ABSTRACT
Even where not mandated, Tort law is often a compulsory part of the law school curriculum. Grappling with it is complicated by the subject’s largely unstructured, open-textured, and judicially driven nature. This chapter argues that the customary model of Tort teaching can be impactfully and engagingly subverted through an anti-racist pedagogy. A range of strategies engaging structural and substantive responses to course design and delivery are considered as means of doing so, conscious of the constraints within any given institution or broader curriculum. The central theme throughout is that, in embracing such an approach, a Tort teacher does not abandon the subject to pure instrumentalism—a common criticism of contextualised Tort teaching—but rather that an anti-racist pedagogy for Tort empowers learners to reflect on and critically reassess fundamental aspects of Tort itself.
