The introductory course for the 1 semester students, British Literature from English Renaissance to Postmodernism is a chronological survey of the major forces and voices that have contributed to the development of a British English literary tradition and studies a selection of British texts and their contexts. It intends to cover the literary ground from the English Renaissance Period till the 21st century focusing on the emergence, evolution and progress of English language and literature through different ages and periods. The course will highlight major literary moments, movements and events in the context of the social, political, religious and economic changes that shaped England and its history from the late 15th century onwards. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of pre-modern and modern Britain. The syllabus attends to the early history of literary forms, to the developing idea of a vernacular literary canon, and to the category of the literary and canon itself. This paper actively engages students in the critical reading process-to read, comprehend, respond to, analyse, interpret, evaluate and appreciate a wide variety of fiction, nonfiction and poetic texts.

The unit focuses on Renaissance and marks a difference between the Italian Renaissance and the English Renaissance. The great age of English literary awakening, this period is also called Elizabethan Age. The new culture was refined by other European influences mainly Italian followed by French and Spanish. The evolution of the theatre, novels and religious poetry are results of Italian encounters. Reformation marks a break from this influence and the need to establish an English national character which was an antithesis to the Italian character. Unlike the medieval age, patriotism became the guiding force which desired to monopolize God and resulted in the triumph of Protestantism. The written works of England became as successful as their voyages, discoveries and political conquests in the sixteenth century. The emergence of English poetry intoxicated with the newness of metre and the freshness of vocabulary.

Key Concepts and Movements: Renaissance, Reformation, Humanism, Anglicanism, English Theatre, Greek Tragedy and Comedy, Bible Translations, Protestantism, The Dissolution of Monasteries, University Wits, Puritanism, Sonnets, Epic, Metaphysical poetry, Royal Society of London, Oliver Cromwell and British Commonwealth.

·         ‘Songs and Sonnets’ (excerpts of poems by Wyatt and Surrey) SLB

·         Excerpts from Utopia, Thomas More SLB

·         Excerpts from Apologie for Poetry Philip Sydney SLC

·         Selections from “Amoretti”Edmund Spenser SLB

·         Dr. Faustus (Select monologues) Christopher Marlowe SLC

·         The Tempest William Shakespeare SLC

·         “Of Revenge” Francis Bacon SLC

·         “On his Blindness”John Milton  SLC

·         “To His Coy Mistress”Andrew Marvell SLC

Additional Readings (SLA)

·         Antony and Cleopatra

·         Sonnet Selections from Spenser and Shakespeare

·         Sonnet 104 and 130

·         Prose selections from Bacon’s Essays (any two)

·         Of Deformity

·         Of Envy

The unit focuses on Renaissance and marks a difference between the Italian Renaissance and the English Renaissance. The great age of English literary awakening, this period is also called Elizabethan Age. The new culture was refined by other European influences mainly Italian followed by French and Spanish. The evolution of the theatre, novels and religious poetry are results of Italian encounters. Reformation marks a break from this influence and the need to establish an English national character which was an antithesis to the Italian character. Unlike the medieval age, patriotism became the guiding force which desired to monopolize God and resulted in the triumph of Protestantism. The written works of England became as successful as their voyages, discoveries and political conquests in the sixteenth century. The emergence of English poetry intoxicated with the newness of metre and the freshness of vocabulary.

Key Concepts and Movements: Renaissance, Reformation, Humanism, Anglicanism, English Theatre, Greek Tragedy and Comedy, Bible Translations, Protestantism, The Dissolution of Monasteries, University Wits, Puritanism, Sonnets, Epic, Metaphysical poetry, Royal Society of London, Oliver Cromwell and British Commonwealth.

·         ‘Songs and Sonnets’ (excerpts of poems by Wyatt and Surrey) SLB

·         Excerpts from Utopia, Thomas More SLB

·         Excerpts from Apologie for Poetry Philip Sydney SLC

·         Selections from “Amoretti”Edmund Spenser SLB

·         Dr. Faustus (Select monologues) Christopher Marlowe SLC

·         The Tempest William Shakespeare SLC

·         “Of Revenge” Francis Bacon SLC

·         “On his Blindness”John Milton  SLC

·         “To His Coy Mistress”Andrew Marvell SLC

Additional Readings (SLA)

·         Antony and Cleopatra

·         Sonnet Selections from Spenser and Shakespeare

·         Sonnet 104 and 130

·         Prose selections from Bacon’s Essays (any two)

·         Of Deformity

·         Of Envy

In continuation with the survey of British social history, this unit deals with the latter half of the seventeenth century after the restoration of the monarchy to Charles II. As is characteristic of the age, a new revival of classics (neoclassical) by the learned men of letters made it an Age of Reason. The spirit of inquiry popularized by the influence of Renaissance gave impetus to empirical experience. The intellectual vigour made people move away from orthodoxy and the literate middle class even the poor felt dogmatism to be dangerous. A ‘homogenous coterie audience’ gave rise to Comedy of Manners. The Church of England became very powerful with its sacrament. The emergence of the political parties due to the decline of confidence in the monarchy (James I being catholic) and the civil war had its impact on literature. The latter half of the seventeenth century saw the emergence of a new genre of writing called the novel. There was a need to respect private and individual life as is evident in the writings of diaries and letters.

Key Concepts and Movements: Reaction to Puritanism, Heroic couplet, prose allegories, Coffee houses of London, Restoration Comedy, town poetry, (high and low verse), mock-epic, The Rise of the Novel, travelogues, Journalistic writing, diaries, The Whigs and the Tories.

·         Macflecknoe (Part I) John Dryden SLC

·         The Pilgrim’s Progress (Chapter one and final Chapter) John Bunyan - SLB

·         Samuel Pepys Excerpts from the Diary SLC

·         Preface to Epistle to Dr. Arbuthnot Alexander Pope SLC

·         Daniel Defoe Journal of the Plague Year- Excerpts SLC

·         Jonathan Swift excerpts from The Travels SLB

·         Oliver Goldsmith -The Village Schoolmaster SLC

·         William Blake- The Tyger SLC

Additional Reading (SLA)

·         Part I of Hind and the Panther by John Dryden

·         Richardson Pamela

·         Thomas Gray Elegy

In continuation with the survey of British social history, this unit deals with the latter half of the seventeenth century after the restoration of the monarchy to Charles II. As is characteristic of the age, a new revival of classics (neoclassical) by the learned men of letters made it an Age of Reason. The spirit of inquiry popularized by the influence of Renaissance gave impetus to empirical experience. The intellectual vigour made people move away from orthodoxy and the literate middle class even the poor felt dogmatism to be dangerous. A ‘homogenous coterie audience’ gave rise to Comedy of Manners. The Church of England became very powerful with its sacrament. The emergence of the political parties due to the decline of confidence in the monarchy (James I being catholic) and the civil war had its impact on literature. The latter half of the seventeenth century saw the emergence of a new genre of writing called the novel. There was a need to respect private and individual life as is evident in the writings of diaries and letters.

Key Concepts and Movements: Reaction to Puritanism, Heroic couplet, prose allegories, Coffee houses of London, Restoration Comedy, town poetry, (high and low verse), mock-epic, The Rise of the Novel, travelogues, Journalistic writing, diaries, The Whigs and the Tories.

·         Macflecknoe (Part I) John Dryden SLC

·         The Pilgrim’s Progress (Chapter one and final Chapter) John Bunyan - SLB

·         Samuel Pepys Excerpts from the Diary SLC

·         Preface to Epistle to Dr. Arbuthnot Alexander Pope SLC

·         Daniel Defoe Journal of the Plague Year- Excerpts SLC

·         Jonathan Swift excerpts from The Travels SLB

·         Oliver Goldsmith -The Village Schoolmaster SLC

·         William Blake- The Tyger SLC

Additional Reading (SLA)

·         Part I of Hind and the Panther by John Dryden

·         Richardson Pamela

·         Thomas Gray Elegy

 In the aftermath of the French Revolution, ideas of equality, liberty and fraternity found echoes in literature and the arts across Europe. Romanticism thus emerged as a differential aesthetic which radically rethought the purpose and meaning of literature, emphasizing connections with nature and society. The transcendental and sublime were extensively explored by Romantic poets who highlighted imagination as a powerful approach to realizing the world in subjective terms. Poetic language and diction became more accessible and ushered in the spirit of democracy in Literature. The Gothic Novel and the Novel of Romance and Sensibility alike introduced more women writers into popular fiction.

Key Concepts and Movements:   Revolution and reaction, Spirit of the age, Romanticism as an aesthetic category, The Romantic Novel

·         William Wordsworth: Selections from Lucy poems SLC

·         Lord Byron: She Walks in Beauty SLC

·         Percy Bysshe Shelley: “The Skylark” SLC

·         William Hazlitt: Excerpts from “The spirit of the Age” SLC

·         John Keats: “Ode upon a Grecian Urn” SLC

·         Coleridge: “Kubla Khan” SLC

·         Selection of one Gothic short story -Aphra Behn SLB

·         Jane Austen: Emma SLB

·         Charles Lamb - Dream Children- A Reverie SLC

Additional Reading (SLA)

·         Excerpts from Preface to Lyrical Ballads

·         Michael – W Wordsworth

·         Coleridge On the Construction of the Church and the State

·         Keats - The Nightingale

·         William Hazlitt- The English Poets (Excerpts)

·         Jane Austen- Pride and Prejudice

 In the aftermath of the French Revolution, ideas of equality, liberty and fraternity found echoes in literature and the arts across Europe. Romanticism thus emerged as a differential aesthetic which radically rethought the purpose and meaning of literature, emphasizing connections with nature and society. The transcendental and sublime were extensively explored by Romantic poets who highlighted imagination as a powerful approach to realizing the world in subjective terms. Poetic language and diction became more accessible and ushered in the spirit of democracy in Literature. The Gothic Novel and the Novel of Romance and Sensibility alike introduced more women writers into popular fiction.

