Postcolonialism may be defined, following Robert Young, as the perspective provided by theories that analyze the material and epistemological conditions of postcoloniality and seek to combat the continuing, often covert operation of an imperialist system of economic, political and cultural domination. This course will examine major literary and filmic texts through the lens of postcolonial theories. It will enable readers to, as John McLeod puts it, read local, regional, national and global literatures that have been produced by people from countries with a history of colonialism. The course especially focusses on aspects of human values and gender in connection with the workings and legacy of colonialism, and resistance to it, in either the past or the present. The course will develop critical skills that will enable students to use postcolonial theories to discuss the ways in which the literary forms of fiction, film and autobiography both depict and question postcolonial realities in nations ranging from India to Nigeria.

The course instructor may choose three theoretical texts (or chosen excerpts), one novel, 2-3 prose pieces, and 2-3 poems across all four units while preparing the course plan.

The course aims to help students

•To familiarize with the function and value of literature from a postcolonial perspective. 

•To develop the student’s capacity to think critically about postcolonial literatures in a comparative framework.

•To understand the construction of nation and national culture, the role of education and language, and hybridity, gender, and the disenfranchised in the formation of colonial and postcolonial identities.

•To understand how the genres or forms in which writers treat postcolonial issues shape their representation of postcolonial

This unit serves as a schematic introduction to national and global ideas of postcolonialism and related concepts. The unit helps students embarking into studies of postcolonial literatures with a brief introduction to the terminologies, values and concepts in order develop critical and analytical skills.

1. Key Concepts related to Postcolonial Studies

2. Discourse and Discourse Analysis

3. Hegemony

4. Hybridity

5. Ethnicity

6. Centre/Margin

7. Metropolis/Empire

8. Colonialism, Postcolonialism and Neo-colonialism

9. What does the “post” in the term postcolonialism signify?

Teaching learning strategies: Interactive lectures, class discussions, Use of Audio- visual material

Essential readings:

Loomba, Ania. “Situating Colonial and Postcolonial Studies.” Colonialism/Postcolonialism, Routledge, 2007, pp. 7–24. Césaire, Aimé. Discourse on Colonialism, NYU Press, 2001, pp. 172–80.

 To understand the shifting the history of colonialism, it is important to understand the global, national and local concerns in the light of postcolonial theories. This unit discusses three such pioneering works that forms an essential part of the impressive body of theoretical models for studying postcolonialism. The unit engages with cross-cutting issues of gender, human values and sustainability and develops critical and research skills.

1. Spivak, Gayathri Chakravorty. “Can the Subaltern Speak?

2. Fanon, Frantz. The Wretched of the Earth. (Selected excerpts)

3. Said, Edward W. Orientalism (Selected Excerpts) Teaching learning strategies: Interactive lectures, class discussions, use of audio- visual material

Essential readings:

Spivak, Gayathri Chakravorty. “Can the Subaltern Speak?” Marxism and the Interpretation of Culture, Macmillan, 1988, pp. 24–29. Fanon, Frantz. The Wretched of the Earth. Grove/Atlantic, 1963. Said, Edward W. Orientalism: Western Conceptions of the Orient. Penguin UK, 2016. (Selected excerpts only)

Writing by the colonised subject becomes a significant method of the construction of identities and subjectivities in the postcolonial world. This unit shows students how voices that emerge from local, regional, national and global spaces exhibit a new sense of urgency in addressing issues of domination and resistance. Power dynamics, human values, gender issues and questions of sustainability become essential in this context. The course instructor can choose any four from the following set of short readings and draw from the theoretical readings in the previous unit to explore the disenfranchised within the postcolonial space.

1. Devi, Mahasweta. “Draupadi”

2. Mohammed, Abdul Jan. “Between Speaking and Dying”

3. Roy, Arundhati. The God of Small Things

4. Walcott, Derek. “The Casteway”

5. Detha, Vijaydan. “Weigh your Options”

6. Hughes, Langston, “Dream Deffered

7. Satchidanandan, K. “Stammer”

Teaching learning strategies: Interactive lectures, class discussions, Use of Audio- visual material

Essential readings:

Devi, Mahasweta. "Draupadi." Multitudes, Vol.2, 2007, pp. 37-49. Detha, Vijaydan. “Weigh your Options” Chouboli and Other Stories, Translated by. Christi A. Merrill and Kailash Kabeer, Vol 2. Katha 2010, pp 27-31. Mohammed, Abdul Jan. “Between Speaking and Dying: Some Imperatives in the Emergence of Subaltern in the Context of U.S. Slavery.” Can the Subaltern Speak? Reflections on the History of an Idea, Columbia University Press, 2010, pp. 139–55. Roy, Arundhati. The God of Small Things. Penguin Books India, 2002. Walcott, Derek. “The Castaway.” https://www.pwf.cz/archivy/texts/readings/derek-walcott-the-castaway_2722.html. 

 While postcolonial studies may seem to be more firmly riveted to temporal and not spatial questions, this unit introduces students to the essential role of space in imagining and reimagining communities, human values and gendered relations in previously colonised societies. This unit draws on to texts which are focussed on local, regional and national spaces in order to develop essential thinking and creative skills.

1. Bhaskaran, Janu. Mother Forest.

2. Nafisi, Azar. Reading Lolita in Tehran. 

3. Kincaid, Jamaica. A Small Place.

4. Singh, Khushwant. Train to Pakistan.

Teaching learning strategies: Interactive lectures, class discussions, Use of Audio- visual material

Essential readings:

Bhaskaran, Janu. Mother Forest: The Unfinished Story of C.K. Janu. Translated by N. Ravi Shanker, Kali for Women, 2004. Nafisi, Azar. Reading Lolita in Tehran: A Memoir in Books. Random House, 2003. Kincaid, Jamaica. A Small Place. Farrar, Straus and Giroux, 2000. Singh, Khushwant. Train to Pakistan. Orient Blackswan, 1988

This unit is based on postcolonial fiction that has been adapted for the screen. This unit will be based on screenings and discuss of national and global films with postcolonial themes, that will help students reflect on cross cutting issues of gender, human values and sustainability and develop critical and analytical skills.

1. The Namesake.

2. Half of a Yellow Sun.

3. A Suitable Boy

Teaching learning strategies: Screenings and use of audio- visual material, interactive lectures, class discussions, use of audiovisual material.

Essential readings:

The Namesake. Directed by Mira Nair, UTV Motion Pictures, 2007. Half of a Yellow Sun. Directed by Biyi Bandele, Leap Frog Fims, 2013. A Suitable Boy. Directed by Mira Nair and Shimit Amin, Lookout Point TV, 2020

Submission mode. Can be an individual assignment or a group assignment with an additional individual component. 

CIA – 2 (MSE) 

Centralized exam.

Section A: 2x 10 marks

Section B: 1x 15 marks

Section C: 1 x 15 marks

There can be choices in Section A and B. Section C will have a compulsory question Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

CIA – 3 

Submission mode. Can be an individual assignment or a group assignment with an additional individual component.

ESE

Centralized exam.

Section A: 2x 10 marks

Section B: 1x 15 marks

Section C: 1 x 15 marks

There can be choices in Section A and B. Section C will have a compulsory question. Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts. 

The purpose of this compulsory course is to introduce the concepts of language teaching and learning within classroom spaces and beyond and help students understand how pedagogic spaces are constructed and what their social implications are. The course also intends to explore issues related to assessment in formal as well as semi-formal academic settings. Through the development of a nuanced understanding about the language teaching and learning scenario in the national and global contexts, the learners would be able to hone skills and professional ethics in the domain of teaching and learning, thereby enhancing their opportunities for employability and entrepreneurship in the field.

The course has been conceptualized with the following objectives:

• Introduce the learners to the theories, debates, and dominant discourses in the domain of language teaching and learning.

• Familiarize the learners with the dominant methods and practices of language teaching and learning as well as the policies in the field.

• Create an awareness of the linguistic competencies of the learners and thereby enhance their understanding of the critical approach to pedagogy through an experiential approach

This unit provides introductory sessions on conceptualising and developing perspectives on classrooms, pedagogies, and language teaching in its global context. This unit will directly contribute of the skill development of the learners and train them to use various language teaching methods which in turn would enhance their employability.

1. Tracing historical developments in Language Teaching: Grammar translation, Direct method, Audio-lingual method, Situational language teaching, Total physical response, The natural approach, The communicative approach, The silent way, Suggestopedia, Community language learning, Task-based language teaching

2. Understanding notions of classrooms as pedagogic spaces.

Teaching learning strategies/ Type of Andragogy: Self-directed learning, Collaborative Project, Problem-based learning, Experiential Learning, Flipped Classroom, Microlearning Lectures, peer group discussions, simulation activities, Google Classroom, Mentimeter, Kahoot, Social- media platforms, Online Discussion forums, Moodle, Interactive Whiteboard, Collaborative learning, Self-directed learning 

Essential reading:

Richards, Jack. C. and Theodore. S. Rodgers. Approaches and Methods in Language Teaching. Cambridge University Press, 1986. Widdowson, H. G. Teaching Language as Communication. Oxford University Press, 1978. Watch: “History of ELT Methods and Approaches”. YouTube, Uploaded by English Language Teaching in Brazil, 17 Mar. 2020, https://www.youtube.com/watch?v=YRiV2TyxKtY. “Grammar Translation, Direct Method, and Audiolingual Method”. YouTube, Uploaded by TESOL International Association, 20 Jan. 2014, https://www.youtube.com/watch?v=yYCpZeB4_a8. “Suggestopedia, Silent Way, Total Physical Response, TPRS... What about these methods?” YouTube, Uploaded by TESOL International Association, 15 Dec. 2014, https://www.youtube.com/watch?v=sl23cyc0Ops. “The Natural Approach.” YouTube, Uploaded by Cambridge University Press ELT, 8 Aug. 2013, https://www.youtube.com/watch?v=bJGSdX95XpQ “Active Learning and Innovative Teaching in Flexible Learning Spaces.” YouTube, Uploaded by UNSW Sydney, 14 Dec. 2020, https://www.youtube.com/watch?v=fDZLzglVIqc. “Episode 6 - The Pedagogy Podcast with Blair Minchin”. YouTube, Uploaded by Mr Andrew Skipper, 28 Jan. 2020, https://www.youtube.com/watch?v=51r66VB7C2Y.

This unit focuses on the discursive construction class-room spaces and contextualises it with examples from around the globe. This unit will enable a nuanced understanding of the various cross-cutting issues related to education and human values, gender, professional ethics, and sustainability.

1.Global issues in language teaching

2.Contextualising English language education in the Indian context

3.Social identities in pedagogic spaces- challenges and concerns

4. Pedagogy of the Oppressed

Teaching learning strategies / Type of Andragogy: Self-directed learning, Collaborative Project, Problem-based learning, Experiential Learning, Flipped Classroom, Microlearning Lectures, peer group discussions, simulation activities, Google Classroom, Mentimeter, Kahoot, Social- media platforms, Online Discussion forums, Moodle, Interactive Whiteboard, Collaborative learning.

Essential readings:

Bailey, Richard W. Images of English: A Cultural History of the Language. Cambridge University Press, 1991. 

Freire, Paulo. Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Publishing, 2014.

Watch: "What are the biggest issues in ELT today?" YouTube, Uploaded by British Council, 3 Dec. 2015, https://www.youtube.com/watch?v=FuxyeE0C3tQ.

"Pedagogy of the Oppressed: Chapter 2 Summary| Paulo Freire| Critical Pedagogy." YouTube, Uploaded by The Bong Study, 19 Apr. 2020, https://www.youtube.com/watch?v=HZlNdlQGdZE.

"Status of English language in the global and Indian context." YouTube, Uploaded by British Council India, 7 May 2015, https://www.youtube.com/watch?v=ynelqZi_aUI.

"Social Justice in Language Education: Realities, Challenges, and Possibilities." MediaCentral, Princeton University, https://mediacentral.princeton.edu/media/Social+Justice+in+Language+EducationA+Realities%2C+Challenges%2C+and+P ossibilities/1_btnhecek. 

 This unit exposes the learners to the linguistic and affective theories that help develop insights on the phenomenon of language acquisition and teaching and thereby expose the learners to issues of global concerns in the field.

1.Language Acquisition/ Learning theories 2.Brief introduction to the works of:

A) behaviorism (B.F. Skinner) vs Cognititivism (Noam Chomsky)

B) Child Language Acquistion: Jean Piaget and Vygotsky

C) Second Language Acquistion: Stephen Krashen

D) Acculturation Model: Schumann

E) Universal Hypothesis: Wode

Teaching learning strategies / Type of Andragogy: Self-directed learning, Collaborative Project, Problem-based learning, Experiential Learning, Flipped Classroom, Microlearning Lectures, peer group discussions, simulation activities, Google Classroom, Mentimeter, Kahoot, Social- media platforms, Online Discussion forums, Moodle, Interactive Whiteboard, Collaborative learning.

Essential readings:

Ellis, Rod. Understanding Second Language Acquisition. Oxford University Press, 1991.

Watch: "Principles and Theories of Language Acquisition and Learning: The Nature of Language and Learning." YouTube, Uploaded by Dr. Sherry Rose, 6 Jan. 2020, https://www.youtube.com/watch?v=QMGY4tEyVOE.

"Second Language Acquisition: Stephen Krashen." YouTube, Uploaded by Adriana Ceron, 16 May 2016, https://www.youtube.com/watch?v=kfU4LzbULu8&t=1s.

"Acculturation Model: Schumann." YouTube, Uploaded by R. Joseph Rodriguez, 29 Mar. 2016, https://www.youtube.com/watch?v=k214liqxFeU.

"Variable Competence Model: Ellis." YouTube, Uploaded by Emma Decody, 10 Aug. 2018, https://www.youtube.com/watch?v=wvb0NrEVcog

This unit provides the learners a first-hand understanding on curriculum, syllabus and assessment practices and exposes them to the global issues related to the field.

1. Understanding Syllabus and curriculum design: Basics and Processes

2. Major theories: Stenhouse, Tyler, Bobbitt, Taba, Nunan. (Major definitions, types and differences).

3. Understanding Evaluation, Assessment and Testing: Content-based and Skill-based Testing

4. Validity, reliability, standardised testing

5. Alternative teaching and assessment practices

Teaching learning strategies / Type of Andragogy: Self-directed learning, Collaborative Project, Problem-based learning, Experiential Learning, Flipped Classroom, Microlearning Lectures, peer group discussions, simulation activities, Google Classroom, Mentimeter, Kahoot, Social- media platforms, Online Discussion forums, Moodle, Interactive Whiteboard, Collaborative learning.

