Socio-Legal Research in India
Socio-Legal Research in India
Socio-Legal Research in India
A PROGRAMSCHRIFT*
1.1 TOO MUCH has been written on legal education and research in
India since independence, although there has been some respite after the
1972 University Grants Commission's Poona Seminar on Legal Education.
Law teachers revel in the elucidation of the objectives of legal education
and of the strategies for legal research. Good ideas on what ought to be
done abound. But concern with the factual substratum of legal education
and research is conspicuous by its absence. In the absence of such
concern, it is not surprising that all talk and some curricular innovation
in legal education have yielded so little in terms of better legal education
and sustained legal research.
1.2 The generally known though not articulated facts concerning
legal education are these. First, there has been a phenomenal quantitative
expansion of entrants to legal education. Second, the bulk of LL.B. and
LL.M. education is not whole-time but part-time. Third, the bulk of
LL.B. education is imparted by law colleges, with poor teaching and
library resources. Fourth, the number of university departments in law,
although on the increase, is comparatively smaller than in other social
science fields, and the law departments are generally low-priority items
for funding. Fifth, mass education in law has meant decline over control
of admissions, decline in standards of teaching and evaluation, and a
pervasive demoralization of full-time law teachers, whose number is still
smaller than that of part-time law teachers. Sixth, the expansion of legal
education has brought with it the adoption of regional languages as media
of instruction and examination in the LL.B. and even LL.M. level.
1.3 All this has led to an overall decline of the-status of law teaching
and law teachers within the university community and the wider society.
justice, and the study of the complex interaction between legal system
on the one hand and social and cultural system on the other. Unfortunately,
a solitary course in jurisprudence in the Indian law schools usually
degenerates in a half baked exposition of history of Western ideas,
whose relevance to the Indian context is only remotely perceived. At
best, preoccupation with analytical jurisprudence dominates.
1.8 The lack of adequate grounding in jurisprudence is, we suspect.
the principal factor responsible for lack of perception of the intimate
relation between the legal, social and cultural systems. In the United
States, the realists' assault on "doing" jurisprudence coupled with Roscoe
Pound's untiring reiteration of sociological jurisprudence has been the
mainspring of legal sociology, indeed to the extent that readers in legal
Sociology, scarcely pause to acknowledge their debt to them. The mood,
the method, and the message of realist thinking have become a part of
the milieu of legal thought and research, and this milieu has in tum
substantialty affected the development of interdisciplinary exchanges
between law on the one hand and social sciences on the other. So long
as Indian law teachers regard jurisprudence as a subject which they can
dispense with until they have to teach it occasionally, the shortfalls in
intellectual equipment for law-society or law-development research are
unlikely to be remedied.
1.9 The Role Perception : While there has been much animated
discussion in India amongst the law teachers as to their law status within
the community of law men and community, generally, there exists very
little self-conscious articulation concerning the role of law teachers in
Indian society. Some have thus complained that law teachers rank.
lowest in the hierarchy of esteem comprising judges, retired judges, law
ministers and secretaries, senior lawyers and practitioners with some
experience. They point, and not without justification, to the fact that
despite a constitutional provision enabling elevation of a jurist to the
Supreme Court, no such elevation has taken place. They also stress that,
in the common law culture which the Indian judiciary has inherited, the
judges do not publicly (in their judgements) acknowledge the contribution
that any living Indian scholar may have made to the development of the
law. They also point to the low priority given to legal education and the
initial disassociation of law from social sciences by a national funding
agency for social science research.
1.10 At the same time, judges and governmental policy-makers
assign increasingly greater role-responsibilities to law teachers. The law
teachers are supposed to inculcate a degree of legal craftsmanship in
students; to help internalization of the notion of the rule of law, to
inculcate a critical posture towards the role of law in society and to help
realize the potential of law as a tool of "social engineering". The law
teachers in India themselves are slowly succumbing to this role-rhetoric.
SOCIO-LEGAL RESEARCH IN INDIA 647
1.11. But the inner definition of law teachers' role is not easy to
ascertain without an empirical study, even if one may derive an external
role definition from the above-mentioned platitudinous exhortations.
From my personal knowledge, which is no substitute for proper research.
I set below some self-perceptions of the role of law teachers in India :
(i) A group of law teachers feels that the primary role obligation
of an academic lawyer is to renovate and restructure Indian
legal education. Institution-building and curricular innovation
are cardinal components of this obligation. Some of these are
exceptionally able men with a high scholarly potential. Their
dedication to what they think is their primary obligation has
resulted in a massive "brain drain" from specialized legal research.
