MEG HORN, a passionate activist and force for Canadian public access to law and for public involvement in justice, died peacefully from cancer on March 16, 2019. Meg was one of the founding members of the public legal education community in Canada and a relentless advocate for resources and services to help other ‘live with it and change what they cannot live with”. Meg Horn obituary 2019
A working group of PLE organizations that receive funding from Justice Canada has just released a document detailing the value they provide to Canadians: Value of PLEI Organizations in Canada August 2018
The International Journal of Public Legal Education ( including Street Law) has now been launched.
The International Journal of Public Legal Education is an international peer reviewed open access journal devoted to the innovative field of public legal education (PLE).
The IJPLE publishes a range of papers including reviewed articles, practice reports, examples of good practice from the field, editorials and reviews.
The journal aims to promote and support the development of PLE and to critically examine and share best practice. For these purposes PLE is interpreted broadly encompassing a wide range of activities aimed at educating members of the public in relation to legal rights and responsibilities affecting everyday lives, including Street Law and other legal literacy programmes. ‘Public’ is defined here to encompass those studying law in a formal setting including undergraduate and postgraduate students and individuals and groups who wish to know more about the law more generally, be it with or without academic credit. The latter may consist of one-off or short courses or public information campaigns aimed at raising awareness of legal issues.
The IJPLE is primarily concerned with-
- the role of PLE as an instrument for community empowerment, access to justice and societal change;
- the pedagogy of PLE including design, delivery and assessment;
- PLE in a comparative context across the civil and common law worlds; and
- empirical and theoretical research providing an evidence base for the educational and impact claims of PLE in relation to the various stakeholders involved including students, the educational institution and community partners.