Essential readings:

Durairajan, Geetha. Assessing Learners: A Pedagogic Resource. Cambridge University Press, 2015.

Richards, Jack. C. Curriculum Development in Language Teaching. Cambridge University Press, 2001.

Watch:

"Syllabus and Curriculum Design: Basics and Processes." YouTube, Uploaded by British Council, 5 Mar. 2014, https://www.youtube.com/watch?v=sVGklezIdTo.

"English Language Testing and Evaluation." YouTube, Uploaded by British Council, 22 Apr. 2014, https://www.youtube.com/watch?v=Y4fW8_aM9vA.

"Shaping the Way We Teach English: Alternative Assessment." YouTube, Uploaded by American English, 21 Apr. 2015, https://www.youtube.com/watch?v=FkK06hpQmt4.

"Validity, Reliability, Standardised Testing." YouTube, Uploaded by Saba Qadeer, 14 Aug. 2016, https://www.youtube.com/watch?v=qrD2kj4xoZk. 

This unit locates the context of English Language Teaching within India with special focus on the multilingual context of learning. This unit exposes the learners to various regional, local, and national debates related English Language policy and planning in the context of education.

16. Studies on bilingualism and multilingualism

17. Situating English language in a multilingual context

Essential readings:

Bayer, Jennifer. Language and social identity. Multilingualism in India. Multilingual Matters Ltd, 1990.

Watch:

"Studies on Bilingualism and Multilingualism." YouTube, Uploaded by Esra Abaci, 18 Jan. 2021, https://www.youtube.com/watch?v=lzk87k5KFVw.

"Multilingual Approaches in the English Language Classroom." YouTube, Uploaded by Cambridge University Press ELT, 9 May 2016, https://www.youtube.com/watch?v=UDzRma4krh0.

"Bridging the Cultural Gap in the Classroom | Manuel Hernandez Carmona | TEDxAmoskeagMillyard." YouTube, Uploaded by TEDx Talks, 15 May 2019, https://www.youtube.com/watch?v=Br22BFA7bAg.

Widdowson, H. G. Teaching Language as Communication. Oxford University Press, 1978.

 Bailey, Richard W. Images of English: A Cultural History of the Language. Cambridge University Press, 1991.

This course aims to address the ecological crisis which has become a defining feature of the current epoch. Conceived from an English Studies perspective, the course maps the ecological crisis and various associated movements through narratives. Through such a conceptualization, the course proposes to expose students to a wide variety of debates and discussions on ecological crisis and awareness drawing texts from different literary cultures and perspectives. The course also attempts to understand ecological crises as stemming from various socio-cultural and political entanglements with ecology. The texts in the course will give the students an overview of the global, national and regional discourses and debates pertaining to ecology and sustainability, thus helping them decode the global and local issues related to ecological violence and their interconnections. To give a multidimensional comprehension of various issues dealt through narratives, field visits are also included in the course structure. By focusing on practical application, the course facilitates awareness of employability skills and opportunities. The course includes pedagogical approaches such as lectures, classroom discussions, and use of ICT tools such as Google Classroom.

The unit will familiarise the students with key terms relating to ecological concerns and how they are defined and narrativised, especially in the arts and humanities. Giving instances from both global and national contexts, these readings will encourage learners to engage with discourses on sustainability and the role played by the arts and humanities. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

Keywords - ecology, environment, nature, romanticism, wilderness, ecocriticism

Essential Readings:

Bowmani, Zsea. “Now Is the Time for Black Queer Feminist Ecology.” Tulane Journal of Law & Sexuality, 2021

Buell, Lawrence. The Future of Environmental Criticism: Environmental Crisis and Literary Imagination. John Wiley & Sons, 2009.

Carson, Rachel. Silent Spring. Houghton Mifflin Harcourt, 2002. Garrard, Greg. “Pastoral”. Ecocriticism. Routledge, 2011.

Ghosh, Amitav. The Great Derangement. Climate Change and the Unthinkable. University of Chicago Press, 2016.

Glotfelty, Cheryll. "Ecocriticism: literary studies in an age of environmental crisis." Interconnections Between Human and Ecosystem Health. Springer, Dordrecht, 1996, pp. 229-236.

White Jr., Lynn. "The Historical Roots of Our Ecologic Crisis, From Transcendence to Obsolescence: A Route Map”. The Ecocriticism Reader: Landmarks in Literary Ecology. 1996. 

This unit assists learners to identify and understand postcolonial concerns in contemporary ecological discourses. Readings have been selected from both national and global contexts to facilitate a holistic understanding of the topic. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

Select Essays from:

Essential Reading:

1. DeLoughrey, Elizabeth M., and George B. Handley. Postcolonial Ecologies: Literatures of the Environment. OUP USA, 2011.

2. Guha, Ramachandra. "Radical American Environmentalism and Wilderness Preservation: A Third World Critique." The Ethics of the Environment, 1995, pp. 239-51.

3. Sinha, Indra. Animal’s People. Simon and Schuster, 2016.

4. Sarah, Joseph. Gift In Green. Translated by Valsan Thambu, Harper Collins, 2013.

This unit Introduces the interconnections of gender and ecological discourse through reading ecofeminist theoretical pieces and literary texts. The instructor can choose two texts for theoretical discussion and one from the literary narratives. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

Essential Readings:

1. Merchant, Carolyn. “Gaia: Ecofeminism and the Earth.” Earthcare: Women and the Environment, Routledge, 2014.

2. Gaard, Greta. "Living interconnections with animals and nature." Ecofeminism: Women, animals, nature, 1993, pp. 1-12.

Excerpts from:

Merchant, Carolyn. “Gaia: Ecofeminism and the Earth.” Earthcare: Women and the Environment, Routledge, 2014.

Gaard, Greta. "Living interconnections with animals and nature." Ecofeminism: Women, animals, nature, 1993, pp. 1-12.

Shiva, Vandana. Staying Alive: Women, Ecology and Development. Zed Books, 1988.

Williams, Terry Tempest. The Clan of One-Breasted Women (1992). Penguin UK, 2021.

5. Castillo, Ana. So Far from God: A Novel. Plume Books, 1994.

This unit includes visual texts that represent issues relating to current environmental concerns. It makes contemporary ecological concerns relatable to students by presenting them through visual media. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

Essential Readings:

Our Planet series (any two episodes)

2. The Elephant Whisperers

3. Before the Flood

4. Eyes of the Orangutan

5. 2040

6. An Inconvenient Truth

7. David Attenborough: A Life on Our Planet

8. Cowspiracy: The Sustainability Secret

This unit empowers learners to engage in contemporary issues surrounding ecological justice in the global context, with specific reference to local and regional discourses surrounding Indigenous identities. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

Theoretical discussions: 10 hours

Field Visits and documentation: 5 hours

Visits and documentation should be preceded by a discussion on the various ecological crises that could be observed in everyday life. The visit and the report of the visit should be taken as extensions of the course work where the environmental writing capabilities acquired during the course work are put to use.

Essential readings:

1. Adamson, Joni, et al. The Environmental Justice Reader: Politics, Poetics, & Pedagogy. University of Arizona Press, 2002.

2. Nixon, Rob. Slow Violence and the Environmentalism of the Poor. Harvard University Press, 2011.

3. Literary Narratives (Any Two):

4. Hogan, Linda. Solar Storms. Simon and Schuster, 1997.

5. Debī, Mahāśvetā. “Pterodactyl, Puran Sahay and Pirtha.” Imaginary Maps: Three Stories. Psychology Press, 1995.

6. Poems by Ken Saro Wiwa: The Call and Keep out of Prison.

7. Poets, Zócalo. “Ken Saro-Wiwa – Zócalo Poets.” Zócalo Poets, https://zocalopoe

Buell, Lawrence. Writing for an Endangered World. Harvard University Press, 2001.

Clark, Timothy. Literature and the Environment. Cambridge University Press. 2010.

McKibben, Bill. The End of Nature. Penguin Random House, 1989.

CIAs: 70%

ESE: 30%

CIA 1: 20 marks

The students can be tested through the writing of argumentative essays,

critical analysis of essays, class presentations, group discussions, creative

writing, creative visualizations either as individual or group work.

CIA 2: MSE – 50 Marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

CIA 3: 20 marks

The students can be evaluated through exhibitions, visual essays or visual

stories, mini-documentaries, performances, creating social media content and

promotions, cumulative portfolios, docudramas and other modes of creative

evaluation suitable for the course.

ESE: 50 marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

This paper introduces students to key themes and concerns in Indian Literatures, primarily at national and regional levels. This is a survey course that serves as an introduction to main issues and concepts in Indian Literatures around cross cutting issues such as gender, caste, class, nation etc. Categories and nomenclatures are debated and challenged in and through the selections. The course is a mix of traditional as well as contemporary literatures written both in English as well as other regional languages translated into English and will develop theoretical, analytical and critical reading skills in students.

• To understand the complexities of cultural, economic, political and social forces and their impact on the production of literatures in India of different classes and backgrounds.

• To understand the religious, caste, gender, colonial, national and regional constructs in India through its literatures and thereby develop sensitivity and add to the core value of love for fellow beings.

• To become aware of methods of interpreting literary texts in the contemporary context

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India, and the way it accommodates intersectional issues particular to the nation as well as specific regions. It will also enable development of theoretical knowledge about Indian Literary Theory and Criticism.

1. Raveendran, P. P. "Genealogies of Indian Literature."

2. Sen, Amartya. “Indian Tradition and Western Imagination.”

3. AK Ramanujan’s "Is there an Indian way of thinking? An informal essay."

4. Devy, Ganesh Narayandas, ed. Indian literary criticism: theory and interpretation

Teaching learning strategies: Lecture, readings and discussions

Essential readings:

Raveendran, P. P. "Genealogies of Indian Literature." Economic and Political Weekly, 2006, pp. 2558-2563.

Sen, Amartya. “Indian Tradition and Western Imagination.” Daedalus, Vol. 126, No. 2, Human Diversity, 1997.

Ramanujan, Attipat Krishnaswami. "Is there an Indian way of thinking? An informal essay." Contributions to Indian sociology, Vol.23, no.2, 1989, pp. 41-58.

Devy, Ganesh Narayandas, ed. Indian literary criticism: theory and interpretation. Orient Blackswan, 2002.

This module surveys select poetry that represent national and regional concerns. It surveys cities, people, ecology and ideas like faith and non-violence located within the Indian context and helps acquire critical reading skills and appreciation of Indian poetry and its techniques.

1.Faiz, Ahmed Faiz. “A Prison Evening.”

2.Lankesh, P. “Avva.”

3.Das, Kamala. “My Grandmother’s House.”

4.Kolaktar, Arun. Kala Ghoda Poems

Teaching learning strategies: Readings, lecture and discussion

Essential readings:

Faiz, Ahmed Faiz. “A Prison Evening.” All Poetry, https://allpoetry.com/A-Prison-Evening. Accessed on 6 March 2023.

Lankesh, P. “Avva.” http://komalesha.blogspot.com/2014/09/mother-english-translation-of-avva-by-p.html. Accessed on 6 March 2023.

Das, Kamala. “My Grandmother’s House.” Poetry Nook, https://www.poetrynook.com/poem/my-grandmothers-house. Accessed on 6 March 2023.

Kolaktar, Arun. Kala Ghoda Poems. Pras Prakashan, 2006

The unit initiates discussion on theatre which is very intrinsic to Indian cultures and traditional art forms and allows students to appreciate the form, distinct characteristics and the critically engage with the intersectional debates it embodies around caste, myth, gender, religion etc. Local engagement can also be made possible through visit to Rangashankara in the city where plays and performances are regularly hosted.

1.Karnad, Girish, and Bi Vi Kāranta. Hayavadana

2.Vinodini. “Daaham (Thirst)

3.Tendulkar, Vijay. Silence! The court is in session

Teaching learning strategies: Readings, lecture and discussions and group assignments

Essential readings:

Karnad, Girish, and Bi Vi Kāranta. Hayavadana. Calcutta: Oxford University Press, 1975.

Vinodini. “Daaham (Thirst).” Staging Resistance: Plays by Women in Translation. Eds. Suneetha Rani and Tutun Mukherjee, Oxford University Press, USA, 2005.

Tendulkar, Vijay. Silence! The court is in session. Kolkata: Oxford University Press, 1978.

 This selection of short fiction introduces students to a variety of readings about cross cutting issues around the nation, including partition, women and their social roles as well as resistance to established traditions, caste and class. Students are introduced to critical issues in the national context and they develop critical reading skills and awareness about key national concerns.

1. Ambai. "A Kitchen in the Corner of a House."

2.Manto, Saadat Hasan. Dog of Tithwal

3. Kafan (The Shroud), by Premchand

4. Pritham, Amitha. “The Weed”

Teaching learning strategies: Readings, in class discussions, group assignments, comprehensive written examination.

Essential Readings:

Ambai. "A Kitchen in the Corner of a House." Translated by J. Bernard Bate and A. K. Ramanujan. Journal of South Asian Literature, Vol.27, no.1, 1992, pp. 21-42.

Manto, Saadat Hasan. Dog of Tithwal. Translated from Urdu by Khalid Hasan, Muhammad Umar Memon. Archipelago Books, 2021.

Kafan (The Shroud), by Premchand, Translated from Urdu and Hindi by Frances W. Pritchett.

http://www.columbia.edu/itc/mealac/pritchett/00urdu/kafan/translation_kafan.html.

Pritham, Amitha. “The Weed.” The Daily Star Web Edition. 4 Num 248. http://archive.thedailystar.net/2004/02/07/d402072101111.htm.

Kantor, Roanne. "‘My Heart, My Fellow Traveller’: Fantasy, Futurity and the Itineraries of Faiz Ahmed Faiz." Writing Revolution in South Asia. Routledge, 2018. 96-113.

Dharwadker, Vinay. "Some contexts of modern Indian poetry." Chicago Review 38.1/2 (1992): 218-231.

Naik, Madhukar K. Perspectives on Indian Poetry in English. Abhinav publications, 1984.

Premchand, Munshi. "The nature and purpose of literature." Social Scientist 39.11/12 (2011): 82-86.

Ray, Mohit. "Hayavadana: A study of Karnad’s use of Source Texts and Folk Form’." Indian Writing in English 1 (2003).

Dalmia, Vasudha. Poetics, Plays, and Performances: The Politics of Modern Indian Theatre. Oxford University Press, 2008.

Dharwadker, Aparna. “Diaspora, Nation, and the Failure of Home: Two Contemporary Indian Plays.” Theatre Journal, vol. 50, no. 1, 1998, pp. 71–94. JSTOR, http://www.jstor.org/stable/25068484. Accessed 2 Mar. 2023.

