ABSTRACT
The national paradigm for understanding law has brought with it many implications for both the legal profession and legal pedagogy, resulting in the development of one of the most jurisdictionally restrictive professions and boundary-laden university disciplines. As Daniel Jutras has aptly pointed out, ‘Law … is generally taught in universities as though its only important manifestation is that of the political state in which the faculty is located’. 1 The traditional model of legal education has been built around boundaries created by political geography and state normativity, and has faced even further restrictions due to its taxonomic structures and doctrinal categories.
