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45 Osgoode Hall L.J. 667 (2007)
Counting Outsiders: A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education

handle is hein.journals/ohlj45 and id is 677 raw text is: COUNTING OUTSIDERS: A CRITICAL EXPLORATION OF OUTSIDER COURSE ENROLLMENT IN CANADIAN LEGAL EDUCATION© NATASHA BAKHT, KIM BROOKS, GILLIAN CALDER, JENNIFER KOSHAN, SONIA LAWRENCE, CARISSIMA MATHEN & DEBRA PARKES * In response to anecdotal concerns that student enrollment in outsider courses, and in particular feminist courses, is on the decline in Canadian law schools, the authors explore patterns of course enrollment at seven Canadian law schools. Articulating a definition of outsider that describes those who are members of groups historically lacking power in society, or traditionally outside the realms of fashioning, teaching, and adjudicating the law, the authors document the results of quantitative and qualitative surveys conducted at their respective schools to argue that outsider pedagogy remains a critical component of legal education. The article situates the numerical survey results against both a critical review of the literature on outsider legal pedagogy and detailed explanations of student decision-making in elective courses drawn from En reaction A des anecdotes pr~occupantes selon lesquelles le nombre d'inscriptions d'Etudiants des cours . marginaux ., et en particulier s des cours sur la condition feminine, est en chute dans les facult6s de droit canadiennes, les auteurs approfondissent les sch(mas d'inscription aux cours dans sept facult~s de droit canadiennes. Les auteurs formulent une definition du terme , marginal ,, definition d~crivant les membres de groupes qui, historiquement, manquent de pouvoir dans la soci6t6, ou qui, traditionnellement, se situent hors des domaines oil se fagonne, s'enseigne et s'applique le droit. Ensuite, les auteurs documentent les r~sultats de sondages quantitatifs et qualitatifs r~alis~s dans leurs facult6s respectives, pour avancer que la p~dagogie marginale demeure une composante critique de l'6ducation juridique. L'article resitue les chiffres resultant do sondage autant par rapport une © 2007, N. Bakht, K. Brooks, G. Calder, J. Koshan, S. Lawrence, C. Mathen, D. Parkes. Bringing together the material for this article, and particularly the school-specific data, took a good deal of time and attention to detail. We are grateful for the hard work of Karen Argento, Allison Brown, Chantal ForE, Chrystine Frank, Mark Hamilton, Shauna Labman, Yvonne Lawson, Linda Legault, Stephanie Mayor, Susan Morin, Rosa Muller, Deborah Needley, Catherine Nowak, Wayne Silliker, Linda Skoropata, Jonathan Tong, Lorna Turnbull, John Williamson, Karen Willoughby, and Hadielia Yassiri. We thank Anjali Coyle for her work as the student coordinator for this project, Bill Mercer and Tracey Peter for their assistance in the preparation and analysis of the quantitative data, and Grant Hughes for his research assistance in the final stages of the project. Previous versions of this article were presented at the University of Toronto Faculty of Law Diversity Workshop in March 2007, the Canadian Law and Society Association Annual Meetings in Saskatoon in June 2007, the Law and Society Association Annual Meetings in Berlin in July 2007, the Osgoode Hall Law School Feminist Fridays Series in September 2007, and at the University of Victoria Faculty of Law in September 2007. We thank all participants at these presentations for their comments, suggestions, and engagement. In addition, the following people provided useful feedback on drafts of the manuscript: Constance Backhouse, Nigel Bankes, Susan B. Boyd, Karen Busby, Rosemary Cairns-Way, Janice Cheney, Myron Gochnauer, Shin Imai, Jonnette Watson Hamilton, and the editors of the Osgoode Hall Law Journal. Finally, this project would not have been possible without the support of a scholarship arranged through UBC's Faculty Certificate Program and through funds provided by UBC Law's Faculty Scholar award.

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