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Outlining a wide range of instructional strategies for different student audiences, Teaching International Law presents guidelines and recommendations on best practices for teaching public international law at undergraduate and postgraduate levels, as well as within law schools and legal training programs. The book provides an incisive exploration of assessment mechanisms including examinations and coursework, classroom strategies such as case studies and the Socratic method, course content, and theory, all in the context of Bloom's Taxonomy. Paul F. Diehl and Charlotte Ku note the differences between the US and European or Asian models of teaching international law at the undergraduate level, graduate degree programs, and specialty LLM degrees. They also cover the teaching of specialized courses in international law such as human rights, trade, the environment, and criminal law. Based on over 40 years of experience in teaching international law, this is an essential resource for instructors of courses in public international law, as well as criminal law and justice, international commercial law, international economic law and trade law, and global and transnational law. It is also beneficial for instructors of law school courses and professional law courses in international law.

The practice of teaching international law is conducted in a wide range of contexts across the world by a host of different actors – including scholars, practitioners, civil society groups, governments, and international organisations.This collection brings together a diversity of scholars and practitioners to share their experiences and critically reflect on current practices of teaching international law across different contexts, traditions, and perspectives to develop existing conversations and spark fresh ones concerning teaching practices within the field of international law. Reflecting on the responsibilities of teachers of international law to engage with and confront histories, contemporary crises, and everyday events in their teaching, the collection explores efforts to decenter the teacher and the law in the classroom, opportunities for dialogical and critical approaches to teaching, and the possibilities of co-producing non-conventional pedagogies that question the mainstream underpinnings of international law teaching. Focusing on the tools and techniques used to teach international law to date, the collection examines the teaching of international law in different contexts. Traversing a range of domestic and regional contexts around the world, the book offers insights into both the culture of teaching in particular domestic settings, aswell as the structural challenges and obstacles that arise in terms of who, what, and how international law is taught in practice.Offering a unique window into the personal experiences of a diversity of scholars and practitioners from around the world, this collection aims to nurture conversations about the responsibilities, approaches, opportunities, and challenges of teaching international law.

Teaching International Law is a topic of great importance in international law academia. In the past renowned international lawyers and research institutions have dealt with this matter. This book brings together a larger number of established international lawyers who not only present the state of the art of this discipline but also their own vision and perspective. Traditionally, teachers of international law had considerable influence on the development and the understanding of this subject. The international legal system has profoundly changed but in time of enormous challenges for the survivel of mankind the voice of the teachers should again be heard.

This timely book considers the ways in which international law, unlike domestic law, does not make itself known in a formalized, hierarchical structure, but needs to be conceptually (re)constructed by the participants and observers, out of a variety of practices and other elements. It explores such constructions, as well as how these images can be deconstructed and reconstructed.Bringing together contributions from expert scholars from a range of disciplines, from philosophy to international law scholars and practitioners, this book contrasts constructive, deconstructive and reconstructive perspectives of international law. Discussions on the topics are encouraged by eliciting responses from contributors on each other's work. Throughout the book, chapters provide complementary views of key international legal concepts such as custom, legal interpretation, authority and sovereignty.Providing a framework that gives room to different disciplines, Conceptual (Re)Constructions of International Law will be a key resource for practitioners as well as scholars in the fields of legal philosophy, (international) legal theory and public international law.

Vivimos en un contexto de cambios constantes en el que es necesario buscar nuevas metodologías de enseñanza que favorezcan la correcta adaptación de los docentes y discentes al mundo en que vivimos. La educación es un proceso continuo que se prolonga a lo largo de la vida, el alumnado que se forma en nuestras aulas al día de hoy seguirá haciéndolo en el futuro. Las formas en las que nos comunicamos, interactuamos y aprendemos están condicionadas por el entorno social y tecnológico del espacio físico y temporal en el que nos encontramos. Es por todas razones por lo que, atendiendo a la generación a la que pertenece el alumnado (Alpha, Z, X…), las herramientas metodológicas utilizadas en nuestro aula deben ser distintas; o, mejor dicho, deben adaptarse al receptor. Esto explica la necesidad de que, en todos los procesos formativos, incluyendo el de la educación superior, deban tenerse en cuenta las necesidades de las nuevas generaciones de estudiantes que demandan medios interactivos para poder aprender.

Desde las autoridades competentes en materia de Educación Superior e Investigación se han desarrollado diferentes sistemas de evaluación curricular del personal docente e investigador universitario en los últimos años; sistemas en los que se presta una especial atención a la innovación docente y la transferencia de resultado de las investigaciones. Por esta razón, avanzar en los procesos de renovación pedagógica en la educación superior, así como en la innovación en la investigación constituye, al día de hoy, una necesidad a la que se tiene que dar una respuesta desde la comunidad universitaria.