Sengupta, Ashis. “MAHESH DATTANI AND THE INDIAN (HINDU) FAMILY EXPERIENCE.” Hungarian Journal of English and American Studies (HJEAS), vol. 11, no. 2, 2005, pp. 149–67. JSTOR, http://www.jstor.org/stable/41274325. Accessed 2 Mar. 2023.

Kuortti, Joel, and Mittapalli Rajeshwar, eds. Indian Women's Short Fiction. Atlantic Publishers & Dist, 2007.

Ekka, Francis, and Rosy Chamling. "Problematising Tribality: A Critical Engagement with Hansda Sowvendra Shekhar’s The Adivasi Will Not Dance: Stories." Rupkatha Journal on Interdisciplinary Studies in Humanities 13.4 (2021).

CIAs: 70%

ESE: 30%

CIA 1: 20 marks

The students can be tested through the writing of argumentative essays,

critical analysis of essays, class presentations, group discussions, creative

writing, creative visualizations either as individual or group work.

CIA 2: MSE – 50 Marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

CIA 3: 20 marks

The students can be evaluated through exhibitions, visual essays or visual

stories, mini-documentaries, performances, creating social media content and

promotions, cumulative portfolios, docudramas and other modes of creative

evaluation suitable for the course.

ESE: 50 marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

Each language is a repository of history and knowledge as well as the culture of a group of speakers. This course surveys the social and cultural contexts of languages in the world. It examines the ways in which a human language reflects the ways of life and beliefs of its speakers, contrasted with the extent of language's influence on culture. A wide variety of cultures and languages are examined. The course will focus on topics such as identity, social factors of language use, language vitality, language structures and issues of globalization.

This unit offers the theoretical background of the discipline from a global perspective. It enhances the analytical skills of linguistic analysis to understand the intersection between language and culture to enable the learners to understand the linguistic practices of cultural groups. This understanding helps them to get employed in language policy on preservation and protection of vulnerable languages at local and regional level.

1. Cultural Linguistics: An Overview

2. Cultural conceptualisations and language: The analytical framework

3. Ethnosyntax

4. Ethnopragmatics

5. Research Methods in Cultural Linguistics

Teaching learning strategies: Lecture, presentation and task-based class discussion

Essential readings:

Gladkova, Anna. Ethnosyntax, The Routledge Handbook of Language and Culture. Routledge, Taylor & Francis Group, 2019.

Goddard, Cliff and Zhengdao Ye. Ethnopragmatics, The Routledge Handbook of Language and Culture. Routledge, Taylor & Francis Group, 2019.

Sharifian, Farzad. “Cultural Linguistics: An Overview.” Cultural Linguistics: Cultural conceptualisations and language. Vol. 8. John Benjamins Publishing Company, 2017.

Sharifian, Farzad. “Cultural conceptualisations and language: The analytical framework.” Cultural Linguistics: Cultural conceptualisations and language. Vol. 8. John Benjamins Publishing Company, 2017.

Sharifian, Farzad. “Research methods in Cultural Linguistics.” Cultural Linguistics: Cultural conceptualisations and language. Vol. 8. John Benjamins Publishing Company, 2017.

This unit deals with the scope of cultural linguistics and offers insights into the theoretical frameworks from Linguistics and their intersection with culture. It deals with cross-cutting issues of gender.

1. Linguaculture: The language-culture nexus in transnational perspective

2. Language, Gender and Culture

3. Embodied cultural metaphors

4. Cultural Linguistics and World Englishes

Teaching learning strategies: Lecture, presentation and task-based class discussion

Essential readings: 

Risager, Karen. Linguaculture: The language-culture nexus in transnational perspective The Routledge Handbook of Language and Culture. Routledge, Taylor & Francis Group, 2019.

Sharifian, Farzad. “Embodied cultural metaphors.” Cultural Linguistics: Cultural conceptualisations and language. Vol. 8. John Benjamins Publishing Company, 2017.

Sharifian, Farzad. “Cultural Linguistics and Linguistic Relativity.” Cultural Linguistics: Cultural conceptualisations and language. Vol. 8. John Benjamins Publishing Company, 2017

Sharifian, Farzad. “Cultural Linguistics and World Englishes.” Cultural Linguistics: Cultural conceptualisations and language. Vol. 8. John Benjamins Publishing Company, 2017.

Tanaka, Lidia. Language, Gender and Culture, The Routledge Handbook of Language and Culture. Routledge, Taylor & Francis Group, 2019

The unit deals with the application of theoretical frameworks of Cultural Linguistics in real world scenario. The learners will engage with sociopolitical realities of world and discourse around them through linguistic analysis.

Cultural Linguistics and Religion

Cultural Linguistics and Political Discourse

Perception of impoliteness from a cultural linguistics perspectives

Kinship semantics

Teaching learning strategies : Lecture, presentation and task based class discussion

Essential readings: Gaby, Alice. "Kinship semantics: Culture in the lexicon." Advances in cultural linguistics. Springer, Singapore, 2017, pp. 173-188.

Mills, Sara. Language, Culture, and Politeness, The Routledge Handbook of Language and Culture. Routledge, Taylor & Francis Group, 2019.

Sharifian, Farzad. “Cultural Linguistics and Religion.” Cultural Linguistics: Cultural conceptualisations and language. Vol. 8. John Benjamins Publishing Company, 2017.

Sharifian, Farzad. “Cultural Linguistics and Political Discourse.” Cultural Linguistics: Cultural conceptualisations and language. Vol. 8. John Benjamins Publishing Company, 2017

 This unit offers insights to various case studies to understand the implications of the nexus of language and culture. The texts are taken from global and national perspectives and deals with issues like aging. The acquired skills enable the learners to analyse and research their real-world issues of language and culture at national level. It deals with cross-cutting issues of ageing, human values and professional ethics.

1. Language and cultural conceptualisation of marriage

2. Cultural Conceptualisation of ageing

3. Military English and Military Conflict

4. Cultural-specific conceptualisations of corruption in African English

Teaching learning strategies: Lecture, presentation and task-based class discussion

Essential readings:

Polzenhagen, Frank, and Sandra Frey. "Are marriages made in heaven? A cultural-linguistic case study on Indian-English matrimonials." Advances in cultural linguistics. Springer, Singapore, 2017, pp. 573-605.

Benczes, Réka, et al. "Cultural Linguistics and ageing: What naming practices in Australian English can reveal about underlying cultural conceptualisations." Advances in cultural linguistics. Springer, Singapore, 2017, pp. 607-624.

Wolf, Hans-Georg. "De-escalation—A Cultural-Linguistic View on Military English and Military Conflicts." Advances in cultural linguistics. Springer, 2017, pp. 683-702.

Polzenhagen, Frank, and Hans-Georg Wolf. "Culture-specific conceptualisations of corruption in African English: Linguistic analyses and pragmatic applications." Cultural Linguistics and World Englishes. Springer, Singapore, 2021, pp. 361-399.

Palmer, Gary B. Toward a Theory of Cultural Linguistics. Austin, TX: University of Texas Press, 1996.

Sharifian, Farzad, editor. The Routledge Handbook of Language and Culture. Routledge, Taylor & Francis Group, 2019. S

harifian, Farzad. "Cultural linguistics: The state of the art." Advances in cultural linguistics, 2017, pp. 1-28.

Sharifian, Farzad. “Cultural Linguistics and Pragmatics.” Cultural Linguistics: Cultural conceptualisations and language. Vol. 8. John Benjamins Publishing Company, 2017.

Trudgill, Peter. Sociolinguistics: An Introduction to Language and Society, Penguin, 2000.

Sharifian, Farzad, and Tahmineh Tayebi. "Perceptions of impoliteness from a Cultural Linguistics perspective." Advances in cultural linguistics. Springer, Singapore, 2017, pp. 389-409.

CIAs: 70%

ESE: 30%

CIA 1: 20 marks

The students can be tested through the writing of argumentative essays,

critical analysis of essays, class presentations, group discussions, creative

writing, creative visualizations either as individual or group work.

CIA 2: MSE – 50 Marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

CIA 3: 20 marks

The students can be evaluated through exhibitions, visual essays or visual

stories, mini-documentaries, performances, creating social media content and

promotions, cumulative portfolios, docudramas and other modes of creative

evaluation suitable for the course.

ESE: 50 marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

This course has been conceptualized to introduce students to the genre of graphic narratives in the form of comics, novels, cartoon strips, graffiti etc. The course aims to equip students with skills to engage with graphic narratives as ‘texts’ or ‘signifying systems’ and will provide them with tools to read graphic narratives from global as well as national perspectives and critically engage with them as informed readers of graphic narratives. It will enable them to treat and study graphic narratives as ‘serious art’ and to understand the academic implications of studying such texts. 

This unit will introduce students to graphic narratives and will focus on the global context within which an academic study of graphic narratives is placed. It will also examine the field of comic book studies, considering insights from diverse cultural contexts.

1. How to read Graphic Narratives

2. Graphic Narratives as a field of studies Teaching learning strategies: Lectures, presentations, discussions and readings

Essential readings:

Labio, Catherine. "What's in a name? The academic study of comics and the" graphic novel"." Cinema Journal, Vol 50, no.3, 2011, pp. 123-126.

McCloud, Scott. Understanding Comics: The Invisible Art. William Morrow Paperbacks. 1994. Roeder, Katherine. "Looking high and low at comic art." American Art. Vol.22, no.1, 2008, pp. 2-9. 

This unit will closely study the formal aspects of graphic narratives and will explore the global socio-political terrain upon which various forms of graphic art is created. Students will also explore how graphic narratives reflect and are influenced by cultural, social, and historical factors worldwide.

1. Focalization

2. Sequential Art

3. The Politics and aesthetics of Graffiti

Teaching learning strategies: Lectures, presentations, discussions and readings

Essential readings:

Horstkotte, Silke, and Nancy Pedri. "Focalization in graphic narrative." Narrative, Vol.19, no.3, 2011, pp. 330-357.

Barnett, Claudia. "The Death of Graffiti: Postmodernism and the New York City subway." Studies in popular culture. Vol.16, no.2, 1994, pp. 25-38.

Jaffe Rivke, Kevon Rhiney and Cavell Francis. “'Throw Word': Graffiti, Space and Power in Kingston, Jamaica”. Caribbean Quarterly, 2012, pp. 1-20.

This unit expands its scope beyond American comics, delving into the diverse global and national contexts for graphic narratives. Through this exploration, students will gain insight into the rich tapestry of storytelling traditions from around the world. In particular, the unit will dedicate attention to Indian, French and Japanese graphic narratives, examining their unique cultural influences, artistic styles, and thematic concerns. By studying these narratives alongside their American counterparts, students will develop a nuanced understanding of the global interconnectedness of graphic storytelling and appreciate the diverse perspectives it offers.

1. French Comics

2. Manga

3. Indian Graphic Narratives

4. Superhero comics

Teaching learning strategies: Lectures, presentations, discussions and readings

Essential readings:

Rosenbaum, Roman. “Introduction: The Representation of Japanese History in Manga”. Manga and the Representation of Japanese History. Routledge, 2013.

Baru. “The Working Class and Comics: A French Cartoonist’s Perspective.” History and Politics in French-Language Comics and Graphic Novels. University Press of Mississippi, 2011, pp. 239-58.

 This unit will guide students through a selection of graphic narrative texts, sourced from both global and regional contexts. It aims to closely examine the diverse approaches to unraveling their structure and themes. Additionally, the unit will explore the creative process behind crafting graphic narratives, offering insights into their creation. Assessments throughout the unit will center on students' ability to produce their own graphic narratives, providing opportunities to apply their understanding of narrative techniques and artistic elements in practical contexts. Through this multifaceted exploration, students will deepen their appreciation for the complexities of graphic storytelling while honing their skills in narrative creation.

1. Analysis of graphic narratives

2. On creating graphic narratives

Teaching learning strategies: Lectures, presentations, discussions and readings

Essential readings:

Selected reading from the following

Bechdel, Alison. Fun Home: A Family Tragicomic. Houghton Miffin. 2006.

Patil, Amruta. Kari. HarperCollins India, 2008.

Select superhero Comics from Marvel/DC

Campbell, Eddie. "What is a graphic novel?" World Literature Today, Vol.81, no.2, 2007, pp. 13-14.

Dorfman, Ariel and Armand Mattelart. How to Read Donald Duck: Imperialist Ideology in the Disney Comic. International General. 1991.

Meskin, Aaron. "Defining comics?." The Journal of Aesthetics and Art Criticism. Vol.65, no.4, 2007, pp. 369-379.

Ndalianis, Angela. "Why comics studies?." Cinema Journal. Vol.50, no.3, 2011, pp. 113-117

Toku, Masami. "What is manga? The influence of pop culture in adolescent art." Art education, Vol.54, no.2, 2001, pp. 1117. 

CIAs: 70%

ESE: 30%

CIA 1: 20 marks

The students can be tested through the writing of argumentative essays,

critical analysis of essays, class presentations, group discussions, creative

writing, creative visualizations either as individual or group work.

CIA 2: MSE – 50 Marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

CIA 3: 20 marks

The students can be evaluated through exhibitions, visual essays or visual

stories, mini-documentaries, performances, creating social media content and

promotions, cumulative portfolios, docudramas and other modes of creative

evaluation suitable for the course.

ESE: 50 marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

The coordinator of the program will assign faculty members from the department as guides at least two weeks before the end of the fifth semester. The students will have to be in touch with the guides during the internship period either through personal meetings, over the phone, or through the internet. 

At the place of internship, the students are advised to be in constant touch with their mentors. 

At the end of the required period of internship the candidates will submit a report in not less than 5000 words. The report should be submitted by June. 

Apart from a photocopy of the letter from the organization stating the successful completion of the internship, the report shall have the following parts. 

• • Introduction to the place of internship 
• • Reasons for the choice of place and kind of internship 
• • Nature of internship 
• • Objectives of the internship 
• • Tasks undertaken 
• • Learning outcome 
• • Suggestions, if any 
• • Conclusion 

A photocopy/digital copy of the portfolio, if available, may be given along with the report. However, the original output, if available, should be presented during the internship report presentation. 

The report shall be in the following format. 

The course has been designed keeping in mind the latest trends and practices in the discipline and a larger extent in the educational system. The course will introduce students to some of the established areas like content writing and publishing, translations, etc. as well as emerging areas like digital humanities, citizen journalism, etc.. The focus here is to help students acquire and nurture skills that are integral for their personal and professional growth.

