Tag Archives: Law School

Life in Crime: The Elusive World of the Defence Lawyer

In my first year at law school I remember agonising over what electives I should take over the coming years. By way of career guidance, I was invited to chat with the many graduates who flooded our corridors with giant banners of their respective top-tier firms. Sadly, the only practical advice I took away about a career in criminal law was that I would be destined to a life of pauperism. The hackneyed phrase of ‘crime doesn’t pay’, according to my Armani-suit-wearing peers, evidently also applied to lawyers.

For the past eight months I have been employed as a criminal para-legal and I’ve had the pleasure of shadowing brilliant defence advocates at all levels of the criminal justice process – from pre-interview advice, bail applications, pleas, all the way through to jury empanelments, trials, and appeals. And I feel I should share my preliminary understandings of the elusive defence advocate role so that unlike myself, junior criminal law aficionados can make an informed decision about the electives they would like to pursue.

Humanising the Dehumanised:

The first realisation a defence apprentice encounters is the profound course of dehumanisation an accused person receives from the moment of contact with the criminal justice system. Within my first week at the Magistrates’ Court, a police informant approached us at a bail hearing and boldly asked, ‘are you guys representing my crook?’. That’s right, ‘my crook’. Our client had been branded as a criminal even prior to standing trial and had ostensibly become the officer’s personal chattel.

My induction into the courts taught me that the defence advocate is not only charged with the duty of holding prosecution to its burden of proving criminality beyond reasonable doubt, but equally, if not more importantly, the duty of presenting the individual behind the thick stain of criminality to the court. In other words, humanising the dehumanised.

Objectivity:

Many people have queried me about the morality, or rather the perceived immorality of defending those who have committed particularly heinous crimes – with murder, rape, and paedophilia topping the abhorrence scale. I’m often asked ‘how can you not feel for the victim?’. There’s a common public misconception that defence advocacy somehow dictates an empathic disconnect from the victim. But what the public doesn’t understand is that any person who has the interpersonal capacity to empathise with a defendant, by necessary implication, also cannot help but position themselves in the shoes of the victim.

What I’ve come to understand and respect is that it is a fundamental tenet of criminal law that the assessment of guilt or innocence of the accused remains with the court – not the advocate. As expounded in the joint judgement of Duffy CJ, Dixon, Evatt and McTiernan JJ, in the High Court back in 1934:

‘Whether he be in fact guilty or not, a prisoner is, in point of law, entitled to acquittal from any charge which the evidence fails to establish that he committed, and it is not incumbent on his counsel by abandoning his defence to deprive him of the benefit of such rational arguments as fairly arise on the proofs submitted.’[1]

Thus, the defence advocate undertakes the moral position of ensuring that the conviction of the accused is secured by due process, and not on the evidence of mere suspicion or guesswork by the police or prosecutors. In doing so, the defence advocate not only preserves the protection of the defendant’s rights, but the rights of the unsuspecting public who, dare I say, may also find themselves in the shoes of the accused.

Following Your Passion:

I had the privilege of talking to an esteemed former judge of the Victorian Court of Appeal, Justice Frank Vincent, after he delivered a moving presentation to us at work about the perils of Centrelink’s Income Management scheme. Justice Vincent, who currently sits as a board member of the Victorian Law Reform Commission, had represented over 200 defendants in murder trials before his appointment to the Supreme Court bench in 1985.

I asked Justice Vincent about what he attributed his successful career in law to, and his response was that he always followed his passion for criminal law. He explained that a career in law was incredibly demanding, and his only source of motivation was that he genuinely loved his work as a criminal solicitor, barrister, and judge.

Justice Vincent taught me that a successful career in law was in fact a by-product of a genuine desire and passion for a specific field of law. And this is the advice I ought to have received from my graduate peers at law school.

Ali Besiroglu

If there are any criminal lawyers who want to share their experiences, please do so below.


[1] Tuckiar v R (1934) 52 CLR 335 at 346.

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Failing to ‘Acknowledge Country’: The Scarcity of Respect

I think we students generally don’t provide enough praise to our educators who are charged with the onerous duty of pulling the cord to the parachute of our minds. Throughout my seven-year tertiary academic journey I’ve had the pleasure of learning from a multitude of remarkable lecturers and tutors at Monash and RMIT University. But as I start my new criminal para-legal position at the Victorian Aboriginal Legal Service, I wanted to dedicate this post to the only (emphasis added) academic staff member who commenced our classes by respecting the Traditional Custodians of the land on which we were taught.

