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55 Law Tchr. 1 (2021)

handle is hein.journals/lwtch55 and id is 1 raw text is: THE LAW TEACHER 2021, VOL. 55, NO. 1, 1-4 Association of 3 Routledge https://doi.org/10.1080/03069400.2021.1872180 Law Teachers Taylor&Francis Group Introduction Graham Ferrisa and Martha Fineman' aAssociate Professor in Law, Nottingham Law School, Nottingham Trent University, Nottingham; bRobert W. Woodruff Professor of Law, Emory University, Atlanta This special issue is made up of articles developed from papers first delivered at an international workshop on vulnerability and academic labour in Nottingham, an event supported by The Law Teacher, the Vulnerability and the Human Condition Initiative (VHCI), and Nottingham Trent University. The initial impetus was very specific and personal - a realisation amongst members of The Law Teacher editorial board that our after business conversation was dominated by concerns around the relentless demands being made on ourselves and our colleagues by our roles as legal educators. It was clear that wellbeing concerns went beyond the student body and encompassed the academic workforce, and the situation felt new and threatening. Graham Ferris, serving multiple roles - staff member at Nottingham Trent, member of The Law Teacher board, and visiting scholar at Emory University - approached the parties who sponsored the workshop and took his place in the organising committee with Professors Martha Albertson Fineman and Stu Marvel from Emory. The workshop was successful and identified enough quality work to support a special issue and here we are. In the face of a global pandemic it is clear that the vulnerability of both people and institutions cannot be denied. Modernity may have freed those in the developed world from some risks (such as famine), but it has generated its own set of risks (such as the unprecedently swift spreading of global pandemics). Vulnerability theory is based on the realisation that vulnerability is a central and inescapable aspect of the human condition, arising from our embodiment and mandating our continuous dependence on social institutions and relationships. The articles in this special issue all draw upon vulnerability theory to try and understand what its implications are for legal education, legal educators, academics, and our societies today. Legal education and legal educators face inherent internal tensions across time and place. One might give as examples such narrow concerns as divergences in staff and student expectations around the relationship between legal education and preparation for practice, or the problems posed to legal education by any attempt to prepare students for the pressures of the workplace upon ethical conduct. This special issue is primarily concerned not with these internal pressures but with external social, eco- nomic and political pressures that have an impact upon the conduct of legal education in the modern world. These external or broad pressures operate at an international and systemic level, although they are mediated through more local institutions. CONTACT Graham Ferris ® Graham.ferris@ntu.ac.uk © 2021 The Association of Law Teachers

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