International Trade Governance

My teaching style is as conversational as possible: while providing an introduction through lecture style, class generally turns into a hybrid between lecture and debate between myself and the students, but also among the students. I regularly divided students up into groups with specific tasks (such as taking on particular viewpoints or positions within negotiations), which they had to develop among themselves and then present arguments to the group as a whole.

Afronomicslaw.org invited submissions on the teaching of international economic law, (IEL), in Africa to reflect on a number of questions. We asked the contributors to reflect on these questions: What materials did you use to teach? What teaching style did you adopt? Did you center Africa or make the materials relevant to an African context in the materials you used and if so how? For example, did you use of African case studies; or use African-specific materials (e.g. books, articles, cases, treaties)? Was the class required? How many enrolled in the class? How did you determine grades in the class? Did class participation count towards the grade? Did you have prior background in the area when you first taught the course e.g. in your graduate school education, in your research and scholarship, in practice? How would you say the students received the course? Did they find it interesting, relevant, or indifferent?