Legal education in India has been described as a ‘sea of institutionalized mediocrity with a few islands of excellence’. 1 There are often calls for reform of legal education – for a system which is of excellent quality, is responsive to modern needs but is also sensitive to the large underprivileged sections of Indian society. Engagement with social needs and their challenges, problems and movements makes legal education relevant and contextual. For this to happen, a liberal, holistic, approach to curriculum planning and development of experiential and clinical teaching is necessary.