Transcript Globalizing the Paralegal Curriculum

Presented by
Leslie D. McKesson, Ed. S., NCCP
Paralegal Technology Coordinator/Instructor
Western Piedmont Community College
GLOBALIZING THE PARALEGAL
CURRICULUM
COPYRIGHT 2010
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In 2002, 52% of
American
immigrants came
from Latin America,
25% from Asia, and
14% from Europe.
40 years from now,
minorities will
account for nearly
50% of the
American
population (up
from 31% in 2000).
THE FACE OF AMERICA IS CHANGING
Global interdependence
 Changes to banking and
finance systems
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THE ECONOMY IS CHANGING
Diminishing physical and
technological borders
 Pluralism
 Human Rights
 Environmental Issues
 Global Economics
 Demographic shifts
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SOCIETY IS CHANGING
Outsourcing
 Virtual employment
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THE WAY WE WORK IS CHANGING
LEGAL TRENDS
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The January/March 2010 issue of Paralegal
Today identifies Globalization as the number
one trend effecting paralegals in the coming
year.
 “The
globalization trend will continue as U.S. Law
firms continue to compete for legal work with firms
abroad, as well as in their own back yard. . . .
Paralegals must broaden their knowledge across
multiple jurisdictions and adapt their skills to serve
a global market. ” p. 33
GLOBALIZATION DEFINED
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“Globalization (or globalisation) describes an
ongoing process by which regional economies,
societies, and cultures have become integrated
through a globe-spanning network of
communication and trade. “
 Wikipedia
(a Web 2.0 technology)
MULTICULTURALISM /DIVERSITY
Multiculturalism attempts to
understand the different
perspectives among sub-groups
within one overarching legal or
social system.
GLOBAL EDUCATION
Global education is the application
of multicultural concepts to “the
world community and emphasizing
the planet, its natural resources,
and all interconnections”.
Brown and Kisylka
Goal: To examine relationships
between people of widely varied
geographies, languages,
nationalities, political structures
and ideological beliefs.
Goal: To develop “a citizenry that
knows and cares about
contemporary affairs in the whole
world, not just in its own nation”.
Dunn
Figure 1
Figure 2
Environment and
planet
Human
rights
Education
Health
“. . . the meaning
and scope of
[global education
is] uncertain and
contested.”
Zepke
Gender
Race
Peace and
conflict
WHY IS GLOBAL ED IMPORTANT TO PARALEGALS?
Demand for bi- or multi-lingual paralegals
 Client relations
 International, Corporate, and Cyber law
 Outsourcing and virtual employment
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ADDING “GE” TO YOUR COURSES
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Modify existing assignments to include
international characters and contexts
 Show
movie or selected YouTube video portraying
or discussing an international custody battle (see
sample http://www.youtube.com/watch?v=IiF-X7z9t1A )
Discuss in class or have students write a reflection
paper or comment on a discussion thread.
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Facilitate discussions around global issues
 Peter
is a fellow instructor. He is a native of
Romania who recently became a United States
citizen and has consented to discuss his experience
with the naturalization process with your
Administrative Law class and answer live questions
from students. Online alternative, post a blog or
podcast to your course page discussing Peter’s
story. Students are required to post comments,
questions, research findings or observations based
on the blog/podcast.

Make use of current events as backdrop for
research/analysis assignments
 Research
question for Family Law. Helen and Jack
Benson live in [your state]. They have taken in a
child who was orphaned by the recent earthquake
in Haiti, and they wish to adopt the child. Research
(may involve agency interviews) the process for
adoption in your state in this situation and write a
two page paper outlining your findings. (Live or
online)
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When appropriate, make use of students with
global resources or intercultural experiences
Student Nilsa recently moved to the United States from
Nicaragua. She was a lawyer in her country and is
studying to be a paralegal here. She has consented to
discuss the legal system in her country, including the
role of paralegals, in your Introduction to Law/Paralegal
Studies course.
 Nilsa’s interview could be recorded and posted as a
video or audio podcast, followed by discussion or a
reflection paper.
