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

Shuvro Prosun Sarker, Prakash Sharma


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. The teaching of international law in India has been predominantly Eurocentric, with curriculum dominated by western narratives, and research which is largely detached from the relevant content. 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. This paper discusses teaching and research methods of international law in India with a background note that provides context within which the approach will be centered around. This will be followed by an attempt to justify the need for teaching and research of international law in India. The paper concludes with a suggestion that in view of severe social and economic limitations, subject of international law should really be given high priority.


Colonialism, Eurocentrism, Globalisation, Imperialism, TWAIL

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DOI: https://doi.org/10.5102/rdi.v19i2.8580

ISSN 2236-997X (impresso) - ISSN 2237-1036 (on-line)

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