
Contents
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42 Climate Change Governance, International Relations, and Politics: A Transnational Law Perspective
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I. Introduction I. Introduction
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II. From “Adaptation” to the “Gold Standard”: Education and the End of Empire II. From “Adaptation” to the “Gold Standard”: Education and the End of Empire
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III. “An Academic Centre of National Life”: The University College of the Gold Coast III. “An Academic Centre of National Life”: The University College of the Gold Coast
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IV. “Lawyer-Merchants” and “Verandah Boys”: Politics and the Legal Profession IV. “Lawyer-Merchants” and “Verandah Boys”: Politics and the Legal Profession
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V. “Positive Neutralism”: Colonial Freedom and the Cold War V. “Positive Neutralism”: Colonial Freedom and the Cold War
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VI. “A Troubled University in a Troubled Land”: Conflict at Legon VI. “A Troubled University in a Troubled Land”: Conflict at Legon
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VII. “The Need for a Degree”: A Dispute over Legal Education VII. “The Need for a Degree”: A Dispute over Legal Education
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VIII. “How the World Might Be Improved”: Bing’s Instrumentalism VIII. “How the World Might Be Improved”: Bing’s Instrumentalism
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IX. “A Learned Profession”: Harvey’s Humanism IX. “A Learned Profession”: Harvey’s Humanism
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X. “Indebted to England”: Conservatives and Nationalists X. “Indebted to England”: Conservatives and Nationalists
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XI. Conclusion XI. Conclusion
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Selective Bibliography Selective Bibliography
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51 “Africa Needs Many Lawyers Trained for the Need of Their Peoples”: Struggles over Legal Education in Kwame Nkrumah’s Ghana
Get accessJohn Harrington, Professor, School of Law and Politics, Cardiff University
Ambreena Manji is Professor of Land Law and Development, Cardiff University. Recent publications include Towards a Rhetoric of Medical Law (2017) (Harrington), and Land, Constitutionalism and the Struggle for Justice (forthcoming 2020) (Manji). John Harrigton and Ambreena Manji write together on the history of legal education in the period of decolonization and on law and politics in East Africa. They are founding directors of Cardiff Law and Global Justice, a research institute committed to integrating legal activism, critical scholarship, and educational innovation.
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Published:14 April 2021
Cite
Abstract
In the late 1950s and early 1960s, the setting up of university law schools in many African nations led to often bitter battles over the purpose of legal education. The stakes in these struggles were high. Deliberately neglected under colonial rule, legal education was an important focus for the leaders of new states, including Kwame Nkrumah, the first president of Ghana. It was also a significant focus for expatriate British scholars and American foundations seeking to shape the development of new universities in Africa. Disputes centered on whether training would have a wholly academic basis and be taught exclusively in the University of Ghana or be provided in addition through a dedicated law school with a more practical ethos. This debate became entangled in a wider confrontation over academic freedom between Nkrumah’s increasing authoritarian government and the university, and indeed in wider political and class struggles in Ghana as a whole. Tensions came to a head in the period between 1962 and 1964 when the American Dean of Law was deported along with other staff over allegations of their seditious intent. This chapter documents these complex struggles, identifying the broader political stakes within them, picking out the main, rival philosophies of legal education which animated them, and relating all of these to the broader historical conjuncture of decolonization. Drawing on a review of archival materials from the time, the chapter shows that debates over legal education had a significance going beyond the confines of the law faculty. They engaged questions of African nationalism, development and social progress, the ambivalent legacy of British rule and the growing influence of the United States in these territories.
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