Abstract:
In this article then, we explicate, from conceptualization to practice, the theory behind and the use of an alternate pedagogy - derived from the work of Third World Approaches to International Law (TWAIL) scholars, of Paolo Freire, and of Ngugi wa Thiong,o - in the delivery of a course on international law in a mainstream Western law school. We argue that this approach has enabled students to familiarize themselves with critical legal theories, to experience a dialogic and democratic approach to teaching and learning, and to reflect on the place of justice in international law, a series of achievements unlikely within the conventional banking model. The authors do not claim to offer a definitive account on the teaching of international law. Emancipatory initiatives are neither exclusive nor exclusionary and we would not advocate the adoption of a single teaching method. Instead, what we put forward is both a theoretical and a practical examination of the application of a TWAIL-inspired approach to legal pedagogy. This pedagogy, we argue, is very effective in acquiring a nuanced understanding of international legal matters, developing a wide range of practical skills, and nurturing awareness of the harmful outcomes international law produces for the Third World. It is hoped, and only time will tell, that the understanding, skills, and awareness the students acquire will manifest outwardly into a deeper social consciousness and a meaningful desire to struggle for a just international legal order.