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28 Yale J. Int'l L. 505 (2003)
Lawyering for Justice and the Inevitablity of International Human Rights Clinics

handle is hein.journals/yjil28 and id is 515 raw text is: Lawyering for Justice and the Inevitability of International Human Rights Clinics Deena R. Hurwitzf I. IN TR O D U C T IO N ............................................................................................................................. 50 5 1I. THE PRACTICE OF INTERNATIONAL HUMAN RIGHTS .................................................................... 510 A . W hat Is H um an Rights Lawyering? ................................................................................ 512 B. A Human Rights Approach to Advocacy ......................................................................... 516 C . H um an Rights Strategy in Context .................................................................................. 518 D. Normative Values of Human Rights Lawyering .............................................................. 521 III. TAPPING THE PEDAGOGICAL ROOTS OF CLINICAL LEGAL EDUCATION ........................................ 523 A. Demands for Relevance in Legal Education: The Social Justice Mission ...................... 523 B. Experiential Learning: Blending Theory with Practice .................................................. 527 C . Thinking Like an A dvocate .............................................................................................. 529 D. Advocacy in the Academy: The Clinic in Relation to Social Movements ........................ 530 IV. W HAT IS AN INTERNATIONAL HUMAN RIGHTS CLINIC9 ............................................................... 532 A. The Ambiguous Position of Asylum Practice Within International Human Rights ........ 534 B. How the Practice Shapes the Pedagogy of Clinical Human Rights ................................ 536 C. Selecting Clinic Projects. The Substance of Human Rights Pedagogy and the Value in N orm ative Tension .......................................................................................................... 539 V . C O N C LU SIO N ................................................................................................................................ 54 8 APPENDIX: INTERNATIONAL HUMAN RIGHTS CLINICS AND CENTERS IN U.S. LAW SCHOOLS .................. 549 I. INTRODUCTION Globalization may be taken for granted, but is the U.S. legal profession prepared? A 1996 survey conducted by the American Bar Association (ABA) Section on International Law and Practice found that law schools are responding to the demand for global relevance in legal studies by offering multiple and diverse courses in international and comparative law. 1 Beginning t Robert M. Cover/Allard K. Lowenstein Fellow in International Human Rights Law, Yale Law School (2000-2003). I would like to thank Jim Silk for his invaluable mentorship, ideas, and editing; Pia Justesen, Deborah Cantrell, Steve Wizner, Harold Koh, and Paul Kahn for their input on various drafts; Doug Ford for his constant and loving support and assistance; Steve Gunn, Jean Koh Peters, Jamie O'Connell, and the students and participants in the Lowenstein Clinic and Schell Center Human Rights Workshop, who generated thoughtful questions and comments. I. Results of ABA Survey Regarding Internationalization at United States Law Schools, reprinted in John A. Barrett, Jr., International Legal Education in the United States: Being Educated for Domestic Practice While Living in a Global Society, 12 AM. U. J. INT'L L. & POL'Y 975, app. (1997) [hereinafter ABA Survey]. Ninety percent of the schools surveyed offer five or more international law courses. This is a significant increase over the years, as shown in earlier surveys by John King Gamble and Richard W. Edwards. See Barrett, Jr., supra, at 991-96 (citing JOHN KING GAMBLE, TEACHING INTERNATIONAL LAW IN THE 1990s (1992); RICHARD W. EDWARDS, JR., INTERNATIONAL LEGAL STUDIES: A SURVEY OF TEACHING IN AMERICAN LAW SCHOOLS 1963-1964 (1965)).

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