Course Objectives

The course is designed to:

1. Introduce students to emerging trends in the discipline

2. Familiarize them with some of the industries associated with the discipline

3. Enhance skills that could translate academic learning to professional excellence

The evaluation will be based on the assessments formulated by the PTC student-instructors who facilitate each unit in the class. A continuous evaluation pattern will be followed whereby after the completion of each unit, an assignment will follow. The assessment will be done based on predefined rubrics and the score sheet needs to be tabulated. The cumulative score sheet is to be prepared at the end of the semester and the final Skill Development Score is to be computed.

Gender Studies is an academic area of study that critically examines how gender shapes our identities, social interactions and experiences of everyday living. Through exposure to interdisciplinary perspectives, students develop a framework for thinking about power relations and the ways in which those relations are shaped and challenged by intersecting constructions of gender, sexuality, sexual orientation and their configurations in various power structures. Interrogating everyday experiences, social and political institutions, literary and philosophical contributions, past and present ideas and world events, the course seeks to provide students with tools to engage with and critically analyse these areas. Further, the course seeks to give a major political spin by interpellating Western theory with gender sensitive experiences curated across India so that students learn to reflect on these more immediate narratives against the dynamic possibilities of theory.

Introduce key concepts and movements in the field of gender studies. • Familiarise learners with the gender dynamics operating within various structures of society. • Equip learners to competently understand and apply concepts and terminology relating to gender and sexuality. • Enable learners to critically examine how normative power structures situate them in various societies in their academic and public discussions.  

Unit details: This unit introduces foundational texts and concepts in the field. It enables learners to understand the empirical contexts that shape ideologies relating to gender and sexuality. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

What is gender?

• Feminism and Gender Studies

• Gender and intersectionality

Essential readings: “Come Closer to Feminism” .Feminism Is for Everybody: Passionate Politics, by bell hooks, Routledge, 2015.

Abu‐Lughod, Lila. "Do Muslim women really need saving? Anthropological reflections on cultural relativism and its others." American anthropologist 104.3 (2002): 783-790.

de Beauvoir, Simone. The Second Sex, Vintage Classics, 2015.

Le Guin, Ursula K. "Introducing Myself.”." The Wave in the Mind: 3-7.

Lorde, Audre. "An Open Letter to Mary Daly (1979)." Sister/Outsider: Essays and Speeches (2007): 68-9.

Mohanty, Chandra Talpade, Ann Russo, and Lourdes Torres, eds. Third world women and the politics of feminism. Vol. 632. Indiana University Press, 1991.

Steinem, Gloria. "How Phyllis Freud was Born." Moving Beyond Words (1994): 19-32. Vaid-Menon, Alok. Beyond the Gender Binary. 

Unit details: This unit provides theoretical grounding in terms of critical concepts from the area of study. It encourages intersectional perspectives to enable learners to better understand socio-cultural dynamics, helping them get clarity on issues such as the politics of representation. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

• Homosexuality and heterosexuality

• The concept of heteronormativity

• LGBTQIA+ communities and cultures

Teaching learning strategies: Class discussions, peer interaction, lectures, audio-visual aids, reading material, and strategies from intersectional pedagogies to empower learners as much as possible within academic frameworks.

 Essential readings:

Judith Butler, “Imitation and Gender Insubordination’." Inside/Out: Lesbian Theories, Gay Theories: 27-8.

Katz, Jonathan Ned. "‘Homosexual 'and ‘Heterosexual’: Questioning the Terms." A Queer World: The Center for Lesbian and Gay (1997). Sedgwick, Eve Kosofsky. "Gender asymmetry and erotic triangles." Between men: English literature and male homosocial desire.

Rich, Adrienne Cecile. "Compulsory heterosexuality and lesbian existence (1980)." Journal of Women's History 15.3 (2003): 11-48.

Walker, Alice. “In Search of Our Mothers’ Gardens.”

Unit details: This unit explores conceptual notions relating to national and transnational contexts as well as trans/nonbinary notions of gender. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

• Gender and the Nation

• Queer Ecology

• Queer and Ecofeminism

Teaching learning strategies: Class discussions, peer interaction, lectures, audio-visual aids, reading material, and strategies from intersectional pedagogies to empower learners as much as possible within academic frameworks.

Essential readings:

Narayan, Uma. “Cross-Cultural Connections, Border-Crossings, and ‘Death by Culture’:” Taylor & Francis, Taylor & Francis, 15 Apr. 2013, www.taylorfrancis.com/chapters/mono/10.4324/9780203707487-7/cross-cultural-connections-border-crossings-death-culture-thinkingdowry-murders-india-domestic-violence-murders-united-states-uma-narayan.

Women Writing in India 600 B.C. to the Present, by Susie Tharu and K. Lalita, Oxford Univ. Press, 1995.

Johnson, Alex Carr. “How to Queer Ecology: One Goose at a Time.”

Bogaert, Anthony. Asexuality: What It Is and Why It Matters. The Journal of Sex Research 52(4):362-379, 2015.

Dan McMuffin, “Coconut Milk.”

Gaard, Greta. “Toward a Queer Ecofeminism.” Hypatia, vol. 12, no. 1, 1997, pp. 114–137., doi:10.1111/j.1527-2001.1997.tb00174.x.

Case, Kim: Introduction to Intersectional Pedagogy 

Unit details: This unit contains readings that assist learners to actively understand that gender-based discrimination does not occur independently of aspects of identity such as race, caste, class, religion, etc. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

• Gender and the environment

• Gender Discrimination

Teaching learning strategies: Class discussions, peer interaction, lectures, audio-visual aids, reading material, and strategies from intersectional pedagogies to empower learners as much as possible within academic frameworks.

 Essential readings:

Agha Shahid Ali, The Country without a Post Office (either the title poem or “The Correspondent”)

Kimberlé Crenshaw: On Intersectionality: Essential Writings. Introduction to the 2017 edition.

Ocean Vuong, Night Sky with Exit Wounds (any two poems)

Unit details: This unit includes visual texts that represent issues relating to current concerns. It makes contemporary concerns relatable to students by presenting them through visual media. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

• Gender in film/popular culture

• Drag culture, performance/performativity and gender

Teaching learning strategies (list all that would be appropriate for the unit in alignment with the COS): Class discussions, peer interaction, lectures, audio-visual aids, reading material, and strategies from intersectional pedagogies to empower learners as much as possible within academic frameworks.

Essential readings:

Everybody’s Talking about Jamie

Fire

One Day at a Time: Pilot Episode

Ajeeb Dastaan: Geeli Pucchi 

Kannabiran, Vasanta and K. Lalita. “That Magic Time: Women in the Telangana People’s Struggle”. Recasting Women: Essays in Indian Colonial History. Eds. Kumkum Sangari and Sudesh Vaid. New Delhi: Kali for Women, 1989.

Ramanujan, A. K., Velcheru Narayana Rao, and David Shulman. When God is a Customer: Telugu Courtesan Songs by Kshetrayya and Others. Berkeley: University of California Press, 1994.

Proulx, Annie. Brokeback Mountain and Other Stories. Paragon, 2007.

Winterson, Jeanette. Written on the Body. Vintage Books, 2014.

Aditi Angiras and Akhil Katyal. The World that Belongs to Us: An Anthology of Queer Poetry from South Asia.

Cole McCade. Criminal Intentions.

Ocean Vuong, On Earth We’re Briefly Gorgeous.

Ryka Aoki, Light from Uncommon Stars.

Brokeback Mountain.

Aligarh.

The Danish Girl. Hooper, Tom. Focus Features, 2015.

This paper introduces students to an emerging and significant field of study in understanding the problems and perspectives of Dalits as a significant cross-cutting issue in today’s world and its interaction with human values. The course aims to help students familiarise themselves with the politics of caste with reference to cultures, literature, and thought in diverse local, regional, and national contexts.

Unit details: The unit introduces the students to the ancient system of social hierarchy based on one’s birth and deals with important questions concerning caste-like its forms, functions, and narratives in the sociocultural domains. It also critically engages with Dalit literature and Dalit studies as a discipline. It includes the local, regional and national issues pertaining to caste

1. The Laws of Manu

2. Annihilation of Caste

3. Modes of Narrativising the History of Slave Suffering

4. Dalit Studies in the Context of Higher Education in India

Teaching learning strategies: Lectures, class discussions, written assignments, ppt presentations

Essential readings:

“Chapter 10.” The Laws of Manu, by Manu, Penguin, 1991.

Ambedkar, B. R. Annihilation of Caste. Rupa, 2019.

Mohan, Sanal. “Modes of Narrativising the History of Slave Suffering. Thesis: Imagining Equality: Modernity and Social Transformation of Lower Castes in Colonial Kerala.” D'arch Search Results, www.mgutheses.in/search.php?search=History&page=13&rad=all.

The unit engages with the emerging voices of dissent. It engages with the necessity of critiquing Brahmanical hierarchy from the perspective of gender and caste. 1. Dalit Feminisms

2. Scopes and Challenges

Teaching learning strategies: Lectures, class discussions, written assignments, ppt presentations

Essential readings: 

Gopal Guru. “Dalit Women Talk Differently.” Economic and Political Weekly, vol. 30, no. 41/42, 1995, pp. 2548–50. JSTOR, http://www.jstor.org/stable/4403327.

Sharmila Rege. “Dalit Women Talk Differently: A Critique of ‘Difference’ and Towards a Dalit Feminist Standpoint Position.” Economic and Political Weekly, vol. 33, no. 44, 1998, pp. WS39–46. JSTOR, http://www.jstor.org/stable/4407323. Accessed 10 Jan. 2024.

Unit details: This unit traces the historical account of Dalit social mobilisation from colonial to contemporary India. It touches upon the nature of goals of various Dalit social movements at the local, regional and national levels.

1. Caste issues in British India

2. Caste in the postcolonial scenario

3. Caste related movements

4. Politics of touch

5. Affirmative action policies

6. Politics of resistance 

Teaching learning strategies: Lectures, class discussions, written assignments, ppt presentations

Essential readings:

Viswanath, Rupa. “The Pariah–Missionary Alliance: Agrarian Contestation and the Local State.” The Pariah Problem: The Caste, Religion and the Social in Modern India, 2014, doi:10.7312/visw16306-005.

“Threefold Tensions: Pre-Colonial History, Colonial Reality, and Postcolonial Politics: Notes on the Making of Dalit Identity” The Flaming Feet: A Study of the Dalit Movement in India, by D. R. Nagaraj, South Forum Press, 1993.

“The Brahmin as a Trope: The Self-Respect Movement.” Brahmin and Non-Brahmin: Genealogies of the Tamil Political Present, by Pandian M S S, Permanent Black in Association with Ashoka University, 2017.

The suicide letter of Rohit Vemula https://timesofindia.indiatimes.com/city/hyderabad/full-text-dalit-scholar-rohith-vemulas-suicidenote/articleshow/50634646.cms

“The Story of Nangeli " Raiot.” RAIOT, 16 Jan. 2017, raiot.in/the story-of-nangeli/.

Unit details: This unit introduces the students to a variety of Dalit literature that deals with Dalit life experiences, perspectives and aspirations. It touches upon the new aesthetic consciousness put forward by the Dalit writers to undermine the established thematic and aesthetic conventions of Indian English literature

1. Play

2. Poem

3. Short story

4. Novel

Teaching learning strategies: Lectures, class discussions, written assignments, ppt presentations, panel discussions

Essential readings:

Gunasekaran, K A. “Touch.” The Oxford India Anthology of Tamil Dalit Writing, by Ravikumār and R.

Azhagarasan, Oxford University Press, 2012.

Chellapalli Swarooparani. “Water.” Steel Nibs are Sprouting, Harper Collins, 2013

Dangle, Arjun. Ed. Poisoned Bread. Hyderabad: Orient Longman, 1992.

Unit details: This unit deals with the narratives based on the lived experiences of the Dalit writers. Dalit life writings such as memoirs and testimonies provide a voice to the members of the community to represent their self which affirms the collective experience of the community.

1. Autobiography

Teaching learning strategies: Lectures, class discussions, written assignments, ppt presentations, panel discussions

Essential readings: Dutt, Yashica. Coming out as Dalit. Aleph Book Company, 2019 

Guru, Gopal. Humiliation. Oxford, 2011. Kawade, Ankit. "The Impossibility of Dalit Studies." Economic and Political Weekly, 54.46, 2019, pp. 21-22.

Manu. The Laws of Manu. Penguin Classics, 2000.

Nagaraj, D. R. The Flaming Feet and Other Essays. Permanent Black, 2010.

Pandian, MSS. Brahmin and Non-Brahmin: Genealogies of the Tamil Political Present. Permanent Black, 2007.

Pawar, Urmila and Meenakshi Moon. We Also Made History: Women in the Ambedkarite Movement. Zubaan, 2008.

Deshpande, Satish. Caste and Castelessness: Towards a Biography of the ... Economics and Political Weekly, www.jstor.org/stable/23527121.

Guru, Gopal, and Sundar Sarukkai. The cracked mirror: An Indian debate on experience and theory. Oxford University Press, 2018.

Mayaram, Shail, MSS Pandian and Ajay Skaria. Muslims, Dalits, and the Fabrications of History: Subaltern Studies XII. Permanent Black, 2005.

Omvedt, Gail. Understanding Caste: From Buddha to Ambedkar and Beyond. Orient Blackswan, 2011.

Sarukkai, Sundar. Phenomenology of Untouchability. Economics and Political Weekly, www.jstor.org/stable/25663542

Tharu, Susie and Satyanaraya K. No Alphabet in Sight: New Dalit Writing from South India. Penguin, 2011.

Kandasamy, Meena. The Gypsy Goddess. Atlantic Books, 2019.

Nagaraj, D. R. The Flaming Feet and Other Essays. Permanent Black, 2010

Pandian, MSS. Brahmin and Non-Brahmin: Genealogies of the Tamil Political Present. Permanent Black, 2007.

Pawar, Urmila and Meenakshi Moon. We Also Made History: Women in the Ambedkarite Movement. Zubaan, 2008.

Moon, Vasant. Growing up untouchable in India: A Dalit Autobiography. Rowman & Littlefield, 2001

IntroductiontoTranslationStudies

Unit details: The unit introduces the theoretical and practical aspects of translation studies. It deals with the prevalent concept,practices, strategies and problems concerning translation at global and regional levels. It also involves some translation exercises forstudentsto explorethe skills, strategiesand techniquesof translation.

1.       IntroductiontoTranslationStudies

2.       Historyoftranslationtheory

3.       Translationstrategies

4.       Translationasnewwriting

Teachinglearningstrategies:Lectures,discussions,writtenassignments,translationexercisesandpresentations

Essentialreadings:

Hatim,Basil,andJeremy Munday.“Introduction.”Translation:AnAdvancedResourceBook.PsychologyPress,2004.