Key Concepts and Movements:   Revolution and reaction, Spirit of the age, Romanticism as an aesthetic category, The Romantic Novel

·         William Wordsworth: Selections from Lucy poems SLC

·         Lord Byron: She Walks in Beauty SLC

·         Percy Bysshe Shelley: “The Skylark” SLC

·         William Hazlitt: Excerpts from “The spirit of the Age” SLC

·         John Keats: “Ode upon a Grecian Urn” SLC

·         Coleridge: “Kubla Khan” SLC

·         Selection of one Gothic short story -Aphra Behn SLB

·         Jane Austen: Emma SLB

·         Charles Lamb - Dream Children- A Reverie SLC

Additional Reading (SLA)

·         Excerpts from Preface to Lyrical Ballads

·         Michael – W Wordsworth

·         Coleridge On the Construction of the Church and the State

·         Keats - The Nightingale

·         William Hazlitt- The English Poets (Excerpts)

·         Jane Austen- Pride and Prejudice

The Victorian Age marked the rise of British imperialism, material prosperity and global cosmopolitanism on the one hand and crisis of faith and fear of moral decadence on the other. Both colonial outreach and rise in scientific temper characterize the spirit of inquiry, quest and self-analysis evident in early and late Victorian literature. Darwin’s theory of evolution shook the foundation of Religion while asserting human agency, flux and change. Empiricism and Utilitarian ideologies transformed worldviews. Industrialization and large-scale urbanization, coupled by huge class divides, growing corruption and increasing poverty reflected themselves in realistic modes of writing. Much of Victorian literature gave expression to the stark contrast between private and public worlds and increasing mechanization of human relationships. Many Victorian writers thus retrieve the past to make sense of a changing world, be it classical or medieval

Key Concepts and Movements: Spirit of Quest, Industrialization, Cosmopolitanism, Urban Economy and Class Divide, Women in Victorian Times, Art for Art’s Sake

·         Alfred Tennyson: Excerpts from “In Memoriam” SLC

·         Robert Browning: My Last Duchess SLC

·         Elizabeth Barrett Browning: “The Cry of the Children” SLC

·         Annie Besant: Excerpts from White Slavery in London SLC

·         Charles Dickens: Christmas Carol SLC

·         Christina Rossetti: “Goblin Market” SLB

·         Oscar Wilde: The Importance of Being Earnest- SLC

Additional Reading (SLA)

·         Tennyson Tithonus

·         Elizabeth Browning How do I Love Thee?

·         D G Rossetti The White Ship

·         The Rise of the Novel

·         George Eliot Mill on the Floss

·         Hardy Jude the Obscure

The Victorian Age marked the rise of British imperialism, material prosperity and global cosmopolitanism on the one hand and crisis of faith and fear of moral decadence on the other. Both colonial outreach and rise in scientific temper characterize the spirit of inquiry, quest and self-analysis evident in early and late Victorian literature. Darwin’s theory of evolution shook the foundation of Religion while asserting human agency, flux and change. Empiricism and Utilitarian ideologies transformed worldviews. Industrialization and large-scale urbanization, coupled by huge class divides, growing corruption and increasing poverty reflected themselves in realistic modes of writing. Much of Victorian literature gave expression to the stark contrast between private and public worlds and increasing mechanization of human relationships. Many Victorian writers thus retrieve the past to make sense of a changing world, be it classical or medieval

Key Concepts and Movements: Spirit of Quest, Industrialization, Cosmopolitanism, Urban Economy and Class Divide, Women in Victorian Times, Art for Art’s Sake

·         Alfred Tennyson: Excerpts from “In Memoriam” SLC

·         Robert Browning: My Last Duchess SLC

·         Elizabeth Barrett Browning: “The Cry of the Children” SLC

·         Annie Besant: Excerpts from White Slavery in London SLC

·         Charles Dickens: Christmas Carol SLC

·         Christina Rossetti: “Goblin Market” SLB

·         Oscar Wilde: The Importance of Being Earnest- SLC

Additional Reading (SLA)

·         Tennyson Tithonus

·         Elizabeth Browning How do I Love Thee?

·         D G Rossetti The White Ship

·         The Rise of the Novel

·         George Eliot Mill on the Floss

·         Hardy Jude the Obscure

The unit on early and late Modernism will seek to explore, define, and critique several key concepts that emerged in 20th Century British literature and were expressed in terms of sociology, history, and politics. Many of the Modernist British writers were ‘outsiders’ (Irish, immigrants, expatriates, exiles) - Joyce, Eliot, Lawrence, Conrad and others. The unit will also survey several momentous periods from the end of the Victorian period through the First World War and the height of the Empire to the first ‘modern’ revolutionary attempts to undermine British imperialism. The unit will go on to examine the years between the two World Wars, the post-War period and the slow dismantling of the imperial state.

 Key Concepts and Movements: Modernism, Bildungsroman, Stream of consciousness novel, nationalism, imperialism, regionalism, post-industrialization, class, race and gender, world wars, rise of mystery thrillers, absurd drama, modernism in other art forms

·         “The Twentieth Century and After” Norton Anthology of English Literature, pages 1827-1847 SLB

·         Thomas Hardy – The Convergence of the Twain SLC

·         Joseph Conrad – Preface to “The Nigger and the Narcissus” SLC

·         W. B. Yeats -- “The Second Coming” SLC

·         Virginia Woolf – A Haunted House SLC

·         Wilfred Owen - Dulce et Decorum Est SLB

·         James Joyce- The Sisters SLC

·         DH Lawrence – The Odour of Chrysanthemums SLC

·         TS Eliot – The Waste Land (Excerpts) SLC

·         WH Auden- Unknown Citizen SLC

·         Doris Lessing- To Room Nineteen SLC

·         Angela Carter- The Werewolf SLC

·         Adrian Henri- Where ‘Er you walk SLC

Additional Reading (SLA)

·         G M Hopkins God’s Grandeur

·         T S Eliot Four Quartets

·         Virginia Woolf (Selections from the Common Reader)

·         James Joyce Portrait of the Artist as a Young Man

·         D H Lawrence Lady Chatterly’s Lover

·         Katherine Mansfield- The Garden Party

·         GK Chesterton- Upon this Rock

The unit on early and late Modernism will seek to explore, define, and critique several key concepts that emerged in 20th Century British literature and were expressed in terms of sociology, history, and politics. Many of the Modernist British writers were ‘outsiders’ (Irish, immigrants, expatriates, exiles) - Joyce, Eliot, Lawrence, Conrad and others. The unit will also survey several momentous periods from the end of the Victorian period through the First World War and the height of the Empire to the first ‘modern’ revolutionary attempts to undermine British imperialism. The unit will go on to examine the years between the two World Wars, the post-War period and the slow dismantling of the imperial state.

 Key Concepts and Movements: Modernism, Bildungsroman, Stream of consciousness novel, nationalism, imperialism, regionalism, post-industrialization, class, race and gender, world wars, rise of mystery thrillers, absurd drama, modernism in other art forms

·         “The Twentieth Century and After” Norton Anthology of English Literature, pages 1827-1847 SLB

·         Thomas Hardy – The Convergence of the Twain SLC

·         Joseph Conrad – Preface to “The Nigger and the Narcissus” SLC

·         W. B. Yeats -- “The Second Coming” SLC

·         Virginia Woolf – A Haunted House SLC

·         Wilfred Owen - Dulce et Decorum Est SLB

·         James Joyce- The Sisters SLC

·         DH Lawrence – The Odour of Chrysanthemums SLC

·         TS Eliot – The Waste Land (Excerpts) SLC

·         WH Auden- Unknown Citizen SLC

·         Doris Lessing- To Room Nineteen SLC

·         Angela Carter- The Werewolf SLC

·         Adrian Henri- Where ‘Er you walk SLC

Additional Reading (SLA)

·         G M Hopkins God’s Grandeur

·         T S Eliot Four Quartets

·         Virginia Woolf (Selections from the Common Reader)

·         James Joyce Portrait of the Artist as a Young Man

·         D H Lawrence Lady Chatterly’s Lover

·         Katherine Mansfield- The Garden Party

·         GK Chesterton- Upon this Rock

The unit introduces students to concerns of globalization, multiculturalism, diasporic identity and the postcolonial bulwark of writings which characterize postmodernity in the UK of the late 20th and early 21st centuries.

Key Concepts and Movements: The rise of conservatism and neoliberalism in the 1980s and ‘90s, the reappearance of armed resistance to British rule in Northern Ireland, and the moves toward devolution in Scotland and Wales.

●          Salman Rushdie: English is an Indian Literary Language SLC

●          Monica Ali: Brick Lane SLC

●          Carol Ann Duffy- Medusa SLC

●          Kazuo Ishiguro: Never Let Me Go SLB

●          Buchi Emecheta- Second Class Citizen SLB

The unit introduces students to concerns of globalization, multiculturalism, diasporic identity and the postcolonial bulwark of writings which characterize postmodernity in the UK of the late 20th and early 21st centuries.

