In these articles Black writers addressed the perceived need to create stable families and the consequences of not doing so.Most contributors to the Black press shared their larger societies' conviction that orderly, disciplined families were foundational to orderly, disciplined nations.They deemed efforts to reform sexual behavior and family relations even more essential for the Black population, who because of the vicissitudes of slavery and poverty found it especially difficult to constitute family units that fit the national ideal.The Black press included articles asserting that women and children should be governed by male patriarchs and calls for Black people to work toward racial improvement by investment in hygienic families.While some criticized the ways that conventions about honor and legitimacy harmed women who became pregnant outside of wedlock and illegitimate children, others condemned women who handed their children over to be servants in wealthy White households.Writers similarly debated whether Black parents (and by extension the Black community) had dedicated themselves sufficiently or correctly to the project of educating children.Some argued for limiting education to training in manual trades.Others complained that criticisms of the supposed failings of Black morality and education failed to recognize the great progress made by the community.

This chapter demonstrates that French official employment and vocational policies were a product of the specific interplay between various economic considerations and cultural influences, from nineteenth century socialist utopias and the French ‘civilizing mission’ to the ideology of the National Revolution and the post-1945 rhetoric of production. It illuminates how employment conditions crucially depended on where DPs lived, for whom they worked and their nationality and gender. Significant efforts were made to help a number of DPs acquire the means to learn a trade, but employment discourses often reaffirmed a hierarchical taxonomy in which productivity and desirability were explicitly linked to ethnic and gender differences. This chapter thereby contends that employment policies were deeply implicated in the mixed record of the zone: the emphasis on DP employment at times made possible the development of DPs’ own initiatives and their sense of responsibility, in enabling them to run independent workshops and giving them the opportunity to live in private accommodation. In this sense, it contributed to normalizing DPs’ living conditions. At the same time, actual implementation of employment policies often revealed disturbing indications of brutality, unjustifiable in their cruelty and arbitrariness, as a number of DP strikes testifies.

Most agree that lawyers of the future will need a greater understanding of how technology can be used to design and deliver legal services. The issue for those involved in setting content for any route to qualification is defining the extent to which this must be regulated, as much as identifying the right level of technological capability. The issue is not merely one of content, but the acquisition of competences. Any accreditation must look beyond simply ensuring capability in relation to discrete tools, looking instead to ensure that future solicitors have the ability to adapt to new technologies. Separately, consideration has to be given to the emerging profession of legal technologists. Whilst some technologists may be legally qualified, those that are not must understand the ethical boundaries and regulatory requirements that lawyers work within. The organisation of the legal profession and the regulatory boundaries shared between various stakeholders require us to consider whether accreditation is the right way forward, where responsibility for accreditation should lie and who should take initiative in this space. This chapter explores these issues by contrasting the approach adopted by the Solicitors Regulation Authority in England and Wales with that of the Law Society of Scotland.

The lawyer of the future will exist as a ‘polytechnic’ or ‘many-skilled’ professional, applying their legal expertise to a client’s changing world in an increasingly agile way and within a range of organisational settings. For legal educators, there is a need to consider how education can best prepare future lawyers for this reality. The long view suggests that we should be looking to build core skills in legal, design and logic principles rather than learning specific technologies that may be rapidly superseded. But how can we develop these skills, and how we can balance the need to understand core academic principles of law against the need for applied, workplace experience? This chapter looks at the balancing process, focusing on the impact of changing roles in law firms and the demands of the in-house legal and law-advisory-organisation dynamic. It examines how legal education can instil within lawyers, both an understanding of the principles of law alongside an appreciation of the application of those principles in the workplace. It presents a vision of the roles and specialisations that are likely to emerge within the profession, and considers how the future work of lawyers will sit alongside alternative paths into the legal industry.