Journal of Legal Education (Association of American Law Schools)

Lanni, Adriaan

Seeing is Believing: Restorative Justice at Harvard Law School

Holmes, Scott

Clark, Joy

Redemption Song: Listening for Justice at an HBCU Law School

Kelman, Mark

Text and Sub-Text – Curriculum Structure as Ideology

Cohen, Amy J.

Gobbo, Daniel Del

Pedagogies in the Meantime: Reflections on ADR and Restorative Justice in U.S. and Canadian Legal Education

Franklin, Kris

LaPiana, William P.

Mikkor, Alison

Parrish, Austen

Journal of Legal Education, Volume 73, Number 3
From the Editors
This third issue of volume 73 of the Journal  offers our readers seven articles 
that exemplify the relationship between legal pedagogy, curricular design, and 
the organization of the institutions of legal education and of the professional 
as a whole. All the content in one way or another deals with issues in all three 
areas which would have been beyond the imagination of perhaps almost all of 
the readers of the first issue of the Journal published in 1948. 
The issue begins with two articles that address important questions of 
equity confronting law schools as part of our larger society. First, Kristine L. 
Bowman and Andrea Chambers closely examine the public response of law 
school deans to the rise of the Black Lives Matter movement in Law, Language 
and Leadership: Antiracism in Deans’ Racial Justice Solidarity Statements. Their analysis 
using speech act theory of 199 “solidarity statements” issued by 186 law deans 
opens a unique window into the relationship between the public acts of legal 
education leaders and the struggle against racism in law and education. 
Next, Trilby Robinson-Dorn presents us first with a thorough analysis of the 
substantive law that provides the framework for eliminating the gender pay 
gap. Second, A Road Map for Law Schools: Changing Problematic Faculty Compensation 
Practices that Perpetuate the Gender Pay Gap offers concrete advice for law school 
administrations on avoiding creating compensation structures that can lead to 
formal remedial action.
In the next article, Robert R. Kuehn and Peter A. Joy have written an 
encyclopedic survey of studies on the impact of experiential learning and the 
attitudes of students, lawyers, and judges toward what is now an integral part 
of American legal education. It is likely that Measuring the Impacts of Experiential 
Legal Education will become the starting point for studies of the past, present, 
and future role of experiential learning in training lawyers. 
Mark Kelman unpacks the ideological assumptions deeply rooted in 
the traditional first year curriculum in Text and Sub-Text—Curriculum Structure as 
Ideology. Throughout the work, he puts forth provocative ideas about reforming 
that curriculum to better serve the legal challenges of contemporary society.
Defining the Discipline: Six Pillars of Academic Success Programming in Law Schools  by 
Kris Franklin and Catherine Martin Christopher returns us to an aspect of 
contemporary American legal education as important as experiential learning: 
efforts to support the growth of students into lawyers by strengthening the 
skills needed to effectively learn as a student and as a lawyer. The article sets out 
a set of best practices for law schools to ensure that students receive effective 
From the Editors
and meaningful support from specialists who in turn receive the respect and 
resources their work demands.  
The final two articles deal with fundamental questions of legal pedagogy 
that have been discussed in the pages of the Journal for all its history. Both 
articles describe pedagogical innovations that are part of the repertoire of 
teachers of subjects other than our own and apply them to teaching law. 
For Dawn Young in Visible Learning: Adapting Primary and Secondary Pedagogical 
Approaches to Legal Education the concept is “visible learning,” now a firmly 
established approach in both primary and secondary education. The focus 
of Teaching Legal Analysis Through the Lens of Second Language Pedagogy: A Consciousness-
Raising Approach by Marta Baffy is “consciousness raising” as used in teaching 
a second language. Both authors provide concrete examples of applying the 
concepts they explain to the law school classroom and provide a solid basis for 
serious thought about how to make our teaching more effective,
Finally, Elizabeth M. Bloom gives us a review of Natasha N. VaryaNi, 
OwNiNg Our Values: uNderstaNdiNg systemic racism thrOugh the leNs 
Of PrOPerty law (aNd skills tO dO sOmethiNg abOut it), a work that 
joins innovative ways to teach property law doctrine with a clear focus on the 
challenges of confronting systematic racism.
Kris Franklin
William P. LaPiana
Alison Mikkor
Austen Parrish 


From the Editors

Abraham, Susan

Like Holding Up a Mirror: How I Learned to Teach Restorative Justice

Graham, Danielle N.

Swoboda, Christopher M.

Farley, Amy N.

English

Breaking Down Bar Passage: Examining the Predictive Utility of Academic Performance and Student Characteristics on Subscale Scores of the Uniform Bar Exam - a Follow-Up Study

Bowman, Kristine L.

Chambers, Andrea

Law, Language and Leadership: Anti-Racism in Deans’ Racial Justice Solidarity Statements

Robinson-Dorn, Trilby

A Road Map for Law Schools: Changing Problematic Faculty Compensation Practices that Perpetuate the Gender Pay Gap

Bakhshay, Shirin

Incorporating Restorative Justice into Black-Letter Criminal Law

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