Key Concepts and Movements: The rise of conservatism and neoliberalism in the 1980s and ‘90s, the reappearance of armed resistance to British rule in Northern Ireland, and the moves toward devolution in Scotland and Wales.

●          Salman Rushdie: English is an Indian Literary Language SLC

●          Monica Ali: Brick Lane SLC

●          Carol Ann Duffy- Medusa SLC

●          Kazuo Ishiguro: Never Let Me Go SLB

●          Buchi Emecheta- Second Class Citizen SLB

·         Sonnet Selections from Spenser and Shakespeare

·         Sonnet 104 and 130

·         Prose selections from Bacon’s Essays (any two)

·         Of Deformity

·         Of Envy

·         Part I of Hind and the Panther by John Dryden

·         Richardson Pamela

·         Thomas Gray Elegy

·         Excerpts from Preface to Lyrical Ballads

·         Michael – W Wordsworth

·         Coleridge On the Construction of the Church and the State

·         Keats - The Nightingale

·         William Hazlitt- The English Poets (Excerpts)

·         Jane Austen- Pride and Prejudice

·         Tennyson Tithonus

·         Elizabeth Browning How do I Love Thee?

·         D G Rossetti The White Ship

·         The Rise of the Novel

·         George Eliot Mill on the Floss

·         Hardy Jude the Obscure

 ·         G M Hopkins God’s Grandeur

·         T S Eliot Four Quartets

·         Virginia Woolf (Selections from the Common Reader)

·         James Joyce Portrait of the Artist as a Young Man

·         D H Lawrence Lady Chatterly’s Lover

·         Katherine Mansfield- The Garden Party

·         GK Chesterton- Upon this Rock

·         Baugh, Albert. A Literary History of England, 1967

·         Brantlinger, Patrick. Rule of Darkness: British Literature and Imperialism, 1830-1914, 1988

·         Conrad, Peter. Modern Times, Modern Places. 1998

·         Doody, Margaret. The True Story of the Novel. 1996

·         Ellmann, Richard and Feidelson, Charles (ed.) The Modern Tradition: Backgrounds of Modern Literature, 1965

·         Pinsky, Robert. The Sounds of Poetry: A Brief Guide, 1998

·         Poovey, Mary. Making a Social Body: British Cultural Formation, 1830-1864, 1995

·         Watt, Ian. The Rise of the Novel, 1957

Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 6, (10 marks each)

End-semester exam- One Section: Five questions to be answered out of six. (20 marks each)

Course Description

The course attempts to introduce the nuances of Indian Literatures within a limited time frame. Expository in nature, it familiarizes students with various Indian Writing in English and Bhasha literature in English translation. The multi-lingual, multi-ethnic and multi-religious entity that India is makes it next to impossible to know all the languages and their respective/corresponding literatures. However, this course attempts to engage with the Cultural and Linguistic plurality of India. A categorization of Indian Literatures into The Beginnings, Post-Independent Indian Literature and 21 Century Indian Literature has shaped the broader conceptual contours of the course. The texts have been selected keeping in mind the myriad socio-political concerns within a region expressed in languages which may not be familiar to all.  Hence translation theories, which are specific to the Indian languages and practice are included to enrich the reading of the texts. The syllabus has been classified into four modules: 1) Introductory Concepts 2) Prose, Poetry and Drama 3) Bhasha Literatures in Translation 4) Indian Literatures Today and Future. These broad, general categorizations are done to avoid any kind of affiliations in foregrounding ideologies or polarities. This course with its content intends to offer scope for deliberations on all discourses like Postcolonial Studies, Indology, Genre Studies, Aesthetics of Indian Literatures and Translation Studies. 

Course Objectives

• To introduce and sensitize students to concerns and problems in Indian Literatures.
• To expose students to the nuanced engagement with Translation Studies.
• To empower students to make critical and academic engagement with Indian literary works in English or in Translation.
• To trace the historical, socio-cultural and political incidents in India and its impact on various Bhasha literatures.

This unit is designed to provide a proper foundation for students to understand and engage with Indian Literature. The selection of prose pieces in this unit do trace the trajectory of Indian literature and problematizes the category and nomenclature. A Historical overview and theoretical insight would enable students to place all the literary texts prescribed in context to engage with them. This unit will also provide a strong foundation to the beginnings of Indian literary tradition including the epics and other early literary and cultural products. 

This unit is designed to provide a proper foundation for students to understand and engage with Indian Literature. The selection of prose pieces in this unit do trace the trajectory of Indian literature and problematizes the category and nomenclature. A Historical overview and theoretical insight would enable students to place all the literary texts prescribed in context to engage with them. This unit will also provide a strong foundation to the beginnings of Indian literary tradition including the epics and other early literary and cultural products. 

This unit is designed to provide a historical understanding of the emergence and development of different genres like Prose, Poetry, Novel and Drama. The focus of the selection here is on Indian Writing in English in all these genres. A selective choice of texts in this unit is meant for both classroom engagement and for self-study. It would enable students to engage with works from these genres with more clarity and confidence. Apart from the engagement with the genres the paper with the works included would provide a better insight into the social and cultural fabric of India.

This unit is designed to provide a historical understanding of the emergence and development of different genres like Prose, Poetry, Novel and Drama. The focus of the selection here is on Indian Writing in English in all these genres. A selective choice of texts in this unit is meant for both classroom engagement and for self-study. It would enable students to engage with works from these genres with more clarity and confidence. Apart from the engagement with the genres the paper with the works included would provide a better insight into the social and cultural fabric of India.

History and development of the languages of a nation is essential to understand and respond to the nation and its culture. A detailed historical and cultural analysis of India through negotiation with bhasha literatures in English translation would definitely enrich the understanding of India and its culture. Since Bhasha literatures is a vast area the works selected in this module are highly representative in nature. 

History and development of the languages of a nation is essential to understand and respond to the nation and its culture. A detailed historical and cultural analysis of India through negotiation with bhasha literatures in English translation would definitely enrich the understanding of India and its culture. Since Bhasha literatures is a vast area the works selected in this module are highly representative in nature. 

This unit will explore the emergence of translated vernacular texts that articulate postcolonial conditions where the nation-state is rendered obsolete in the age of networked cultures, where the nation state has a reduced role to play because policies- economic, military and even political- are determined and decided by transnational bodies. The unit will also look at the emerging field of ‘toxic discourse’ like unorganised migrant labour, land claims, nature degradation, farmers and ‘postcolonial pastoral’ leading to global precarity as Judith Butler calls it.

This unit will explore the emergence of translated vernacular texts that articulate postcolonial conditions where the nation-state is rendered obsolete in the age of networked cultures, where the nation state has a reduced role to play because policies- economic, military and even political- are determined and decided by transnational bodies. The unit will also look at the emerging field of ‘toxic discourse’ like unorganised migrant labour, land claims, nature degradation, farmers and ‘postcolonial pastoral’ leading to global precarity as Judith Butler calls it.

Poetry: (SLC)

• Rabindranath Tagore:  Gitanjali- (12,36,63), ‘The Time my journey takes is long’, ‘This is my prayer to Thee’, ‘Thou hast made me known to friends’
• Jayanta Mahapatra: The Abandoned British Cemetery at Balasore
• Nissim Ezekiel: Background, casually, Goodbye Party for Miss Pushpa T. S. 
• Kamala Das: An Introduction
• Syed Ammanuddin: Don’t Call me Indo-Anglian
• Arun Kolatkar - “The Butterfly”

Short story: (SLB)

• Janice Pariat: Pilgrimage (Short story from Boats on Land) 
• PudumaiPithan - Teaching (Tamil Short story)
• Anjum Hasan - Sisters
• Sudha Murthy - Selections from Grandma’s bag of stories
• Shashi Taroor - The Five Dollar Smile and Other Stories

Novel:

• Amitav Ghosh: The Shadow Lines (SLC)
• Anees Salim: Vanity Bagh- (SLA)
• Pratibha Rai: Yajnaseni- The Story of Draupadi- (SLC)
• Aravind Adiga: The White Tiger- (SLB)
• Ruskin Bond: Delhi is Not Far/ The Flight of Pigeons – (SLA)
• Buddadeva Bose: It Rained All Night- (SLB)

Plays:

• Vijay Tendulkar: Ghashiram Kotwal- SLA
• Purva Ramesh- OK Tata bye bye - SLA
• Mahesh Dattani- Mango Souffle - SLA
• K.A. Gunasegaran- Scapegoats - SLB
• Girish Karnad- Tughlaq- SLC

Poems: (SLC)

• Kapilar - Akananooru (pg. 82) Purananooru (pg. 356) (SLC)
• K Ayyappa Paniker - I Met Walt Whitman Yesterday: An Interview (Malayalam)(SLC)
• Debi Roy - Woman (Bengali) translated by Niranjan Mohanty(SLB)
• Himmat Khadoosrya - Numbers (Gujrati) Translated by K. M Sherrif and E. V Rarnakrishnan(SLA)
• K S Nonkynrih - Requiem (Khasi)(SLA)
• Dina Nath Nadim: The Moon (Kashmiri)(SLB)

Short Stories:( SLC)

