CANADIAN ASSOCIATION OF LAW TEACHERS
L’ASSOCIATION CANADIENNE DES PROFESSEURS DE DROIT

Sonia Lawrence

  • UBC Allard School of Law 2022-2023 Global South Visiting Scholar In-Residence || Deadline: June 30, 2022

    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.


  • published CALT Conference Series 2022 in Conference 2022-03-14 17:09:10 -0400

    CALT Conference Series 2022

    CALL FOR PROPOSALS

    Online workshops and roundtables (and more)

    to be held in June 2022

     

    Deadline for Proposals April 22 2022

    In lieu of a conference this summer, CALT proposes a series of Wednesday sessions in June, with a longer session including our AGM on June 8th

    CALT is now soliciting proposals from Canadian law teachers for online roundtables or workshops connected to legal education.

    For events included in the series, CALT will provide publicity (through its website, mailing list, and other channels) and assume responsibility for the technical aspects of hosting the meeting (registration through Zoom, etc.).

    CALT would be glad to consider partnering with other academic or professional organizations in order to co-host particular events in the series.

     

    Proposals should address a unified theme, and be designed for a total duration of 60 to 120 minutes, including activities and/or discussion.

     

    Sessions may be in one of two formats: workshops (with active learning and participatory approaches aimed at capacity building); or, roundtables (interactive discussion and exchange, either with a small group of panelists with some participation by the room, or intended to engage the whole room). Other formats may be proposed.

     

    Proposals should be contained in a standalone Word document (i.e. not in the body of an email) that is no longer than 2 pages and must provide the following information:

    • Session title;
    • Session format (workshop, roundtable or other) and length
    • Brief description of session topic, content and agenda (100-500 words)
    • Identification at least 3 presenters, including a session chair.

    **Please note while CALT has currently suspended membership fees, we will be reinstating modest membership fees before June 2022, in the <$50 range for full time faculty.  All presenters will be expected to become CALT members and pay the membership fee)

    • Brief biographical information for each contributor (including institutional affiliation and position title or program status);
    • Identification of partner (co-hosting) organization, if any;
    • Preferred dates, if any (June 1, 15, 22, 29 are the Wednesday dates we are looking at – along with the second Wednesday of the month in some of all of July through December.

    Please send all proposals, in Word format, as well as any suggestions or expressions of interest, to <[email protected]> no later than April 22 2022.

    The CALT Conference Committee will review all proposals and make selections based on timeliness, rigour, anticipated interest of CALT members, and potential for interactive exchange and learning impact.

    If a proposal is selected, members of the CALT Conference Committee will contact the persons making the proposal to agree upon a date and time. The Committee may request additional information and modifications.


  • published Join our email list 2022-02-24 07:45:19 -0500

    Join our email list

    CALT sends out emails infrequently - a maximum of once per week, and usually once per month or less. Join our email list.  We are currently reviewing our membership policies, and will update them here as soon as possible.  Being on the mailing list is not the same as being a member.  Generally membership is not required to attend our events.  

    Sign up

  • CALT Letter to the Canadian Federation of Law Societies / ACPD Lettre à la Fédération des ordres professionnels de juristes du Canada 

    [version fr]

    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

     

     


  • Lincoln Alexander School of Law (Ryerson/X): Six (6) Ass't Prof/Tenure Track Positions in Law

    Six tenure track Assistant Prof positions! "Applications received by December 6, 2021, are guaranteed consideration, but the positions will remain open until filled".  Details below the jump or here on Ryerson's website.

    "Any confidential inquiries about the opportunity can be directed to the School Hiring Committee Chair, Professor Asher Alkoby at [email protected]"

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  • Job Opportunity (deadline Nov22): ED & General Counsel Canadian Civil Liberties Association

    The CCLA is hiring a combined ED/GC ("consideration will be given to splitting the roles"). Accessing the page at the search firm is a little tricky - click here, and choose Ontario and Legal as your filters.  The ad is copied below. 

    "The Canadian Civil Liberties Association (CCLA) is a non-profit organization in Canada devoted to the defence of civil liberties and constitutional rights. CCLA is a human rights and national civil liberties organization committed to defending the rights, dignity, safety, and freedoms of all people in Canada. Founded in 1964, CCLA is the pre-eminent voice advocating for the rights and freedoms of all Canadians and all persons living in Canada, working in the courts, before legislative committees, in the classrooms, and in the streets, protecting the dignity and rights of Canadians.

