Teaching and research of International Law in an expanded world: understanding from the Indian perspective

Abstract

The teaching and research of international law in India is affected in a manner, which is in many respects, occur different from that of the developed world. There exist salient differences in attitude, focus, approach, interpretation, and resources. Presently, the teaching of international law in India has been essentially Eurocentric, with course of study acquiescent to western anecdotes, and research which is largely detached from the relevant content. Such an approach was further strengthened by the adoption of "positivist methodology in both teaching and research", which in a way rejected any excursions into the world of deep structures. For a greater part of Indian legal education there has been a sense of lack of relatability, particularly in addressing local legal issues. This has impacted students, the discipline, and legal pedagogy alike. Furthermore, because of the complexity of Indian society engendered by its own internal contradictions, one finds interesting disparities of substance and methodology adopted for dispersing knowledge. In this milieu, this paper discusses teaching and research methods of international law in India amidst a backdrop that provides context within which the newer approach can be centered around. This will be followed by an attempt to strengthen the teaching and research of international law in India, particularly in the light of Global North's hegemonic dominance over the "form and content of treaties and institutions." The paper while tries to examine the ongoing neo-liberal model, argues for injecting the process with equity. The paper concludes with a suggestion that in view of severe social and economic limitations, coupled with changing foreordination in knowledge and power, the subject of international law should really be given high priority.

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