OCCUPATIONAL HEALTH AND SAFETY: A Primer and Strategic Mapping Exercise
Wednesday July 20, 2022 2:00PM EST
You will need to register in advance for this meeting by clicking here.
After registering, you will receive a confirmation email containing information about joining the meeting.
The COVID-19 pandemic has put worker health and safety at the forefront of the news. Over half the workforce of Cargill’s meatpacking plant in High River, Alberta contracted the virus, resulting in at least three deaths. SEIU Healthcare, a union representing front line workers, asked police to investigate after three personal care attendants died from COVID-19, which they had contracted at work. Occupational health and safety law is intended to ensure that workplaces are safe, but not many lawyers have any familiarity with it. Few law schools offer dedicated occupational health and safety courses, while in some others OHS may be touched upon in a related course, but in most the topic is entirely absent from the curriculum. This session aims to provide law professors teaching in adjacent areas of law (e.g., labour & employment; business associations law) with knowledge and strategies for incorporating basic occupational health and safety law into their courses.
The goals of this session are two fold:
- To provide law professors with a primer on occupational health and safety law, so that they feel more comfortable incorporating it into their classes, and
- To provide law professors with space to consider where and how they might incorporate materials on occupational health and safety into their courses.
Anna Lund (Moderator), Associate Professor at University of Alberta, Faculty of Law
Eric Tucker (Presenter), Professor at Osgoode Hall Law School, York University
Eric Tucker will deliver the primer on occupational health and safety law. Eric Tucker has published extensively on occupational health and safety law and teaches a dedicated seminar on the subject at Osgoode Hall Law School. His primer will cover the following questions
What are the key policy goals of occupational health and safety law? What are the big ideas that illuminate this area?
What are key sources of occupational health and safety law? What resources could a law professor draw on to learn more about it?
- Why is it important for students to understand occupational health and safety law? In what circumstances will they encounter it in practice?
What are some of the new and current questions in occupational health and safety law and scholarship?
Attendees at this session will be invited to take part in a mapping exercise.
First, they will be asked to identify where they may already be covering occupational health and safety law in their courses.
Next, they will be invited to consider where they might try to incorporate it more substantively in future iterations of their course.
The Open Casebook Revolution
Please register in advance for this meeting by clicking here. After registering, you will receive a confirmation email containing information about joining the meeting.
The open access law book “revolution” (as named by The Faculty Lounge), is gaining momentum. Open access law books are materials compiled and edited for law students, practitioners and/or the public that are freely hosted on websites and as downloadable, searchable, printable, mark-up-able PDFs. In the United States, dozens of open access law casebooks are popping up on platforms such as SSRN, Open Textbook Library, eLangdell and H2O.
In Canada, CanLII hosts Professor Beswick’s casebook, Tort Law: Cases and Commentaries, and Messrs
Fiddick and Wardell’s handbook, The CanLII Manual to British Columbia Civil Litigation. These materials are freely available alternatives to commercial cas
ebooks and handbooks, which are typically expensive, heavy, and have a short shelf-life.
Open access law books have clear practical, pedagogical and societal advantages. On the practical side, compared to commercial alternatives, open access books are simpler to edit, faster to publish, easier to update, and free. On the pedagogical side, they empower flexibility and innovation. They can be more readily structured to suit the editor’s teaching aims. They can link to podcasts 🎧, videos 📺, blogs, news, articles, books, and judgments. Readers can keyword search and highlight text. Students don’t break their backs carrying them. They can also be integrated with quizzes and exam exercises. On the social side, open access legal materials advance access to justice. Commercial materials are often beyond the reach of the public and, in some cases, students.
Open access legal publications help to keep the law accessible.
This roundtable will appraise and praise the practical, pedagogical and societal benefits of open access law books for law teachers, students and lawyers. We will begin by taking 10 minutes each to highlight the design innovations of our respective books and the impact we see them having.
We will then discuss among ourselves and with attendees the tricks and challenges for making such materials. We hope to encourage others to venture into creating open access casebooks, handbooks and other resources for students and curious members of the public.
Sarah Sutherland (session chair), President and CEO, Canadian Legal Information Institute
- Samuel Beswick, Assistant Professor, Peter A. Allard School of Law, University of British Columbia (presentation slides)
- John Fiddick, Director, Whitelaw Twining.
