ABSTRACT
One weapon in the arsenal of legal educators interested in teaching their students the lessons of hybridity is comparative legal/normative history. Comparative legal/normative history challenges the related shibboleths of legal exceptionalism. It might bring many of the benefits of polyjural studies to the most cautious, conventional curricula. Academic conservatism in many law schools offers a sensible resistance to the integration of these studies in curriculum programs, fearing that these novelties could endanger the implicit apologetic characteristic of prevailing legal education. Law schools throughout the EU have been required to reconsider the role of state law in a sui generis, supra-state entity that regulates much of the lives of its members and citizens through binding transnational laws. In the United States, where the law schools are generally no less insular than the wider culture, there have been a few exciting developments. The New York University (NYU) School of Law initiated its Global Law School programme in the mid-1990s.
