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Creative Commons Attribution-Noncommercial-ShareAlike 4.0 International

Document Type

Article

Publication Date

12-16-2017

Publisher

New York Law School Law Review

Language

English

Abstract

Clinical Legal Education (“CLE”) courses were first introduced in South Africa nearly fifty years ago. Since then, their role has changed from addressing legal problems perpetrated by an oppressive system, tostrengthening South Africa’s transition to democracy. The end of apartheid has been accompanied by a transition of focus from private law to public law. South Africa currently has seventeen public universities, each of which has a law faculty and a legal clinic. Many clinical programs’ missions are primarily dedicated tocommunity service and providing access to justice.

Although CLE programs have undertaken some human rights and law reform work, more can be done toincrease law school engagement in these areas. Analyzing data from a survey of clinical directors and associate directors, the authors find ways to maximize the impact of CLE courses on transformative constitutionalism. The authors recommend several types of programmatic integration to increase engagement in law reform work. These positive changes include integrating CLE courses into the law school curriculum and having CLE courses work more closely with the broader public interest legal community.

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