Bassnett,Susan."HistoryofTranslationtheory." TranslationStudies,1980,pp.47-78.

Mukherjee,Sujit.“TranslationasNewWriting.”TranslationasRecovery.PencraftInternational,2004.

:Linguistic,LiteraryandCulturalAspects

Unitdetails:Thisunitfocusesonthevariousaspectsandrolesoftranslationinsociety.Itengageswithspecifictextstodiscusstheaspects like its linguistic aspects (language and translatability), the issue of dialect and varieties of language, the role of nation,cultureand society in translation.

1.     Translationandlinguisticaspects

2.       VarietiesofEnglish

3.     Translationandliterature

4.     CultureandTranslation

Teachinglearningstrategies:Lectures,discussions,writtenassignments,translationexercisesandpresentations

Essentialreadings:

Jakobson,Roman."Onlinguisticaspectsoftranslation."Ontranslation.HarvardUniversityPress, 2013.232-239

Heim,MichaelHenry."VarietiesofEnglishfortheLiteraryTranslator."ACompaniontoTranslationStudies,2014,pp.454-466.

Even-Zohar, Itamar. "The position of translated literature within the literary polysystem." The translation studies reader. Routledge,2021. 191-196.

PoliticsofTranslation

Unit details: This unit exclusively focuses on the politics of translation that includes the politics of caste, class, language andculture. It aims to provide students with the challenges a translated text or the process of translation faces. The readings andclassengagements will provide critical skills.

1.       ThePoliticsofTranslation

2.       ProblematisingTranslation

Essentialreadings:

Mukherjee,Meenakshi."ThePracticeandPoliticsofLiteraryTranslation."TheLiteraryJournal,Vol.2,2005.

Bhalla, Alok. "The Politics of Translation: Manto's Partition Stories and Khalid Hasan's English Version." Social Scientist,2001, pp.19-38

Teachinglearningstrategies:Lectures,discussions,writtenassignments,translationexercises,presentations

TraditionsofTranslation

Unitdetails:TheunitengageswithtraditionsoftranslationbyengagingwithselectedtextsfromIndianliteraryandWestern

literary scenes. It takes national, regional, and global works to engage with the similarities and differences in the intra and intertraditions.Theunit focuseson thenature,aspect,and politicsof translation.

1.     Indianliteratureintranslation

2.     Translatingfiction

3.     Postcolonialtranslation

Teachinglearningstrategies:Lectures,discussions,writtenassignments,translationexercises,presentations,andworkshops

Essentialreadings:

Devy, G. N. "Indian Literature in English Translation: An Introduction." The Journal of Commonwealth Literature, Vol.28,no.1, 1993,pp. 123-138.

Prasad,G.J.V."Writing translation."Thestrangecaseof theIndianEnglishnovel. Theoryandpractice,1999,pp. 41-57.

Lahiri, Jhumpa. "Intimate alienation: Immigrant fiction and translation." Translation, Text and Theory: The Paradigm ofIndia, 2002,pp. 113-20

Nida,EugeneA."Principlesofcorrespondence."TowardaScienceofTranslating.Brill,2003,pp.156-192.

RegionalLiteraturesinTranslation

Unit details: The unit engages with the translated texts originating from the diverse local and regional contexts of India with aparticular focus on themes related to gender and human values. Through a comprehensive exploration of selected poems and shortstoriesfromdifferentlinguisticandculturalbackgrounds,theunitoffersaprofoundunderstanding ofthechallenges,andstrategiesinvolvedin rendering regional literary works intoaglobal context.

1.Poem

2.Shortstory

Teachinglearningstrategies:Lectures,discussions,writtenassignments,translationexercises,presentations,andworkshops.

Essentialreadings:

Joseph.S.TheFishMonger.D.CBooks.2003.

Pritam,Amrita.TheWeed.https://archive.thedailystar.net/2004/02/07/d402072101111.htm

Bassnett,Susan."Cultureandtranslation."Acompaniontotranslationstudies (2007):13-23.

Choudhuri, Indra Nath. “The Role of Translation in a Multilingual Society Knitting India: Through Translation Indra NathChoudhuri.”PDFFreeDownload,https://docplayer.net/22425890-The-role-of-translation-in-a-multilingual-societyknitting-india-

through-translation-indra-nath-choudhuri.html.Accessed28Feb.2022.

Jakobson,Roman."Onlinguisticaspectsoftranslation." Ontranslation.HarvardUniversityPressMunday,Jeremy.Introducingtranslationstudies:TheoriesandApplications.Routledge,2016.

ValerieHenitiuk.“TheSingle,SharedText?TranslationandWorldLiterature.”WorldLiteratureToday,vol.86,no.1,2012,pp.

30–34.JSTOR,https://doi.org/10.7588/worllitetoda.86.1.0030

Gal,Susan."Politicsof translation."AnnualReviewof Anthropology44(2015):225-240.

Spivak,GayatriChakravorty."ThePoliticsofTranslation."ThetranslationstudiesReader. Routledge,2021.320-338.

The centrality of narratives in engaging with trauma and suffering is very significant to note. Withthe understanding that one of the ways through which people, across the world and cultures, dealwithtraumaticexperiencesisbynarrativizingit,thecourseintroducesvariousframeworksthroughwhich trauma narratives, from across the globe, can be engaged. This course will provide studentswith narrative approaches to engagement with trauma that will enable them to be more sensitive intheir engagements and interactions, imbibing humane values like empathy and consideration, topeople from across cultures. The focus on storytelling as a mode to negotiate with illness andtrauma, thus leading to intersections between the body and narrative representation of the body, isintroducedin thecourse and develops skills ofcreativity and narrativizing.

Theobjectivesof thiscourseareto:

•  introducelearnerstoNarrativesofTraumaandtheareaofTrauma Studies.

•  familiarizelearnerswithanalyticalframestoengagewiththenarrativerepresentationsoftrauma.

enablelearnerstoidentifythecross-Disciplinary andinterdisciplinaryapproachesto engagingwithtrauma

Unit details: This unit will introduce students to the ever present, universal but specific experiences of trauma, suffering and painand the recordings of it in popular imagination and discourse. The readings will introduce the students to the close ties thatModernityhaswithTraumaandtheeventsandcircumstancesthathavemadeitaverypopular,sometimesincorrect,usageglobally.The unit will enable engagement with events and situations of suffering in an informed manner and prompt exhibiting humanevalues like compassion and empathy. Critical reading skills will be further developed in the context of Trauma Studies and willestablishclose tiesbetween Literatureand Trauma.

1.     SocialandHistoricalDevelopmentofTrauma

2.     PostmodernismandTraumaNarrativesandExperiences

3.     IntroductiontoTraumaintheEveryday

Teaching Learning Strategies: Class discussions, peer interaction and deliberation, faculty lectures, screenings, e- resources likedigitalarchives, digital libraries.

Essentialreadings:

Steffens, Karolyn. “Modernity as the Cultural Crucible of Trauma.” Trauma and Literature, edited by J. Roger Kurtz, CambridgeUniversityPress,2018, pp.36-51.

Morrissey, Ted. "The Postmodern Voice." Trauma Theory as an Approach to Analysing Literary Texts, Twelve Winters Press,2021, pp.37-56.

Kirmayer, Laurence J., Lemelson, Robert, and Barad, Mark.“Introduction: Inscribing Trauma in Culture, Brain, and Body.”Understanding Trauma: Integrating Biological, Clinical, and Cultural Perspectives, edited by Laurence J. Kirmayer, RobertLemelson,and Mark Barad, CambridgeUniversity Press,2007, pp.1-20.

Unit details: The unit introduces the foundational theorists of Trauma Studies and enables theoretical engagements with humanexperiences of trauma and suffering across global contexts and its nuances with cross cutting issues like environment, war, illnessesetc. It willallow studentsto developcritical and theoreticalskillsinreadingnarrativesand texts oftrauma.

1.     NarrativesofVictimhood

2.     WarandVisuals

3.     Psychoanalysis,Literature,Trauma

Teaching learning strategies (list all that would be appropriate for the unit in alignment with the COS): Class discussions,peerinteractionand deliberation,facultylectures,screenings,e-resourceslikedigitalarchives, digitallibraries.

Essentialreadings:

Tal, Kali. “Worlds of Hurt: Reading the Literature of Trauma.” Worlds of Hurt: Reading the Literature of Trauma, CambridgeUniversityPress,1996, pp. 1-22.

Sontag,Susan.RegardingthePainofOthers.Picador,2003.

Caruth, Cathy. “Introduction: The Wound and the Voice.” Unclaimed Experience: Trauma, Narrative, and History, The JohnsHopkinsUniversity Press,1996, pp.1-9.

Unit Description: The unit introduces some specific global contexts-social, cultural, and political- that can be traumatic in nature orhave becomemarkersofculturaltrauma.Theunitaims tohelpstudentsdevelopnuancedunderstandingandskillsetstoengagewithincidents of trauma and thereby developthenecessary valuesrequired to engagewiththem.

1.     PoliticsofTorture

2.     PartitionTrauma

3.     TraumaandtheDigitalSpace

Teaching learning strategies (list all that would be appropriate for the unit in alignment with the COS): Class discussions,peerinteractionand deliberation,facultylectures,screenings,e-resourceslikedigitalarchives, digitallibraries.

Essentialreadings:

Scarry, Elaine. “The Structure of Torture: The Conversion of Real Pain into the Fiction of Power.” The Body in Pain: The MakingandUnmaking of the World,OxfordUniversity Press,1985, pp. 27-60.

Das, Veena. “The Act of Witnessing: Violence, Gender, and Subjectivity.” Life and Words: Violence and the Descent into theOrdinary,University ofCalifornia Press,2007,pp. 59-79.

Meek, Allen. “Trauma in the Digital Age.” Trauma and Literature, edited by J. Roger Kurtz, Cambridge University Press, 2018,pp.167-181.

Unitdetails:Throughreadingsanddiscussionsofgloballiteraryandvisualrepresentationsoftrauma,theunitintroducestheideaof narrativizing trauma and the significance of it in helping cope with trauma. Students can be given opportunities to developstorytelling and narrativizing skills through workshops and guest lectures. Through engaging and creating narratives that placeenormoussignificanceofhuman valuestheunit aims at introducinga nuanced textual approach totrauma.

1.       SelectPaintingsofFridaKahlo.

2.     TraumainSouthAsianContexts

3.     TraumaandIntersectionality(RaceandGender)

Teaching learning strategies (list all that would be appropriate for the unit in alignment with the COS): Workshops, Guestlectures,Screenings, Classdiscussions,screenings,e-resourceslikedigital archives,digital libraries.

Essentialreadings:

PaintingsofFridaKahlo.

Karmakar, Goutam and Khan, Zeenat. Narratives of Trauma in South Asian Literature, Routledge, 2023.Taylor,Tate.TheHelp.DreamWorks Pictures,2011.

Davis,Colin,andHanna Meretoja,eds.TheRoutledgecompaniontoliteratureandtrauma.Routledge,2020.

Toremans, Tom. "Trauma: Theory–reading (and) literary theory in the wake of trauma." European Journal of English Studies 7.3(2003):333-351.

Balaev,Michelle.ContemporaryApproachesinLiteraryTraumaTheory.PalgraveMacmillan,2014.

Felman, Shoshana, and M.D., Dori Laub. Testimony: Crises of Witnessing in Literature, Psychoanalysis, and History. Routledge,1992.

Alexander, Jeffrey C. “Globalization and Trauma: The Dream of Cosmopolitan Peace”. Trauma: A Social Theory, Polity Press,2012, pp.155-166.

Cottier, Annie. “Trauma Narratives and National Identity.” Haunted Narratives: Life Writing in an Age of Trauma, edited byGabrieleRippl et. Al.,University of Toronto Press,2013, pp. 152-161.

Inahara,Minae. “TheArtofPainandIntersubjectivityinFridaKahlo’sSelf-Portraits.”EncounteringPain:Hearing,Seeing,Speaking, edited by Deborah Padfield and Joanna M. Zakrzewska, UCL Press, 2021, pp. 219–29. JSTOR,http://www.jstor.org/stable/j.ctv15d8195.22.Accessed2 Mar. 2023.

Coetzee,J.M.WaitingfortheBarbarians.Vintage,2004.

APieceofCake,RoahlDahl.Shortstory.

All human beings experience a significant illness or disability at some point in life; yet economic,political, social, and cultural factors complicate the medical frameworks through which societiesnormally address disabled bodies. The introduction to the course will bring new voices intoexisting conversations and allow students to initiate new lines of inquiry into how "disability"shapes and is shaped by literary texts. Critical engagement with the course reveals the formationand hegemony of normalcy in literary works. It traces the meanings of disability that are notconstant but vary from work to work, just as in reality they vary with bodily condition, time, andplace. Probing representations of such characters reveals hidden patterns and expands the waycanonicalnarrativesareread.Thiscourseisconceivedtoexploreliterature andliterarytopicsfroma disability studies perspective which strives to understand the human values of vulnerable bodiesand disabled bodies. This course aims to provide a general introduction to Disability Studies astheyapplytothestudyofliterature,particularlyfictionalnarratives,butwithsomeemphasisalso

onautobiographyandpoetry.

Thiscoursecomprehensivelyenhancestheunderstandingofhumanvaluesirrespectiveofdis/abilities.The aim of the course is to equip students with sensitivity and inclusive approach to getemployabilityskillstoworkwithNGOsandbepart oftheinclusivityanddiversity cellsof

organisationandcorporatehouses.

Unit:Introduction

Unitdetails:Theunitintroducesthestudentstothefoundationaltextsfromaglobalcontexttodevelopaconceptualunderstandingof disability. This prepares the students to understand the human values of a person with disability. The foundational unit will helpthestudentsto get employment in academicsandresearch.

1.     KeyConceptsinDisabilityStudies

2.     Whatisdisabilitystudies?

3.     HistoryofDisabilityStudies

4.     Disability,NormalityandPower

5.     NarrativeProsthesis

Teachinglearningstrategies:Thecoursecoordinatormayengagethestudentsindiscussions,experiencesharing,andtheoreticallectureswherethe studentscould takeup ashortsurvey of theliteratureavailable inIndiancontext.

Essentialreadings:

Linton,Simi.“WhatIsDisabilityStudies?”PMLA/PublicationsoftheModernLanguageAssociationofAmerica,vol.120,no.2,

2005, pp. 518–522., doi:10.1632/s0030812900167823.

