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The Fallout from our Blackboard Battlegrounds: A Call for Withdrawal and a New Way Forward
No full textIn 1973, Time magazine described a national school system under siege.2 In its article Blackboard Battlegrounds: A Question of Survival, Time reported that troubled urban youth were rejecting education, terrorizing teachers, and turning the country\u27s schoolyards into battlefields. 3 Claiming that simple survival in the face of such insurgency had become the top priority of school administrators, the article quoted one educator as stating, \u27You can\u27t teach anything unless you have an atmosphere without violence. \u27 Despite concerns about a culture of aggression and hostility within the education setting, the article went on to laud new national experiments in increased school-based security and policing, including an on-call 80-man strike force that one city employed to thwart potential activities of wayward students.s Time conceded that at-risk youth, whom it described as being born to the jungle of the slums, were largely victims of societal and systemic neglect.6 Yet it joined the growing chorus of voices that urged the forcible take-back of schools as a step toward winning the war against urban youthlargely poor students and students of color.7 In doing so, Time acknowledged such strategies would likely have an impact on the larger community outside of the schoolhouse walls.8 Sadly, over thirty-five years later, the United States has yet to stand down from this combative orientation toward certain children. In fact, campaigns against poor and minority students have only grown more complex and sophisticated in their approaches, and their implications have become increasingly palpable and profound. The campaigns are clearly having an impact on communities outside of the schoolhouse walls.9 This Article explores the implications of our continuing-and now multiplewars on such youth and calls for withdrawal from combat. As this Article will describe, these vulnerable young people continue to find, themselves embattled by classroom educational policies and practices that threaten their wellbeing. It further asserts that, as is always the case during wartime, such tactics have placed such children at great risk, endangering their wellbeing and seriously reducing their chances to thrive and, in some cases, survive.
A Decade After Drug Decriminalization: What Can The United States Learn From The Portuguese Model?
No full textThe Child Online Privacy Protection Act: The Relationship Between Constitutional Rights And The Protection Of Children
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Toward Integrated Law Clinics That Train Social Justice Advocates
No full textThe integrated approach to clinical legal education enables law students to explore and to utilize more than one legal advocacy strategy simultaneously to achieve social change. This framework facilitates law students’ ability to develop a range of essential lawyering skills including reflecting upon the connection between law and social justice by addressing the broader social problems impacting our communities. The integrated approach has been accepted as an effective clinic structure, and is being successfully developed and applied in a range of ways that are best suited to specific legal issues and geographic regions. In this article the authors, who are new professors, describe their experiences with two integrated legal clinics: the Arizona State University Civil Justice Clinic advocating for servicemembers, veterans, and military families and the Housing and Employment Law Clinic at the University of North Dakota School of Law advocating for fair access to housing. In doing so, we share our vision of what constitutes an effective integrated clinic and its contribution to the development of the next generation of social justice advocates. Finally, we explore unique pedagogical challenges and questions this model poses for faculty contemplating clinic redesign as a way to achieve broader solutions for communities and expanded educational opportunities for law students