- Cameron Wardell, Partner, Mathews, Dinsdale & Clark LLP
INCORPORATING LAW AND DISABILITY INTO THE CURRICULUM
June 29 1230-2PM EST
|Please register in advance for this meeting: click here. After registering, you will receive a confirmation email containing information about joining the meeting.
22% of Canadians over the age of 15 have at least one disability. Graduates of law schools will serve clients with disabilities, work alongside colleagues with disabilities and may themselves have or acquire disabilities over the course of their career. Key competencies for graduating law students include being familiar with how the law conceptualizes and addresses disability and having frameworks to critique the shortcomings of the existing law.
The aims of this session are
(1) to provide concrete examples of how topics relevant to meeting the legal needs of individuals with disabilities can be incorporated into a wide range of courses across the law school curriculum and
(2) to engage law professors in a discussion of these topics. Each participant will discuss a different area of law and how they bring awareness of the lived experiences of persons with disabilities into their classroom teaching.
The session will touch on:
- models of disability and theoretical underpinnings
- equality and human rights law
- accessibility legislation (including the federal Accessible Canada Act)
- employment law
- benefits law
- criminal law
- tort law
- administrative law
mental health law
Time will be reserved after the roundtable for a dialogue among participants and attendees.
The session participants include the contributors to Law and Disability in Canada: Cases and Materials (Toronto: Lexis Nexis Canada, 2021) and David Lepofsky, a longtime disability rights activist, who has a forthcoming article in the Windsor Yearbook on Access to Justice entitled, “People with Disabilities Need Lawyers Too! A Ready-To-Use Plan for Law Schools to Educate Law Students to Effectively Serve the Legal Needs of Clients with Disabilities, As Well As Clients Without Disabilities”.
Anna Lund, Associate Professor, Faculty of Law, University of Alberta (moderator)
- Odelia Bay – PhD Student, Osgoode Hall Law School, York University and co-author Law and Disability in Canada: Cases and Materials
- Ruby Dhand – Associate Professor, Faculty of Law, Thompson Rivers University and co-author Law and Disability in Canada: Cases and Materials.
- David Ireland – Associate Professor, Faculty of Law, University of Manitoba and co-author Law and Disability in Canada: Cases and Materials.
- Laverne Jacobs – Professor, Faculty of Law, University of Windsor and lead author and General Editor, Law and Disability in Canada: Cases and Materials.
- Richard Jochelson – Dean, Faculty of Law, University of Manitoba and co-author Law and Disability in Canada: Cases and Materials
- Freya Kodar – Associate Professor, Faculty of Law, University of Victoria and co-author Law and Disability in Canada: Cases and Materials.
- David Lepofsky – Disability Advocate, Adjunct Professor of Law, University of Toronto and Chair of the Accessibility for Ontarians with Disabilities Act Alliance.
We are delighted to announce the winners of CALT's Academic Prizes for 2022. In awarding the Prizes during our (virtual) AGM, President of CALT and Chair of the Awards Committee, Angela Cameron spoke. about the large pool of excellent papers. Our tireless adjudication Committee struggled to choose winners this year, and we are grateful to them for their work.
Find out more about CALT's awards here.
2022 Scholarly Paper Prize
Marie Manikis (McGill University). “Recognising State Blame in Sentencing: A Communicative and Relational Framework” Cambridge Law Journal (forthcoming)
Ignacio Cofone (McGill law): "Immunity Passports and Contact Tracing Surveillance” (published in the Stanford Technology Law Review)
Stefanie Carsley (UOttawa law)- “Regulating Reimbursements for Surrogate Mothers” (published in the Alberta Law Review)
CALT Prize for Scholarship of Teaching and Learning 2022
David Sandomierski (University of Western Ontario) , John Bliss (University of Denver), and Tayzia Collesso (JD, UWO). “Pass for Some, Fail for Others: Law School Grading Changes in the Early Covid-19 Pandemic” (under review for publication)
Sarah-jane Nussbaum "Critique-Inspired Pedagogies in Canadian Criminal Law Casebooks: Challenging 'Doctrine First, Critique Second' Approaches to First-Year Law Teaching" in (2021) 44 Dalhousie Law Review https://digitalcommons.schulichlaw.dal.ca/dlj/vol44/iss1/7/.