ABriefhistoryofLiterary DisabilityStudies(DavidBolt, 2017)

Davis, L. “Introduction: Disability, Normality, and Power.” The Disability Studies Reader, 2016, pp. 17–30.,doi:10.4324/9781315680668-6.

Mitchell, David T., and Sharon L. Snyder. Narrative Prosthesis: Disability and the Dependencies of Discourse. The University ofMichiganPress,2011.

Unitdetails:Theunitoffersanintroductionofproseandpoetrywrittenaboutandwrittenbyperson withdisabilitiesthathelpthemunderstand thehuman valuesof person withdisabilities. Understandingthe proseandpoetrywrittenbyperson withdisabilitiesfrom global and national level help the student to recognise the human values of person with disabilities. Understanding theperspectiveof disabilities canlead to working withdisabled community to publishand promotetheirwork.

1.     IntroductiontoProseonDisability(threeshortstories)

2.     IntroductiontoPoetrybyDisabledpoets(ten poems)

Teachinglearningstrategies:Thecoursecoordinatormayengagethestudentsindiscussions,experiencesharing,andtheoreticallectureswherethe studentscould takeup ashortsurvey of theliteratureavailable inIndiancontext.

Essentialreadings:

O'Connor,Flannery.“GoodCountryPeople”inTheCompleteStories.Alimiteded.FranklinCenter,Pa.,FranklinLibrary,1980.Carver,Raymond. Cathedral. VintageClassics, 2009.

Ferris,Jim.HospitalPoems.NC,MainStreetRag.2004

Kuppers, Petra. “Disability Performance in the Streets: Art Actions in Post-Quake Christchurch.” TDR (1988-), vol. 59, no. 1, 2015,pp.166–74. JSTOR, http://www.jstor.org/stable/24585062. Accessed 6Mar.2024.

Mukhopadhay,T.R.(2010).“FivePoems”.DisabilityStudiesQuarterly,Vol30,No1.[https://dsq-sds.org/article/view/1192/1256]

Unitdetails:Thisunitdealswithdisabilitynarrativesanddisabilityculturefromglobalandnationaldisabilityscholarsand activist.Texts offers narrative perspectives on bodies that are aged, fat, and disfigured to understand the human values of vulnerable bodies.Understandingof disabilityculturehelpthestudentto getemployed withNGOsworkingwith peoplewithdisabilities.

1.     LucyGrealy,AutobiographyofaFace(withreferencetofilmWonder/Chhapak)

2.     HemchandranKarah(2019).StaresoftheBlind:Neglected FacetofHumanBonding

3.     RashidJahan,Who(ThatOne)

4.     AliceMunro,“TheBear CameOvertheMountain”(ScreeningofAwayFromHer)

5.     Gullette,chaptersfromAgedbyCulture.

Teachinglearningstrategies:Thecoursecoordinatormayengagethestudentsindiscussions,experiencesharing,andtheoreticallectures where the students could take up a short survey of the literature available in Indian context. The lectures will orient thestudentsto thinkthroughthe‘normative’ or normativitythat persistin oursociety and howliterature reflectit.

Essentialreadings:

Grealy,Lucy.Autobiographyofa Face.HarperCollins,2003.

Karah, Hemachandran. Stares of the Blind - Neglected Facet of Human Bonding, Economic & Political Weekly Volume 54, Issue43,26 Oct, 2019

Jahan, Rashid. “That One.” Women Writing in India: 600 B.C. To the Present. Edited by Susie Tharu and K Lalita, Feminist PressattheCity University of New,1993.

Munro,Alice.“TheBear CameOvertheMountain.”In:TheNewYorker, December27.1999.Web.

Gullette,MargaretMorganroth.AgedbyCulture. UniversityofChicagoPress,2004

Unit details: Most forms of body alteration, from dressing to the most extreme forms of soft tissue body modification, aremechanisms of social communication that have clearly defined and broadly understood aesthetic and cultural meanings. Thepresenceofdisabled and tattooedpeople,however,violatesocialnormsandcallintoquestionbasicculturalconceptionsofthebodyin society. The unit enables the students to understand the global politics of body images and challenges these practices from theperspective of human values and contextualise them in national and local context. Understanding the biopolitics help them to getemployedwithadvocacygroups that resisttheprofit making of health careindustry.

1.     Hawthorne,“TheBirthmark,”

2.     Updike,FromtheJournalofaLeper(1976)

3.     Brooks,“UndertheKnifeandProudofIt”

4.     WilliamJ.Peace.(2001).TheArtfulStigma.https://dsq-sds.org/index.php/dsq/article/view/299/347

5.     BodyModificationinthePosthumanAge. Gattaca(willbescreenedinclass)

Teachinglearningstrategies:Thecoursecoordinatormayengagethestudentsindiscussions,experiencesharing,andtheoreticallectures where the students could take up a short survey of the literature available in Indian context. The lectures will orient thestudentsto thinkthroughthe‘normative’ or normativitythat persistin oursociety and howliterature reflectit.

Davis,L.J.TheDisabilityStudiesReader,Routledge,2013.

Mitchell,D.,&Snyder,S.“NarrativeProsthesisandtheMaterialityofMetaphor.”InNarrativeProsthesis:DisabilityandtheDependenciesDiscourse(pp.7-64). AnnArbor: University ofMichigan Press.2000

Quayson, Ato, (ed.). Aesthetic Nervousness: Disability and the Crisis of Representation. New York: Columbia University Press,2007

Davis,L.J.TheDisabilityStudiesReader,Routledge,2013.

Foucault,M. MadnessAndCivilization:AHistoryOfInsanityInTheAge OfReason.VintageBooks1988,c1965.Print.

James Wilson and Cynthia Lewiecki-Wilson, (eds.)Embodied Rhetorics: Disability in Language and Culture. Southern IllinoisUniversityPress,2001.

Whetherit is thelatestvideo gamethat everyoneisravingabout orthenewestretelling ofasuperhero

flickthathassetanewbenchmarkinpopularity,popularculturepervadesoureverydaylives.Itis

criticallyimportanttostudypopularcultureinordertoassessitssocial,political,culturalandeconomic

impactonsociety.Thiscoursewilldemonstratetostudentstheoverallimportanceofpopularculturein

theirlives.Takingtextualandvisualmaterialsfromthelocal,regional,nationalandinternationalcontexts, the course will explore the way in which popular culture is defined, interpreted anddisseminatedat

various levels. How it operates within axes of intersectionalities like gender, class, race, caste,ecology,thehuman,technology andtheposthuman. Thisacademicinquiryintothenuancesofpopularculture, will

equipthestudentswithcriticalthoughtandanalysisrequiredtodecodeanddissecttheethics,valuesand

codesingrainedinthe culturalproductions.Suchadecodingwillhelpthemunderstandthewayinwhich

questionsofgender,race,class,andsustainabilitycanbe examinedandevaluatedthroughpopulardiscourses.

The course through textual engagements, class discussions, individual and group assignments aimto

developanalyticalskills,criticalthinking,creativityandinitiativeamongstudents.Thiscoursewillenable

studentstodevelopkeeninsightsonthewayinwhichpopularcultureimpactsandinformsourdailylives.

Withafocusonthetheoreticalandpracticalaspectsofpopularculture,thecoursewillequipthestudents

withcriticalthinkinganalyticalskillsalongwithcommunicationskillsthatcanbeprofessionallyused in

mediamanagement,academicresearch andavarietyofotherareas.

WhatisPopularCultureandWhy StudyPopularCulture?

Unitdetails:Thisunitwillintroducestudentstothedomainofpopularculturewithinacademiawithitspoliticsandcontestations.It will enable the students to understand the manifestations of the popular in terms of its local, regional, national and globaldeterminationsand

ideological underpinnings. It will attempt to locate the significance of the discipline and domain in the contemporary professionaland

academic scenario and will equip students with critical and analytical skills to engage with the discipline in academia and outside ofit.

1.  TheCultural Studiesturn

2.  PostmodernismandPopularCulture

3.  PopularCultureStudiesin theGlobalContext.

4.  PopularCultureStudiesintheAsianandIndian Context

Teachinglearningstrategies:Classandgroupdiscussions,peertopeerlearning,lectures,experientiallearningactivities,screenings,using toolssuchasmentimeter,interactiveflashcards,etc.

Essentialreadings:

Cruz,OmayraZaragoza,andRaifordGuins.Introduction.PopularCulture:AReader.Sage,2015, pp.1-18.

Storey,John.Introduction. CulturalTheoryandPopularCulture:AnIntroduction,7^th ed.,Routledge,2015,pp.1-17.

Hall,DennisR.“TheStudyofPopularCulture:OriginandDevelopments.”StudiesinPopularCulture,vol.6,1983,pp.16–25.

JSTOR,http://www.jstor.org/stable/45018101.Accessed1Mar.2023.

DebatesandDiscoursesinPopularCulture

Unit details: This unit will enable students to examine and evaluate major debates and discourses that inform popular culturestudies in the global and national context. It will scaffold the domain through theories that have emerged across disciplines whichenable one to recognise the intersections of race, class, gender and environment that determine the examination and analysis ofpopularculture.

1.  PopularCultureandcommodification

2.  Cultureindustry

3.  Ideologyanddesire

4.  StigmaandIdentity

5.  Mythand popularculture

6.  Intersectionalityandthepopular

Teachinglearningstrategies:Classandgroupdiscussions,peertopeerlearning,lectures,experientiallearningactivities,screenings,using toolssuchasmentimeter,interactiveflashcards,etc.,

Essentialreadings:

Hall, Stuart. “Notes on Deconstructing the Popular”. Essential Essays, Volume 1: Foundations of Cultural Studies, edited by DavidMorley,DukeUP,2018.

Marx,Karl.“TheFetishismofCommoditiesandTheSecretThereof.” Capital:VolumeOne,byKarlMarxetal.,DoverPublications,Inc, 2019.

Lopes,Paul. “Cultureand Stigma: PopularCultureand theCaseofComicBooks.”SociologicalForum, vol. 21,no. 3,2006, pp.

387–414.,doi:10.1007/s11206-006-9022-6.

Althusser, Louis. “Ideology and Ideological State Apparatuses: Notes Towards an Investigation”. In Lenin and Other Essays,MonthlyPressReview, 1971.

Barthes,Roland.“Plastic.”InMythologies,transbyAnnetteLavers,Penguin,2000,p.97.

SubculturesandCounterculturesandSexualities

Unit details: This unit will help develop skills to examine and analyse subcultures and countercultures and the different forms ofpopular cultures that occupy the lives of the common man within regional, national and international contexts. It will examinesubcultural and

counterculturalmovementsthatquestionnotionsofgender, race,religionandconsumption.

1.  Whataresubcultures?

2.  Whatarecountercultures?

3.  Elite,folkandpopular cultures

4.  Fansand Fandoms

Teachinglearningstrategies:Classandgroupdiscussions,peertopeerlearning,lectures,experientiallearningactivities,screenings,using toolssuchasmentimeter,interactiveflashcards,etc.,

Essentialreadings:

ExcerptsfromHebdige, Dick.Subculture:TheMeaningofStyle.Routledge,2011.

Busse, Kristine. “Beyond Mary Sue: Fan Representation and the Complex Negotiation of Gendered Identity.” In Seeing Fans:RepresentationsofFandominMediaandPopularCulture,LucyBennettandPaulBooth,eds.,BloomsburyAcademic,2016, pp.159-168.

Robards, Brady, and Andy Bennett. “My Tribe: Post-Subcultural Manifestations of Belonging on Social Network Sites.” Sociology,vol. 45,

no.2,2011,pp.303–17.JSTOR,http://www.jstor.org/stable/42857540.Accessed2Mar.2023.

Zimmerman, Nadya. “Refusing to Play, Pluralism, and Anything Goes: Defining the Counterculture.” CountercultureKaleidoscope:Musical

and Cultural Perspectives on Late Sixties San Francisco, University of Michigan Press, 2008, pp. 1–21. JSTOR,http://www.jstor.org/stable/10.3998/mpub.192464.3.Accessed 2 Mar. 2023.

Recommendedreadings:

PopularCultureinIndia

Unit details: This unit will enable students to examine and evaluate discourses of the popular within the nation and its implicationsin the

global and regional contexts. The section will engage with questions that are of human and cultural significance to participants inthecultural

Formations.

1.  DemocracyandPopulism

2.  Popularcultureandtheeveryday

3.  Bollywoodandregionalcinema

4.  Popularmusic

5.  CinematicandTelevisionfandoms

Teachinglearningstrategies:Classandgroupdiscussions,peertopeerlearning,lectures,experientiallearningactivities,screenings,using toolssuchasMentimeter, interactiveflashcards, etc.,

Essential Readings:

Kapse, Anupama . “Double Trouble: SRK, Fandom, and Special Effects.” Framework: The Journal of Cinema and Media, vol. 58,no.1–2,2017, pp.187–208. JSTOR,https://doi.org/10.13110/framework.58.1-2.0187.Accessed2 Mar. 2023.

Gerritsen, Roos. “Keeping in Control: The Figure of the Fan in the Tamil Film Industry.” Intimate Visualities and the Politics ofFandom in India, Amsterdam University Press, 2019, pp. 55–84. JSTOR, https://doi.org/10.2307/j.ctvr0qr1v.6. Accessed 2Mar.2023.

Mehta, Monika, and Lisa Patti. “Imagining Virtual Audiences: Digital Distribution, Global Media, and Online Fandom.” PopEmpires:TransnationalandDiasporicFlowsofIndiaandKorea,editedbyS.HeijinLee,etal.,UniversityofHawai’iPress,2019, pp.249–67. JSTOR,https://doi.org/10.2307/j.ctv7r429w.22. Accessed 2Mar. 2023.

Chopra, Rohit. “Global Food, Global Media, Global Culture: Representations of the New Indian Cuisine in Indian Media”. In TheBloomsbury Handbook of Food and Popular Culture, K. LeBesco & P. Naccarato eds, Bloomsbury Academic, 2018, pp.40–53.

http://dx.doi.org/10.5040/9781474296250.0010.AccessedonMarch2,2023.

Fiske,John.Readingthe popular.Routledge,2009.

Freccero,Carla.Popular culture:Anintroduction.NewYorkUP,1999.

Gokulsing,MotiK.andWimalDissanayake. PopularcultureinaglobalisedIndia.Routledge,2008.

Haselstein,Ulla,etal. “PopularCulture:Introduction.” Amerikastudien/AmericanStudies,vol.46,no.3,2001,pp.331–38.

JSTOR,http://www.jstor.org/stable/41157662.Accessed1Mar.2023.

Sherman, Marilyn R., and Roger B. Rollin. “Opportunities for Research and Publication in Popular Culture.” Studies in PopularCulture,vol. 6,1983, pp.35–46.JSTOR, http://www.jstor.org/stable/45018103. Accessed1 Mar. 2023.

