Legal Education: Teaching and Learning Law

This reading list is a culmination of work done by scholars Dr. Sujith Xavier (University of Windsor), Professor Dhaman Kissoon (Queen’s University), and Ms. Simi Solebo (JD MBA Candidate 2021, Osgoode Hall Law School, York University), whose teaching and research in the area of race and law forms the basis for the Canadian legal materials listed. It is periodically updated with new material.
The focus of the guide is to allow users to find legal materials regarding Anti-Black Racism in the Canadian context.

The HREO offers a number of anti-racism resources, such as a Racism, Oppression & Resistance Timeline.

Filter by training type, such as "Anti-Racism," to find current educational opportunities.

The AALS is taking various steps, including the curation of this webpage, to respond to racism in the United States. The resources listed on this page are intended to provide a guide to assist deans and other law faculty as they begin to collaborate on meaningful interventions to address these complex issues.

A 30-minute interactive eCourse that offers a foundation for learning about race, racial discrimination and human rights protections under Ontario's Human Rights Code. The course offers a historical overview of racism and racial discrimination, explains what “race,” “racism” and “racial discrimination” mean, and provides approaches to preventing and addressing racial discrimination.

This paper considers the challenges law school actors (students, faculty, administrators) face in countering the hegemonic whiteness of Canadian law schools. Part I focuses on admissions policies. Part II focuses on the cultural norms that permeate law schools and the difficulties they pose to racialized students and faculty. Specific problematic practices are identified and concrete steps that law schools can adopt are offered.

This article identifies some of the ways that laws and policies have contributed and continue to contribute to the oppression of Asian people in Canada. It considers the role of legal education in both perpetuating and addressing systemic racism, especially vis-à-vis Critical Race Theory and the recent backlash against it and argues that members of the legal profession—and by extension, the law schools that educate them—have a professional and moral responsibility to take seriously the historic and contemporary experiences of exclusion to which all marginalized groups have been subjected. In so doing, it emphasizes the importance of understanding various struggles for racial justice as profoundly interconnected and inseparable, but also distinct.

Though not law-specific, this curated list includes resources useful to the post-secondary sector, such as George Brown College's 10 Tips and Resources to Develop an Anti-Racist Classrom and the Human Resources Student Association's Anti-Asian Racism Resources.

This book offers an international breadth of historical and theoretical insights into recent efforts to 'decolonise' legal education across the world. With a specific focus on post/decolonial thought and anti-racist methods in pedagogy, this edited collection provides an accessible illustration of pedagogical innovation in teaching and learning law.

This book provides an examination of the meanings of decolonisation and explores how this examination can inform teaching, researching, and practising of law. It explores the ways in which the foundations of law are entangled in colonial thought and in its [re]production of ideas of commodification of bodies and space-time.

Law schools have a tremendous responsibility to train lawyers who will be well-positioned to challenge the racial disparities and systemic inequities created and perpetuated by the legal system. This article offers a pedagogical approach to creating an antiracist classroom space that equips students with the skills attorneys need to work in cross-cultural, antiracist solidarity with a diverse population of clients to address critical legal issues and dismantle oppressive legal systems.

Law school has been described as a “white space,” and can also be viewed through the lens of white supremacy: a way to uphold and perpetuate a system of racial hierarchy. Clinics have largely been spared from these critiques and are often held up as solutions to the problems of our wider institutions.his article is an effort to guide clinics in that process of self-evaluation, to begin to see the many ways that we may be perpetuating racism unconsciously within our own programs and offer concrete suggestions for how to change.