Teaching Migration and Asylum Law
Theory and Practice
Herausgeber: Grimes, Richard; Stege, Ulrich; Honuskova, V&
Teaching Migration and Asylum Law
Theory and Practice
Herausgeber: Grimes, Richard; Stege, Ulrich; Honuskova, V&
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This highly topical book demonstrates the theoretical and practical importance of the study of migration law. It outlines approaches that may be taken in the design, delivery and evaluation of this study in law schools and universities to ensure an optimum level of learning.
This highly topical book demonstrates the theoretical and practical importance of the study of migration law. It outlines approaches that may be taken in the design, delivery and evaluation of this study in law schools and universities to ensure an optimum level of learning.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 260
- Erscheinungstermin: 25. September 2023
- Englisch
- Abmessung: 234mm x 156mm x 14mm
- Gewicht: 367g
- ISBN-13: 9780367765798
- ISBN-10: 0367765799
- Artikelnr.: 68715839
- Verlag: Taylor & Francis
- Seitenzahl: 260
- Erscheinungstermin: 25. September 2023
- Englisch
- Abmessung: 234mm x 156mm x 14mm
- Gewicht: 367g
- ISBN-13: 9780367765798
- ISBN-10: 0367765799
- Artikelnr.: 68715839
Richard Grimes is a Solicitor who has specialised in publicly funded and pro bono cases. He is currently a Visiting Professor at Charles University, Prague, Czech Republic and at Edinburgh Law School, Scotland. He has devoted his time to developing experiential learning in universities - at home and abroad - and has published widely on the design, delivery and evaluation of legal education. V¿ra Honusková is a Senior Lecturer in International Law at the Faculty of Law, Charles University, Prague, Czech Republic where she specializes in migration and refugee law. She has published extensively in this and related fields and has established a program developing students' knowledge, legal skills and ethical and professional values in the field of migration and refugee law using a variety of teaching methods. Ulrich Stege is Director of the Clinical Legal Education Programme at the International University College of Turin, Italy. In addition to his role at the IUC, he is a practicing lawyer and member of the Italian and German bars, mainly in the field of migration and asylum. He has been active in promoting clinical legal education in Europe and abroad.
1. The theory behind (more) effective learning and teaching. Part 2: What
to teach: content and subject. 2.Creating a Refugee Law Reader: from a
teaching tool to a handbook. 3. Public interest lawyering and
cosmopolitanism: a model for teaching immigration law. 4.Therapeutic
jurisprudence in an asylum and refugee family reunion clinic. 5. Exploring
migration and migrants' rights in clinical legal education: two case
studies. 6. An overview of the teaching of Refugee Law at the University of
Cape Town, Law Faculty. 7. Developing student research skills in migration
clinics. Part 3: How to teach: teaching and learning models. Section A -
Working with real clients. 8. Learning and teaching immigration law through
experience: law school clinical programs. 9. Developing a regional service
for asylum seekers. 10. Teaching clinic within a practice of injustice:
what clinical legal education with asylum-seekers can teach Australian
students about inequity. 11. Meeting the needs of clients and students -
two Australian case studies: Flinders Migration Clinic, and Refugee and
Immigration Legal Service. 12. Clinical Legal Education within the
European-Mediterranean asylum and migration context - inside views from
Valencia and Turin. 13. Clinical legal education and migration: challenges
in the academy. 14. The StrEEt Aware Law Clinic - EU Settlement Scheme Law
Clinic at the University of Edinburgh. Section B - Using simulation and
other approaches. 15. Simulated role play: bridging the 'knowing/doing gap'
in refugee law and policy. 16. Using Live Action Role-Play in teaching
migration and refugee law. 17. Teaching refugee law through moot courts.
18. Theoretical foundations of gaming in teaching the functioning and
future of European Migration- let's play! 19.Using real-life cases as a
basis for learning: experiences from Amsterdam and Zagreb. 20. Studying
online: the opportunities and challenges for the teaching of migration law.
Part 4: Challenges, strategies and ways forward. 21.On building a boat (or,
learning how not to teach refugee law). 22. The clinic as a base for
holistic study. 23The Migration Specialization programme: a laboratory for
teaching migration and refugee law.
to teach: content and subject. 2.Creating a Refugee Law Reader: from a
teaching tool to a handbook. 3. Public interest lawyering and
cosmopolitanism: a model for teaching immigration law. 4.Therapeutic
jurisprudence in an asylum and refugee family reunion clinic. 5. Exploring
migration and migrants' rights in clinical legal education: two case
studies. 6. An overview of the teaching of Refugee Law at the University of
Cape Town, Law Faculty. 7. Developing student research skills in migration
clinics. Part 3: How to teach: teaching and learning models. Section A -
Working with real clients. 8. Learning and teaching immigration law through
experience: law school clinical programs. 9. Developing a regional service
for asylum seekers. 10. Teaching clinic within a practice of injustice:
what clinical legal education with asylum-seekers can teach Australian
students about inequity. 11. Meeting the needs of clients and students -
two Australian case studies: Flinders Migration Clinic, and Refugee and
Immigration Legal Service. 12. Clinical Legal Education within the
European-Mediterranean asylum and migration context - inside views from
Valencia and Turin. 13. Clinical legal education and migration: challenges
in the academy. 14. The StrEEt Aware Law Clinic - EU Settlement Scheme Law
Clinic at the University of Edinburgh. Section B - Using simulation and
other approaches. 15. Simulated role play: bridging the 'knowing/doing gap'
in refugee law and policy. 16. Using Live Action Role-Play in teaching
migration and refugee law. 17. Teaching refugee law through moot courts.