• Ismat Chughtai: Tiny’s Granny [Nanhi Ki Naani: Urdu](SLC)
• Gopinath Mohanty: Tadpa [Tadpa: Oriya](SLB)
• Uday Prakash - Mohandas (Hindi- Novella)(SLC)
• Sharan Kumar Limbale - Dalit Brahmin (Marathi) (SLB)
• K R Meera - Angel’s Beauty Spot (SLB)

Novels:

• Bhisham Sahni: Tamas -SLC
• MT Vasudevan Nair (translated by Gita Krishnankutty): Bhima: Lone warrior-SLB
• Bama translated by Lakshmi Holmstrom: Karukku -SLC
• Johny Miranda (translated by Sajai jose): Requiem for the Living - SLB
• O.V. Vijayan - Saga of Dharmapuri - SLC
• S. L. Bhyrappa: Avarana - SLB

TD Ramakrishnan: Francis Itty Kora (SLC)
Benyamin: Goat Days- (SLB)
Varma Sreejith R and Swarnalatha Rangarajan - The Politics of land, water and toxins: Reading the life narratives of three oikos-carers from Kerala (Routledge) SLC
Suhas Sundar and Deepak Sharma: Odayan (Graphic Novel) (SLA)
Jeet Thayyil - Narcopolis (SLB)
Perumal Murugan - One Part Woman (SLC)
Gopinath Mohanty - Paraja (SLB)

Course Description

Literary Criticism and Theory is a course that will be offered in semester 1. This is a paper that introduces students to the major assumptions, perceptions, arguments and discussions that surround the study of ‘Literature’. Literary Criticism and Theory traces the history of several ideas that connect the literary work to the world, the author and the reader. History is studied usually as a linear progression of events. The history (or her-story or history) of ideas, however, can be studied as a series of interwoven dialogues that may appear to be discontinuous and fissured. At the surface of Time, sometimes the debate may be around the author as the source of meaning. And at other times, the debate may be about how style contributes to meaning-making. As we look under the surface, we may be able to establish the connections that appear to have been lost simply because they were not foregrounded. And therefore, this paper foregrounds themes that are part of literary criticism in favour of a chronological study of contributions by thinkers and theorists. The course will engage with how this cultural construct called ‘Literature’ has been received over the several years since Plato. It will look at what constitutes ‘value’, ‘power’, ‘politics’ and the ‘self’ in literature; It also raises the following questions: where is the location of meaning (in the writer? in the reader? in the written word?); what are the ways of reading a text; how does a human subject realize their being in writing and reading when the essence is decentered, when the humanistic approach is discarded in favor of a beyond-human approach  and how does this radical change reflect in our socioeconomic and psychological concepts of reading and writing? The course though focuses largely on thinkers from the Euro-American canonical tradition, it also attempts to include Indian aesthetic traditions. That tradition is undoubtedly at the centre. However, in every Unit, an attempt has been made to introduce foundational ideas about poetics that were at the heart of similar debates also in India.

Course Objectives: The course aims to demonstrate how discussions around Literature - its production and consumption - emerge from an intellectual climate that is in dialogue with its past. Towards this end, this paper will:

• Provide a broad overview of discussions around World – Author –Text - Reader.
• Encourage students to participate and engage with the discussions that surround the production and consumption of literary texts.
• Enable students to read seminal essays from the primary sources.
• Persuade students to think creatively and interpret critically.
• Help students to express their ideas coherently in both the written and the oral formats.

Who is a poet / author? What makes this person different from other individuals? Are all poets original? Where and how do they get inspiration from? This unit will study what writers and poets have had to say about the creative process and about cultivating an authentic voice.

Who is a poet / author? What makes this person different from other individuals? Are all poets original? Where and how do they get inspiration from? This unit will study what writers and poets have had to say about the creative process and about cultivating an authentic voice.

This unit would focus on theories that provide a theoretical model to study and debate the structures, values and aesthetics of literature. Structure plays a crucial role in shaping meaning by providing the framework through which the author conveys their ideas and communicates with the reader. The way in which a story is structured influences how the reader engages with the text and interprets its significance.

This unit would focus on theories that provide a theoretical model to study and debate the structures, values and aesthetics of literature. Structure plays a crucial role in shaping meaning by providing the framework through which the author conveys their ideas and communicates with the reader. The way in which a story is structured influences how the reader engages with the text and interprets its significance.

While structure and its association with meaning was significant, this approach limits one’s understanding of the realisation of being in relation to literature, philosophy and art; Going beyond the structure emphasises the role of language in shaping our understanding of reality. It argues that language is not simply a transparent medium for conveying meaning, but rather a complex system of signs and symbols that is inherently ambiguous and open to multiple interpretations.

It also calls into question the idea of the author as the sole authority over the meaning of a text and argues that meaning is not fixed by the author's intentions, but is rather the product of a dynamic interaction between the text and the reader's own experiences, beliefs, and cultural context.

While structure and its association with meaning was significant, this approach limits one’s understanding of the realisation of being in relation to literature, philosophy and art; Going beyond the structure emphasises the role of language in shaping our understanding of reality. It argues that language is not simply a transparent medium for conveying meaning, but rather a complex system of signs and symbols that is inherently ambiguous and open to multiple interpretations.

It also calls into question the idea of the author as the sole authority over the meaning of a text and argues that meaning is not fixed by the author's intentions, but is rather the product of a dynamic interaction between the text and the reader's own experiences, beliefs, and cultural context.

This unit introduces throws light on how literature can serve as a platform for challenging existing socioeconomic hierarchies and advocating for social change and how through realism, satire, allegory, or other literary techniques, literature has the potential to disrupt dominant narratives and amplify the voices of the oppressed. The production and consumption of literature are themselves shaped by socioeconomic factors. The interrelation of society, economy, disparities and oppression is manifested as the complex interplay between literary texts, economic structures, and social dynamics in theory. By examining the ways in such an interplay plays out enables a deeper understanding of the social realities of the past and present, as well as envision possibilities for a more just and equitable future.

This unit introduces throws light on how literature can serve as a platform for challenging existing socioeconomic hierarchies and advocating for social change and how through realism, satire, allegory, or other literary techniques, literature has the potential to disrupt dominant narratives and amplify the voices of the oppressed. The production and consumption of literature are themselves shaped by socioeconomic factors. The interrelation of society, economy, disparities and oppression is manifested as the complex interplay between literary texts, economic structures, and social dynamics in theory. By examining the ways in such an interplay plays out enables a deeper understanding of the social realities of the past and present, as well as envision possibilities for a more just and equitable future.

This unit sheds light on the ways in which cultural and historical contexts shape individuals' psychological experiences and world views as well as the human condition as manifested in a post-modern world. By examining how authors represent psychological phenomena within specific sociocultural milieus, the learners gain insights into the psycho-social projections and engagement with the changing notion of a splintered subjectivity. It offers a multifaceted lens through which to explore the human condition, providing readers with opportunities for introspection, empathy, and understanding. By engaging with literary texts through a psychological, post-structural and postmodern perspective, readers can deepen their appreciation of the complexities of human nature and the ways in which literature reflects and refracts our shared realities.

This unit sheds light on the ways in which cultural and historical contexts shape individuals' psychological experiences and world views as well as the human condition as manifested in a post-modern world. By examining how authors represent psychological phenomena within specific sociocultural milieus, the learners gain insights into the psycho-social projections and engagement with the changing notion of a splintered subjectivity. It offers a multifaceted lens through which to explore the human condition, providing readers with opportunities for introspection, empathy, and understanding. By engaging with literary texts through a psychological, post-structural and postmodern perspective, readers can deepen their appreciation of the complexities of human nature and the ways in which literature reflects and refracts our shared realities.

This unit looks into the dynamic interaction between the text and the reader and argues that reading is an inherently creative and transformative process, in which readers imaginatively engage with the text and construct meaning through their interpretations. Through this process, readers encounter "gaps" or "blanks" in the text, which stimulate their imagination and encourage them to actively participate in the production of meaning. The unit also introduces post-humanism in literature that explores the shifting boundaries between human and non-human entities, challenging traditional conceptions of the human subject and its relationship with technology, nature, and the environment. Stemming from poststructuralist and postmodernist thought, post-humanism interrogates the centrality of the human subject in literary texts and opens up new possibilities for understanding the complexities of human existence in an increasingly technologised and interconnected world.

This unit looks into the dynamic interaction between the text and the reader and argues that reading is an inherently creative and transformative process, in which readers imaginatively engage with the text and construct meaning through their interpretations. Through this process, readers encounter "gaps" or "blanks" in the text, which stimulate their imagination and encourage them to actively participate in the production of meaning. The unit also introduces post-humanism in literature that explores the shifting boundaries between human and non-human entities, challenging traditional conceptions of the human subject and its relationship with technology, nature, and the environment. Stemming from poststructuralist and postmodernist thought, post-humanism interrogates the centrality of the human subject in literary texts and opens up new possibilities for understanding the complexities of human existence in an increasingly technologised and interconnected world.

