Minorities and the making of postcolonial states in international law

it accepts that there is not an agreed definition of CSR. The idea is of an institution fostering public good. Academics are “social leaders” in public life by, for example, contributing to policy development, public events, mentoring and “public teaching”. Chapter 4 of the book provides many examples of initiatives, some of which will be of interest to law schools. Chapter 5 provides more detailed analysis of the application of ACL at the Hebrew University, Israel. This book is strong on analysis but perhaps less so on critique. The analysis is largely of the university as an institution, rather than consideration of how individuals, including students, are affected. Or perhaps how their experience is enhanced? CSR itself has been the subject of considerable critique, some describing it as merely “whitewashing”. Similar critiques apply to international trends towards managerialism, i.e. bringing in specialist managers to perform key roles, such that the notion of an academic community is weakened. Managerialism has caused friction and arguably a decline in appreciation of the role of individual academics and groups. It is interesting that many of the recommended ACL activities are already a feature of most law schools in the UK and wider. Law clinics are a feature of a growing number of schools and the experience of students who participate is increasingly recognised by professional bodies. Links between law schools and a range of associations and bodies are common, and students are used in research projects. This is an interesting book, especially when it moves from theory to practice. Unfortunately, the management of universities has sometimes led to cynicism, born out of providing grandiose “labels” for what are simply good learning experiences which also enhance the reputation of the sector as well.