International Economic Law

This new Continental Free Trade bloc is now entrusted with the competence to engage other FTA Blocs such as the European Union (EU), North American Free Trade Area (NAFTA) and Association of South Eastern Nations (ASEAN), on trade policy from an Afri-Centric perspective - the essence of Afri-Multilateralism. Hitherto, the various national governments across the Continent had engaged global trade from the prism of nationalistic interests but this new paradigm affords Africa, for the first time, an opportunity to engage on trans-Sahara, trans-Atlantic and trans-Pacific negotiations on an equal footing, and not under the auspices of 'emerging countries' or LDCs.

As the AfIELN celebrates 11 years and its 4th conference, there is a good reason for optimism that the coming years will see the network play a critical role in shaping the implementation of the AfCFTA. The AfIELN is well positioned to provide a support system for the AfCFTA and the broader African economic system. The  AfIELN is in this enviable position for several reasons most notably because it has become an incubator for the growth and development of early career researchers working in the area of International Economic Law both within and outside the African continent through strategic partnerships with relevant organisations and the organisation of research and networking events.

The International Economic Law Collective, aimed at providing a space for critical reflection on international economic law scholarship, teaching and practice and to explore how epistemological and methodological diversity in the discipline can contribute towards the development of a more holistic landscape of scholarship on law and the governance of the global economy will be holding its inaugural conference at Warwick from 6 – 7 November 2019.

The objective of the African International Economic Law Network (AfIELN) is “to serve as a forum for the research, study and exchange of ideas in the field of international economic law in Africa and beyond”. Established in 2008, the AfIELN (initially AfSIEL) is now in its 11th year, although it was not until 2011 when it had its first conference in South Africa. It was then that the name AfIELN was formally adopted.

Funded by the Arts and Humanities Research Council (AHRC) Research Networking Scheme, the CLRN_N will host its inaugural conference on the 13th and 14th September 2019, at the University of Reading. It invites submissions on commercial law and policy reform in Nigeria

The book is centered on the thesis that "Regional Developmentalism is the most suitable conceptual framework to support the effective establishment of an African Economic Community.” The African Economic Community is the continental trading system contemplated by the 1991 Abuja Treaty. Some have argued the African Continental Free Trade Agreement fulfills the free trade integration stage contemplated by the Abuja Treaty.

“Not acceptable at this level”, a professor commented on one of my exam questions that asked students to “[d]escribe the salient features of the Southern African Customs Union (SACU).” This happened in 2017 at the University of Namibia (UNAM) where, until last year, I taught the International Economic Law module, a module pitched at the level of a bachelor honors degree. The professor – an academic from a leading South African university hired to moderate examination papers from UNAM’s Faculty of Law – recommended that I tweak my question as follows: “Discuss the validity of the Southern African Customs Union in the WTO framework”.

With regards to the Southern African Trade Law subject, works of African scholars constitute the majority of the prescribed reading materials. The examination questions are also reflective of developments around regionalism in Southern Africa, with hypotheticals on how member states can navigate trade rules and obligations. In going forward, I intend to implement a number of approaches in enhancing the pedagogy of international economic law.

My teaching style is as conversational as possible: while providing an introduction through lecture style, class generally turns into a hybrid between lecture and debate between myself and the students, but also among the students. I regularly divided students up into groups with specific tasks (such as taking on particular viewpoints or positions within negotiations), which they had to develop among themselves and then present arguments to the group as a whole.