• Plato - short excerpt from Allegory of Cave part from “The Republic”, Book 7, page 373 till 384 
• Aristotle - Excerpt From Poetics, part VI on Catharsis
• “Concept of Indian Aesthetics” by Neerja A Gupta from A Student’s Handbook to Indian Aesthetics
• Short excerpt from Tamil classical handbook of grammar and poetics  “Tholkappiam”, translated by Dr V Murugan. Chennai: Institute of Asian Studies - pages 373-380; verses 947-967
• Short except from Roman Jakobson - “Linguistics and Poetics”

• Vladimir Propp “Morphology of the Folktales” - Summary of 31 functions
• Select portions and key concepts from the texts below:
• Derrida – “Writing and Difference,” Structure Sign and Play in the Discourse of Human sciences
• A few short introductory passages on the fundamental ideas in Bhaktin’s theory of novel

Suggested readings:

• "Simulacra and Simulation" by Jean Baudrillard 
• "The History of Sexuality, Volume 1: An Introduction" by Michel Foucault
• "Difference and Repetition" by Gilles Deleuze
• Short excerpts from the following works:
• Pages from “Dialectical Materialism” till “Surplus Value” from Introducing Marx: A Graphic Guide by Eduardo del Rio
• Walter Benjamin: “Work of Art in the age of Mechanical Reproduction”
• Ohmann: “The Shaping of the Canon”

Short excerpts from the following:

• Chapters “THE CASE OF ANNA O”, “1896: FREUD COINS THE TERM PSYCHOANALYSIS”, “The Id”, “Ego” and “Superego” from “Freud: A Graphic Guide to the Father of Psychoanalysis” by Richard Appignanesi and Oscar Zarate
• Lacan: “Desire and the Interpretation of Desire in Hamlet”
• Lyotard: “The Postmodern Condition”

Short excerpts from the following:

• Wolfgang Iser - “The Reading process: A Phenomenological Approach”
• Rosi Braidotti- Post-human knowledge
• Terry Eagleton: “What is Literature?”
• "Society of the Spectacle" by Guy Debord
• Roland Barthes: “Myth is a Type of Speech” from from Mythologies
• Foucault: What is an author? 

• "Ways of Seeing" by John Berger
• "The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination" by Sandra Gilbert and Susan Guba
• "The Hero with a Thousand Faces" by Joseph Campbell
• "Literature and Revolution" by Leon Trotsky
• Aspects of the Novel" by E.M. Forster "
• “The Art of Fiction" by Henry James
• "Letters to a Young Poet" by Rainer Maria Rilke
• Manuel Castells — “Informationalism, Networks and the Network Society.”
• "The Cambridge Introduction to Narrative" by H. Porter Abbott
• "How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines" by Thomas C. Foster
• "Structuralism and Semiotics" by Terence Hawkes
• Tolkappiyam: The Earliest Extant Tamil Grammar with a short commentary in English, Vol 2, Porulatikaram, by P.S Subrahmanya Sastri. Chennai: The Kuppuswami Sastri Research Centre, 2002
• "Simulacra and Simulation" by Jean Baudrillard
• "The History of Sexuality, Volume 1: An Introduction" by Michel Foucault
• "Difference and Repetition" by Gilles Deleuze
• "Society of the Spectacle" by Guy Debord
• "Marxism and Literature" by Raymond Williams
• “The Political Unconscious: Narrative as a Socially Symbolic Act" by Fredric Jameson
• "Marxism and Form: Twentieth-Century Dialectical Theories of Literature" by Fredric Jameson
• "Globalization and Its Discontents" by Joseph E. Stiglitz
• "The Making of the English Working Class" by E.P. Thompson
• "The Condition of Postmodernity: An Enquiry into the Origins of Cultural Change" by David Harvey
• "Literature and Psychoanalysis: Intertextual Readings" edited by Shoshana Felman
• "Psychoanalytic Criticism: A Reappraisal" edited by Maud Ellmann and Ellie Ragland-Sullivan
• "Psychoanalysis and... Culture & Society" series edited by Slavoj ?i?ek
• "How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics" by N. Katherine Hayles
• "Critical Posthumanism and Planetary Futures" edited by Debashish Banerji and Makarand R. Paranjape
• "Postmodernism: A Very Short Introduction" by Christopher Butler

The course aims at providing a comprehensive understanding of theories, methodologies oflinguistics, applied linguistics and English Language Learning through which the foundationoflinguisticsismadeacquaintedwiththelearners.Theprinciplesoflinguisticsandfundamentals of Education with respect to English will be dealt with. Language learning andLanguage theories are focused in this paper in an attempt to help the learner to trace theirrelevance in linguistics. Concepts of research in Linguistics and Applied linguistics will befamiliarisedtoencouragestudents’progressinresearch.

●       Vygotsky’s zone of proximal development

●       Individual differences, motivation, aptitude in Second language learning

●       Competence Vs Performance

●       Language proficiency: Fluency Vs Accuracy

●       Learning environment

●       Segmental and Suprasegmental Phonetics

●       Phoneme Vs Allophone

●       Distinctive Feature

●       Identification of phonemes: phonetic similarity, minimal pair, Free variation, Contrastive Vs Complementary distribution

            Phonemic Analysis- D

This unit will provide an understanding of the processes of how a child is able to acquire language in context. It will also highlight some of the theories related to language learning.

●       L1 and L2

●       Theories of language learning (Krashen’s model, Chomsky, Piaget, Vygotsky)

●       Language acquisition and learning

●       Interlanguage and Fossilization

●       Error stages

●       Acculturation and Accommodation Theories

●       Variable competence Theory

●       Discourse Theory

●       Markedness

●       Aptitude and Attitude

ThisunitwillintroducethestudentstothedisciplineofLinguistics.Fundamentalsoflanguage useandtypologywillbe discussed.

●       Introduction

●       DesignFeaturesofHumanLanguage

●       FunctionsofLanguage

●       Approachesinthestudyoflanguage

●       Language families

●       Important branchesoflinguistics

The unit will introduce the students to the basic structure of words. Data sets from different languages will be used to explain the concepts in the content provided.

●       Concepts of morpheme, morph, allomorph, zero allomorph

●       conditions on allomorphs

●       Lexeme and word;

●       Types of morphemes—free and bound; root, stem, base, suffix, infix, prefix, portmanteau morpheme, suppletive, replacive; affixes vs. clitics; Level 1 and 2 affixes

●       word-formation process

●           Identifying morphemes- Data set

This unit will provide an understanding of how human sentences are studied and analysed. It will look at the basic analysis of sentence structure.

●       The native speaker: grammaticality and acceptability

●         The Poverty of the Stimulus, Universal Grammar, Principal and Parameter

●       Basic syntactic units: word, phrase, sentence

●       Constituents and Constituency tests

●       Fundamentals of argument structure and thematic roles

●       Phrase structure

●       The structure of sentences

This unit will aim to provide a foundation for understanding the various sub-disciplines of Applied Linguistics.

●       Historical linguistics

●       Sociolinguistics

●       Psycholinguistics

●       Vygotsky’s zone of proximal development

●       Individual differences, motivation, aptitude in Second language learning

●       Competence Vs Performance

●       Language proficiency: Fluency Vs Accuracy

●       Learning environment

●       Segmental and Suprasegmental Phonetics

●       Phoneme Vs Allophone

●       Distinctive Feature

●       Identification of phonemes: phonetic similarity, minimal pair, Free variation, Contrastive Vs Complementary distribution

            Phonemic Analysis- D

This unit will provide an understanding of the processes of how a child is able to acquire language in context. It will also highlight some of the theories related to language learning.

●       L1 and L2

●       Theories of language learning (Krashen’s model, Chomsky, Piaget, Vygotsky)

●       Language acquisition and learning

●       Interlanguage and Fossilization

●       Error stages

●       Acculturation and Accommodation Theories

●       Variable competence Theory

●       Discourse Theory

●       Markedness

●       Aptitude and Attitude

ThisunitwillintroducethestudentstothedisciplineofLinguistics.Fundamentalsoflanguage useandtypologywillbe discussed.

●       Introduction

●       DesignFeaturesofHumanLanguage

●       FunctionsofLanguage

●       Approachesinthestudyoflanguage

●       Language families

●       Important branchesoflinguistics

The unit will introduce the students to the basic structure of words. Data sets from different languages will be used to explain the concepts in the content provided.

●       Concepts of morpheme, morph, allomorph, zero allomorph

●       conditions on allomorphs

●       Lexeme and word;

●       Types of morphemes—free and bound; root, stem, base, suffix, infix, prefix, portmanteau morpheme, suppletive, replacive; affixes vs. clitics; Level 1 and 2 affixes

●       word-formation process

●           Identifying morphemes- Data set

This unit will provide an understanding of how human sentences are studied and analysed. It will look at the basic analysis of sentence structure.

●       The native speaker: grammaticality and acceptability

●         The Poverty of the Stimulus, Universal Grammar, Principal and Parameter

●       Basic syntactic units: word, phrase, sentence

●       Constituents and Constituency tests

●       Fundamentals of argument structure and thematic roles

●       Phrase structure

●       The structure of sentences

This unit will aim to provide a foundation for understanding the various sub-disciplines of Applied Linguistics.

●       Historical linguistics

●       Sociolinguistics

●       Psycholinguistics

CIA3-20 marks-CaseStudy

ESE-100marks-Writtenexambasedonalltheunits

Course Description

The course provides a foundation for Audio-visual studies. It is aimed at students who have a basic understanding of literary theory/ies and language studies. It will familiarise the students with the basic concepts, modes of visuality and aurality, performativity, methodologies for studying the varied visual and aural texts and aim for a practical hands-on training for undertaking a project for the said course. 

Course Objectives

• To introduce students to the study of audio-visual texts

• To familiarise students with the contemporary engagements with audio-visual studies

• To familiarise students with the methodologies for interpreting audio-visual texts.

