‘Havering Council has been refused permission to appeal a First-tier Tribunal (General Regulatory Chamber) order that it publish a historic self-assessment peer review submitted as part of the Local Government Association’s Race Equality, Accessibility, Diversity, and Inclusion (READI) review.’
Local Government Lawyer, 28th October 2024
Source: www.localgovernmentlawyer.co.uk
‘There remains a gap between policy and practice when it comes to diversity, equality and inclusion (DEI) at both law firms and in-house legal departments, according to new research.’
Legal Futures, 3rd October 2024
Source: www.legalfutures.co.uk
‘A Metropolitan Police officer has been found to have committed gross misconduct after holding a Taser against a 16-year-old Black boy’s neck, the police watchdog has said.’
The Independent, 23rd September 2024
Source: www.independent.co.uk
‘Grenfell families have criticised the final inquiry report on the disaster for failing to fully address the disproportionate impact the tragedy had on diverse and marginalised communities.’
The Guardian, 5th September 2024
Source: www.theguardian.com
‘There are multiple factors behind the failure of equality, diversity and inclusion (EDI) initiatives to “shift the systemic inequalities that are entrenched” across the legal profession, a report for the Legal Services Board (LSB) has found.’
Legal Futures, 22nd August 2024
Source: www.legalfutures.co.uk
‘Research on the experience of Black law students is hampered by a lack of trust in the legal academy by people of colour. Staff and students of colour have put emotional energy into responding to universities’ requests for feedback only for their views to be misrepresented or ignored; leading to an intergenerational distrust and therefore disengagement. This makes it difficult for law teachers to gain insight into how to decolonise the experiences of their students, leading to clumsy attempts that fail to recognise the vulnerability we demand of students. We give our law students assessments that require them to open themselves up to being judged, often including reflective exercises that reward students who expose their authentic (White) selves. We expect students to trust our assessment practices, despite there still being a considerable Black awarding gap. Black students are the least likely group to submit work – the response of law schools is to encourage Black students to submit, without addressing the underlying lack of trust. This deficit approach is inappropriate. It is our responsibility as legal educators to build trust and maintain it. This paper concludes by imagining an anti-racist law school, that deserves the trust of its Black students.’
The Law Teacher, 10th June 2024
Source: www.tandfonline.com
‘Human resources professionals, recruiters and business leaders should be aware of the crucial role language in job advertisements can play in attracting a diverse pool of applicants, and that while artificial intelligence (AI) can expedite the drafting process, human oversight remains essential.’
OUT-LAW.com, 24th June 2024
Source: www.pinsentmasons.com
‘Students from minority groups have often experienced racism and teachers’ low expectations of their capabilities. They do not see themselves reflected in the staff teaching at law schools and universities. Their learning is affected by microaggressions and bias in the classroom. With their confidence and self-belief knocked, they find it harder than white students to get legal work or paid training – not helped by recruitment processes that focus on exam results without looking at the story behind the grades.’
Law Society's Gazette, 4th June 2024
Source: www.lawgazette.co.uk
© Inner Temple Library 2024