados pelo sistema jurídico. Por outro lado, em contraponto ao que se observa na imagem, Igreja e Rampin (2021), inspiradas em contribuições teóricas da destacada pesquisadora sobre o tema do acesso à justiça, da Universidade do Arizona, Rebecca Sandefur (2019), afirmam que os mesmos estudos consideram que a ênfase do acesso à justiça deve se concentrar nas «experiências que as pessoas têm com o sistema de justiça, com as organizações ou instituições, e teria como foco observar quem tem acesso às instituições e que tipo de resultado obtêm» (Igreja e Rampin, 2021: 199).…”
Section: O Acesso à Justiça: Uma Análise a Partir De Imagensunclassified
Analisamos, discutimos e identificamos similaridades e diferenças entre duas imagens criadas por docentes do curso de direito da Universidade Federal do Rio Grande do Sul, Brasil, e seus reflexos nas concepções curriculares dos cursos. O presente artigo apresenta, em sua primeira parte, os aspectos metodológicos que fundamentame embasam as análises comparativas de nossas pesquisas, utilizando o método documentário de interpretação, para logo examinar as imagens que compõem este estudo,problematizando concepções como o acesso à justiça, a justiça social e a desigualdade social. Por fim, abordamos aspectos que focalizam o currículo e, nas considerações finais, destacamos o que emerge da comparação entre as imagens, especialmente no que tange às perspectivas curriculares.
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