The unit will provide a brief overview of the core ideas and concepts that would be used consistently throughout the course. These are core ideas that have been drawn from cinema studies, sociology, anthropology and technology of film and audio-visual production, and audio-visual culture. 

• Representations 
• Vision and Visuality
• Sound and Aurality
• Scopic Regimes
• Soundscapes
• Visual culture
• Ways of seeing
• Visual rhetoric
• Ideology
• Power 
• Discursive practices
• Multimodes
• Visuality and Spatiality
• Sites of production 
• Sites of interpretation 

The unit will provide a brief overview of the core ideas and concepts that would be used consistently throughout the course. These are core ideas that have been drawn from cinema studies, sociology, anthropology and technology of film and audio-visual production, and audio-visual culture. 

• Representations 
• Vision and Visuality
• Sound and Aurality
• Scopic Regimes
• Soundscapes
• Visual culture
• Ways of seeing
• Visual rhetoric
• Ideology
• Power 
• Discursive practices
• Multimodes
• Visuality and Spatiality
• Sites of production 
• Sites of interpretation 

The unit will familiarise the students with historical, anthropological and politico-economical aspects of visuality and aurality.

The unit will familiarise the students with historical, anthropological and politico-economical aspects of visuality and aurality.

This unit will familiarise the students with contemporary narratives centering around 

Modes of hearing by focussing centrally on the issues of representation and narrativisation. 

• Modes of hearing
• Histories of sound and technologies
• Sound space

This unit will familiarise the students with contemporary narratives centering around 

Modes of hearing by focussing centrally on the issues of representation and narrativisation. 

• Modes of hearing
• Histories of sound and technologies
• Sound space

• Content analysis 
• Semiotics
• Cultural studies
• Postcolonial
• Psychoanalysis
• Anthropology 
• Discourse Analysis
• Postmodern
• Audience Approach

• Content analysis 
• Semiotics
• Cultural studies
• Postcolonial
• Psychoanalysis
• Anthropology 
• Discourse Analysis
• Postmodern
• Audience Approach

• The visual culture reader by Nicholas Mirzoeff
• Bull, M ed. 2003. The Auditory Culture Reader. Berg Press
• Hall, S. (1997). The work of representation. Representation: Cultural representations and signifying practices, 2, 13-74.
• Berger, J. (2008). Ways of seeing. Penguin UK.
• Snyder, J., & Allen, N. W. (1975). Photography, vision, and representation. Critical inquiry, 2(1), 143-169.
• Mark M. Smith (ed.), 2004. Hearing History. University Georgia Press
• Veit Erlmann (ed.), 2004. Hearing Cultures: Essays on Sound, Listening and Modernity. Berg Press
• Timothy D. Taylor, 2001. Strange Sounds: Music, Technology, and Culture. Routledge Press
• Knowles, J. G., & Cole, A. L. (2008). Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues. Sage.
• Outhwaite, W., & Turner, S. (Eds.). (2007). The SAGE handbook of social science methodology. Sage.
• Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.

Course Description

The course introduces research skills relevant to postgraduate work in English language and literature. Topics centre on research practices, research tools, and dissertation preparation. The goal of the course is to equip students with both practical tools and guiding principles for issues like the identification of a research question, the use of relevant literature, the collection and analysis of data, the format and style of writing, and the methods and methodologies followed in the field of English literary studies.

Course Objectives

• To introduce students to the fundamentals of research
• To train students on the process of organizing and drafting a research paper/project,
• To help students to identify, and use a wide variety of sources in the service of responsible research and scholarship,
• To introduce students to different methods and methodologies pertaining to English literary studies
• To prepare students to produce a paper using MLA documentation and manuscript styles.

• Defining the ‘Construct’ of Research – Research Approaches - Nature of Research -Translation, Documentation and Archiving - Nature of inquiry in Physical Sciences - Social Sciences and Humanities - Positivism, Post-positivism, Constructivism, Interpretivism
• Subjectivities, Identities, Vulnerabilities and Biases - Criticism and Evolution of Research in literature 
• Reading for Research, Pre-reading, Pre-writing (Mind mapping, Concept mapping, Analysing and Synthesizing), Language, Style and Types of Discourses (Scholarly, Narrative, Argumentative, Expository, Descriptive) - Contemporary fields of research, Genres of Academic writing: response paper, essay, reviews, annotated bibliography

• Defining the ‘Construct’ of Research – Research Approaches - Nature of Research -Translation, Documentation and Archiving - Nature of inquiry in Physical Sciences - Social Sciences and Humanities - Positivism, Post-positivism, Constructivism, Interpretivism
• Subjectivities, Identities, Vulnerabilities and Biases - Criticism and Evolution of Research in literature 
• Reading for Research, Pre-reading, Pre-writing (Mind mapping, Concept mapping, Analysing and Synthesizing), Language, Style and Types of Discourses (Scholarly, Narrative, Argumentative, Expository, Descriptive) - Contemporary fields of research, Genres of Academic writing: response paper, essay, reviews, annotated bibliography

• Components/Elements of Writing Research Proposals

• Components/Elements of Writing Research Proposals

• Design 
• Research Problem 
• Abstract
• Introduction 
• Identification of a Research Gap and Rationale
• Research Questions 
• Literature Review 
• Theoretical and Methodological framework 
• Formulation of Thesis or Hypothesis 
• Data Collection & Analysis 
• Discussion - Inferences and implications 
• Protocols for Submission 
• Ethics in research - Plagiarism and Consensus and Conflict of interest 
• Referencing and citation - MLA & APA (SLA) 

• Design 
• Research Problem 
• Abstract
• Introduction 
• Identification of a Research Gap and Rationale
• Research Questions 
• Literature Review 
• Theoretical and Methodological framework 
• Formulation of Thesis or Hypothesis 
• Data Collection & Analysis 
• Discussion - Inferences and implications 
• Protocols for Submission 
• Ethics in research - Plagiarism and Consensus and Conflict of interest 
• Referencing and citation - MLA & APA (SLA) 

• Kothari C.R., Research Methodology – Methods and Techniques, New Age International,New Delhi, (Reprint 2011) 
• Carter V. Good. “Fundamentals of Research: Methodology. “The Journal of Educational Research Vol. 31, No. 2 (Oct. 1937), pp. 138-139
• Griffin, Gabriele. Research Methods for English Studies. Edinburgh University Press, 2014
• James C. Raymond. “Rhetoric: The Methodology of the Humanities.” College English. Vol. 44, No. 8 (Dec. 1982), pp. 778-783
• Paul Rico. “The Model of the Text: Meaningful Action Considered as a Text.” Interpretive Social Science: A Reader edited by Paul Rabinow, William M. Sullivan
• Rens Bod and Julia Kursell. “Introduction: The Humanities and the Sciences.” Isis. Vol. 106, No. 2 (June 2015), pp. 337-340
• Srivastava, Raju. Research Methodolgy in English Studies. Sublime publications, 2013

Students should prepare a research proposal based on which they should also complete a research paper using up to two primary sources and a minimum of ten secondary sources, correctly documented utilizing MLA / APA style citations, with a Works Cited page. The students are supposed to submit the complete proposal and the research paper that they will be working in the first and second semester to their respective guide in the third semester to be fine-tuned, to be properly shaped and to be published in reputed journals. 

Sustainable Development

Sustainable Development

Rural India

Understanding Rural India

Understanding the Polity, Society, and Economy of rural India

Rural India

Understanding Rural India

Understanding the Polity, Society, and Economy of rural India

India’s Social Entrepreneurship Experience & Business Structures

Case Studies

India’s Social Entrepreneurship Experience & Business Structures

Case Studies

Case studies of Rural Innovation and Enterprise Rural Innovation and Entrepreneurship

Case studies of Rural Innovation and Enterprise Rural Innovation and Entrepreneurship

Field visits and Hands on project

Field visits and Hands on project

Rural Enterprise and Business Plans Business plan for social enterprise

-   Project Presentation

Rural Enterprise and Business Plans Business plan for social enterprise

-   Project Presentation

Branding Rural Products and Services

Branding and Marketing strategies for social Enterprise

Suggested overnight field trip to SMID, Kanyakumari for on field case study of social enterprise

Branding Rural Products and Services

Branding and Marketing strategies for social Enterprise

Suggested overnight field trip to SMID, Kanyakumari for on field case study of social enterprise

Live Project - 40 Marks

Presentation - 20 Marks

The course is designed to provide a basic understanding of service learning as a theoretical concept followed by the actual practice. The course with have 15 contact hours and 30 hours of field work. The paper will also help facilitate student and faculty involvement in one of the best practices by the Department of English, Srujana. Keeping in tune with the vision and mission of the Department of English, CHRIST (Deemed to be University), Srujana is a unique service learning opportunity provided by the department to the students of MA in English with communication studies. The 15 contact hours will include introduction to different theories in service learning and experiential learning. This will be followed by field visits as a part of the Srujana. The 30 hour field work will include groups of students teaching in LR Nagar. Each group will get an opportunity to teach twice in a period of two semesters. The assessment of several components of this course will be included in the MEL 234 paper which is a part of the second semester.

Course Objectives

This course will

• provide students with a sound theoretical understanding of service learning
• familiarize students with the concerns and constraints of service learning
• Provide real time experience of field work for students
• Help connect service learning with experiential learning

This unit will begin with a brief history of the Srujana and set the context for the students. This will be followed by connecting the department vision and mission with that of the university and the program. This is important to contextualise the philosophy of Srujana with the vision of the program and department. The unit ends with an orientation of the structure of the program. This is important to understand the way in which Srujana functions.

