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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