18. Theoretical foundations of gaming in teaching the functioning and
future of European Migration- let's play! 19.Using real-life cases as a
basis for learning: experiences from Amsterdam and Zagreb. 20. Studying
online: the opportunities and challenges for the teaching of migration law.
Part 4: Challenges, strategies and ways forward. 21.On building a boat (or,
learning how not to teach refugee law). 22. The clinic as a base for
holistic study. 23The Migration Specialization programme: a laboratory for
teaching migration and refugee law.
1. The theory behind (more) effective learning and teaching. Part 2: What
to teach: content and subject. 2.Creating a Refugee Law Reader: from a
teaching tool to a handbook. 3. Public interest lawyering and
cosmopolitanism: a model for teaching immigration law. 4.Therapeutic
jurisprudence in an asylum and refugee family reunion clinic. 5. Exploring
migration and migrants' rights in clinical legal education: two case
studies. 6. An overview of the teaching of Refugee Law at the University of
Cape Town, Law Faculty. 7. Developing student research skills in migration
clinics. Part 3: How to teach: teaching and learning models. Section A -
Working with real clients. 8. Learning and teaching immigration law through
experience: law school clinical programs. 9. Developing a regional service
for asylum seekers. 10. Teaching clinic within a practice of injustice:
what clinical legal education with asylum-seekers can teach Australian
students about inequity. 11. Meeting the needs of clients and students -
two Australian case studies: Flinders Migration Clinic, and Refugee and
Immigration Legal Service. 12. Clinical Legal Education within the
European-Mediterranean asylum and migration context - inside views from
Valencia and Turin. 13. Clinical legal education and migration: challenges
in the academy. 14. The StrEEt Aware Law Clinic - EU Settlement Scheme Law
Clinic at the University of Edinburgh. Section B - Using simulation and
other approaches. 15. Simulated role play: bridging the 'knowing/doing gap'
in refugee law and policy. 16. Using Live Action Role-Play in teaching
migration and refugee law. 17. Teaching refugee law through moot courts.
18. Theoretical foundations of gaming in teaching the functioning and
future of European Migration- let's play! 19.Using real-life cases as a
basis for learning: experiences from Amsterdam and Zagreb. 20. Studying
online: the opportunities and challenges for the teaching of migration law.
Part 4: Challenges, strategies and ways forward. 21.On building a boat (or,
learning how not to teach refugee law). 22. The clinic as a base for
holistic study. 23The Migration Specialization programme: a laboratory for
teaching migration and refugee law.
to teach: content and subject. 2.Creating a Refugee Law Reader: from a
teaching tool to a handbook. 3. Public interest lawyering and
cosmopolitanism: a model for teaching immigration law. 4.Therapeutic
jurisprudence in an asylum and refugee family reunion clinic. 5. Exploring
migration and migrants' rights in clinical legal education: two case
studies. 6. An overview of the teaching of Refugee Law at the University of
Cape Town, Law Faculty. 7. Developing student research skills in migration
clinics. Part 3: How to teach: teaching and learning models. Section A -
Working with real clients. 8. Learning and teaching immigration law through
experience: law school clinical programs. 9. Developing a regional service
for asylum seekers. 10. Teaching clinic within a practice of injustice:
what clinical legal education with asylum-seekers can teach Australian
students about inequity. 11. Meeting the needs of clients and students -
two Australian case studies: Flinders Migration Clinic, and Refugee and
Immigration Legal Service. 12. Clinical Legal Education within the
European-Mediterranean asylum and migration context - inside views from
Valencia and Turin. 13. Clinical legal education and migration: challenges
in the academy. 14. The StrEEt Aware Law Clinic - EU Settlement Scheme Law
Clinic at the University of Edinburgh. Section B - Using simulation and
other approaches. 15. Simulated role play: bridging the 'knowing/doing gap'
in refugee law and policy. 16. Using Live Action Role-Play in teaching
migration and refugee law. 17. Teaching refugee law through moot courts.
18. Theoretical foundations of gaming in teaching the functioning and
future of European Migration- let's play! 19.Using real-life cases as a
basis for learning: experiences from Amsterdam and Zagreb. 20. Studying
online: the opportunities and challenges for the teaching of migration law.
Part 4: Challenges, strategies and ways forward. 21.On building a boat (or,
learning how not to teach refugee law). 22. The clinic as a base for
holistic study. 23The Migration Specialization programme: a laboratory for
teaching migration and refugee law.