• History of the program
• Department/Program Vision-mission and link with Srujana
• Structure of the Program
• Service Learning as a basis for Srujana

This unit will begin with a brief history of the Srujana and set the context for the students. This will be followed by connecting the department vision and mission with that of the university and the program. This is important to contextualise the philosophy of Srujana with the vision of the program and department. The unit ends with an orientation of the structure of the program. This is important to understand the way in which Srujana functions.

• History of the program
• Department/Program Vision-mission and link with Srujana
• Structure of the Program
• Service Learning as a basis for Srujana

This unit will include a description of the concepts of experiential and service learning. Students will be given reading for their reference. The session can include videos on the concepts followed by discussions on the same. The second half of the session will be a sharing session of learner experiences. This is relevant as it would bring forth various perspectives on different learning experiences. If the students have taught before, their experiences can also be shared. The next session would be continuation where learners will brainstorm to identify different spaces for experiential and service learning within the constraints of a traditional educational setup such as a university.

• Conceptual Briefing on Experiential learning
• Understanding Service Learning
• Recounting experiences as learners
• Articulating spaces for experiential learning
• Service learning as experiential learning

This unit will include a description of the concepts of experiential and service learning. Students will be given reading for their reference. The session can include videos on the concepts followed by discussions on the same. The second half of the session will be a sharing session of learner experiences. This is relevant as it would bring forth various perspectives on different learning experiences. If the students have taught before, their experiences can also be shared. The next session would be continuation where learners will brainstorm to identify different spaces for experiential and service learning within the constraints of a traditional educational setup such as a university.

• Conceptual Briefing on Experiential learning
• Understanding Service Learning
• Recounting experiences as learners
• Articulating spaces for experiential learning
• Service learning as experiential learning

This unit will be based on a sharing and discussion model. These could be facilitated by student panels where students who have been a part of Srujana can share their experiences. This session would specifically focus on different problems that students had encountered during their course of the Srujana program followed by brainstorming solutions. This will also help articulate the apprehensions that the students might have regarding the same.

• Narratives of Experiences
• Interactions with student teachers
• Challenges on the field
• Understanding the need for the program
• Developing tentative lesson plans or lesson outlines

This unit will be based on a sharing and discussion model. These could be facilitated by student panels where students who have been a part of Srujana can share their experiences. This session would specifically focus on different problems that students had encountered during their course of the Srujana program followed by brainstorming solutions. This will also help articulate the apprehensions that the students might have regarding the same.

• Narratives of Experiences
• Interactions with student teachers
• Challenges on the field
• Understanding the need for the program
• Developing tentative lesson plans or lesson outlines

• Beard, Colin. Clegg, Sue. Smith, Karen. (2007). ‘Acknowledging the affective in higher education’. British Education Research Journal Vol. 33 No. 2, Pages 235-252.
• Kolb, D.A. (1984). ‘Experiential learning: experience as the source of learning and development’. Prentice Hall, Pages 19-38.
• Salazar, Maria del Carmen. (2013). ‘A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation’. American Educational Research Association Vol.37, Pages 121-148.
• Noddings, N. (2005). ‘Caring in education’. The encyclopedia of informal education, www.infed.org/biblio/noddings_caring_in_education.htm.
• Conley, Colleen S. (2015). ‘SEL in Higher Education. Handbook of Social and Emotional Learning: Research and Practice’. Loyola eCommons, Psychology: Faculty Publications and Other Works, Pages 197-212.

Process:

Teams will meet faculty mentors before the field visit and after the field visit

During the first meeting lesson plan will be discussed and approved; record of the meeting should be prepared by the student team

After the field visit, the student team will meet the faculty mentor for debriefing - oral debriefing will include, report on the class conducted

• Effectiveness of the lesson plan
• Activities used
• Challenges faced
• Ways in which challenges were overcome
• Observation regarding pedagogy, classroom dynamics, student behaviour
• The written report will include the elements mentioned above and the observations by the faculty mentor

Documents for Evaluation:

The following documents will be compiled for 2 visits; if a team has only one set of documents then those portfolios will be evaluated on 25 not on 50

• Lesson plan - approved by the faculty mentor; if there is more than one draft of the lesson plan all drafts should be part of the portfolio
• Debriefing report
• Material used - audio, video, stories, lessons, games
• Reflective essay - this is a consolidated essay of both the visits

Involvement of CSA

• Faculty in charge of ELT paper will coordinate with CSA and organize
• Schedule for one academic year
• Follow up with the in charge of the site about the visit of the students, regularity of the classes
• Get a report before the MSE valuation of the portfolio Text Books and References

Although most Indian students are well versed in reading and writing English, their speaking and listening skills still lag behind. In today’s globalized world, where addressing the international audience is a requirement, it is necessary to have the desired speaking skill which is not impregnated with mother tongue/ first language (L1) influence. Although L1 interferences are natural and acceptable, it is desirable if a learner of English language can attain near-native fluency. This course will facilitate the students to improve their English- speaking skills, focusing on pronunciation, syllable structure, stress and intonation.

Course Objectives

●       To introduce the International Phonetic Alphabet (IPA)

●       To acquaint the learners with segmental features of English

●       To acquaint the learners with suprasegmental/prosodic features of English

●       To enable Dictionary assisted learning of English pronunciation

●       To minimize Mother Tongue interferences in the learners’ English Speech

This unit will engage with topics such as speech production and articulatory phonetics. International Phonetic Alphabet/ IPA helps the learners to understand the phonemes of all known languages and thereby, facilitates the learners to distinguish English sounds from others. This unit will also train the students to use a dictionary in order to enhance their pronunciation.

●       SpeechProduction

●       OrgansofSpeech

●       MannerandPlaceofArticulation

●       IPAChart

●       PhoneticTranscription

●       DictionaryAssistedLearning

This unit will engage with topics such as speech production and articulatory phonetics. International Phonetic Alphabet/ IPA helps the learners to understand the phonemes of all known languages and thereby, facilitates the learners to distinguish English sounds from others. This unit will also train the students to use a dictionary in order to enhance their pronunciation.

●       SpeechProduction

●       OrgansofSpeech

●       MannerandPlaceofArticulation

●       IPAChart

●       PhoneticTranscription

●       DictionaryAssistedLearning

●       English Consonants

●       English Diphthongs

●       Case study: Analysis of own speech to identify segmental errors.

●       English Consonants

●       English Diphthongs

●       Case study: Analysis of own speech to identify segmental errors.

Learners will be introduced to the concept of syllabification and other prosodic features such as stress and intonation. This will help the learners to use appropriate accent and tone while delivering a sentence.

●       Syllable Structure and Types of Syllables (Stress timed and syllable-timed language)

●           Syllable Structure in English

●       Accent

●       Word Stress

●       Strong and Weak forms of structure words

●       Phonemic Stress

●       Intonation Patterns

Learners will be introduced to the concept of syllabification and other prosodic features such as stress and intonation. This will help the learners to use appropriate accent and tone while delivering a sentence.

●       Syllable Structure and Types of Syllables (Stress timed and syllable-timed language)

●           Syllable Structure in English

●       Accent

●       Word Stress

●       Strong and Weak forms of structure words

●       Phonemic Stress

●       Intonation Patterns

●           Syllable Structure in Indian English Varieties- Case Study

●       Minimizing Interferences

●       Accent Neutralization

●           Syllable Structure in Indian English Varieties- Case Study

●       Minimizing Interferences

●       Accent Neutralization

●       Jones, D. (2006). English pronouncing dictionary. Cambridge University Press.

●       Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Nelson Education.

●       Pierrehumbert, J. B. (1980). The phonology and phonetics of English intonation

(Doctoral dissertation, Massachusetts Institute of Technology).

●       Sethi, J., & Dhamija, P. V. (1999). A course in phonetics and spoken English. PHI Learning Pvt. Ltd.

●       Carr, P. (2019). English phonetics and phonology: An introduction. John Wiley & Sons.

●       Fromkin, V., Rodman, R., & Hyams, N. (2018). An introduction to language. Cengage Learning.

●       Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Nelson Education.

The course offers a survey of American Literature from the Beginning to the Contemporary time period. It attempts to map out the socio-political and cultural domains of the Nation from its formative years to the struggle and shaping and forging of an American ethos across centuries. The syllabus has a vast representation from all forms of literature, thus giving learners the opportunity to have a dialogue with oral, written and audio-visual texts that zooms one’s vision to the intricate mixture of identities and aesthetic sensibilities of the ages; from ‘melting pot’ to ‘salad bowl’ culture. A conscious attempt is made to include texts from different parts of the continent and not just restricted to USA. A range of texts pertaining to different forms have been selected to factor in the eclectic nature together with the socio- cultural and historical specificity. The uniqueness of the syllabus lies in the selection of the texts under each period which attempts to help the learners understand the nature and composition of literatures across times.

Course Objectives

 The course intends to enable learners to:

• Critically appreciate literary texts
• Systematically study the pattern in the historicity of America leading to Nation formation
• Understand the uniqueness and singular identities that many writers of America have
• Interact with the richness of culture and concepts that the various literatures represent

·                     Jan van der Straet, called Stradanus - Discovery of America: Vespucci Landing in America ca. 1587–89

·                     Excerpts from The Declaration of Independence

·                     Jan van der Straet, called Stradanus - Discovery of America: Vespucci Landing in America ca. 1587–89

·                     Excerpts from The Declaration of Independence

The unit will highlight the major changes that took place in America with the expansion ofthe nation. Racism would be discussed. The focus will be on Civil war and other major movements with regards to philosophy and literature - Transcendentalism, Romanticism and Dark Romanticism.

