About
CriticalLaw.eu is an open-access platform which aims to make critical approaches to law approachable, integrated and effective within undergraduate education. The project responds to a common challenge: students often find critical legal research too advanced or inaccessible, while teachers lack coherent, adaptable materials and a supportive network. CriticalLaw.eu addresses this by offering resources that are comprehensive, concise, and accessible for undergraduate law education.
The platform has a modular structure. At its core are entries – short, self-contained texts introducing a concept, theory, theme, legal field, or thinker from a critical perspective. Each entry can stand alone or be combined into a customised syllabus. This flexibility allows educators to tailor content to their course objectives, creating coherent modules from diverse critical perspectives.
Beyond entries, CriticalLaw.eu offers a plug-in learning pack that can include other available online resources, as well as exercises, case studies, and multimedia resources. It also serves as an interactive network, connecting educators and learners to share ideas and collaborate. By bringing together critical insights and practical tools, CriticalLaw.eu aims to foster a deeper understanding of law as a social institution shaped by power, context, and critique within legal education.
CriticalLaw.eu is the main output of the 'Critical Approaches to Law Educational Network' project, developed within the ENLIGHT alliance of European universities committed to innovating law education. It is a collaboration of Ghent University (Belgium), University of Galway (Ireland), University of Bordeaux (France), and University of Tartu (Estonia). We welcome your contributions to the network! If you would like to share entries or other open-access materials, please contact Ruben Wissing at ruben.wissing[a]ugent.be.
How to write an entry
An ‘entry’ is a text for a syllabus on a concept, theory, theme, field of law or thinker, from a ‘critical legal’ perspective or with a central importance in what can be considered a tradition of critical approaches to law (CAL) – we don’t aspire to delineate strictly what legal research, doctrine, theory, method, perspective, etc. is ‘critical’ or what ‘critique’ is: very broadly, it can be all approaches that insert social externalities with a power dimension into legal research (incl., but far beyond the historical CLS tradition).
The entry should be sufficiently comprehensive, coherent, and comprehensible to stand alone as teaching and learning material for law students and other students in social sciences or humanities, with a particular interest in the functioning of the law. It is intended to be integrated in its completeness as part of a modular open-source syllabus, which can be composed of as many entries as required by an interested law teacher. The text represents the core of (at least a substantial part of) a class in any general or specialised law course that wants to introduce the critical approach to students. It wants to be a tool for inserting critique’s substantial findings and its method in legal education.
The text should situate a topic or issue, but also give a basic descriptive overview its critical understanding from doctrinal or empirical research. More disputed or hypothetical findings on the subject can also be mentioned, but the emphasis should be on the most consolidated critical knowledge. Attention to non-American and non-Anglo-Saxon critical doctrine is especially commendable. It is paramount to consider that the target public are undergraduate (bachelor) law students.
Each submission will be reviewed by a member of the coordinating or the scientific committee in line with these guidelines.
Any proposal or draft submissions can be send to ruben.wissing[a]ugent.be
Directors
Contributors
Anita Ferrara
Beatriz Perez Perez
Cosmin Cercel
Robert Herian
Simon Venmans
Steering Committee








