There is a new conversation in legal education about a pernicious problem. As the COVID-19 pandemic raged in spring 2020, legal educators around the country had to pivot to remote teaching. At the same time, racial protests erupted in response to the brutal and successive killings of Ahmaud Arbery, Breonna Taylor, and George Floyd. As law schools grappled with the pressure of the latest racial reckoning, Black law faculty and students demanded cultural change within legal education in response to their devastation, desperation, battle fatigue, and frustration. Unwilling to accept the performative diversity efforts of the past, there was a clear demand for immediate, comprehensive, and reconceptualized action: diversify legal education, increase scholarships for diverse students, hire more faculty of color, divest investments in private prisons, create administrative positions focused on inclusion initiatives, and reform the traditional curriculum to integrate the operation of race in the law. Unfortunately, many law schools were ill-equipped to meet these demands, especially in a remote learning environment.
Anastasia M. Boles, Pivoting Under Pressure: Cultural Proficiency, Race, and Reforms, 2022 ULR 871 (2022). https://doi.org/10.26054/0d-7xgn-3afe