Parker, Holt N. “Toward a Definition of Popular Culture.” History and Theory, vol. 50, no. 2, 2011, pp. 147–70. JSTOR,http://www.jstor.org/stable/41300075.Accessed 1Mar. 2023.

During,Simon.“PopularCultureon aGlobalScale:AChallengeforCulturalStudies?”CriticalInquiry, vol.23,no.4,1997, pp.

808–33.JSTOR,http://www.jstor.org/stable/1344050.Accessed1Mar.2023.

Barthes,Roland.Mythologies,transalatedbyAnnetteLavers.Penguin,2000.

Bordo, Susan, and Jean Kilbourne. “Anorexia Nervosa: Psychopathology as the Crystallization of Culture.” Women, Knowledge,andReality, 2015, pp. 398–428., doi:10.4324/9780203760635-34.

Gimlin, Debra. “Accounting for Cosmetic Surgery in the USA and Great Britain: A Cross-Cultural Analysis of Women’sNarratives.”Body& Society, vol.13, no. 1, 2007, pp.41–60., doi:10.1177/1357034x07074778.

Harsin, Jayson and Mark Hayward. “Stuart Hall’s ‘Deconstructing the Popular’: Reconsiderations 30 Years Later.” Communication,Culture& Critique, June2013. doi:10.1111/cccr.12009. Accessed on 2 March2023.

Janssen,DavidA.TimetoLoseFaithinHumanity.JSTOR,www.jstor.org/stable/23414985.

Averyt, William F. “The Philosophy of the Counterculture.” Naval War College Review, vol. 23, no. 7, 1971, pp. 17–25. JSTOR,http://www.jstor.org/stable/44641214.Accessed 2Mar. 2023.

Dowd, James J., and Laura A. Dowd. “The Center Holds: From Subcultures to Social Worlds.” Teaching Sociology, vol. 31, no. 1,2003, pp.

FandominIndia(pp.189–224).AmsterdamUniversityPress.https://doi.org/10.2307/j.ctvr0qr1v.10

Gerritsen, R. (2019). Chennai beautiful: Shifting urban landscapes and the politics of spectacle. In Intimate Visualities and thePoliticsof

Herbert, Caroline. “National Hauntings: Specters of Socialism in Shree 420 and Deewar”. In Popular Ghosts: The Haunted SpacesofEverydayCulture.BloomsburyAcademic,2002.http://dx.doi.org/10.5040/9781628928266.AccessedonMarch2,2023.

Vadde,Aarthi.“AmateurCreativity:ContemporaryLiteratureandtheDigitalPublishingScene.”NewLiteraryHistory,vol.48,no.

1,2017,pp.27–51.JSTOR,http://www.jstor.org/stable/44505273.Accessed2Mar.2023.

Unitdetails:Thisunitintroducestheacademicdisciplineoffilmstudiesthatdealstheoretical,criticalandhistoricalapproachestocinema. The artistic, political, cultural and economic implications of global cinema is introduced to students in this unit.Googleclassroom will be used as Learning Management System (LMS) to upload course materials, to create assignments, and to conductdiscussions.

1.     FilmandArt-“FilmasArt:Creativity,Technology,andBusiness,”Film Art:AnIntroduction

2.     FilmStudies-“WhatisFilm Studies?Whatdoesitmeanto studyfilms?”AsFilmStudies:AnEssentialIntroduction

3.     ComponentsofFilm -Form,FilmNarrative,Mise-en-scene,Cinematography,EditingandSound

Teachinglearningstrategies:Lectures,classroomdiscussions,filmscreenings,groupdiscussionsandpresentations.

Essentialreadings:

Bordwell, David, and Thompson, Kristin. Film history: an Introduction. Boston, McGraw-Hill, 2003.Nelms, Jill. Introduction to Film Studies. United Kingdom, Taylor & Francis, 2012.Beginning Film StudiesGaffney,Freddie,etal. AsFilmStudies:TheEssentialIntroduction.UnitedKingdom,Routledge,2006.

Unit details: This unit will introduce students to the concept of film genre and includes sections of the concepts of identifying,understanding and studying genre.Global to regional films will be discussed as part of the unit. The relations of genres to race,sexuality,gender, history, national identity and classalso willbe discussed.

1.  FilmGenres-FilmNoir

2.  FilmMovements–GermanExpressionistcinematoIranianNewWave Cinema

Teachinglearningstrategies:Lectures,classroomdiscussions,filmscreenings,groupdiscussionsandpresentations

Essentialreadings:

Clarke,James.MovieMovements.UnitedKingdom,OldcastleBooks,2011.

Haaland, Torunn. Italian Neorealist Cinema. United Kingdom, Edinburgh University Press, 2012.Kozloff,Sarah,etal.AnIntroductiontoFilmGenres.UnitedKingdom, W.W.Norton,2014.

Spicer,Andrew.FilmNoir.UnitedKingdom,Taylor&Francis,2018.

Unit details: This unit is designed to help students to have an introductory and comprehensive view of the debates on auteurshipand stardom in the context of cinema. Texts discussed in this unit will include global to regional films. The unit also addresses thequestionsofstardomand auteurshipinthecontextoftransnationalism,globalization, gender, andnewmediastudies.

1.       Cinema:Authorsandauthorship

2.       CinemaandStardom

Teachinglearningstrategies:Lectures,classroomdiscussions,filmscreenings,groupdiscussionsandpresentations

Essentialreadings:

AuteursandAuthorship:AFilmReader. UnitedKingdom,Wiley,2008.

Stars:TheFilmReader.UnitedKingdom,Routledge,2004.

Unitdetails:Thisunitisattemptingtoplaceandunderstandcinemaasanideologicaltext.Therelationshipofcinematovariousidentities such as gender, race, caste, nation, class and sexuality will be examined through films from across the globe. Feministfilmtheory, third cinema, women’scinema, national cinema etc will bediscussed inclass.

1.       Cinema,identityandrepresentation

2.       GenderandCinema

3.       Caste,raceandcinema

4.     NationandCinema

Teachinglearningstrategies:Lectures,classroomdiscussions,filmscreenings,groupdiscussionsandpresentations

Essentialreadings:

Everett, Anna. “The Other Pleasures: The Narrative Function of Race in the Cinema.” Film Criticism, vol. 20, no. 1/2, 1995, pp.26–38.JSTOR, http://www.jstor.org/stable/44018837. Accessed 5 Mar. 2023.

Hollinger,Karen.FeministFilmStudies.UnitedKingdom,Taylor&Francis,2012.

Mayer, Sophie. “Uncommon Sensuality: New Queer Feminist Film/Theory.” Feminisms: Diversity, Difference and Multiplicity inContemporary Film Cultures, edited by Laura Mulvey and Anna Backman Rogers, Amsterdam University Press, 2015, pp. 86–96.JSTOR,http://www.jstor.org/stable/j.ctt16d6996.12. Accessed 5 Mar. 2023.

Julurie,Vamsee. TheRoutledgeCompaniontoCasteandCinemainIndia.India,Taylor&Francis.

CinemaandNation.UnitedKingdom,Taylor&Francis,2005.

Dix, Andrew. Beginning Film Studies: Second Edition. United Kingdom, Manchester University Press, 2016.Sikov, Ed.FilmStudies:An Introduction.UnitedKingdom,Columbia University Press, 2010.

Ahmed,Omar.Studying IndianCinema.UnitedKingdom,ColumbiaUniversityPress,2015.

Buckland, Warren. Film Studies: An Introduction: Teach Yourself. United Kingdom, John Murray Press, 2015.Bordwell,David,andThompson,Kristin. Film Art:AnIntroduction.Israel,McGraw-Hill, 1993.

Bordwell,David.Poetics ofCinema.N.p.,Taylor &Francis,2012.

SuggestedFilms:

TheGreatTrainRobbery(1903),TheTramp-CharlieChaplin,WorkersLeavingtheLumiereFactory

TheCabbageFairy,ModernTimes

Browne, Nick. Refiguring American Film Genres: Theory and History. United Kingdom, University of California Press, 1998Johnston,KeithM..ScienceFictionFilm:ACriticalIntroduction.UnitedKingdom, BloomsburyPublishing,2011.

Langford, Barry. Film Genre : Hollywood and Beyond. Edinburgh, Edinburgh University Press, 2005.Luhr,William. Film Noir. Germany, Wiley,2012.

Park, William. What Is Film Noir? United Kingdom, Rowman & Littlefield Publishing Group, Incorporated, 2011.Shiel, Robert, and Shiel, Mark. Italian Neorealism: rebuilding the cinematic city. Germany, Wallflower Press, 2006.Sikov, Ed.Film Studies:An Introduction. UnitedKingdom, Columbia University Press, 2010.

TheOxfordGuidetoFilmStudies.Spain,Oxford UniversityPress, 1998.

Wagstaff,Christopher.ItalianNeorealistCinema:AnAestheticApproach. UnitedKingdom,UniversityofTorontoPress, 2007.

Hodsdon, Barrett. The Elusive Auteur: The Question of Film Authorship Throughout the Age of Cinema. United States, McFarland,Incorporated,Publishers,2017.

Manṭo, Saʻādat Ḥasan. Stars from Another Sky: The Bombay Film World of the 1940s. India, Penguin Books, 2010.Morrison, James.AuteurTheoryandMySonJohn. UnitedKingdom,BloomsburyPublishing,2018.

RevisitingStarStudies:Cultures,ThemesandMethods. UnitedKingdom,EdinburghUniversityPress,2017.

The Global Auteur: The Politics of Authorship in 21st Century Cinema. United States, Bloomsbury Publishing, 2016.Villecco,Tony.SilentStarsSpeak:InterviewswithTwelveCinemaPioneers.UnitedKingdom,McFarland, Incorporated,

Publishers,2001.

Vincendeau,Ginette.StarsandStardominFrenchCinema.UnitedKingdom,BloomsburyPublishing,2000.

Horror narratives are a seminal part of popular culture, and they have socio-cultural impacts acrosstimeandspace.Thecourseaimstostudythe genrehorrorasoneamongthemanyforms of culturalproduction, here primarily in the global and national levels. The course aims to study the genrehorrorasoneamong

the many forms of cultural production. The course will introduce students to the genre and equipstudents to develop skills of critical engagement with Horror narratives and their contexts and howitshapeshuman values.Theprimaryfocusof the coursewillbe horrorfictionand films.

IntroductiontoHorrorNarratives

Unit details: The unit introduces the genre and its development and raises theoretical questions on the significance and popularityof horror narratives globally. Human experiences such as fear, response to the grotesque, consumption of the idea of the unknownetc.,emerginginthecontextsofcross cutting issueswill beengagedwithandenabledevelopment ofcriticalskills.

1.  PopularityofHorrorNarratives

2.  GothicLiterature

3.  Abjection

Teachinglearningstrategies:Classdiscussions,facultylectures,peerdiscussion.

Essentialreadings:

Morgan,Jack. “MortalCoils.”TheBiologyofHorror:GothicLiteratureandFilm.SouthernIllinoisUniversityPress,2006.

Noel,Carroll.“Why Horror?”ThePhilosophyof Horroror,ParadoxesoftheHeart.Routledge,1990.

Creed,Barbara. “Kristeva,Femininity,Abjection.” TheHorrorReader,by KenGelder,Routledge,2005.

ReadingHorror

Unit details: The unit introduces global and national literary texts that allow insights into the form of the horror genre and thenarrative stylistics associated with it. This also enables students to critically engage with human concerns around religion, death,racism and slavery and develop a sensitive readingof thesetexts and contexts.

1.RaceandHorrorNarratives

2.  GenderandHorrorNarratives

3.  TheBodyandHorror Narratives

Teachinglearningstrategies:Classdiscussions,facultylectures,peer discussion.

Essentialreadings:

Poe,EdgarAllan.“TheFalloftheHouseof Usher.”TheFalloftheHouseofUsher:AndOtherTales,byEdgarAllanPoe,

Vintage,2010.

Morrison,Toni.Beloved. VintageClassics,2020.

D’Silva,Neil.Maya’sNewHusband.1sted.,Author’sInkPublications,2015.

Saadawi, Ahmed. Frankenstein in Bagdhad. Oneworld Publications, 2018.Higson,Charlie.TheEnemy. PenguinBooks, 2018.

SeeingHorror

Unit details: The unit introduces the visual aspects of the horror genre through films and series and allows readings on issues ofgender, war, childhood, etc on a global and regional scale and develops appreciation of stylistics of horror and narrative techniquesinfilmsof thegenre.

1.  VisualelementsinHorrorNarratives

2.  Horrorsof/andWar

3.  Folklore,Myths,and Horror

Teachinglearningstrategies:Classdiscussions,facultylectures,peerdiscussion,classscreenings

Essentialreadings:Anythreemaybediscussed

Polanski,Roman,director.Rosemary’sBaby.ParamountPicturesStudios,1968.

Kubrick,Stanley,director.TheShining.WendyCarlos,1980.

Boyle,Danny,director.28DaysLater. 20thCentury,2002.

Toro,Guillermodel,director.TheDevilsBackbone.WarnerBros,2001.

Flanagan,Mike,director. TheHauntingoftheHillHouse.TheHauntingoftheHillHouse,Netflix.Gandhi,Anand andRahi AnilBarve, directors.Tumbbad. Eros International, 2018.

EpisodesfromMaster’sSun-SouthKoreanTVseries.

HorrorandPopularCulture

Unit details:The unit introduces the students to a critical examination of the global consumption of the genre through differentformslikefanfiction,fandomcultures,cosplay,Halloweencultures,etcandhowthatresonateswithconcernsaroundgender,class,race, environment and other cross cutting issues. Equipped with the insights on aesthetics and narrative techniques of the genre,studentscandeveloptheircritical,narrative, andcreativeskillsthroughfanfictionandcosplayandotherperformativeassignments.

4.     Popularconsumptionofhorrornarratives

5.     Halloween andothertraditionsandrecreations

FandomandFanfiction

Essentialreadings:

Geraci, Robert M., et al. “Grotesque Gaming: The Monstrous in Online Worlds.” Preternature: Critical and Historical Studies onthePreternatural,vol.5,no.2,PennStateUniversityPress,2016,pp.213–36,https://doi.org/10.5325/preternature.5.2.0213.

Miller,C.HowModernWitchesEnchantTikTok:IntersectionsofDigital, Consumer,andMaterial Culture(s)on#WitchTok.Religions2022, 13, 118.https://doi.org/10.3390/rel13020118

HorrorPunk

Carroll,Emily.“HisFaceAllRed.”EmCarrollArt&Comics,emcarroll.com/comics/faceallred/01.html.