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Encourage macro-analysis
 Students
have a brief survey study of abortion
rights in Ireland (see sample site
http://www.hrw.org/en/news/2010/03/05/ireland-update-abortion-laws )
and write a comparative or reflective paper
MAKING “GE” PART OF CLUB ACTIVITIES
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Project partnerships with other clubs (Rotaract,
diversity, “green” clubs)
 Paralegal
Association and Global Village student
group partner to coordinate a dinner/fundraiser for
Haiti Relief. Students prepare and serve a simple
traditional Haitian meal and present a brief
educational program spotlighting the country and
its history.
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Invite speakers from other countries to present
at club functions or meetings
 Have
your paralegal association coordinate an
expert presentation on multiculturalism or
globalism for other students as a service to your
institution.
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Plan club service or community project with
global focus
 Students
volunteer to contribute 3 community
service hours to package food to be sent to children
in third world countries
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Connect with a sister city program in another
country
 Have
students conduct research regarding
paralegal utilization and education in another
country (ex., Canada, the UK, etc.) Locate a
paralegal education program in that country and
establish a virtual exchange program with their
student group
OTHER IDEAS
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(Note: these sites are listed as exemplars only, I have
neither reviewed them at length nor do I endorse them):
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Criminal Law course discussion on the global illegal drug
market (Global Health)
http://www.globalissues.org/article/755/illicit-drugs
Family Law international policies on domestic violence
(Gender Issues)
http://www.unifem.org/gender_issues/violence_against_wo
men/
Education for All (Education/Gender Issues)
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/
0,,contentMDK:20374062~menuPK:540090~pagePK:148956~piPK:2
16618~theSitePK:282386,00.html
SPECIAL NOTE
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Global issues can be daunting and bleak.
Educators should make effort to introduce
global topics in ways that take into account the
affective impact of topics, issues, and
discussions, and engage constructive thinking.
 Shift
Happens 2009
http://www.youtube.com/watch?v=OhuV_rmf5Mg
TAKING IT TO THE NEXT LEVEL
Gain a functional understanding of the terms,
methods, and concepts of global education
through research, travel, professional
development, networking, or other relevant
activities.
 Willingly and honestly assess and confront
personal beliefs as educators and as individuals.
 Incorporate both affective and cognitive
approaches to instruction.
 Determine and implement appropriate models to
guide program design and evaluation.
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SELECTED BIBLIOGRAPHY
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Brown, S. and Kysilka, M. (2009) What Every Teacher Should Know About Multicultural and Global
Education. Pearson Publications, Boston.
Dellow, D. (2002) Why do community colleges need to be involved in international activities?
Community College Press, Washington, DC.
Dunn, R. (2002) Growing Good Citizens with a World-Centered Curriculum. Educational Leadership,
October.
Gordon, M. and Newburry, W. (2007) Students as a resource for introducing intercultural education
in business schools. Intercultural Education, Vol. 18, No.3, August, pp.243-257.
Hanvey, R. (1976, 2004) An attainable global perspective. The American Forum for Global Education.
Hicks, D. and Bord, A. (2001) Learning about Global Issues: why most educators only make things
worse. Environmental Education Research, Vol. 7, No. 4, 2001. Pp. 413-425.
Nathan, R. (2005) My freshman year: what a professor learned by becoming a student (Ithaca, NY,
Cornell University Press).
Fluhme, Ashley. Paralegal Today (January/March 2010). 10 Trends for Paralegals in 2010.
Romana, R. (2002) Internationalizing the Community College. Community College Press,
Washington, DC.
Wikipedia.org . http://en.wikipedia.org/wiki/Globalization Retrieved March 16, 2010.
Zepke, N. (2005) Diversity, adult education and the future: a tentative exploration. International
Journal of Lifelong Education, Vol. 24, No. 2 (March-April), pp. 165-178.
World View: An international program for educators. http://www.unc.edu/world/ Retrieved March 3,
2010.
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This presentation may be downloaded at
 http://www.mckessonlearning.com