Transgender Victims and Offenders: Failures of the United States Criminal Justice System and the Necessity of Queer Criminology

The purpose of this article is to highlight the experiences of transgender people within the criminal justice system as both victims and offenders. We contend that queer criminology is both needed and can assist in exploring the experiences of this unique population who face discrimination within the US criminal justice system and who are often ignored within criminological research. The article will provide an overview of transgender people’s general experiences within the criminal justice system and explore influences of cultural stereotypes about transgender people by examining the cases of three transgender victims of violence—Brandon Teena, Gwen Araujo, and Cece McDonald. This article highlights the importance of concepts such as sex, gender, transpanic, transphobia, victim-blaming, and the responses by key players in the criminal justice system (police, courts, and corrections) to transgender victims and offenders.     

The European Court, National Judges, and Legal Integration: A Researcher's Guide to the Data Set on Preliminary References in EC Law, 1958--98

We hope to stimulate more systematic research on all areas of legal integration by making available for free and open use a comprehensive data base on preliminary references in EC law. The Data Set, which has been under construction since 1996, is now online at various websites. The data are not publicly accessible elsewhere. In this article, we provide a brief summary of the data base and its potential uses. We begin by introducing the main features of the Data Set. We then discuss some of the dynamics of legal integration in light of our analyses of the data.     

Embedding employability skills for the legal professionals of the future

This article provides a case study on embedding employability skills into law courses at one higher education institution. The aim of the project was to further embed employability skills within curriculum delivery as part of a holistic student skills development strategy. The authors used the four-stage process, suggested by the Higher Education Academy’s Framework on Embedding Employability in Higher Education to design the project: defining employability, reviewing and mapping current employability skills, prioritising actions and measuring impact. The authors draw out three ways in which the project has wider potential relevance. From an educational theory perspective, the project represents a way to embed employability skills in a Framework for Higher Education Qualifications level appropriate way, through reference to Biggs’ taxonomy of learning. For higher education institutions, the project is particularly topical in light of the rapidly changing regulatory landscape that is becoming increasingly skills focused in nature. It is suggested that embedding employability in law courses now will assist future institutional engagement with the potentially new route to qualifying as a solicitor through the Solicitors Qualifying Examination. Individual law teachers also reported benefits to embedding employability skills in tutorial sessions from a classroom management perspective.