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Domestic Violence Legislation, Virtual Legal Methods and Researching One Female Teacher’s Lived Experiences of Recovery from Intimate Partner Violence During the COVID-19 Global Pandemic
Get PDFThroughout the coronavirus pandemic, the value of online qualitative research methodologies are increasingly being recognised within violence/abuse and legal research, but few academic papers explore the process of undertaking research wholly online which explores the intersect of both legal research methods and the exploration of the lived experiences of domestic abuse victims. For the potential of legal and domestic scholarly work to be fully recognised within academic publications and teaching, appropriate consideration of methodological issues surrounding qualitative online research methodologies is needed. This paper reflects on the experiences of one domestic abuse researcher undertaking online research during the UK’s national COVID19 lockdown when government legislation meant most socio-legal academics were restricted to conducting all research from their homes. This paper highlights the process where choosing the data collection online method (Microsoft Teams) was carefully considered to provide rich data insights that would help explore the research question under investigation. Online Microsoft Teams interviews were a successful method of undertaking scholarship examining one victims’ experience and its interconnectedness with the law. This was since they provided an in-depth understanding of the topic undertaken in a deeply private setting where a lack of face-to-face interaction seemed to enhance the richness of the data shared. The paper includes a total of five reflections are offered to help future researchers considering, and undertaking, online interviews within the field of domestic violence and legal research
What is the role of non-disclosure agreements in settling sexual harassment cases in the workplace, and should their use be limited further?
Get PDFTo what extent does UK law protect victims from taking, making and sharing intimate images without consent in an age of emerging technology?
Get PDFObserving Data-Driven Approaches to Covid-19: Reflections from a Distributed, Remote, Interdisciplinary Research Project
Get PDFThe Observatory for Monitoring Data-Driven Approaches to Covid-19 (OMDDAC) is an Arts and Humanities Research Council funded research project investigating data-driven approaches to Covid-19, focused upon legal, ethical, policy and operational challenges. The project is a collaboration between Northumbria University (Law School, Department of Computing and Information Sciences, Department of Mathematics) and the Royal United Services Institute, a defence and security think-tank, and aims to carry out integrated interdisciplinary research, regarded as the most challenging type of interdisciplinarity but where the outputs can be the most impactful. Due to the constraints of the pandemic, the project has been carried out in a fully distributed and remote manner, with some team members never having met in person. The subject of the research is continually changing and developing, creating unique project management issues, with the impact of the pandemic pervasive in the lives of the researchers. This article takes the form of a series of reflections from the points of view of individual project researchers – the specialist legal researcher, the think-tank Co-Investigator, the post-doctoral researcher, statistical and data science researchers, and the Principal Investigator – and organised under two main themes - project management and internal communication; and methodologies/interdisciplinary research. We thus draw out lessons for future remote and distributed research, focused upon interdisciplinarity, the benefits and challenges of remote research methodologies, and issues of collegiality. Finally, we warn that it will be a false economy for universities and funders to assume that research projects can continue to be conducted in a mainly remote manner and therefore, that budgetary savings can be made by reducing time allocations, travel and academic networking
Editorial to the Inaugural Edition of the Journal of Legal Research Methodology on ‘Virtual Research Methodology’
Get PDFSample Handbook for Street Law Clinic
No full textThe following handbook was designed for the United Nations Development Programme Access to Justice Initiative, Afghanistan, 2017. It is reproduced here with the kind permission of the author, Dr Richard Grimes, as a potential resource for others who are encouraged to adopt or adapt it to meet their own needs. Please note that this handbook includes references to the Solicitors Regulation Authority’s Code of Conduct (applicable in England and Wales) which applied at the time this handbook was developed. Adaptations would be required to take account of the current, updated conduct rules. In jurisdictions other than England and Wales those using this handbook should include reference to any relevant and applicable code of conduct or regulations
Improving Law Student Resilience: An Australian Perspective
Get PDFDo university legal clinics, clinical legal educators and health practitioners have a role to play in building the resilience of law students to better equip them to manage their academic studies and their professional lives as they move into legal practice? Given that mental health issues such as depression and anxiety are rife across Australia’s law student and legal professional populations, we wondered if developing a legal clinic model in collaboration with a university-based health service would offer one way to address these concerns
Ephebagogy and Clinical Legal Education
Get PDFThis article will seek to examine whether one of the reasons why Clinical Legal Education (CLE) is so effective as a teaching methodology is the age of the students participating in it. The perceived norm would be those students who are engaged in CLE will be predominantly aged between 18-25 years. The central thread of this article will examine ephebagogy as a teaching philosophy for educating this age group; discuss the main objectives of ephebagogy, and, explain how these align with CLE. This article will then explore whether ephebagogy can further enhance CLE as a teaching methodology and contribute to its ascendance to the forefront of legal education by drawing upon the accepted benefits of CLE and expand on the objectives and principles of ephebagogy as advocated by Sara Flowers.KEYWORDSLegal Education, Ephebagogy, Clinical Legal Education, Legal Clini