ABSTRACT
This chapter highlights the epistemic violence in Australian clinical legal education. Perhaps because clinical legal education is viewed as indelibly progressive, it has long escaped the attention of sustained decolonial analysis. This chapter addresses this void by providing four critiques of clinical legal education: its failure to acknowledge the lingering effects of settler colonialism, its omission to consider racism, intellectual nullius (the phenomena of not engaging with Indigenous knowledges and source material) and psychological nullius (referring to Indigenous peoples’ factual and ideological exclusion from Australian public institutions). The authors also share their experiences of teaching an Indigenous Law and Advocacy Clinic that centred Aboriginal sovereignty, advocacy and storytelling.
