How to Account for Trauma and Emotions in Law Teaching

Proponents of trauma-centered pedagogy, co-editors Mallika Kaur and Lindsay M. Harris bring together a diverse set of legal academics from a range of subject areas to examine the need for trauma-centered pedagogy. Diverse subject matter experts, clinical and non-clinical, critically analyse a multitude of educational techniques within the law classroom, including the use of violent imagery, simulation, and the Socratic method. Chapters explore pedagogical methods that consider the emotional responses of the professor and student, advocating for more attentive and sensitive methods of teaching law. Courses which address stereotypically emotive topics such as domestic violence law are considered along with courses usually deemed non-emotional such as civil procedure.

How to Account for Trauma and Emotions in Law Teaching is a vital reference point for legal educators who aim to create meaningful spaces for engagement within legal training. Ultimately, it proves a thought-provoking read for lawyers and law students, as well as trauma professionals and those working with the legal system.

?This transformational volume deconstructs the belief that effective lawyering requires ignoring the impact of emotion and trauma on self and others. It explains why the health of students, their future clients, and teachers depends on paying attention to emotions and trauma, and developing a pedagogy that embraces rather than excludes their importance. The richness of this volume is illustrated by the diversity of its contributions ? with chapters written by doctrinal as well as experiential faculty ? from human rights and immigration to torts and debtor-creditor law.?