Suchergebnisse

"Developments in the understanding and treatment of genocide through the twentieth century have involved a combination of politics, public opinion, social trends, and economic development, and led to the substantive law of genocide and the assumption of international jurisdiction. This book analyzes incidences of genocide and mass atrocities, focusing on the political factors involved in modern counter-genocide efforts. Drawing on incidences of genocide and mass atrocity such as the Holocaust, the Rwandan genocide, and the Armenian genocide, Mark Kielsgard adopts a conceptual model that reveals the political factors which impact the international law of genocide, such as barriers and catalysts to transitional justice and the politics of genocide denial"--Preliminary page

Preliminary Material /M.D. Kielsgard -- Chapter 1. Introduction: A Legal Response To Atrocity /M.D. Kielsgard -- Chapter 2. Articulating A Robust Jurisprudence: Trends In The Development Of The Modern International Rights Regime /M.D. Kielsgard -- Chapter 3. The ICC: "The Last Great International Institution Of The Twentieth Century" /M.D. Kielsgard -- Chapter 4. The United States' Response To The Rome Statute /M.D. Kielsgard -- Chapter 5. Countervailing U.S. Ideology Toward The ICC: American Exceptionalism, Neoconservativism And Protecting America's Interests Abroad /M.D. Kielsgard -- Chapter 6. Shifting Macroeconomic Paradigms /M.D. Kielsgard -- Chapter 7. Appraising The Vitality Of U.S. Opposition To The ICC /M.D. Kielsgard -- Chapter 8. Conclusion: Promoting An International Order Of Human Dignity With Teeth /M.D. Kielsgard -- Bibliography /M.D. Kielsgard -- Index /M.D. Kielsgard.

Abstract
The normally challenging task of teaching international law is amplified when teaching international law in jurisdictions that face ongoing human rights problems and other failures of compliance with international law. In those jurisdictions, the dialectics between the globalized world economy and technology on the one hand and the intensification of hostility to human rights and substantive democracies (ie to the values of public international law) on the other hand are much more pronounced. Students will often resist international law and regard it as the 'enemy of the state' or a source of illegitimate foreign influence. The challenge of international law teachers in those jurisdictions is thus not only to teach international law but also to draw the students into – rather than alienate them from – thinking about their resistance to international law and about the relations between law, power and legitimacy. How to meet this and related challenges is the focus of this paper, which is based on the authors' practical experiences of teaching international law in several jurisdictions with an international law crisis including Hong Kong, Israel, and the People's Republic of China.