Mainstream international law is Eurocentric. Throughout the past half millennia, no territory beyond Europe was safe from jus gentium's striking capability to legitimize the intrusion of European civilizational precepts. Beginning with the Americas but quickly shifting to Africa and Asia, each continent was a battleground for the penetration of a provincial knowledge system. In this paper, I explore the implications of Eurocentrism for international legal pedagogy. While textbook authors now pay homage to other civilizations, their effusions are ornamental only. Instead of supporting epistemological equivalency, they centre European international law throughout their works, exorcising the brutalities of European history that generated the law in question. After setting out the dilemma, I outline three approaches towards transforming international legal pedagogy that capitalize on the decolonization movement. Each method builds on the premise that, without epistemic diversity, legal pedagogy will continue to rationalize European international law's predatory impulse.

中文翻译：

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国际法律教育学必须保持以欧洲为中心吗？

主流国际法是以欧洲为中心的。在过去的 50 年里，欧洲以外的任何领土都无法安全万民法使入侵欧洲文明戒律合法化的惊人能力。从美洲开始，然后迅速转移到非洲和亚洲，每个大陆都是渗透省级知识体系的战场。在本文中，我探讨了欧洲中心主义对国际法律教育学的影响。虽然教科书作者现在向其他文明，他们的溢出只是装饰性的。他们不支持认识论对等，而是将欧洲国际法贯穿于他们的作品中，驱除产生相关法律的欧洲历史的残酷性。在阐述了困境之后，我概述了利用非殖民化运动转变国际法律教学法的三种方法。每种方法都建立在这样一个前提之上，即在没有认知多样性的情况下，法律教育学将继续使欧洲国际法的掠夺性冲动合理化。