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  • Call for Papers/Conference Family Law Reform: Revue de Droit de Université de Sherbrooke

     

     

    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;
    • Adoption;
    • 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.

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  • Allard School of Law UBC: Up to 2 Assistant/Associate Professor Appointments

    Peter A. Allard School of Law University of British Columbia 

    Assistant/Associate Professor Appointments 

    The University of British Columbia’s Peter A. Allard School of Law invites applications for up to two tenure-track or tenured appointments at the level of Assistant or Associate Professor. We seek candidates whose demonstrated research and teaching interests are focused in at least one of the following areas: health law, disability law, tort law, trusts, conflict of laws, and professional ethics. Successful candidates will demonstrate an ability to teach in our core curriculum. 

    The Allard School of Law is committed to excellence in legal education and research. As part of an outstanding public university, situated on traditional, ancestral and unceded Musqueam lands in one of the most open, diverse and beautiful places in the world, we provide an inspiring environment for legal scholars and students to study law and its role in society, and to contribute to improving lives in our local communities, across Canada, and around the world. 

    Click here for a pdf of this posting.

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  • Allard School of Law UBC Canada Research Chair Tier 2 (Due October 17, 2021)

     

     Peter A. Allard School of Law University of British Columbia 

     Canada Research Chair (Tier 2) in Law 

    The Peter A. Allard School of Law at the University of British Columbia (UBC), Vancouver, invites applicants for a Canada Research Chair, Tier II in Law. This position is expected to be a full-time, tenure-track appointment at the rank of Assistant or Associate Professor. Candidates with several years of full-time teaching experience and a substantial research record well beyond their graduate work may be considered for an appointment at the Assistant Professor level, if they are not yet appointable at the Associate level. 

    The successful candidate will have a JD, LLB or equivalent law degree and, absent exceptional circumstances, a completed PhD or SJD or other doctoral degree in law or a related discipline. The successful candidate will have an outstanding academic profile, including scholarly publications and research plans that demonstrate the potential to contribute to the nationally and internationally acclaimed record of research and scholarship at one of Canada’s premier law schools. The successful candidate will also be expected to establish a productive scholarly agenda, to provide effective teaching and mentoring of JD and graduate students, to teach in the core curriculum, and to assume leadership roles within the School of Law appropriate for the appointed rank. 

    Click here for a PDF of this posting. 

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  • DEADLINE EXTENDED Allard School of Law UBC Tenure-Track or Tenured Faculty Indigenous Faculty Appointment (due Nov 15 2021)

    Peter A. Allard School of Law University of British Columbia 

    Tenure-Track or Tenured Faculty 

    Indigenous Faculty Appointment 

    DEADLINE EXTENDED TO NOV 15 2021

    The Peter A. Allard School of Law at the University of British Columbia seeks to recruit an outstanding Indigenous senior facultymember and invites applications from Indigenous candidates for a full-time tenure-track or tenured appointment, ideally at the rank of Associate or Full Professor. It is expected that the position will commence July 1, 2022, subject to negotiation with the successful candidate. The successful candidate will be appointed to the rank appropriate to their qualifications and experience. The position is also subject to budgetary approval. 

    Absent exceptional circumstances, a LL.B., J.D. or equivalent law degree plus relevant advanced graduate level education in law or related fields will be required. Exceptional circumstances can include placement in relevant senior political, administrative, and/or legal positions. The successful candidate will be an Indigenous person with a strong record of academic research and/or professional activities, demonstrated achievement in education, and a commitment to contributing to one of Canada’s premier law schools. For those meeting the educational criteria, additional experience in working with Indigenous communities is an asset. There are no subject area requirements for the candidate’s scholarly and teaching contributions to Allard Law, although it will be helpful for candidates to identify ways in which their work will contribute to the School’s programs in teaching and research. Salary will be commensurate with the qualifications of the candidate. 

    Click here for a pdf of this posting

     

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  • Teaching Wellbeing in Law: June 1, 1-335PM online.

    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]

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