Dammassa, Don. Encyclopedia of fantasy and horror fiction. Infobase Publishing, 2014.Grixti,Joseph.Terrorsofuncertainty:Theculturalcontextsofhorrorfiction.Routledge,2014.

Hanscomb,   Stuart.   “Existentialism   and   Art-Horror.”   Sartre   Studies                      International,                    vol.   16,                   no.        1,            2010,                      pp.         1–23.

JSTOR,http://www.jstor.org/stable/23512850.Accessed1Mar.2023.

Pippin,Tina.“ApocalypticHorror.”JournaloftheFantasticintheArts,vol.8,no.2(30),1997,pp.198–217.JSTOR,http://www.jstor.org/stable/43308293.Accessed 1Mar. 2023.

Cornell University Press, 2002, pp. 112–44. JSTOR, http://www.jstor.org/stable/10.7591/j.ctv2n7j7k.8. Accessed 1 Mar. 2023.Hayes,Kevin J.,ed. The CambridgeCompanionto EdgarAllanPoe.CambridgeUniversity Press,2002.

Hogle,JerroldE.TheCambridgecompaniontoGothicfiction.CambridgeUniversityPress,2002.

Salomon, Roger B. “Beyond Realism: Horror Narrative as Parody.” Mazes of the Serpent: An Anatomy of Horror Narrative,Twitchell,JamesB.“‘Frankenstein’andtheAnatomyofHorror.”TheGeorgiaReview,vol.37,no.1,1983,pp.41–78.

JSTOR,http://www.jstor.org/stable/41397330.Accessed1Mar.2023.

WORLEY,LINDAKRAUS.“TheHorror!GothicHorrorLiteratureandFairyTales:TheCaseof«DerRäuberbräutigam».”Colloquia

Germanica,vol.42,no.1,2009,pp.67–80.JSTOR,http://www.jstor.org/stable/23982654.Accessed1Mar.2023.

Langford,Barry.“TheHorrorFilm.”FilmGenre:HollywoodandBeyond,EdinburghUniversityPress,2005,pp.158–81.JSTOR,http://www.jstor.org/stable/10.3366/j.ctvxcrbd3.11.Accessed 1 Mar. 2023.

Pinedo,Isabel.“RECREATIONALTERROR:POSTMODERNELEMENTSOFTHECONTEMPORARYHORRORFILM.”

JournalofFilmandVideo,vol.48,no.1/2,1996,pp.17–31.JSTOR,http://www.jstor.org/stable/20688091.Accessed1Mar.2023.

Schneider, Steven Jay. “Toward an Aesthetics of Cinematic Horror.” The Horror Film, edited by Stephen Prince, Rutgers UniversityPress,2004, pp.131–49. JSTOR,http://www.jstor.org/stable/j.ctt5hj2bp.10.Accessed 1 Mar.2023.

Cherry,Brigid.“Screamingforrelease:femininityandhorrorfilmfandominBritain”.Britishhorrorcinema(2002):42-57.

Rehak, Bob. “Materializing monsters: Aurora models, garage kits and the object practices of horror fandom.” The Journal ofFandomStudies1.1 (2012): 27-45.

This course introduces the notion of multilingualism and how it is perceived and represented indifferent ways in the global and Indian context. Moreover, it explores why multilingualism shouldmatter to us. Multilingualism can best be studied from an interdisciplinary perspective. The effortistofamiliarisestudentsonhowmultilingualismisinterdisciplinaryinnature,andthus,has avery

importantroletoplayinvarioussocial,political,andeducationalmattersasaspectscrucialto

human value. The course explores various dimensions of Multilingualism from how peoplebecome multilingual, what are the processes involved, what are the benefits and challenges ofmultilingualism to the contemporary concerns and issues in the field. The course is designed insuchamannerthateachunitwill havefourtofivearticles/chaptersfromdifferentbooksona

dedicatedtheme.

Multilingualism:LanguageandSociety

Unit details: The unit provides a basic understanding of the term ‘Multilingualism’. How language is used, seen and perceived bypeople in society. What is the social and linguistic consideration required to have a phenomenon called bilingualism ormultilingualism? An effort is made to study the causes, effects, and processes of multilingualism. How language as a livingorganismgoesthroughaprocessof ‘birth’,‘life’,and‘death’.Theunit impartslinguisticsskillaswellasanalytical skills.

Description(IncludeLRNG,Employability,andCross-cuttingissues)

1.Maher,JohnC.Multilingualism:Averyshortintroduction.Vol.525.OxfordUniversityPress,2017.(Chapter1)

2.       Coulmas,Florian.Thepolyphonicworld.AnIntroductionto Multilingualism,OUP,2018(Chapter 1)

3.     Mahapatra,BijayP."AdemographicappraisalofmultilingualisminIndia."MultilingualisminIndia(1990):1-14.

4.     Coulmas, Florian. “What is multilingualism...Twenty Definitions and more”. An Introduction to Multilingualism. (Chapter2)

5.     Keyterms:LanguageandVariety,Mothertongue,NativeSpeaker,Bilingual,Code,Code-Switching,Patois,Diglossia/Heteroglossia(from Coulmas,Florian2018, chapter3)

Teachinglearningstrategies:Lecture,presentation,discussion,debateanddeliberation

Essentialreadings:

Mahapatra, B.P. “A demographic appraisal of multilingualism in India”. Ed. Pattanayak Multilingualism in India. Clevedon:MultilingualismMatters 1990.

FlorianCoulmas.AnIntroductiontoMultilingualism.OxfordUniversityPress,20Dec.2017.

Maher,J.C.(2017).Multilingualism:averyshortintroduction(Vol.525).OxfordUniversityPress.(1-19)(32-47)

Multilingualism&Cognition

Unit details: This unit is dedicated to understanding the location and function of language in the brain. Different chapters/articlesexplore the different perspectives on the production, reception, and comprehension of the language in the brain. Students will also beinformedregardingthebasictheoriesandissuesinthefieldofneuroandpsycholinguistics.Languageacquisitionandlearningtheorieswillbediscussed from theperspectiveof bi/multilingualism.

1.     Agnihotri,R.K.1995.“Multilingualismasaclassroomresource”. In K.Heugh,A.Sieruhn,&P.Pluddemann(eds.),

MultilingualeducationforSouthAfrica,3–7.Johannesburg/Germany:Heinmann.

2.     Kamanga,ChimwemweMayindeMystic."Thejoysandpitfallsofmultiplelanguageacquisition:Theworkingsofthemindofasimultaneousmultilingual."Themultiplerealitiesofmultilingualism(2009): 115-134.

3.     Martinovic,Ines,andJeanetteAltarriba."Bilingualismandemotion:Implicationsformentalhealth."

4.     WilliamC.RitchieandTej K. BhatiaSocialandPsychological FactorsinLanguageMixing. 2012.

Teachinglearningstrategies:Lecture,presentation,discussion,debateanddeliberation

Essentialreadings:

Agnihotri, R. K. “Language as a space for scientific enquiry”. Economic and Political Weekly, Vol. 57, Issue 32, 2022TKBhatiaet. al Thehandbook ofbilingualism and multilingualism. 2012

Multilingualism:LanguagePolicyandEducation

Unit details:With the recent development in the field of neuro and psycholinguistics, and the fact that a positive approach towardmultilingualism help and grow children’s cognitive ability brought a new perspective and dimension in the language policy andeducation.Inthisunit,theeffortwouldbemadetounderstandtheequationbetweenthelanguage,educationsystemandthelanguagepolicy.

1.       Weber,Jean-Jacques,andKristineHorner."Multilingualuniversitiesandthemonolingualmindset."

2.     Cenoz,Jasone, andDurk Gorter."Translanguagingasapedagogicaltoolinmultilingualeducation."Languageawarenessandmultilingualism 3 (2017).

3.     Mohanty,A.K.(2010). “Languagesinequalityandmarginalization: ImplicationsofthedoubledivideinIndianmultilingualism”.International Journal oftheSociologyofLanguage,2010 (205),131-154.

4.     Cenoz, Jasone, and Durk Gorter. "A holistic approach to multilingual education: Introduction." The Modern LanguageJournal95.3 (2011): 339-343.

Multilingualism:Culture,Identity,Politics,andImmigration

Unit details:The unit tries to bring an interdisciplinary approach to the study of multilingualism. A correlation would beestablished between the language, ideology, identity, culture and politics. This unit tries to comprehend the interdependence of thesefactors.

1.       Ibrahim,Awad."Immigration/flow,hybridityandlanguageawareness."Languageawarenessandmultilingualism(2017).

2.     Kim, Grace MyHyun. "Practicing multilingual identities: Online interactions in a Korean dramas forum." InternationalMultilingualResearch Journal10.4 (2016): 254-272.

3.     Pennycook, A., & Otsuji, E. “Lingoing and everyday metrolingual metalanguage”. In Critical Perspectives on LinguisticFixityand Fluidity. (2019). Routledge. (pp.76-96).

4.     Kliś-Brodowska, Agnieszka. "Multiculturalism in Video Game Studies: An Inquiry into the Current Research andPerspectivesforStudy."Multiculturalism,MultilingualismandtheSelf:LiteratureandCultureStudies(2017):139-155.

Teachinglearningstrategies:Lecture,presentation,discussion,debateanddeliberation

K.Heugh,A.Sieruhn,&P.Pluddemann(eds.),MultilingualeducationforSouthAfrica,3–7.Johannesburg/Germany:Heinmann.

Pattanayak,D.P.(2007).MultilingualisminIndia.NewDelhi:OrientLongman

Skutnabb-Kangas, T. (1999). “Linguistic diversity, human rights & the free market”. In K. Miklos, R. Philipson, T. Skutnabb-Kangas, & T. Varady, Language: A Right & a Resource- Approaching linguistic human rights (pp. 187-222). Budapest: CentralEuropeanUniversity. (2015, November1).

Cenoz, Jasone, and Durk Gorter. "Translanguaging as a pedagogical tool in multilingual education." Language awareness andmultilingualism 3 (2017).

García, Ofelia, and Angel MY Lin. "Translanguaging in bilingual education." Bilingual and multilingual education (2017): 117-130.Gevers,Jeroen."TWOSIDESOFTHESAMECOIN?."ReconcilingTranslingualismandSecondLanguageWriting(2020).

Kliś-Brodowska,Agnieszka."MulticulturalisminVideoGameStudies:AnInquiryintotheCurrentResearchandPerspectivesforStudy." Multiculturalism, Multilingualismand theSelf:Literature and CultureStudies(2017):139-155.

Piller,Ingrid."Dubai:Languageintheethnocratic,corporateandmobilecity."Urbansociolinguistics (2017):77-94.

The Dissertation in English Literature offers a unique opportunity for a deep dive into independentresearch, culminating in substantial academic writing. This journey through English literary studiesallows for a wide range of topics, fostering the development of research, analytical, and criticalthinking skills. It also opens avenues to explore sensitive cross-cutting issues like gender,sustainability, human values, and professional ethics, which are increasingly vital in today's globaldiscourse.

Studentsmaychooseto undertakeoneof thefollowingdissertationformats:

Literary or Cultural Studies Dissertation: This format requires a focused dissertation of 30-40pages alongside a comprehensive bibliography. The dissertation should reflect a deep engagementwith relevant creative and critical perspectives and strive to contribute original insights into thechosen topic. This format encourages students to critically engage with their topic's social andpolitical contexts, including its local, national, or global implications, enhancing their ability toconduct nuanced research and analysis.

Electronic or Multimedia Work: For those inclined towards a more innovative approach, thisformat allows the creation of projects like hypertexts, websites, or multimedia documentaries. Theproject's intrinsic need for electronic or multimedia expression is essential to this choice and isdirectly linked to its thematic core. Accompanied by a 15–20-page written overview and anannotatedbibliography,thisformat demandsmastery ofthesubjectandinvitesacriticaldialogue

withcontemporarytheoreticalandcreativeworks.

Dissertation Process and Supervision Guidelines

All students are assigned a guide for weekly meetings to discuss and refine their dissertation or project, starting from thefifth semester. Students have the liberty to select topics that align with their interests and resonate with cross-cutting issues, such asgender, human values, environment, sustainability, and professional ethics, in collaboration with their guide. This process includesdevelopingacomprehensive feasibility study thatreflects theseconsiderations.

Students must engage in weekly discussions with their guides to ensure consistent progress, meticulously documenting theseinteractions in a designated logbook or online journal. These records, showcasing the integration of cross-cutting themes and thedevelopment of critical thinking and research skills, will be submitted alongside the final dissertation, contributing to the assessmentofemployability skills.

A monthly review by an external reviewer will provide additional insights, with their suggestions and recommendationsexpected to be incorporated by the student under the guide's advisement. This iterative feedback loop is designed to enhance boththeacademicrigourof thedissertation andthe student's professional competencies.

All students are assigned a guide for weekly meetings to discuss and refine their dissertation or project, starting from thefifth semester. Students have the liberty to select topics that align with their interests and resonate with cross-cutting issues, such asgender, human values, environment, sustainability, and professional ethics, in collaboration with their guide. This process includesdevelopingacomprehensive feasibility study thatreflects theseconsiderations.

Students must engage in weekly discussions with their guides to ensure consistent progress, meticulously documenting theseinteractions in a designated logbook or online journal. These records, showcasing the integration of cross-cutting themes and thedevelopment of critical thinking and research skills, will be submitted alongside the final dissertation, contributing to the assessmentofemployability skills.

A monthly review by an external reviewer will provide additional insights, with their suggestions and recommendationsexpected to be incorporated by the student under the guide's advisement. This iterative feedback loop is designed to enhance boththeacademicrigourof thedissertation andthe student's professional competencies.

The course has been designed keeping in mind the latest trends and practices in the discipline and a larger extent in the educational system. The course will introduce students to some of the established areas like content writing and publishing, translations, etc. as well as emerging areas like digital humanities, citizen journalism, etc.. The focus here is to help students acquire and nurture skills that are integral for their personal and professional growth.

Course Objectives

The course is designed to:

1. Introduce students to emerging trends in the discipline

2. Familiarize them with some of the industries associated with the discipline

3. Enhance skills that could translate academic learning to professional excellence

The evaluation will be based on the assessments formulated by the PTC student-instructors who facilitate each unit in the class. A continuous evaluation pattern will be followed whereby after the completion of each unit, an assignment will follow. The assessment will be done based on predefined rubrics and the score sheet needs to be tabulated. The cumulative score sheet is to be prepared at the end of the semester and the final Skill Development Score is to be computed.