Environmental Law
Environmental Law
Environmental Law
Course Objective:
The purpose of this course is to develop an understanding of jurisprudential, substantive and
procedural aspects of environmental law and related policies practiced at municipal as well as
international levels.
Learning Outcomes:
At the end of this course, the students will be able to:
Scheme: This course is comprised of about 34 Units of one-hour duration divided into four
modules with 8-10 units in each module.
Case Laws
1. Indian Council for Enviro-Legal Action v. Union of India, AIR 1996 SC 14 (Bichhri
Village case)
2. Vellore Citizens’ Welfare Forum v. Union of India, AIR 1996 SC 2715
3. A.P. Pollution Control Board v. M.V. Nayudu, AIR 1999 SC 812
4. Narmada BachaoAndolan v. Union of India, AIR 2000 SC 3751
5. Goa Foundation, Goa v. Diksha Holdings Pvt. Ltd., AIR 2001 SC 184 56
6. M.C. Mehta v. Union of India, AIR 2002 SC 1696 (CNG Vehicles case)
7. T.N. GodavarmanThirumulkpad v. Union of India, AIR 2005 SC 4256
UNIT II: Indian Legal Regime for Environmental Protection [12 Lectures]
Indian Constitution
- Human Right to Healthy Environment; Fundamental Rights - Right to Wholesome
Environment –
- Article 14 (Right to equality, non-arbitrary and non-discriminatory treatment),
- Article 19(1)(g) (Freedom to carry on trade or business),
- Article 21 (Right to life, livelihood and wholesome environment), Expanding horizon of
Article 21
- Article 32 (Right to Constitutional remedies);
- Directive Principles of State Policy – Article 47, 48-A; Fundamental Duty – Article 51-
A(g);
- Public Interest Litigation - Nature – Non-Adversarial, Collaborative, Co-operative and
Investigative;
- Locus Standi - Pro Bono Publico; Representative Standing; Citizens’ Standing
Case Laws
1. Subash Kumar v. State of Bihar, AIR 1991 SC 420
2. T.N. GodavarmanThirumulkpad v. Union of India, AIR 2006 SC 177
3. Rural Litigation and Entitlement Kendra v. State of U.P., AIR 1982 SC 652 (Dehradun-
Mussorie Hills quarrying case)
4. M.C. Mehta v. Union of India, AIR 1997 SC 734 (Taj Trapezium case)
5. M.C. Mehta v. Kamal Nath (1997) 1 SCC 388
6. M.C. Mehta v. Kamal Nath, AIR 2000 SC 1997
7. M.C. Mehta v. Kamal Nath, 2002 (2) SCALE 654
8. M/s. Abhilash Textiles v. Rajkot Municipal Corpn., AIR 1988 Guj. 57 150
9. M.C. Mehta v. Union of India, (2006) 3 SCC 399 (Closure of industries in Delhi)
10. Forum, Prevention of Environment & Sound Pollution v. Union of India, AIR 2006 SC
348
- Rio-Declaration, 1992
- Earth Summit, 1997
- Johannesburg Declaration on Sustainable Development, 2002
- Millennium Development Goals
- Sustainable Development Goals
c) United Nations Framework Convention on Climate Change
- Kyoto Protocol
- CoP Summits
Suggested Readings:
Statutes
1. The Water (Prevention and Control of Pollution) Act, 1974
2. The Air (Prevention and Control of Pollution) Act, 1981
3. The Indian Forest Act, 1927
4. The Forest (Conservation) Act, 1980
5. The Wild Life Protection Act, 1972
6. The Environment (Protection) Act, 1986
7. The Public Liability Insurance Act, 1991
8. The National Environment Tribunal Act, 1995
9. The National Environment Appellate Authority Act, 1997
10. National Green Tribunal Act, 2010
Texts
1. Armin Rosencranz and ShyamDiwan, Environmental Law and Policy in India, Oxford
University Press
2. Sahasranaman, P.B., Environmantal Law, Oxford University Press
3. Leela Krishnan, P, The Environmental Law in India, Butterworths, India
4. Leela Krishnan, Petal, Law and Environment, Eastern Law Agency, Lucknow
5. Jaswal, P.S, Environmental Law, Allahabad Law Agency
6. Patricia Birnie and Alan Boyle, International Law and the Environment, Oxford University
Press
7. Stuart Bell and Donald McGillivray, Environmental Law, Oxford University Press
Handbooks
Pedagogy:
The application of specific pedagogy is motivated from the fact that strong foundations need to
be developed. However, it is to be kept in mind that implied understanding also needs to be
developed on current issues relating to legal scenario in India. Pedagogy for the module has to
take care of two things. Firstly, a constant interaction among students and tutor is required,
involving students in active and participative manner. Secondly, an instructive strategy is
required to understand implications emphasising learning by doing. Thus, in this module
following pedagogical approaches are adopted: