ABSTRACT
The awareness of legal and normative complexity – what some have referred to as polyjurality and I call hybridity – is growing, at least among legal academics. 1 Indeed, this perception has already begun to change comparative scholarship and may, over time, fundamentally alter the place of comparative research and teaching in both the university and beyond. This new consciousness and the related developments that have formed and guide contemporary hybridity suggest the necessity of transdisciplinary perspectives and a root-and-branch reappraisal of the state-centred legal positivism that still dominates the wider legal profession. But these changes in perspective also demand, among other things, a reconsideration of our pedagogical practices.
