Table of Contents

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.

About the Author

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.

Věra 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.

Reviews

"There is perhaps no more timely topic than migration. In this volume, the editors and legal educators have packaged the what and the how - with an emphasis on workability, sustainability, and practicality. Authored by an international and interdisciplinary array of scholars and lawyers who have "lived law," the text is designed for teachers, students and anyone active in the field to study and practise in a civil or common law context, with an appreciation and application of the best clinical and other hands-on learning methods."Stephen A. Rosenbaum, Frank C. Newman Lecturer in Law, University of California, Berkeley