Beyond Guinier: A Critique of Legal Pedagogy
Applying Guinier to NYU Law, analysis of how Law School pedagogy suppresses women and detracts from the learning experience / empowerment of women
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Applying Guinier to NYU Law, analysis of how Law School pedagogy suppresses women and detracts from the learning experience / empowerment of women
Review of Women, Gays, and the Constitutionby David Richards.
Analysis of how UPENN Law School's pedagogy suppresses women and detracts from the learning experience.
Review and analysis of abortion law in pre and post unified Germany.
Analysis of whether nude dancers should be protected under Title VII.
With the publication of Professor Donald G. Casswell's monumental work Lesbians, Gay Men, and Canadian Law in November, 1996, the Canadian discussion of the legal rights of lesbians and gay men has reached a level of sophistication commensurate with its
Review of Donald G. Casswell's Lesbians, Gay Men, and Canadian Law, praising the book as a first of its kind and thorughly researched
Discussion and criticism of Beckelman v. Gallop and the law's ability to deal with questions of intimacy.
Review of Derrick Bell's Afrolantica Legacies, responding and disagreeing with certain arguments of Bell's.
Using theories of child development, specifically Attachment Theory, to argue for changes in child welfare policy.
Arguing that inequality of school financing in New York State should be addressed not only through impact litigation but also through a community dialogic model
Arguing litigators should expand state and federal employment non-discrimination law to cover transsexuals by looking to European and New York judicial opinions
Discussing the problems and challenges presented by workfare policies.
Arguing that poverty lawyers should turn to legislation, community building, and other strategies to gain rights and victories for the poor
Detailing the historical practices of immigration officials at the turn of the twentieth century in order to inform current immigration lawyers.
As cultural trends change, each succeeding generation develops its own criticisms, anxieties, and frustrations about the purposes of education and the organization of schools.