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  1. The Case for an International Hard Law on Corporate Killing.Marc Johnson - 2024 - Keele Law Review 5 (1):1-28.
    On 4 December 2006, during discussions on the Corporate Manslaughter and Corporate Homicide Bill, Andrew Dismore, Member of Parliament and then Chair of the Joint Committee on Human Rights, said, ‘Organisations can kill people … but it is the actions and omissions of people in organisations that cumulatively cause death’. However, the corporate entity is a vehicle for the communal actions of those who guide the business activities. Attempting to seek out persons or people that are solely responsible for deaths (...)
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  2. Addressing implicit bias: A theoretical model for promoting integrative reflective practice in live-client law clinics.Marc Johnson & Omar Madhloom - 2024 - European Journal of Legal Education 5 (1):55-87.
    Clinical Legal Education programmes now take place in most law schools in England and Wales. However, legal education continues to be predominantly focused on the analysis and application of rules, doctrines, and theories to hypothetical scenarios or essay questions. This form of pedagogy either minimises or ignores the role of the client in terms of supplying lawyers with knowledge pertinent to their case. In other words, it overlooks the fact that the lawyer’s acquisition of knowledge is not confined to technical (...)
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    Essays as “clinical” pedagogy: a Hegelian approach to essay writing.Marc Johnson & Laura Bradley - 2024 - The Law Teacher 58 (4):515-534.
    Current debates in Clinical Legal Education (CLE) exclude essay writing as a legitimate form of ‘clinical’ pedagogy. This article argues that essay writing should be classified as a form of CLE due to its potential to mirror legal practice and enhance students' reflective capacities. By incorporating Hegelian dialectical reasoning, the paper proposes a structured approach to legal essay writing that includes thesis, antithesis, and synthesis. This method encourages students to engage deeply with legal arguments, reflecting on their merits and counterarguments. (...)
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