Global South

The book offers an updated and comprehensive view of the status of the different legal regimes that govern sovereign debt operations. While this book was not written with the outbreak in mind, it provides unique insights into the legal challenges that states and policy makers from the global south ought to consider when facing the challenges of the post Covid-19 world.  The following post offers some takeaways from the book.

Afronomicslaw.org, the leading blog on international economic law and justice issues in the Global South seeks to fill the position of a Coordinator for its African Debt Justice Initiative (AfSDJN).

There is no doubt that solving this pandemic is the most pressing challenge of our time. This is not a zero sum game. Below, I elaborate on the four points for effective global solidarity to tackle the pandemic.

In the webinar, the panelists brilliantly discussed salient subjects pertinent to global intellectual property (IP) rights rules and relevant implementation mechanisms at regional and national levels. In quintessential Afronomicslaw.org fashion, the discussions underscored Global South interests and reinforced the importance of fostering development-oriented IP systems.

A decolonised international law module, and the law curriculum in general, should be able to imagine the world beyond a simplistic notion of ‘the law says so’

The three issues that I discussed here apropos teaching and researching international law are part of much bigger problems in Asia and Africa: statehood, sovereignty, resource management, knowledge production, to name a few. I believe, more specific examples of how these persistent problems shape (and also fail to shape) teaching and researching international law in these regions will emerge in course of this symposium.

My intervention here is premised on my experiences and my relationship to the teaching of CIL. Instead of directly engaging with the question—why teach critical international law—I offer two interconnected accounts of the teaching process. This unpacking takes place at the site of my identity as a pedagogue where these two strands of enquiry intersect—why did I choose to teach CIL and why did I choose to teach CIL. These enquiries are dynamic and through them, I hope to cover some ground on the teleological question.

It is high time that pedagogical, methodological, ethical, and sociological challenges of this nature are discussed and addressed if IL is to be assessed for what it is without plummeting into the depths of myriad situated perspectives, colonialism, linguistic barriers, paucity of resources, and sheer divisions within the academic world.

With this post I seek nothing more than prompt the reader to question their experiences, recount their anecdotes and challenge how the way we learned, and what and how we teach today. I invite you to take the chance of making a pause in the inertia that academic life entails, and become part of the discussion on how to transform our discipline to be better researchers and more effective teachers to the lawyers of the future. There is no excuse not to, the debate is alive and happening in fora, such as AfronomicsLaw, REDIAL and TRILA.

In this blog article, building on the findings of the TRILA Project Report, and using AfronomicsLaw blog as a case example, I focus on the role of academic blogging as one of the digital tools that has great potential in shaping scholarly development in international economic law in the Global South. The AfronomicsLaw blog, launched less than two years ago, has exponentially grown, and therefore this blog article provides scholars, legal practitioners, policy makers, law students and readers and followers of the blog in general with an opportunity to assess the benefits of academic blogging through its lens.