2019 Statelessness & Citizenship Review 1(1) perspective, while still conveying the essential message that statelessness should be understood though a broad lens. I would recommend a collaborative effort to develop such a curriculum, and I know that the Institute on Statelessness and Inclusion has already taken concrete steps in this regard. We should encourage and actively participate in this work. In my own law teaching, I have incorporated a module on statelessness into my instruction on refugee and asylum law; I have created a complex human rights advocacy simulation on behalf of a simulated stateless client, and live-client work on behalf of stateless clients in my clinical instruction. Of course, all of these scenarios are very law-focused, and while I do believe I have successfully introduced the legal problem of statelessness to students though such instruction, I have become increasingly aware of the limits of the legal understanding of statelessness. Ideally, a statelessness course, followed by a certificate program in statelessness studies, might lead to the establishment of multi-disciplinary centres for statelessness studies within a handful of select universities. Such centres could promote the affiliation of faculty from various disciplines with research awards for interdisciplinary work. I do not think more than a few centres in each continent would be feasible, or even desirable, but believe that university centres could become hubs for research and conferences on statelessness and bring the field to its next stage of development. 160