Teaching Antiracism in Evidence Law
Document Type
Book Chapter
Publication Date
2024
Editor(s)
Nicole P. Dyszlewski, Raquel J. Gabriel, Suzanne Harrington-Steppen, Anna Russell, and Genevieve B. Tung
ISBN
978-1-5310-2450-5
Publisher
Carolina Academic Press
Language
en-US
Abstract
The foundational evidence law course provides abundant opportunities to teach antiracism. This essay shares reasons to teach antiracism in evidence law and a method for doing so. In my dozen years of teaching evidence law, I have found that incorporating antiracism engages students from diverse demographic and ideological backgrounds, trains students to think critically about the law, and encourages an equity mindset. When we fail to teach our students how evidence doctrine and practices replicate and perpetuate racism, we risk inadvertently teaching them that racism is unimportant and acceptable.
Recommended Citation
Jasmine Gonzales Rose,
Teaching Antiracism in Evidence Law
,
in
Integrating Doctrine and Diversity: Beyond the First Year
301
(Nicole P. Dyszlewski, Raquel J. Gabriel, Suzanne Harrington-Steppen, Anna Russell, and Genevieve B. Tung ed.,
2024).
Available at:
https://scholarship.law.bu.edu/faculty_scholarship/3986
Comments
This companion volume to Integrating Doctrine and Diversity: Inclusion and Equity in the Law School Classroom features new essays, case studies, and bibliographies for law faculty seeking to bring critical perspectives on equity, inclusion, and social justice into their teaching in upper-level courses. Chapters focus on subjects traditionally tested on the bar exam, including evidence, criminal procedure, and family law, as well as professional responsibility.
Additionally, this volume includes guidance for teaching a range of other advanced law school topics and can be used in experiential courses, including advanced legal writing, legal research, counseling, and negotiations. It also features guidance and reflections from faculty who have created new courses specifically focused on race and social justice in the legal system. With submissions from over 40 authors, the collection is intended to spur valuable conversations within the classroom and across the legal academy.