Addressing implicit bias: A theoretical model for promoting integrative reflective practice in live-client law clinics

Despite the proliferation of Clinical Legal Education programmes in England and Wales, such as live-client clinics, legal education and training 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 a lawyers’ acquisition of knowledge is not confined to information found in books. This paper seeks to construct a theoretical model which not only promotes integrative reflective practice but also assists students in the acquisition of client knowledge that is not fully tainted by their preconceived knowledge or bias.

Student input has been an integral part of this project in informing the researchers’ understanding of how preconceived biases impact on clinical practice. As such, the project examples students-as-partners in research and in the development of legal education praxis. To reflect this, the paper will be co-presented by University of Bristol’s Law Clinic students, who will demonstrate the nature of the issues encountered in their clinical practice before sharing their views on the practical value of the reflective model in overcoming implicit bias.