(ii) Some law teachers feel (and the number is substantial) that
their primary vocation is to teach well, to be good teachers.
This entails learning from experience in the art of communication
and empathising with students. Seriously pursued, their
conception of role-obligation leaves little time and inclination
for serious and sustained legal research.
(iii) A section of law teachers includes those who believe that good
teaching entails research and writing effort. Teachers who so
believe combine teaching with research by writing treatises and
papers in the field of their teaching.
(iv) There are a few law teachers who feel their primary role-
obligation is to specialize in one subject-area, and to contribute
substantially to scholarly literature in their subjects over time.
(v) A handful of law teachers exposed to overseas influence,
especially American law schools and scholarship, believe their
role requires pedagogic innovation as well as off beat. non-
traditional legal writing.
1.12 Legal research and writing remain, however, secondary activities.
The obligation to advance the state of knowledge in particular fields, by
continuing communication of ideas and analyses through articles.
monographs and treatises does not seem to figure preeminently in, the
apperceived role obligations. This factor in turn is clearly supported by
the lack of many viable scholarly law journals in India and the problems
of quality control and competence plaguing such publications.
1.13 Research Facilities: The level of research facilities available to
a law teacher in India is not conducive to sustained research. The lack
of role-facilities generates confusion, conflict as well as ambivalence
towards primary role-obligation calling for sustained attempts to contribute
to knowledge in the field. A law teacher (unless he be a Dean or Head
of the University Department or a Principal of a Law College) gets no
648 LEGAL RESEARCH AND METHODOLOGY
typing and duplicating assistance. Very few know how to type. and of
these not many can afford a typewriter. Availing the services of a
professional typist remains for most of them a luxury. Lack of xerox
facilities limits severely the library facilities-especiaIly for journals and
books not readily available locally. Holdings of books and journals vary
from one law school to another; not too many libraries can afford
budgets to meet the demands of advanced legal research.
1.14 Institutional auspices for serious research are available. but not
too readily. The Indian Council of Social Science Research holds a major
potential on this count; the Indian Law Institute had some programmes
to assist scholars from outside Delhi to subsidize advanced research but
these have now been abandoned." Its library is the best in India and
perhaps in Asia, but lacks xeroxing facilitiesv" and is of limited use to
those outside Delhi. The Law-Society Centre of the Institute of
Parliamentary and Constitutional Studies offered a ray of hope for the
provision of data banks, orientation workshops, specialist seminars. and
subsidies for individual research. The Centre's activities are, however.
limited to undertaking occasional research projects. There is as yet no
centre for advanced legal studies, though the University Grants
Commission has approved such centres in other disciplines.
1.15 Lack ofInfra-structure Scholarly Research: By "Infrastructure"
legal research, we mean scholarly analyses and 'critiques of substantive
or "straight law" materials. Most treatises on substantive law are prepared
by practitioners and retired judges. Some of these are of exceptionally
high quality and have become landmarks in common law literature. Even
these, however, remain lengthy expositions of the state of law,
occasionally providing critical commentation. The type of contemplative
research that a law scholar can provide is for most part missing.
Scholarly reworking of the straight law materials-by way of systematic.
comparative policy analyses-is imperative. There is virtually no field in
which an Indian law teacher cannot today contribute as a pioneer.
1.16 Unfortunately, some bright young law teachers, exposed
unevenly to research traditions overseas specially in the United States)
are in a mood of going empirical, and denigrate what they call
"traditional" legal research. But in the present opinion, law-society
research cannot thrive on a weak infra-structure base of doctrinal type
analyses of the authoritative legal materials. Legal and policy studies of
the state oflaw provide not merely an assurance of sound understanding.
but may also hold promise of needed starting-points for sociological
research in India.
The programme has been revised, but for the present it is in abeyance due to lack
of funding. Editors.
.. The xeroxing facilities have now been made available. Edlton.
SOCIO-LEGAL RESEARCH IN INDIA 649
rather specific themes from within the key priority areas identified by the
Report, or adopted by the Council (See the ICSSR on the Recommendations
of its Review Committee... 1974 ; 17-18) are to be preferred. The
emphasis of these endeavours must be on promoting effective scientific
communication on substantive themes on a multidisciplinary basis, which
will have a dual advantage of breaking the shackles of unidisciplinarism
and eventually fostering interdisciplinarism.
