Where Law and Pedagogy Meet in the Transsystemic Contracts Classroom

Abstract

In this article, the author examines how the transsystemic McGill Programme, predicated on a uniquely comparative, bilingual, and dialogic theoretical foundation of legal education, operates “on the ground” in a first-year Contractual Obligations classroom. She describes generally how the McGill Programme distinguishes itself from other comparative or interdisciplinary projects in law, through its focus on integration rather than on a sequential comparison, as well as its attempt to link perspectives to mentalities of different traditions. The author concludes with a more detailed study of the area of specific performance as a particular application of a given legal phenomenon in different systemic contexts.