![]() ![]() It can be difficult to find the time to reflect on the implications of our work, especially when juggling multiple ongoing projects. Often, we complete a project and move on to a new angle for our next publication, sometimes completely veering off on a new research trajectory. Providing a space to break down what many textbooks suggest are the prevailing views in the discipline bore fruit, with students making insightful points from their own cultural backgrounds and lived experiences that we could all learn from.ĭespite the value of reflection as a beneficial learning tool, scholars do not always take advantage of it. Drawing on the approach of Luis Eslava, I encouraged students to “engage more closely ‘with and against’ international law’s frames.” At the tail end of the course, students studied critical approaches to international law in greater depth, drawing together the various approaches introduced throughout the year, including feminist, Marxist, and realist approaches. The aim was to build in more critique and encourage students to question the power structures of the international system. ![]() ![]() Last year, I added a number of works from the school of thought known as Third World Approaches to International Law (TWAIL) to the reading list for my Public International Law course. But what about academics? Do we reflect enough on our scholarship? ![]() In addition, we regularly ask students to self-reflect on their learning, to identify the approaches they have used and how these have enhanced their experience and enriched their contributions to the course. We encourage students to view published work with a critical eye, assessing its flaws, and some jurisdictions make regular use of ‘reflection papers’ for undergraduate and postgraduate courses alike. When we publish our outputs, we identify gaps in literature and regularly implore other scholars to pursue angles that could not fit within the confines of a single article. Reflecting on our work is an important practice that allows us to be more critical, and ultimately, improve as researchers. Alexander Gilder (Lecturer in Law at Royal Holloway, University of London) ![]()
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