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About the Book

Family Law: Theoretical, Comparative, and Social Science Perspectives

Front Cover - Family Law: Theoretical, Comparative, and Social Science Perspectives

James Dwyer

William and Mary Law

2012. 900 pages. ISBN: 978-1-4548-1366-8, with Teacher's Manual.

About the Book

Family Law: Theoretical, Comparative, and Social Science Perspectives, offers a dramatic reorganization of the subject, coupled with deeper analysis of core topics using critical theory, foreign law, and social science research, make this text a powerful basis for a more intellectual study of family law. At the same time, it emphasizes the issues and skills most relevant to domestic relations practice and includes client exercises for review of substance and as a vehicle for examination of special ethical and practical considerations in this field.

  • Novel organization: Three substantive units comparing legal treatment of parent-child relationship vs. adult intimate relationships at stages of formation, regulation, and dissolution.
  • Reflects modern reorientation of the field: Reflecting the transition in family law’s central concern “From Partners to Parents,” it starts with creation of parent-child relationship rather than marriage.
  • Geographical breadth of vision: More comparative materials than other texts, using examples from other cultures as basis for “why don’t we do this?” type of questions.
  • Student-friendly micro-organization: Each chapter and section begins with clear summary of current law, to orient students before examining legal texts, and invites theoretical critique only after that foundation is laid.
  • Statutes! Gives proper emphasis to the skill of statutory interpretation, which is vital to family law practice today.
  • Up-to-date: More recent cases than any other textbook.
  • Empirical emphasis: Draws significantly from sociology, psychology, anthropology, etc. literature to ground the legal analysis in lived reality.
  • Focused questions: Directs students to the heart of the analysis, often using headings before questions to alert students as to the type of analysis called for (e.g., statutory interpretation, policy, client counseling, moral theory)