| Law school is the first formal step in legal professionalization, and impacts perceptions of students who later become members of the profession. The values dominant in the profession, and in the formal and informal spaces of law schools, affect how students identify with the legal professional culture and conceive of the profession's obligation to serve the public interest.;Implementing curricular strategies that make law students central to learning would allow them to participate in contributing to the meaning of legal professionalism and its attendant obligations. Transformative learning and non-substantive public interest theories are constructivist, meaning learning is student-centred. Applying them to law school curriculum might allow students to actively engage in discourse that is perspective-shifting, without disconnecting from values and ideals they identified with upon entry into law school. Here, those theories are applied to recent initiatives at Osgoode Hall Law School, aimed to better incorporate legal ethics and professionalism into the curriculum. |