2.10 It is out of interchange of ideas, perspectives, and methods that
the fellowship of learning will arise. Fellowship of learning begins with
the overcoming of intellectual and social distances between and among
the social science specialists. New cognitive styles will emerge within
and among disciplines. The academic lawyer, for example, will no longer
talk about the "rule of law" merely in terms of the citizens' rights and
limitations of state power or in those of processual justice before the
courts and tribunals. He will also begin to perceive that ethnographic
accounts of indigenous dispute settlement processes offer disturbingly
alternate conceptual and societal paths to the attainment of the basic
values of "the rule of law". By the same token, the anthropologist will
learn to explore more deeply the mechanisms and layers of indigenous
justice in the light of the elaborate models of the formal legal system's
ways of administering justice (See Baxi, 1974) . He may also begin to
appreciate, too, that dispute institutions are as worthy of detailed studies
which he otherwise reserves to kinship, religion, caste, status or power.
This is only one illustration of possible emergence of new cognitive
styles but surely it is unnecessary to labour the theme further. It is
obvious also that juxtaposition of these matters will enable a richer grasp
of social reality through a reciprocal, ongoing expansion of cognitive
concerns. A base for the fellowship of social learning would already
have been firmly laid by a series ofpreliminary multidisciplinary exposures
advocated in the preceding paragraph. This second development will be
a more or less spontaneous outcome of the attainment of a community
of scientific concern.
2.11 Attainment of the community of scientific concern and a
fellowship of social science learning will be accelerated by planned
measures of institutional linkages and collaboration. There is need for
intra-campus and inter-campus linkages between the law and other
social science faculties. The ICSSR has already before it the unanimous
resolution of its seminar on Law and Social Change (Delhi, 1973) urging
the Council to promote on an organized basis short-term "sojourns" by
social sciences teachers in law faculties and vice versa. Social sciences
curricula also need to accommodate orientation courses or specialist
seminars in legal sociology, conflict resolution through official and non-
official legal systems, legal system and economic growth, law, power,
and civil disobedience and other cognate interdisciplinary areas. Efforts
654 LEGAL RESEARCH AND METHODOLOGY
awareness of law as a social system. This must be the first major point
of departure for any programme of socio-legal research in India, We
proposed to characterize this imperative need through the expression
"the mapping of the legal systems" in India. "Mapping" exercises, in a
broad sense involve an examination of the spread of the "presence" and
impact of legal systems through close studies of their institutions.
4.6 The exercise of mapping calls initially for adoption of new set
of concerns, cognate to the existing ones. Thus, even within the confines
of the traditional academic lawyer's concerns, we need to transfer our
research energies from what he traditionally calls precedent in a case to
trends in decisions (judicial and legislative); from single outcomes to the
processes and patterns of decision-making. But this by itself would not
liberate the academic lawyer from his common-law-cultural obsession
with the appellate court-system. H6 would, in addition, have to move
from the cognitive out-put of legal agencies to their social impact; from
norms of law to the institutional settings and processes of the norm-
creating agencies ; from law reports and digests in the library to that
"law-stuff" in court rooms, legislative, bureaucratic and lawyer's
chambers and to the inter-subjectivities of the beneficiaries and the
victims of the administration of justice.
4.7 The tasks of "mapping" legal systems can be formulated with
reference to the Formal Legal System(s) (FLS) and to the Informal
Control System (s) (ICS). We begin with the FLS.
5.1 The FLS, in its most relevant aspects for the practising and
academic lawyer, consists primarily of adjudicatory and law-enforcing
(police and correctional services) agencies. The adjudicative institutions
encompass not only the court-system but also, ofnecessity, administrative
bodies which are "tribunals" or "quasi judicial", which increasingly
determine the rights and obligations of individuals. The practitioner of
law grasps through experience of individual litigious situations, by way
of "recipe knowledge", the normative as well as behavioral realities of
these aspects of the FLS; the academic lawyer grasps mostly the
normative reality-rules, principles, doctrines, policies, values. The
practitioner is also a partner in renovation and preservation of the
normative and behavioral reality ofthese aspects ofthe FLS; the academic
usually awaits the labours of adjudicators and lawyers before he wields
his systematizing and evaluative axe. His labours do contribute to the
rational development of law; the academician is more or less in a position
of a "remote controller" of the normative reality of law.
5.2 In its sociological comprehension, the FLS is, of course, more
than adjudicatory and enforcement agencies. In this conception, the FLS
SOCIO-LEGAL RESEARCH IN INDIA 659
Whereas the undivided Bombay had IS, 516 lawyers (263 per one million
people), Orissa had only 1,321 (75 per one million people) and Assam
911 (76 per one million people). This was the state of affairs in 1958
(Galanter, 1969 : 204-5, 209) . One can only conjecture the present
position. The Report's nobly conceived programmatic "vistarama of a
wider judicare for India" could have moved more effectively towards
fulfilment with some solicitude for research in social facts of the FLS.
