The UC Irvine Journal of International, Transnational, and Comparative Law (JITCL) is a student-run publication dedicated to the advancement of legal scholarship in the fields of international, transnational, and comparative law. JITCL’s topics focus on examining transnational legal orders through international law, transnational law, and comparative law approaches. The Journal's mission is to serve as a forum for research and debate on topics of international concern; provide opportunities for students at UC Irvine School of Law to develop the research, writing, and editing skills that are invaluable to a career in the legal profession; and create an inclusive community for the members of the journal.
The UC Irvine Journal of International, Transnational, and Comparative Law publishes one issue per year.
We are currently accepting student note submissions from students enrolled at the University of California.
Volume 3, Issue 1, 2018
The Unstoppable Force, the Immovable Object: Challenges for Structuring a Cosmopolitan Legal Education in Brazil
This Article discusses the challenges for structuring a more cosmopolitan legal education in the global South without falling in the traps of legal colonialism, academic solipsism and social elitism. It does so by examining the experience of FGV Direito SP, an attempt to create a global Law school in Brazil. The Article suggests that understanding the broad implications of a project for radically changing legal teaching in Brazil requires a nuanced reading of the encounter between the purportedly unstoppable force of globalization and the supposedly immovable object of traditional legal institutions. This Article is organized in four sections. The first discusses how globalization and the return to democratic rule of law have created the need for a new model of legal education in Brazil. The second discusses the legal culture framework within which the new school appeared. The third overviews the main lines of FGV Direito SP global-oriented legal education. The fourth section presents the hurdles to offering a globaloriented legal education in an emerging country overwhelmed by deep and persistent social inequality and frames FGV’s experience within the context of the ethical and political challenges for legal education in the global South.