Rethinking Foundations and Analyzing New Conflicts: Teaching Law After Dobbs

Authors

Nicole Huberfeld, Boston University School of Public Health; Boston University School of LawFollow
Linda C. McClain, Boston University School of LawFollow
Aziza Ahmed, Boston University School of LawFollow

Document Type

Article

Abstract

This Article draws on our diverse and complementary areas of scholarly expertise and teaching experiences across law school and public health curricula to offer a multidisciplinary model for teaching in a variety of courses after Dobbs. Teaching reproductive rights and justice poses extensive challenges in the wake of Dobbs’ overruling Roe v. Wade and Planned Parenthood v. Casey, upending a half century of precedents protecting a constitutional right to abortion, and returning the issue to “the people”—and the states. This Article offers theoretical and pedagogical perspectives on teaching courses in Reproductive Rights and Justice, as well as relevant foundational courses like Constitutional Law, Family Law, and Health Law, in the uncertain and shifting post-Dobbs landscape. We argue that including historical and theoretical context alike will aid in and enhance learning. Likewise, developing data and historical literacy will help students understand doctrinal shifts over time and provide grounding for contextualization and application for such changes.

Recommended Citation

Nicole Huberfeld, Linda C. McClain & Aziza Ahmed, Rethinking Foundations and Analyzing New Conflicts: Teaching Law After Dobbs, 17 St. Louis U. J. Health L. & Pol'y (2024).
Available at: https://scholarship.law.slu.edu/jhlp/vol17/iss2/4