Moving beyond traditional clinics: creating a new legal clinic through community partnerships

1. Judith McNamara Catherine Campbell Emily Darling Moving beyond traditional clinics: creating a new legal clinic through community partnerships

2. Overview • QUT’s new community lawyering clinic • Focus on Carnegie’s third apprenticeship • Pedagogy of personal and social responsibility enables professional values of service to be explored (Goldfarb, 2012) • Service-learning

3. QUT context – ‘university for the real world’ • QUT’s vision is “to provide outstanding learning environments and programs that lead to excellent outcomes for graduates, enabling them to work in and guide a diverse and complex world characterised by increasing change” • Commitment to work integrated learning

4. Work integrated learning in undergraduate law • Legal clinics • Internships (externships) • Virtual placements • International internships

5. Developing Community Partnerships • QUT Community Engaged Learning Lab • Community forums • Academic connections

6. QUT Legal Clinic – community projects • Catholic Prisons Ministry (supporting prisoners and their families) • Kyabra Community Association (tenancy and housing support) • Anglicare (Social Justice Unit) • Constitutional recognition of Aboriginal and Torres Strait Islander people • Foster Kids need Parents • EDO (environmental protection laws)

7. Assessment • Workshop participation (20%) • Reflective tasks (40%) • Project Presentation showcase (40%)

8. Service-learning • Students undertake community service while engaging in reflective practice in relation to their learning during the service • 4Rs of Reflection (see GPG http://www.lawteachnetwork.org/resources.html) • Reporting and responding • Relating • Reasoning • Reconstructing • Scaffolded approach to reflective writing with set readings and initially guided questions framed around the 4Rs

9. Reflection example Donna Langston states: “Class affects what we perceive - and what we have available to us as choices”.   Similarly, Peggy McIntosh says: “White privilege is like an invisible weightless knapsack of provisions, assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass, emergency gear, and blank cheques… I have come to see white privilege as an invisible package of unearned assets which I can count on cashing in each day, but about which I was “meant” to remain oblivious.” Reflect on how socio-economic class, race and cultural identity influences one’s values, beliefs and opportunities in society. Consider both the impact on yourself and the impact on other groups (focussing on the groups who are stakeholders in relation to your project). (Six prescribed readings were set to inform the reflection)

10. Reporting Which socio- economic class, racial and/or cultural identity do you identify with? Do you identify with any subordinate or dominate groups within your class, race or culture? How might the values, beliefs and opportunities of members of other economic, racial or cultural classes be shaped by issues of class, race or cultural identity? What is your initial reaction to the readings? Relating Has your own class, race and/or cultural identity impacted on your values and beliefs? What privileges might flow from this? Have you been in situations where the actions of others may have been influenced by values and beliefs that are the result of class, cultural or racial prejudices? Are you aware of conflict arising due to differences in values and beliefs resulting from class prejudices or stereotypes? At what level if at all does racial, class or cultural prejudice exist and impact upon the experiences of people from different backgrounds? Reasoning Highlight in detail significant factors underlying the impact of socio- economic class, race and cultural identity on values, beliefs and opportunities for yourself on the one hand and for people of different class, race or cultural identity on the other. How might this impact on you as a future legal or justice professional? What different approaches might you take, and in what respects, to the project on which you are working? Reconstructing Has considering how class, race and cultural identify have influenced your values and beliefs caused you to reconsider any of your values and beliefs? Has considering how class, race and cultural identity influences the values and beliefs of others caused you to reconsider how you will relate and communicate in the future with people from other groups in society? How will you change your future behaviours as a result of reflecting on the impact of class, race and cultural identity – prejudices and privileges – on your values, beliefs and opportunities?

11. Benefits • Instil community service/pro bono ethos • Raise social justice awareness • Address social issues in systemic ways • Real world learning in the community • Professional identity development through reflection • Role of lawyers in social change • Collaborative practice • Empower communities

12. Student feedback • Doing this [Kyabra project] makes me excited about law again. • I ideally want to end up working in corporate law... Through the reflection process I realised that ( corporate law and social justice) were not mutually exclusive, and there are ways that I can effect a positive change in the community and the people I will deal with directly. • Prior to enrolling in the program I had a very ‘corporate-mindset’ regarding my prospective future career ... however, I have come to realise that I can use my position to assist the disadvantaged.