5.8 Moving away from courts and constables, we find an alarming
ignorance concerning facts of legislative institutions and processes. We
do not have organized information on turnover, in number and type, of
legislative enactments in different states; of time-lags between initiation
of bills, their passage through the House, the intervening work of joint
select committees, and the time-lags between passage and the gubernatorial
or the Presidential assent to the bills. Much less do we have any
information on the quantity of amending and repealing legislation, or of
the private member's bills. Political scientists and lawyers should even
go back to some unfashionable sources for inspiration. Herbert Spencer
counted in 1812, much before the emergence of our present infatuation
with "empiricism", that in the parliamentary sessions in 1870-72 "there
have been repealed, separately or in groups, 650 Acts, belonging to the
present reign, above many of the preceding reigns" (Spencer, 1894 :
118).
5.9 Nor do we have (although useful beginnings have been made in
this direction by political scientists) much data on the social profiles of
national and state legislators. One would have thought that political
scientists and constitutional lawyers who often proclaim the failure in
evolution of constitutional conventions would at least have thought of
ascertaining facts such as civic education, understanding of the constitu-
tion, levels of linguistic proficiency of our legislators. Political scientists
and lawyers should be able, in the light of social facts about legislators
and legislative activity, to assess the relevance of the Westminster model
of parliamentary system more or less embodied in our Constitution.
5.10 In some areas, legal scholars have themselves the need for
organized factual information. Thus, while "the jurisdictional territory"
covered by administrative adjudicatory bodies is "very expansive and
touches upon many aspects of human activity" no one "knows for sure
as to how many of these exist as no comprehensive study of these bodies
has yet been attempted in India" (Jain & Jain, 1973 : 132). This
acknowledged shortfall in information, in an area of phenomenal expansion
of the FLS, underlines further the need for precise ascertainment of its
institutions.
5.11 The SRP can make valuable, and rather easy, beginnings in this
area. Most of the basic information would be available in government and
public documents, although a lot of it would have to be reorganized and
662 LEGAL RESEARCH AND METHODOLOGY
outcome analysis must take into account the entire situation in which
direct action occurs. One way to do it is to keep in mind the pre-
outcome, the outcome and the post-outcome phases, individually in
relation to each specific direct action movement under study and
cumulatively in relation to the totality of such movements studied. An
outcome analysis must at least advert to the following levels :
(i) The. level ofarticulation ofdemands: Are the demands specific
or diffused? Do the demands summon politically feasible or
utopian action directed to legal change? Is the articulation of
demands preliminary, reiterative, or consol idative ?
Correspondingly, is the articulation intended to be (or has
merely the effect of) symbolic input in the demand structure?
(ii) The level of the justification of the form of direct action : On
what criteria, if any, the recourse to a particular form of direct
action is explained or explainable? What are the apperceived
coercion-potentials of various forms of direct action ?
(iii) The level of decision making on the demands thus articulated:
The responsive decisional outcomes may be traced along a
spectrum consisting of : symbolic affirmation or denial of the
demands by the governmental decision-makers; adoption of the
demands by the non-governmental legislative decision-makers;
affirmative or negative governmental decision on demands;
perpetuation of status quo or institutionalization of deadlock in
decision-making (e.g., cow-slaughter situation).
(iv) The level ofthe organization ofthe direct action group: Do the
groups tend to moderate or escalate demands upon satisfaction
or non-satisfaction? Do they tend to become fully institutionalized
pressure groups? What is the impact upon the direct action
groups of the range of the decisional responses described in
(iii) above.
9.15 A study along these lines deserves the highest research priority
and the claims it would make on scholarly and extra-scholarly resources
will be amply justified by the overall results. In its initial stages, the
research may be purely archival. Many valuable sources include national
newspaper files, legislative debates, judicial and governmental records
and police records (this latter presenting imponderables of access). On
the whole, a researcher in this area is likely to be greeted by embarrassment
de riches rather than by the dearth of materials.
Other methods such as on-the-scene observation, survey,
interviewing, and even participatory observation (this latter involving
two-fold risks of annihilation, extinction as a human being, and extinction
as uninvolved scientific observer) come in as important auxiliaries.
678 LEGAL RESEARCH AND METHODOLOGY
These methods can be more relevant for the contemporary and future
incidents of recourse to direct action,
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