CALT Prize for Academic Excellence
This Prize honours exceptional contribution to research and law teaching by a Canadian law teacher in mid-career.
Winner: Prof. Laverne Jacobs, Professor, Associate Dean, Research & Graduate Studies at the University of Windsor Faculty of Law
Prof. Jacobs is an accomplished and respected teacher, researcher, administrator and social justice advocate. The Adjudication Committee Chair noted:
"....the number, breadth, depth and remarkable positivity of the reference letters that accompanied Prof. Jacob’s nomination for this prize. Her peers, students and members of her community seemed so excited to have the opportunity to speak enthusiastically to her many accomplishments- they were a pleasure to read, and constituted a real tribute to Prof. Jacob’s broad and enduring impact."
AVIS OFFICIEL DE L'ASSEMBLÉE GÉNÉRALE ANNUELLE/ OFFICIAL NOTICE OF ANNUAL GENERAL MEETING
VEUILLEZ NOTER QUE l'Assemblée Générale Annuelle de l'Association canadienne des professeur(e)s de droit aura lieu le / TAKE NOTICE that the Annual General Meeting of Canadian Association of Law Teachers will be held on
Mardi le 8 juin 2022, à 1500h HAE / Tuesday 8 June 2022 at 3 PM EDST
Via Zoom Internet Meetings
Please register in advance for this meeting to receive a zoom link via email. Merci de vous inscrire à l'avance. Vous recevez ensuite un e-mail avec un lien “zoom”: https://yorku.zoom.us/meeting/register/tJ0vc-GgqD0iHN26dq2ZM7hI1elzyHxFqJ94
Avis présenté ce 27 mai 2022/ Notice given this 27 of May, 2022
version .docx version
Tell your friends and please circulate:
2022-2023 Global South Visiting Scholar In-Residence Program
Call for Applications
Deadline: June 30, 2022
The Peter A. Allard School of Law at the University of British Columbia, Vancouver, Canada, situated on
the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam) people, seeks to host
an exceptional scholar from the Global South for a short-term, fully funded visiting scholar in-residence
program. For the purposes of this competition, “Global South” includes all low or middle-income countries
located in Africa, Asia, Central and Latin America, the Middle East, Oceania and the Caribbean.
The successful Global South Visiting Scholar (GSVS) will spend a minimum of two weeks and maximum of
one term in residence at the Peter A. Allard School of Law. For this iteration of the program, the GSVS
must be able to complete this opportunity during the 2023 calendar year. In order to facilitate active
participation in the Law School community, the GSVS must arrange to be in residence during Allard’s
academic year, January-March 2023 or September-November 2023. Preference may be given to
candidates who are able to attend during the January-March 2023 term. As part of their visit, the GSVS is
expected to give lectures, hold sessions with faculty and graduate students, and conduct independent
research. The ideal candidate will be an early to mid-career scholar with a demonstrated commitment to
research and/or legal work in the area of resource extraction and/or land grabs, with a particular focus on
the rights of Indigenous peoples and local communities. Preference will be given to candidates with a
demonstrated interest in international or comparative law.
MORE INFORMATION AND APPLICATION INSTRUCTIONS HERE.
December 23, 2021
Dear Ms. Villeneuve,
Thank you for inviting representatives of CALT to participate in the focus group on the FLSC’s Competency Profile Development project on November 12, 2021. We shared some initial thoughts at the meeting and promised we would follow up by the end of the year.
As you are aware, we have concerns about the Competency Profile and the process that has been adopted to this point.
We are very much aware of, and in agreement with, the need for the renewal of the NCA process. We recognize that the increasing number of entrants to the practice of law who have not received a legal education in Canada is a regulatory challenge for all law societies. However, our concern, as the representative organization for Canadian law professors, is that the solution that you are proposing will inevitably have an impact on the National Requirement for Canadian law schools. While we question the presumption that the NCA process should necessarily impact the National Requirement, the facilitator in the focus group explicitly posited this inter-relationship. Our concerns, which we detail below, focus on what we see as deficiencies in content and process of developing the Competency Profile from the perspective of how it may impact Canadian law schools.
