However, and somewhat paradoxically, the technocracy in teaching has also opened up an emerging debate on critical pedagogy in international law, which was almost entirely absent prior to 1990. Teaching syllabi generally set out the skills to be acquired and the learning outcomes to be achieved rather than giving attention to the pedagogical orientations which have informed them. In conjunction with the expansion of international law has also emerged a more technocratic notion of teaching the discipline. Since the 1990s, the discipline of international law has expanded its reach (with global universities, a global knowledge economy, and a much-debated juridification of international relations). The chief issue that commentators on the teaching of international law have prior to the 1990s is the relative inattention to international law in law school curricula and the lack of application to practice-many of the pieces read like disgruntled accounts of those seeking status and recognition. Prior to the 1990s, international law was a subject thought mainly to be of interest to the work of foreign ministries. This break before and after the 1990s reflects a change in the discipline of international law. Indeed, a break is discernable in the publications dedicated to the teaching of international law since the 1990s. Contributions on pedagogy and practices largely begin to emerge in the mid-1990s. However, scholarly reflections on how to teach are still relatively uncommon.

Certainly, much scholarship on international law is implicitly about teaching as it explores an area of contention and considers in which ways these can be made intelligible to a student or professional audience. And yet, it is notable that there are only relatively few contemporary scholarly contributions dedicated specifically to the teaching of international law. The pedagogy employed, the practices favored, and the challenges faced are also of concern to students of international law. The teaching of international law is a topic of interest to most international law educators.

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