This unique book examines the role non-doctrinal research methods play in international legal research: what do they add to the traditional doctrinal analysis of law and what do they neglect? Focusing on empirical and socio-legal methods, it provides a critical evaluation of the breadth, scope and limits of the representation of international law created by these often-neglected methodologies. The book examines whether non-doctrinal methods promise certainty and objectivity. Chapters explore how adopting social research methods allows artificial landscapes of international law to be constructed, with the aim of aiding our understanding of its normative content. In doing so, the contributors place the normative content of international law into the realm of scientific investigation, providing a critical distance from its principled roots. This insightful book argues that any research methodology, whether doctrinal or non-doctrinal, involves a necessarily partial and incomplete vision of international law. Hence, the critical variation provided by non-doctrinal methods is a useful means for supplementing, rather than replacing, doctrinal analysis. Accessible and engaging, Pluralising International Legal Scholarship will be a key resource for international law scholars, especially those specializing in legal methods. The interdisciplinary nature of the study will also appeal to students and academics working in the fields of international relations, international organization and social research methodology. Contributors include: R. Deplano, M. Dordeska, E.A. Faulkner, G. Gentile, H. Lai, S. Landefeld, G.M. Lentner, L. Lonardo, A. Magaria, J. Ostransky

Cada banca examinadora tem características próprias em relação aos seguintes aspectos: a) maneira de apresentar as perguntas, b) técnicas utilizadas para di cultar a resolução das questões, c) teses jurídicas preferidas, d) tipo de doutrina utilizada e e) temas preferidos, recorrentes e reputados mais importantes. Essa identidade é bem acentu- ada em se tratando do CESPE. Trata-se de uma organizadora que elabora exames bem diferentes das demais. O CESPE costuma ser bem original em todos os aspectos mencionados e fazer perguntas de alto grau de dificuldade, sendo comum, inclusive, a repetição de questões, com certas modi cações, em exames seguintes. É por isso que a presente obra é indispensável para você que deseja ser aprovado no exame do CESPE. A partir da resolução de todas as questões presentes no livro, você entrará em contato com o jeito, as técnicas, as teses jurídicas, a doutrina e os temas preferidos e recorrentes da examinadora, o que, certamente, será decisivo para a sua aprovação.

International law is not merely a set of rules or processes, but is a professional activity practised by a diversity of figures, including scholars, judges, counsel, teachers, legal advisers and activists. Individuals may, in different contexts, play more than one of these roles, and the interactions between them are illuminating of the nature of international law itself. This collection of innovative, multidisciplinary and self-reflective essays reveals a bilateral process whereby, on the one hand, the professionalisation of international law informs discourses about the law, and, on the other hand, discourses about the law inform the professionalisation of the discipline. Intended to promote a dialogue between practice and scholarship, this book is a must-read for all those engaged in the profession of international law.

The experience of many university students studying public international law is,'This is fascinating, but what can I do with it?'While this book in no way detracts from the more intangible reasons to study international law, it is practically focused and explores the options available to law graduates beyond traditional or domestic law career paths. The range of possible careers is vast - from human rights to investment law and from the courtroom or boardroom to the refugee camp - and the book offers a step-by-step approach to considering whether and how to pursue a career in one of these areas. The essential message is that international law jobs are out there and attainable if approached strategically and with perseverance. In this second edition, the text - written as a series of questions and answers - is supplemented by a broader range of practitioners'views and experiences, as well as updated appendices containing concrete information on the most useful internships, short courses, and Master's programs. •••'A Guide to International Law Careers is a book that students will devour. The book is an easy read with clearly written, targeted advice for students who want to'do something'with the international law they've learned in the classroom.'-- Prof. Mark Wojcik, International Law Prof Blog [Subject: Legal Profession, International Law]

This is a wonderful collection of essays. The present volume contains rich articles and conveys creative and substantive ideas and information on the internationalization of law and legal education and legal practice. A timely book which will serve academics, legal professionals and policy and law makers alike in their search to keep legal education and the legal professions up to date to international and transnational legal and societal developments.'- Aalt Willem Heringa, Maastricht University, The Netherlands'Professors Hiscock and van Caenegem have drawn together an impressive group of international experts in legal education to take the reader on a fascinating journey. It ranges from the historical origins of different families of law, through the development of the institutions that support increasing connection across borders to anticipation of where the practice of law is heading, driven by the forces of global interconnectedness. This volume will help shape the internationalisation of legal education.'- Duncan Bentley, Deputy Vice-Chancellor, Victoria University, Australia'This is a fascinating collection of essays on how the world of legal education is responding to the globalisation challenge. It deserves a place on the shelf of every legal academic and practitioner with a serious interest in legal education. The utility of the book is enhanced by the fact that it is written from a variety of different and critical perspectives. It comes highly recommended.'- Gerard McCormack, School of Law, University of Leeds, UKFor graduate lawyers to succeed in a global environment, legal education in every system must undergo revolutionary change. Professors van Caenegem and Hiscock explore in detail the new initiatives that are emerging as a response to this development and the reaction from the profession to these changes.Divided into five sections, the expert contributors of this book provide different perspectives on legal education in an ever-growing industry:- Dealing with the different national philosophies of legal education- Ignoring the civil law and common law divide - a brave new world- Evolving initiatives in legal education for global practice- International practice - attorneys'insights- Litigation and arbitration - international advocacy across bordersThis book will be useful to scholars and practitioners alike who are charged with teaching law students and preparing them for the demands of practice.Contributors: J. Basedow, L. Boo, L. Boulle, S. Chesterman, M. Coper, Justice J. Douglas, M. Hiscock, D.X. Hop, C.-F. Lo, V.I. Lo, D. O'Donovan, A. Petridis, R. Russell, S. Steele, G. Triggs, W. van Caenegem, B. Wolski