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. This chapter assesses developments in legal pedagogy occasioned by the move away from the national paradigm towards a more pluralistic, multisystemic, global and perhaps even 'stateless' concept of law and law teaching. It draws upon the experience of teaching what is still thought of as a core, substantive private law subject - Contracts - in an integrated, transsystemic curriculum at McGill University's Faculty of Law, and canvasses the insights gained from breaking the mould of legal nationalism in the classroom. The chapter concludes by asserting that pedagogically, much is to be offered by integrating the study of multiple legal traditions and perspectives in the classroom.
