Abstract
The Legal Advice Clinic at Huddersfield is now operational. It is located permanently in town centre shop premises in the heart of the local community. In this chapter we will explain theoretically and with qualitative evidence how our social justice design for clinical education at Huddersfield seeks to embed reflective activity into each stage of procedure and protocol of the advice process. This strategy avoids the documented deficiencies of a ‘bolted on’ approach to reflective practice, namely, the ephemeral conscious influence of reflection on the practitioner, and more importantly, the lack of a substantive ethical context and direction for reflection that is the sine qua non of autonomy.
| Original language | English |
|---|---|
| Title of host publication | Social Justice and Legal Education |
| Editors | Chris Ashford, Paul McKeown |
| Publisher | Cambridge Scholars Publishing |
| Chapter | 5 |
| Pages | 65-83 |
| Number of pages | 18 |
| ISBN (Print) | 1527506460, 9781527506466 |
| Publication status | Published - 1 Apr 2018 |
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Cite this
Drake, P., Taylor, N., & Toddington, S. (2018). Ethical Engagement, Embedded Reflection, and Mutual Empowerment in the Clinical Process. In C. Ashford, & P. McKeown (Eds.), Social Justice and Legal Education (pp. 65-83). Cambridge Scholars Publishing.