I wrote an article as part of a special issue that reflects on the state of the traditional law school and legal education. The full text is open access and can be accessed here or through your local library or other institutional channels. [Alternatively, contact me.] If you would like to read the entire special issue [if you are even tangentially involved in legal education I encourage you to do so], you can find it here. In my article, my purpose was to think through the role of law schools in local and global society, especially in teaching the world to our students.
An earlier and shorter version of this essay was initially on the University of Bristol’s Law School, Rich Law, Poor Law blog. It has been republished here with permission.
A post on the Rich Law, Poor Law blog of the Law School, University of Bristol, argues that by failing to waive the Covid vaccine patent, the Global North has failed the Global South. This argument resonates with our Rich Law, Poor Law workshops on race, in which we consider how the artificed category of ‘race’ has been used [historically and contemporarily] as the fundamental technology to abstract property out of manufactured identity traits and thus as a tool for accumulation of capital.
This is an extended version of an introductory contribution that I delivered on the 28th of October 2020 at a panel event hosted by the Oxford Law Faculty. The event was titled, ‘Race Equality in Higher Education’. A recording of the full event can be found here. I was asked to give my reflections on the state of racial justice in higher education – what has gone well, what needs improvement, what hopes for the future. My thoughts on those particular points are reproduced below.
In Adebisi, Foluke. “Law, Race and Development.” an entry in the Encyclopedia of Law and Development, Edward Elgar Publishing, 2021, I examine the nexus of the seemingly straightforward concepts of law, race, and development. The full text can be accessed here or through your local library or other institutional channels. [Alternatively, contact me.]
We would like to invite you to contribute a chapter to a volume we are co-editing, and which we are planning to place in the Routledge Legal Pedagogy series. The collected edition is provisionally titled: ‘Decolonising Legal Pedagogy’. We have been invited by the series editor to submit a proposal and we are now at the stage of putting together a list of authors and abstracts to finalise an agreement with Routledge.
Some years ago a colleague of mine asked why, despite the fact that I blogged a lot about decolonisation, I did not write about decolonisation in my academic work. My real answer [of which I responded with an abridged version], was that I did not think that anyone in UK HE wanted to hear about decolonial thought. Taking my colleague’s advice, I decided to switch my academic focus round – write scholarly about decoloniality and blog about everything else… and decolonisation. Decolonising Education in Africa is the first piece of academic work where my scholarship on decolonisation intersects overtly with my scholarship on Africa. In this essay I reflect on where the field and myself have found ourselves, five years after I wrote it.
When I started writing this, it was only 8 days into 2021. COVID-19 is stalking all lands. The vaccine distribution line is the abyssal line. The United States of America is being very disunited. The oppressed are still being oppressed and the obscenely rich are still amassing obscene amounts of wealth. Though we are all glad to escape 2020, 2021 has not brought the automatic refreshing we promised. I am saying this to remind us, that stepping into a new calendar year does not miraculously make all things new. We have to actively make change happen. Looking back matters. By looking back we ensure that we learn from the past. We take the lessons with us, from the good and bad. We look back so that we can do better in future and not drive further into perdition.
I have always loved stage plays. I love the way the dialogue captures the heart, slowly at first, but then it clutches your soul… and draws you in. Your line of sight is focused, in the scene, in how the players sit around a prop – a throne, a queen, a skull, a jug, a baby grand piano. The pacing is swift. It has to be, to keep you in your seat. The settings are few, but the stories are often deep, many-textured and still mundane. They follow the flow of life, yet faster. Going backward and forward, stage plays are simultaneously; a window into the everyday, into the possible, into the divine.