![handle is hein.journals/clled27 and id is 1 raw text is:
Editorial
REFLECTING ON THE 'POWER' OF CLINICAL LEGAL EDUCATION
Elaine Hall
elaine.hall@northumbria.ac.uk
In this issue contributors from across the world have been reflecting critically on the
implications of clinic in different academic and geographical settings. In particular,
how student's experiences of clinic within the university impacts their work outside
the university. The flow of skills, knowledge and values between the university and
the community invites us to look beyond the classroom and consider the multifaceted
impacts of clinical legal education.
Firstly, Melanie Walker asks us to think about epistemic justice and the role of legal
educators in shaping public good professionals go on to use their skills for the benefit
of others. Using critical theory she draws out the ways in which legal educators and
students must engage with epistemic inequalities in legal knowledge making. These
elements are encapsulated perfectly in the closing quote from Nelson Mandela; to be
free [is] to live in a way that respects and enhances the freedoms of others.
Claudia Man-yiu Tam's study of student perceptions of clinical legal education at
Hong Kong University indicates a successful integration of experiential legal
education in Hong Kong. She finds that students feel that working in the clinic
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