Teaching Law of the Sea from a Critical Perspective

What is it about?

Scholarship on law of the sea has become increasingly critical in recent years, but such a critical perspective is not easily implemented in the teaching of the subject. Given that little to no scholarship has engaged with the teaching practice of law of the sea, it seem timely to consider more carefully the research-teaching nexus in this field of law, which I seek to do through this article. Drawing on critical pedagogy, I start the chapter by explaining how I seek to encourage dialogic learning and to de-emphasise presumably authoritative voices. Decentring the law is a related strategy that I have also found to be useful. Finally, I consider some of the challenges that I have encountered in my efforts to decentre the law and the teacher, which mainly relate to arguably inherent tensions within critical pedagogy and to the contemporary higher education environment.

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