Must International Legal Pedagogy Remain Eurocentric?
Mainstream international law is Eurocentric. Throughout the past half millennia, no territory beyond Europe was safe from jus gentium's striking capability to legitimize the intrusion of European civilizational precepts. Beginning with the Americas but quickly shifting to Africa and Asia, each...
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| Veröffentlicht in: | Asian journal of international law (Cambridge, U.K.) U.K.), 2021-01, Vol.11 (1), p.176-206 |
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| container_title | Asian journal of international law (Cambridge, U.K.) |
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| creator | AL ATTAR, Mohsen |
| description | Mainstream international law is Eurocentric. Throughout the past half millennia, no territory beyond Europe was safe from jus gentium's striking capability to legitimize the intrusion of European civilizational precepts. Beginning with the Americas but quickly shifting to Africa and Asia, each continent was a battleground for the penetration of a provincial knowledge system. In this paper, I explore the implications of Eurocentrism for international legal pedagogy. While textbook authors now pay homage to other civilizations, their effusions are ornamental only. Instead of supporting epistemological equivalency, they centre European international law throughout their works, exorcising the brutalities of European history that generated the law in question. After setting out the dilemma, I outline three approaches towards transforming international legal pedagogy that capitalize on the decolonization movement. Each method builds on the premise that, without epistemic diversity, legal pedagogy will continue to rationalize European international law's predatory impulse. |
| doi_str_mv | 10.1017/S2044251321000138 |
| format | Article |
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| ispartof | Asian journal of international law (Cambridge, U.K.), 2021-01, Vol.11 (1), p.176-206 |
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| language | eng |
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| source | HeinOnline Law Journal Library; Cambridge University Press Journals Complete |
| subjects | Developing countries Education Emancipation of slaves Epistemology Eurocentrism Immunities of foreign states International law International trade Law Law schools LDCs Narratives Nation states Pedagogy Sovereignty Students Study and teaching Teaching Textbooks |
| title | Must International Legal Pedagogy Remain Eurocentric? |
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