Mr John Fox was a senior tutor in my Social Science (Legal and Dispute Studies) degree at RMIT University in 2007. He always started his classes with an ‘Acknowledgement of Country’ by stating: ‘I would like to show my respect and acknowledge the Traditional Custodians of this land, of Elders past and present, on which this class takes place’. 

Admittedly, when I first heard the Acknowledgement I naively thought Mr Fox had an Aboriginal background as I was under the impression that it could only be delivered by an Aboriginal person. So, half-way into the semester, I mustered up the nerve to question him about his Aboriginality and why he would uniquely start his classes in this manner.

Mr Fox did not have Aboriginal ancestry and he clarified that I had confused the ‘Acknowledgement of Country’ with the ‘Welcome to Country’ Ceremony – an Acknowledgement could be delivered by a non-Aboriginal person at the start of any meeting, function, or congregation, whereas a Welcome Ceremony could only be performed by an Aboriginal Elder.[1]

As to my question of why he Acknowledged Country, Mr Fox explained that the answer was located in a discussion about the ‘scarcity of respect’ in the opening paragraphs of a book by Richard Sennett:

‘Lack of respect, though less aggressive than an outright insult, can take an equally wounding form. No insult is offered to another person, but neither is recognition extended; he or she is not seen – as a full human being whose presence matters.

When a society treats mass of people in this way, singling out only a few for recognition, it creates a scarcity of respect, as though there were not enough of this precious substance to go around. Like many famines, this scarcity is man-made; unlike food, respect costs nothing. Why, then, should it be in short supply?’[2]

By reading this paradigm shifting passage, Mr Fox taught me a life lesson that we must be equally critical and accountable about our inactions/omissions as we are about our actions. Indeed, not Acknowledging Country could be equally hurtful as positively insulting the Traditional Custodians of this land. It is a form of insidious offending, and if we want to put an end to it, we must Acknowledge Country in our classrooms, lecture theatres, oral presentations, business meetings, and dare I say, in our courtrooms.

Especially when such a sublime gesture of respect has the cost of nothing more than a single sentence!

Has your teacher Acknowledged Country? Let us know by commenting below.   

Ali Besiroglu


[1] To learn more about the difference between an ‘Acknowledgement of Country’ and ‘Welcome to Country’ click here.
[2] Richard Sennett ‘Respect: The Formation of Character in an Age of Inequality’ (2003) pg 3.

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The Student Experience in Community Legal Centres

In my penultimate year at law school I decided not to apply for a clerkship and instead enrolled myself into the summer clinical unit of Professional Practice at the Springvale Monash Legal Service. As I reflect and compare my experiences to that of my clerk friends, I can unequivocally say that clinical legal education was well worth the opportunity cost.

The deficiencies of law school education started to surface within my first week of client interviews. Whilst my lecturers had taught me the substantive and procedural content of the law, I was not taught how to manage the explosion of emotions inextricably linked with clients who came into contact with the justice system. I quickly realised that effective lawyering required more than knowledge of the elements to assault and promissory estoppel, but in fact required a high standard of interpersonal skills and emotional intelligence.

Research suggests that a lack of emotional intelligence is endemic within the Australian legal profession, and this is a principal consideration as to why a third of Australian lawyers suffer from depression and anxiety.[1] Indeed, new lawyers are expected to have deep level dealings with clients who have a multitude of distressing problems without receiving any training in interpersonal skills. Clinical legal education fills this void by equipping students with emotional skills such as empathic communication, and reflective practice so that ‘the more open we are to our own emotions, the more skilled we will be in reading feelings of others’.[2]

By far the most perplexing realisation was the paradox that whilst law school had trained me to think like a lawyer, the profession actually demanded that I think outside the legal mindset. Working at a community legal centre taught me that client legal issues are often the effect of greater underlying non-legal causes, and by failing to address these underlying causes, legal issues continue to surface. I learnt to appreciate that when a client entered the interview room, I was presented with the opportunity of holistic intervention and I was encouraged to take the extra step of facilitating appointments with other crucial services.

Any law student who believes that a clerkship alone is sufficient practical training is missing out on an invaluable learning opportunity. Clinical legal education at a community legal centre will not only teach you the practicalities of lawyering, but more importantly, will challenge your core values, emotions, and motivations to create a grounded and stronger professional self.

Ali Besiroglu


[1] Kelk et al, Courting the Blues: Attitudes Towards Depression in Australian Law Students and Legal Practitioners (University of Sydney, 2009) <online> at 26 July 2011, or click here for summary.

[2] James ‘Seeing Things As We Are. Emotional Intelligence and Clinical Legal Education’ (2005) 8 IJCLE 124; Goleman, Emotional Intelligence: Why It Can Matter More Than IQ (1995) 96.

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