First, CALT is committed to the idea of life-long learning for lawyers, as are most law societies. For us this means there are at least three stages of legal education: academic training, pre-call bar admissions processes or their equivalent, and post-call continuing professional development. For each of these stages to work, there must be respectful collaboration between the law societies and the legal academy. Regrettably, the process that has been adopted to develop the Competency Profile for NCA students falls short of respectful collaboration. From what you have shared with us, it has been ongoing for at least two years without any formal communications with Canadian law schools or bodies representing the legal academy. Moreover, you have indicated that your hope is to complete the profile by February or March 2022, thereby indicating that you believe that most of the work has now been done. Our concern is that any consultations at this stage are too little and too late to be meaningful. This is especially so given the potential impact on the National Requirement. In our view, Canadian law schools, individual law professors with subject-matter expertise, and relevant associations of law teachers ought to have been integrated into this process in a more substantial way at a much earlier time. We are also concerned that the current work on the competency profile appears to have overlooked the need to consult with clients and communities, especially justice-seeking communities, about what competencies lawyers ought to have. As we will indicate in our final paragraph what is required is a fundamental rethink and reset of both the process and the aspirations of the project.
Second, our core concern is that by identifying an extremely detailed list of level one competencies, in effect the FLSC is presuming to dictate to law schools, whether they are in Canada or elsewhere, what to teach law students. Law schools have an academic mission that is distinct from the mission of law societies. One of the fundamental responsibilities of law schools, among others, is to help our students, through a variety of perspectives and pedagogical approaches, to think critically about both law and the legal system. However, the idea of critical thinking barely appears in your list of competencies. Rather, the goal seems to be to ensure that students are ‘practice ready’ in a highly technical sense. In keeping with the idea of a continuum of learning, law schools acknowledge that their programs lay an important foundation for legal practice across the range of knowledge, skills and values required for competent lawyering. But law schools do not confine themselves to that foundation and can only go so far in that direction. The foundation laid in law schools enables graduates to be ready to transition to practice, but it does not seek to make them practice ready in the narrow and limited sense spelled out in the draft Competency Profile. In our opinion this is an attempt to unilaterally change the objectives and operations of law schools, specifically by downloading the long-standing responsibilities of the legal profession for transitional practical training to them.
Third, the outlining of 11 domains, each with multiple sub-competencies, will generate numerous problems:
- If the profile, and all its details, is applied to law schools, it will dictate nearly the entirety of law school course offerings. Students will have to enroll in a substantial number of mandatory courses in all years of study. As such, the profile will limit student choice vis-à-vis their course selections. If students have to fulfill these competencies, there will be little room for them to explore the wide variety of offerings, both substantive and pedagogical, currently available at Canadian law schools. For example, in recent years, in response to student demands, many law schools have begun offering specializations/certificates in certain areas of law. To attain such a certificate, students are required to take a designated number of credits in a given field. This will be impossible to achieve if they must comply with the competency profile as it is currently designed.
- The competency profile itself presumes a uni-dimensional lawyer, because the focus seems to be to prepare lawyers for a traditional vision of generalized solo practice. Solo practitioners are an extremely important part of the legal profession and are often on the front lines of access to justice. However, even solo practise is highly heterogenous and increasingly specialized, and of course many law school graduates do not pursue this practice route at all. They join larger firms, become government lawyers, work in-house, and so on. Moreover, in all of those practise environments there is constant change in legal substance, processes and approaches – which are the focus of the competencies – whereas the deeper capacity for critical thinking, to which law schools are oriented, is an enduring requirement.
We agree that there should be support for lawyers who seek solo practice, and that law schools can play an important role in establishing foundations for solo practice. But law schools must limit themselves to that foundational role, while also providing a foundation for a broader spectrum of practise environments and in relation to the broader range of contexts in which our graduates may engage.
- The competency profile will stymie innovation and modernization of law school curricula. Law schools are very much aware that law and the legal profession are in transition locally, nationally, and internationally. We constantly assess and rework our course offerings to ensure that our students have a legal education that is relevant to a rapidly changing world. The micromanagement and inherent rigidity embedded in the competency profile is ill-suited to such a fluid and forward-looking understanding of the nature and function of university-based legal education.'
