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Abstract

Clinicians argue that the clinical teaching approach does not fall prey to the hierarchical structure of the traditional faculty-student relationship. The argument has been made that traditional faculty, while engaged in the "Socratic" method of teaching, have used a hierarchical structure to manipulate and abuse the power relationship between themselves and their students. Clinical methodology, on the other hand, permits a relationship with the student that more closely approximates the model of the ideal lawyer-client relationship, that of equals or "near equals." Occasionally a dissenting voice arises and challenges the notion that clinical methodology is any less manipulative than traditional socratic methodology. However, for the most part there appears to be agreement that clinical methodology promotes a more receptive learning environment for the student and, by rejecting hierarchy, creates a better relationship between student and faculty supervisor. Due recognition is given to the fact the implementation of the model does not always manage to reflect the ideal. From the perspective of an African-American clinician, I question the wholesale rejection of the use of hierarchy. Nor do I agree that clinical methodology necessarily produces a more receptive learning environment for my students. The addition of clinical faculty of color forces a re-examination of the power relationship debate. Such re-examination is required for two reasons: the clinician of color does not enter the academy with the same level of power as her white colleagues and her status in the community of practitioners will produce a different range of experiences for her students.

Publication Title

Clinical Law Review

Volume

1

Issue

1

First Page

187

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