This article addresses the teaching of legal research methods and doctrinal analysis within a legal studies program. I argue that learning about legal research and doctrinal analysis is an important element of legal education outside professional law schools. I start by considering the ongoing debate concerning the role of legal education both inside and outside professional law schools. I then describe the way in which the research methods courses offered by the Department of Law and Legal Studies at Carleton University attempt to reconcile the tension between “law” and legal studies. In particular, I focus on how the second-year research methods course introduces students to “traditional” legal research and doctrinal analysis within a legal studies context by deploying a number of pedagogical strategies. In so doing, the course provides students with an important foundation that allows them to embrace the multiple roles of legal education outside professional law schools.

For the past four years, two instructors and approximately one hundred students have participated in a novel experiment in liberal arts legal education. Legal Inquiry, an upper-year course in the Arts & Science Program at McMaster University, seeks to “demystify legal knowledge for the curious student of the world.” It brings together two kindred yet previously isolated academic traditions: an open-ended inquiry approach to knowledge and a critical pluralist understanding of law.

To explore the compatibility of “law” and “inquiry,” the instructors wanted students to gain confidence and skills in engaging with formal legal sources, apply critical thinking to law, and appreciate informal and everyday law. These objectives were met with surprising success given the brevity of the course. Students achieved a basic understanding of formal law and legal reasoning, generated a vocabulary of what it means to think critically about law, and began to identify the continuity of formal and informal law.

This article examines the remedies available in Ontario to families whose children are identified as having special education needs, focusing specifically on the situation of the Francophone minority, which is often neglected in the research. Policies that promote an inclusive approach to education encourage parents and school personnel to work together to provide the best learning situations for all students. However, the literature and a search of the case law show that parents’ involvement is usually post facto, when parents challenge the services their children are receiving. The article first considers the policies that promote inclusive education in Ontario, and it looks also at the situation in Manitoba and New Brunswick, which were selected as comparisons because of the large Francophone minorities in those provinces. It then identifies the appeal procedures made available to parents in very specific situations. The article concludes with an analysis of cases that have been appealed, with an emphasis on appeals made by Francophone families to the Ontario Special Education Tribunal (OSET). The results show that there have been fewer appeals to OSET by Francophone families than by Anglophone families, and that a majority of the decisions have found for the school boards rather than for the parents. In addition, despite parents’ calls for a review of educational programming, OSET has chosen to examine only those decisions that relate to identification and placement of students. In this respect, the situation in Ontario differs from that in the two provinces used for comparison. Further, the forms of the remedies in the other two provinces differ from those in Ontario, where the proceedings have a high degree of formality but do not afford parents a better opportunity to be heard. The article concludes with a discussion of the effectiveness of the remedies for achieving the objective of inclusion.

As copyright is asked to perform a greater role in governing creative activity, its focus on economic values above all others raises concerns. Interviews conducted by the author with Canadian independent music labels suggest that the law and the norms governing labels’ operations are more diverse and include direct subsidies, or grants, from government and the private sector. These grants perform many of the functions expected from copyright. This study concludes that copyright law is often exotic, peripheral, and even irrelevant to those involved in the spheres of remunerative Canadian sound production considered here. This finding suggests a renewed focus on a Canadian narrative of copyright law that puts it in its place alongside other instruments regulating independent music production.

This article examines exploitation as a policy rationale for the prohibition of paid surrogacy and egg donation in Canada, focusing on claims of exploitation in parliamentary transcripts and proposed legislation. Its main focus is challenging three assumptions long used to substantiate the prohibition of commercial egg donation and surrogacy, namely: that marginalized women are being exploited; that payment and exploitation are necessarily linked; and that prohibitions on payment are the best means to prevent exploitation in assisted human reproduction. By examining these assumptions, this article assesses the legitimacy of prohibiting payment on the basis of perceived exploitation and suggests that, though much has been done to protect surrogates and donors, little is known about their real-life experiences with reproductive technologies, that the relationship between exploitation and payment is tenuous, and that it remains unclear that prohibiting payment is not doing more harm than good.

The public use of the niqab and other religious face coverings is a source of considerable debate in Western nations. The veiled Muslim woman is often constructed as “other,” reviled as backward, represented as in need of rescue, or associated with Islamic extremism. Despite widespread racist attitudes, officially, Canadians purport to support multiculturalism and the equality of all people under the law as guaranteed under section 15 of the Charter. In a recent Supreme Court of Canada decision, R v NS, the Court had to consider the right of a Muslim woman to wear her niqab while testifying in a sexual assault trial. In “balancing” the conflict between the religious rights of NS and the section 7 rights of the accused to a full and fair defense, the Court ignored the security of the person and equality rights of NS. The Court instead legitimated anti-Muslim stereotypes and reiterated rape myths that had ostensibly been overturned.