The Myth of the Teaching-Research Nexus

Abstract

The wild law judgment project is a recent exciting collaborative project involving the rewriting and writing of both existing and hypothetical judgments from a wild law or Earth-centred perspective. In this article, the author reflects upon the performative implications of judicial impersonation and writing and rewriting judgments wildly. The performative nature of the project makes it a valuable teaching resource, in that it thereby offers a different and arguably more powerful challenge to the anthropocentric bias in law than that contained in more conventional forms of academic critique. Drawing upon insights contributed by academics who have used rewritten feminist judgments in their teaching, the author explores the pedagogical value and possibilities in the collection of wild law judgments. In light of the dire existential crisis which currently confronts Earth and its diverse lifeforms, there is a solid argument for ensuring that such an ‘outsider pedagogy’ is effectively incorporated into the mainstream curriculum in law schools.