Pedagogy

Mohsen al Attar and Rafael Quintero Godínez

Chapter 11 in Research Handbook on Third World Approaches to International Law (TWAIL), 2025, pp 112-124 from Edward Elgar Publishing

Abstract: Teaching international law is challenging. The subject implies competing priorities, making it easy for the material to become convoluted or unmoored from reality. These qualities are pernicious when teaching international law from a Eurocentric perspective. Common at most law schools, Eurocentrism focuses on state interactions in a vacuum, neglecting the context. By contrast, a TWAIL-based pedagogy treats international law as a lens into human interactions. TWAIL scholars regard colonialism, imperialism, and exploitation as building blocks of the current international legal order. This approach collapses Eurocentric pedagogy, taking students beyond the artificial ideal conveyed in textbooks. By engaging with the predation of international legal history, students learn that international law advances a parochial worldview to the benefit of some and at the expense of others. Recognition of international law's chequered character opens the door toward the imagination of a more progressive international law.

Keywords: TWAIL pedagogy; Decolonisation; Emancipation; Eurocentrism; Third-World epistemologies (search for similar items in EconPapers)
Date: 2025
ISBN: 9781789901511
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