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Calls to decolonise the curriculum gain traction across the academe. To a great extent, the movement echoes demands of the decolonisation era itself, a period from which academics draw both impetus and legitimacy. In this article, we examine the movement’s purchase when applied to the teaching of international law. We argue that the movement reinvigorates debates about the origins of international law, centring its violent foundations as well as its Eurocentric episteme. Yet, like many critical approaches toward international law, the movement is smitten with itself and with the regime. As a consequence, the outcome of its activism and critique is predetermined: both must redeem the Eurocentrism of international law and its associated pedagogy. Calls to decolonise the curriculum ultimately validate the epistemological limitations inherent to a stratified, international order, failing to offer a genuine alternative framework or epistemology.

This article problematises the representation of subaltern resistance in practices of human rights. It critiques the normative framing of the subaltern by those practices, a framing which it argues contributes to their subjugation. Against such framing, the article follows the 2011 Egyptian uprising through the film Rags & Tatters, offering a practice of freedom beyond human rights and through self-recollection.

The paper by Wood and Warwick (2018) explores the “increasingly complex places” that modern universities provide for learners. They proposed a model that describes the universities’ learning spaces as Dynamic, Extended, Ecological, Participatory (DEEP). In this video, we present our personal experiences with learning (and teaching) spaces during the week 27 Nov – 1 December 2017 at the University of Leicester and beyond the campus space. We invite you to reflect with us on how this relates to the DEEP model, and how it relates to your own learning spaces.