The Power of Experiential Learning in Emotional Courtroom Spaces

Nir, Esther; Musial, Jennifer

doi:10.1080/10511253.2020.1817515

Cited by 3 publications

(1 citation statement)

References 29 publications

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“…Note 1. Please see our 2020 article, "The Power of Experiential Learning in Emotional Courtroom Spaces" (Nir and Musial, 2020), which contains information regarding student perceptions of in-person courtroom proceedings prior to the COVID-19 pandemic. Discussions pertaining to rights violations pre-pandemic focus on shackled/handcuffed defendants, apathetic court actors, and lack of preparedness by attorneys.…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

Zooming In: Courtrooms and Defendants’ Rights during the COVID-19 Pandemic

Nir

Musial

2022

Social & Legal Studies

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COVID-19 placed unprecedented strains on criminal court systems, necessitating moves to digital platforms with little preparation. To study the influence of virtual courtrooms on defendant rights (e.g. effective assistance of counsel, speedy and public trials, among others), we qualitatively analyzed the journals of 44 student court watchers, documenting their observations of online court proceedings in a single state in the Northeastern United States. We find that virtual courtrooms are highly disorganized and fraught with technical malfunctions, compromising defendants’ appearances online, and impeding their ability to confer with counsel and address the court. Defendants with less access to digital platforms and incarcerated individuals are disproportionately impacted. Further, court actors tend to treat virtual court in a casual manner and are often unprepared to litigate cases, resulting in undue delays, and extended periods of pre-trial detention. Policy recommendations to improve technologies and administrative procedures are discussed.

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Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

Zooming In: Courtrooms and Defendants’ Rights during the COVID-19 Pandemic

Nir

Musial

2022

Social & Legal Studies

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Visualising Injustice with Undergraduate Smartphone Photography

Johnson

2022

Teaching Criminology and Criminal Justice

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Application of Experiential, Inquiry-Based, Problem-Based, and Project-Based Learning in Sustainable Education

Singha,

Singha

2024

Practice, Progress, and Proficiency in Sustainability

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This chapter explores integrating pedagogical approaches for sustainable teaching and learning, emphasizing the capacity to meet present requirements without compromising the future. It highlights the merits of experiential, inquiry-based, problem-based, and project-based methods in sustainable practices in education. Experiential learning emphasizes practical application and reflection, whereas inquiry-based learning promotes inquiry and exploration. Problem-based learning immerses students in real-world sustainability challenges and interdisciplinary collaboration, whereas project-based learning enables students to take on leadership roles. Integrating these techniques offers a variety of options for addressing complex environmental issues. Future obstacles include integrating technology and ensuring equitable access. Integrated educational practices require learner-centred approaches, collaboration, and continuous feedback, empowering students to become proactive sustainability advocates and promoting positive change for a sustainable future.

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The Power of Experiential Learning in Emotional Courtroom Spaces

Cited by 3 publications

References 29 publications

Zooming In: Courtrooms and Defendants’ Rights during the COVID-19 Pandemic

Zooming In: Courtrooms and Defendants’ Rights during the COVID-19 Pandemic

Visualising Injustice with Undergraduate Smartphone Photography

Application of Experiential, Inquiry-Based, Problem-Based, and Project-Based Learning in Sustainable Education

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