TWAIL Pedagogy – Legal Education for Emancipation

TWAIL Pedagogy – Legal Education for Emancipation Mohsen al Attar and Vernon Tava* I. II. Introduction .......................................................................................................... Decolonisation and the struggle against ­ and for ­ the self .................... III. TWAIL ­ from legitimating force to Trojan horse ...................................... IV. TWAIL pedagogy ­ the practice of co-intentional education .................... A. MILS and the "banking method" of education ....................................... B. TWAIL and co-intentional education ........................................................ V. TWAIL pedagogy in practice ­ From Colonialism to Globalisation: How International Law Made a Third World ............................................... VI. TWAIL pedagogy in practice ­ From Colonialism to Globalisation: How International Law Made a Third World ­ a student view ............... VII. Conclusion ............................................................................................................. Mohsen al Attar, LLB, LLM, PhD (in Progress) is a Senior Lecturer in the Faculty of Law at the University of Auckland. Vernon Tava, LLB, LLM (in Progress) is a Research Fellow at the New Zealand Centre for Environmental Law, Faculty of Law at the University of Auckland. The Palestine Yearbook of International Law, Vol. XV, 2009, pp. 7­40. © 2010 Koninklijke Brill NV. I. Introduction This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Palestine Yearbook of International Law Online Brill

TWAIL Pedagogy – Legal Education for Emancipation

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Publisher
BRILL
Copyright
Copyright 2010 by Koninklijke Brill NV, Leiden, The Netherlands
ISSN
1386-1972
eISSN
2211-6141
D.O.I.
10.1163/22116141-90000033
Publisher site
See Article on Publisher Site

Abstract

Mohsen al Attar and Vernon Tava* I. II. Introduction .......................................................................................................... Decolonisation and the struggle against ­ and for ­ the self .................... III. TWAIL ­ from legitimating force to Trojan horse ...................................... IV. TWAIL pedagogy ­ the practice of co-intentional education .................... A. MILS and the "banking method" of education ....................................... B. TWAIL and co-intentional education ........................................................ V. TWAIL pedagogy in practice ­ From Colonialism to Globalisation: How International Law Made a Third World ............................................... VI. TWAIL pedagogy in practice ­ From Colonialism to Globalisation: How International Law Made a Third World ­ a student view ............... VII. Conclusion ............................................................................................................. Mohsen al Attar, LLB, LLM, PhD (in Progress) is a Senior Lecturer in the Faculty of Law at the University of Auckland. Vernon Tava, LLB, LLM (in Progress) is a Research Fellow at the New Zealand Centre for Environmental Law, Faculty of Law at the University of Auckland. The Palestine Yearbook of International Law, Vol. XV, 2009, pp. 7­40. © 2010 Koninklijke Brill NV. I. Introduction This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to

Journal

The Palestine Yearbook of International Law OnlineBrill

Published: Jan 1, 2009

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