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26 Journal of Law and Social Policy 1 (2017)

handle is hein.journals/jlsp26 and id is 1 raw text is: Barkaskas and Buhler: Beyond Reconciliation: Decolonizing Clinical Legal Education Beyond Reconciliation: Decolonizing Clinical Legal Education PATRICIA BARKASKAS & SARAH BUHLER Comment les cliniques juridiques et les 6ducateurs juridiques cliniciens r6agissent-ils aux prejudices continus du colonialisme de peuplement ? A l'heure oil la << r6conciliation >> est trbs pr6sente pour plusieurs 6ducatrices et 6ducateurs juridiques - compte tenu des appels a l'action de la Commission de verite et de r6conciliation, est-ce que la r6conciliation peut se faire de manibre efficace par l'enseignement clinique du droit ? Est-ce que la r6conciliation exige la decolonisation et, si c'est le cas, est-ce que l'enseignement clinique du droit peut se diriger vers celle-ci ? VoilA les questions dont traitent le pr6sent article. A partir de nos exp6riences respectives des programmes d'enseignement clinique du droit de l'University of British Columbia et de l'University of Saskatchewan, et en fondant notre analyse sur la litt6rature critique sur le colonialisme de peuplement et la d6colonisation, nous avanqons que le but de la r6conciliation, telle qu'elle est generalement comprise, n'est pas suffisant et que nous devons aller plus loin pour contester la structure du colonialisme de peuplement en d6colonisant et en int6grant les perspectives autochtones A l'enseignement clinique du droit. Nous soutenons que les approches A la d6colonisation et l'engagement vers l'integration de perspectives autochtones a la fois dans les dimensions theoriques et pratiques des programmes d'enseignement clinique du droit, peuvent intervenir dans 1'education juridique normative et confronter l'hegemonie coloniale qui sous-tend le systhme juridique canadien. Ultimement, nous croyons qu'il est destabilisant, productif et essentiel que ceux et celles d'entre nous qui sont impliques dans l'enseignement clinique du droit au Canada apprennent avec et des communaut6s autochtones, relativement aux d6fis et aux possibilit6s que pr6sente le fait de se diriger vers une justice d6colonialis6e. How can legal clinics and clinical legal educators respond to the ongoing harms of settler colonialism? At a time when reconciliation is top of mind for many legal educators in light of the Truth and Reconciliation Commission calls to action, can reconciliation be taken up in a meaningful way through clinical legal education? Does reconciliation demand decolonization and if so can clinical legal education work towards decolonization? These are the questions we consider in this article. Drawing on our respective experiences with the University of British Columbia and the University of Saskatchewan's clinical law programs, and grounding our analysis in the critical literature on settler colonialism and decolonization, we propose that the aim of reconciliation, at least as it is typically understood, is not enough and that we must go further to challenge the structure of settler colonialism by decolonizing and Indigenizing clinical legal education. We argue that decolonial approaches and engagement with processes of Indigenization in both the academic and practical aspects of Sarah Buhler is an Associate Professor at the University of Saskatchewan College of Law. Patricia Barkaskas is the Academic Director, Indigenous Community Legal Clinic, and an Instructor at The University of British Columbia Peter A. Allard School of Law. Published by Osgoode Digital Commons,

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