For those of you interested in legal education in India and reforms in this regard, I have a post out at "Law and Other Things", another blog that I contribute to. To access this post, please see here.
I start by noting:
I start by noting:
"I recently joined the National University of Juridical Sciences (NUJS), Kolkata, ranked as one of the top five law schools in India (along with NLS (Bangalore), Nalsar (Hyderabad), NLIU (Bhopal) and NLU (Jodhpur)).
Many friends and well wishers were rather surprised that I opted to stake out a career at an Indian law school. As opposed to pursuing a career abroad, thought to be far more promising, both in terms of scholarship generation and financial remuneration.
This post attempts to respond to their concerns as to why it might make sense to teach at an Indian law school in this day and age. I try to make out the case that legal academia in India is slowly entering its "third" phase--a phase that is (or will soon be) characterised by a focus on legal scholarship, research and original legal thought. This is not to say that teaching will not be as important—but that the nature and quality of teaching will respond in many ways to this emphasis on scholarship.
The hope is that this (non enforceable) promise of an enlightened phase 3 might incentivise young legal scholars from around the world to give Indian legal academia some serious thought."
I end my discussion on Phase 1 by noting:
Many friends and well wishers were rather surprised that I opted to stake out a career at an Indian law school. As opposed to pursuing a career abroad, thought to be far more promising, both in terms of scholarship generation and financial remuneration.
This post attempts to respond to their concerns as to why it might make sense to teach at an Indian law school in this day and age. I try to make out the case that legal academia in India is slowly entering its "third" phase--a phase that is (or will soon be) characterised by a focus on legal scholarship, research and original legal thought. This is not to say that teaching will not be as important—but that the nature and quality of teaching will respond in many ways to this emphasis on scholarship.
The hope is that this (non enforceable) promise of an enlightened phase 3 might incentivise young legal scholars from around the world to give Indian legal academia some serious thought."
I end my discussion on Phase 1 by noting:
"The point of the build up above was to set the stage for the entry of a dynamic law professor, Dr Madhav Menon, who first mooted the idea for a national law school in a bid to raise the quality of legal education in India. This widely hailed "national law school" experiment in 1987 ushered in Phase 2 of Indian legal education, a phase characterised predominantly by allegedly new pedagogic techniques and the development of a cadre of law students that came to be internationally reputed. But unfortunately, it also resulted in a faculty that, burdened with a high teaching and administrative load, produced next to no scholarship."
This is the first part of a three part series. So do watch this space for more.
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