Symposium Posts

This short note has identified few concerns in the teaching and researching of international law from a systemic perspective as experienced within a Private Law School setting. It needs to be underlined here that these are based on personal experiences and it could differ from person to person and setting to setting. Addressing these issues would go a long way in terms of enabling the members of the international law teaching community to put their best legal foot forward.

In this discussion, I want to highlight and briefly discuss why research and expertise has to become an even more important feature of teaching and learning initiatives. This might sound uncontroversial, but in the past two decades, significant funding for Australian universities has come from international students’ fees. Arguably, the nexus between teaching and research during this time also shifted along with the availability of more funds for universities to invest in research as an important activity in and of itself. The university sector is potentially on a dangerous road if it does not establish a healthy approach to the teaching-research nexus.

It is high time that pedagogical, methodological, ethical, and sociological challenges of this nature are discussed and addressed if IL is to be assessed for what it is without plummeting into the depths of myriad situated perspectives, colonialism, linguistic barriers, paucity of resources, and sheer divisions within the academic world.

With this post I seek nothing more than prompt the reader to question their experiences, recount their anecdotes and challenge how the way we learned, and what and how we teach today. I invite you to take the chance of making a pause in the inertia that academic life entails, and become part of the discussion on how to transform our discipline to be better researchers and more effective teachers to the lawyers of the future. There is no excuse not to, the debate is alive and happening in fora, such as AfronomicsLaw, REDIAL and TRILA.

In this blog article, building on the findings of the TRILA Project Report, and using AfronomicsLaw blog as a case example, I focus on the role of academic blogging as one of the digital tools that has great potential in shaping scholarly development in international economic law in the Global South. The AfronomicsLaw blog, launched less than two years ago, has exponentially grown, and therefore this blog article provides scholars, legal practitioners, policy makers, law students and readers and followers of the blog in general with an opportunity to assess the benefits of academic blogging through its lens.

There are two basic problems that may resonate with those who are engaged in teaching and researching international law in developing countries: first, motivating students, and second, seamlessly accessing the requisite resources for teaching and research. This essay presents and outlines challenges and proposes some solutions to address them. This is not to say that these are the only constraints they face, rather this choice is driven by the length of this essay.

It is through increased research and publications in Africa, about Africa’s experiences with norms and practices of the international society, that the TWAIL aspirations of alternative narratives and accounts that will compel emerging rules of international law and their institutions to be more just, fair, balanced and equitable to the region, may be realised.

Conducting research and teaching international law in Indonesia has its characteristic that has been adjusted to the current academic conditions in Indonesia.

These are some reflections I hope will be valuable to anyone who is committed to facing the challenge of making international legal education relevant given the significant changes we, as people concerned with issues related to global justice, are living. International legal education has undoubtedly much to say in such an “eternal” crisis, one we feel is affecting social relations at national and international levels.

The main finding of this contribution is that most universities offer enough courses on international aspects of law but do not ensure all their students get the minimum necessary, i.e., a sound introduction to the principles of public and private international law as well as ideally the skills to compare legal solutions in various jurisdictions (comparative law).