- The competency profile will result in a cookie-cutter approach to legal education, whereby each law school will have to offer a roughly similar curriculum. In recent years we have witnessed the increasing diversification of Canadian law schools, as each has pursued its own vision. Rather than embracing this diversity, the profile promotes uniformity and demands conformity.
- The channeling of students into a significant number of mandatory courses will dramatically impair joint academic programs between law and other disciplines such as computer science, Indigenous studies, social work, the humanities, engineering and business administration. It will also negatively affect the potential for students to spend a term on exchange at a university in another country. Both joint programs and exchanges depend on students having a reasonable amount of flexibility in their choice of courses.
As we have noted earlier, we envision the relationship between the law societies and universities to be collaborative and co-operative. To this end we suggest that the next steps should be 1) to create a new level one profile that better encapsulates the objectives of academic legal education and is the product of a partnership between law schools and the law societies and 2) to merge what is currently level 1 with level 2 and ensure that the law societies provide adequate transitional education opportunities prior to the call to the Bar, including, where appropriate, through collaboration with interested law schools (such as through the integrated practise program available in Ontario). Furthermore, in pursuit of the goal of life-long learning, we would also encourage for law societies, perhaps in partnership with law schools where appropriate, to design and deliver robust mandatory continuing professional development programmes.
We trust that this submission will provide a more specific articulation of the concerns of CALT and look forward to further consultation with the FLSC.
Richard Devlin & David Wiseman,
On behalf of the Executive of CALT/ACPD
Call for Papers
Family Law Reform
(special issue scheduled for publication, Summer 2023)
Sherbrooke, November 1, 2021
Following the presentation of Bill 2 – Loi portant sur la réforme du droit de la famille en matière de filiation et modifiant le Code civil en matière de droits de la personnalité et d’état civil, October 21, 2021, by the Minister of Justice Simon JolinBarrette, the Faculty of Law of the Université de Sherbrooke will host a one-day conference on this Family Law Reform proposal in the Spring of 2022.
This conference, organized under the direction of Professors Andréanne Malacket (Université de Sherbrooke) and Johanne Clouet (Université de Montréal), will be presided by the Honorable Nicholas Kasirer (Honorary President). It will bring together leading experts who will examine different facets of this substantial reform in private law, notably by addressing its impact on the following subjects:
- Filiation by blood;
- Filiation by assisted procreation, including surrogacy;
- Gender identity;
- Tutorship and parental authority; • The right to know one’s origins.
The preliminary program as well as the date of the conference will be announced within the next few weeks.
In addition to this conference, the proceedings of which shall be published, the Revue de droit de l’Université de Sherbrooke has decided to issue a general call for papers.
We are happy to announce that registration is now open for the CALT 2021 virtual conference (7-10 June) here. There is no registration fee, but registration is obligatory. Also, an updated Program in Brief, as well as the Full Program, are now available.
Brandon Stewart (Dalhousie) and Lynda Collins (Ottawa) are inviting people to join in on June 1, 2021 from 1:00-3:35pm EST for an online symposium on Teaching Wellbeing in the Law.
Speakers will include:
- Professor Marilyn Poitras (University of Saskatchewan), who created Canada’s first law school course in “Happiness and the Law” and now directs the Indigenous Law Centre at the University of Saskatchewan
- Professor Rhonda Magee (University of San Francisco), author of The Inner Work of Racial Justice: Healing Ourselves and Transforming our Communities through Mindfulness
- Professor Thomas Telfer (Western University), who teaches “Mindfulness and the Legal Profession”
- Daniel Lussier-Meek (University of Ottawa), Director of Indigenous and Community Relations
- Professor Brandon Stewart (Dalhousie University), co-author of “Engendering Hope in Environmental Law Students”
- Professor Jordana Confino (Fordham University), who teaches a course on Positive Lawyering
- Professor Karen Ragoonaden (University of British Columbia), who is an expert in Mindful Approaches to Anti-Oppression Pedagogy
- Professor Lynda Collins (University of Ottawa), who teaches “Happiness and the Law”
- Heather Cross, Appellate lawyer and teacher of “Mindfulness in the Law”
Below you can find both connection information and a working program. Please direct any questions related to the symposium to [email protected]