The Guerrilla Guides to Law Teaching are a collective effort to acknowledge and confront our present “movement moment” within our classrooms. We embrace this moment as an important opportunity to revisit methods and sources of teaching in the legal academy, and to generate creative approaches that break us out of traditional modes of thinking. We approach this project with a sense of urgency given that many of the movements of the day –the Movement for Black Lives, #Not1More, #IdleNoMore, #Fightfor15, Occupy– have at the center of their critique our system of laws. And that those critiques represent long-standing concerns in communities of color and poor communities about law’s violence and inequality. These critiques about law are important, they deserve our attention and scrutiny. They can no longer remain at the periphery of law teaching. We think that critical understanding of how law is enforced–or not–and how legal systems operate differently for differently situated people advances and motivates law student acquisition of essential legal concepts across fields of study and practice.
We share these statements on the basis of a collective track record of work both in and out of the classroom, as well as with deep recognition of our own vulnerabilities and with full awareness of the mistakes that we have made and will continue to make as we labor to meet our commitments. We think the moment demands that we move beyond our zones of comfort to seek and nurture colleagues and allies. We describe our vision in Guide No. 1, in which we detail our four principles: building solidarities, advancing resistance, broadening & deepening discourse, and pursuing radical interventions.
We are an evolving group of legal educators, including:
- Amna Akbar, Ohio State University Moritz College of Law
- Sameer Ashar, University of California, Irvine School of Law
- Bill Quigley, Loyola University New Orleans College of Law
- Jocelyn Simonson, Brooklyn Law School
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