A Cuban Perspective on International Law

As a member of the group of students and faculty who recently visited Cuba, I want to concur in all of the prior posts that expressed how fascinating it was to tour Havana, learn about some of the history, and in particular interact with the people. Prior to the trip, my only encounters with socialists had taken place in Berkeley, California and Eugene, Oregon, so I’d always associated the ideology with Left Coast stuff like patchouli and hemp shoulder bags. This was my first opportunity to meet and talk with genuine, born-and-raised socialists–people who think of Marx and Engels the way we might think of Locke or Smith. One of those people was Celeste Pino Canales, a professor of public international law at the University of Havana, who spoke with us about Cuban perspectives on international law and, afterward, allowed me to interview her on what it’s like to be a law professor in Cuba. A post about our conversation is available here.


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The Study of International Law in Foreign Law Schools: A Brief History

In my last post I provided a short history on international legal education in the United States. This time I offer the global equivalent: a (very) rough sense for the evolution of law school study requirements in a number of foreign countries, based on a combination of two UNESCO surveys from the mid-twentieth century and my recent research on contemporary practice.

Here are the results:

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A Global Survey on the Study of International Law (Part II)

Last month I put up the first in what I anticipate will be a series of posts on the subject of international legal education. I summarized the results of a global survey on the study of international law, reported that a majority of law students around the world must complete at least one course on the subject prior to graduation, and pointed out that the overwhelming tendency for American law schools to offer international law exclusively as an elective is fairly abnormal. In this post, I’ll explain my methodology and elaborate a bit on the data underlying my conclusions.

The methodology was pretty simple: I relied on a collection of official government documents, information available on the websites of university law faculties, and, occasionally, email correspondence with faculty members. Where this evidence established that a curriculum includes a mandatory course that on its face substantially implicates public international law, I coded the corresponding university as requiring international legal training. Inversely, I coded a university as requiring no such training where the evidence demonstrated that courses on public international law are elective or unavailable. Finally, I coded a university as “no data” if it has a law faculty but evidence of its curriculum was inaccessible within the confines of the research methods. For present purposes, the key point is that the numbers only reflect what I could find. This probably amounts to all relevant data for many states. But for others, particularly in the developing world, the data are less complete because not all universities have functioning websites and even those that have them often omit information about their curriculum.

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