Study Skills Series: Taking part in classes

by Robert Craig, University of Bristol Law School

[The introduction to the series can be found here]

In classes, it might be thought to be better to choose your own moment to contribute rather than perhaps be randomly asked a direct question that you were not expecting by the tutor in the class. They will be trying to involve you in order to encourage you to make the best use of classes, which are designed to help you develop and test your ideas and reactions to the material by discussing them with your tutor and peers. But, to repeat, it is far better for you to pick a good moment to contribute something, even if it is just a question. (more…)

Study Skill Series: Proactive Learning

by Robert Craig, University of Bristol Law School

[The introduction to the series can be found here]

Law is a subject where there is usually a strong correlation between effort and progress. Experience with generations of law students suggests that it is a bad idea to “leave things until later” in your class preparation because it is much harder to come back to things, from scratch, when they are not fresh in your mind. Also, the volume of material can quickly add up. Little and often is better and, incidentally, pacing yourself well over time also helps you to learn and remember the content far more easily – not to mention that the discipline of training your mind to keep plugging away regularly is a useful, and marketable, life skill. You will be justified in giving yourself a little pat on the back when you get to the revision period if you are actually revising rather than “catching up”. (more…)

Study Skill Series: How do I prepare for class?

by Robert Craig, University of Bristol Law School

[The introduction to the series can be found here]

Preparing properly for synchronous sessions is essential for them to be useful for you and for others in the seminar – please make the effort to engage actively with your peers and academic tutor for both seminars and consolidation sessions. It is impossible to take any meaningful part in seminars without doing a significant amount of prereading and thinking before class. Going to seminars with insufficient preparation tends to be quite stressful for most people because it is quite hard to follow what is going on if you are not on top of the materials. (more…)

Teaching IEL as a Nigerian Teacher in the Era of Decolonisation (IEL Collective Symposium II)

By Suzzie Onyeka Oyakhire, Lecturer, Faculty of Law, (University of Benin, Nigeria; suzzie.oyakhire@uniben.edu)

This piece reflects on the teaching of International Economic Law (IEL) in Nigeria specifically within the legal education curriculum of undergraduate studies. It considers the status of IEL as a course of study and considers some epistemological challenges encountered in teaching IEL, including the content to be covered within the curriculum.

The studying and teaching of IEL in Nigeria is largely undeveloped. This is because within the legal curriculum of undergraduate studies, IEL is not prioritised in the research agenda and teaching within the Faculties of Law. For several years IEL was excluded as a course of study in Nigerian universities and, where it is taught, it is relegated to the status of an optional course. Consequently, over the years, several lawyers have graduated without any significant exposure to IEL. Often, the earliest exposure with IEL occurs during postgraduate studies overseas in which the knowledge and understanding of IEL is influenced by the perspectives of their teachers, usually teaching from, or at least influenced by a Eurocentric position. (more…)