 ·         Longfellow – “APsalmofLife”(SLB)

·         Emerson– “Brahma”

·         AbrahamLincoln–“GettysburgAddress”(Audiotext)

·         WaltWhitman–“One'sSelfISing”

·         MarkTwain- “TheCelebratedJumpingFrogofCalaverasCounty”

·         PhyllisWheatley-“OnBeingBroughtfromAfricatoAmerica”

The unit will highlight the major changes that took place in America with the expansion ofthe nation. Racism would be discussed. The focus will be on Civil war and other major movements with regards to philosophy and literature - Transcendentalism, Romanticism and Dark Romanticism.

 ·         Longfellow – “APsalmofLife”(SLB)

·         Emerson– “Brahma”

·         AbrahamLincoln–“GettysburgAddress”(Audiotext)

·         WaltWhitman–“One'sSelfISing”

·         MarkTwain- “TheCelebratedJumpingFrogofCalaverasCounty”

·         PhyllisWheatley-“OnBeingBroughtfromAfricatoAmerica”

·         Zora Neal Hurston – “How it feels to be Colored me”

·         e.e.cummings – “I Carry Your Heart with Me”

·         Prudence Heward – “Rollande”, 1929 - SLB

·         William Faulkner – “A Rose for Emily”

·         Baz Luhrmann - The Great Gatsby

·         Dorothea Lange – “Migrant Mother”, California, 1936

·         Woody Allen - Midnight in Paris – SLA

·         George Middleton - Tradition

·         Zora Neal Hurston – “How it feels to be Colored me”

·         e.e.cummings – “I Carry Your Heart with Me”

·         Prudence Heward – “Rollande”, 1929 - SLB

·         William Faulkner – “A Rose for Emily”

·         Baz Luhrmann - The Great Gatsby

·         Dorothea Lange – “Migrant Mother”, California, 1936

·         Woody Allen - Midnight in Paris – SLA

·         George Middleton - Tradition

The unit will cover the post war effect on the nation. The American psyche that underwent a metamorphosis post world war and emerged as the superpower will be central to this unit. This unit has a wide range of texts to be discussed with specific reference to the contexts.

 ·         Allen Ginsberg – “A Desolation”

·         Gwendolyn Brooks – “Kitchenette Building”

·         Anne Sexton – “The Black Art”

·         Ernesto Cardenal - “Prayer for Marilyn Monroe”

·         Alejandra Pizarnik - “The Cage”

·         Alfredo Jaar – “A Logo for America”

·         Michael Kantor - B’Way Broadway - American Musical

·         Bob Dylan – “All along the Watchtower”

·         Hunter S Thompson – Excerpt from Generation of Swine: Tales of Shame and Degradation in the '80's

·         Barack Obama – 2008 Presidential Election Victory Speech

The unit will cover the post war effect on the nation. The American psyche that underwent a metamorphosis post world war and emerged as the superpower will be central to this unit. This unit has a wide range of texts to be discussed with specific reference to the contexts.

 ·         Allen Ginsberg – “A Desolation”

·         Gwendolyn Brooks – “Kitchenette Building”

·         Anne Sexton – “The Black Art”

·         Ernesto Cardenal - “Prayer for Marilyn Monroe”

·         Alejandra Pizarnik - “The Cage”

·         Alfredo Jaar – “A Logo for America”

·         Michael Kantor - B’Way Broadway - American Musical

·         Bob Dylan – “All along the Watchtower”

·         Hunter S Thompson – Excerpt from Generation of Swine: Tales of Shame and Degradation in the '80's

·         Barack Obama – 2008 Presidential Election Victory Speech

·         American Literature, Volume 1: Colonial and Early National Writing, (ed) Darrel Abel.

·         American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Darrel Abel.

·         Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Volume 3; Barron’s Educational Series

·         Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Volume 4; Barron’s Educational Series

·         Literary History of The United States. (ed) Spiller, Thorp, Johnson, Canby, Ludwig,

·         Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd.

·         The Heath Anthology of American Literature, Volume 1, Second Edition; (ed) Lauter, Yarborough et al, Heath

·         The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row

·         Herman Melville: The Paradise of Bachelors and The Tartarus of Maids

·         Sarah Margaret Fuller:“Woman in the Nineteenth Century”

·         Frances Ellen Watkins Harper: The Colored People in America and the “Woman Question”

·         Mariano Guadalupe Vallejo (1808-1890): An Account of the Gold Rush

·         Lydia Howard Huntley Sigourney (1791-1865): The suttee

·         Sherwood Anderson: From Winesburg, Ohio

·         John Dos Passos: U.S.A

·         Elizabeth Bishop: In the waiting room

·         Adrienne Rich: Upper Broadway

·         Gary Snyder: Sixth-month song in the foothills

·         Vladimir Nabokov: Lolita

CIAII:Mid-semester exam

Short essays based on the texts 3x10 =30 marks

Long essay may be based on a single text or comparison of texts with reference to an age, phenomenon, movement or any socio-political discourse. 1 x 20= 20 marks

CIA III: Students may base their assignment on Understanding America through Hollywood, through Television shows, Advertisements, Popular Culture, Paintings and the like and present their analysis in the form of an essay or presentation. The assignment is to be done in groups.

End Semester Exam

Short Essay type 1-4x10=40

Essay type 2-3x20=60 (Socio-Political discourse-based questions)

The course on ‘Postcolonial Literatures: Concepts and Approaches’ will explore colonialism and anti-colonial resistance through the cultural legacies and literary imprints that they leave. It will also be an introduction to the specialised field of Postcolonial studies which started emerging during the 1980s and ever since then has come to occupy a significant position within the various humanities departments across the world. This course will also look at issues, themes and debates in writing from Asia, Africa, Australia, South America and other formerly colonized spaces. Postcolonial Literatures will also be looked at as writing which is an attempt at retrieving local, native and particular community histories freed from Euro-American versions of the same. This course will enable students to competently navigate the complex maze of theoretical terms and concepts that characterise postcolonial studies and explore the variety and richness of the literature that is today classified under the rubric of Postcolonialism.

Course Objectives

• Ability to extend beyond basic comprehension of a text in order to evaluate and appraise its themes, motifs, characters, and structure.
• Participate in theoretical discussions about the text and produce extended oral and written arguments regarding themes, motifs, characterization, etc.
• Develop proficiency in written analysis demonstrating the ability to develop and expand upon ideas which support a clear and well formulated thesis.
• Demonstrate awareness of rhetorical and grammatical conventions in all written assignments.
• Understand the relevant social, historical, political and artistic contexts of these literary works.

This unit will introduce key concepts, thinkers, scholars, theorists, movements and discourses that will be the launch pad to contemporary debates, issues and narratives to Postcolonial understanding in the 21st century. The Unit will be a historical survey of Postcolonial theory from early Imperial turn to anti-colonial struggle to Gandhi and his resistance method, Fanon and the psychopathology of Colonialism, Aime Cesaire and Negritude to Edward Said, Orientalism and the Postcolonial moment. Facilitators are encouraged to bring in literary texts to augment the theories prescribed. 

Key Concepts and Movements: Colonialism, Imperialism, Neocolonialism, White Studies, decolonization, Settler colonialism, Race, Discourse, Anti-colonial Struggle, Mk Gandhi

• Postcolonial Literature- An introduction- Pramod Nayar (pp1-35) SLB
• What is postcolonialism? SLC
• Commonwealth Literature SLC
• The Fact of Blackness- Frantz Fanon SLB

This unit will introduce key concepts, thinkers, scholars, theorists, movements and discourses that will be the launch pad to contemporary debates, issues and narratives to Postcolonial understanding in the 21st century. The Unit will be a historical survey of Postcolonial theory from early Imperial turn to anti-colonial struggle to Gandhi and his resistance method, Fanon and the psychopathology of Colonialism, Aime Cesaire and Negritude to Edward Said, Orientalism and the Postcolonial moment. Facilitators are encouraged to bring in literary texts to augment the theories prescribed. 

Key Concepts and Movements: Colonialism, Imperialism, Neocolonialism, White Studies, decolonization, Settler colonialism, Race, Discourse, Anti-colonial Struggle, Mk Gandhi

• Postcolonial Literature- An introduction- Pramod Nayar (pp1-35) SLB
• What is postcolonialism? SLC
• Commonwealth Literature SLC
• The Fact of Blackness- Frantz Fanon SLB

The unit will discuss debates and conversations regarding colonial discourses and Imperialism and look at modes of representation and narratives where Europeans constructed the natives in politically significant ways. This unit will attempt to unpack literary figures, themes and representations that have enforced imperialist ideology, colonial dominance and continuing western hegemony.

• Colonial Discourse Analysis: Michel Foucault - What is Discourse? SLC
• Colonial Discourse Analysis: Edward Said- Orientalism SLC
• Joseph Conrad- Heart of Darkness SLC
• Colonialism: The African Perspective - The Image of Africa SLC
• Chinua Achebe- Things Fall Apart SLB
• Colonialism: The Australian Perspective- The Rabbit- Proof Fence (Film)- Philip Noyce 2002 SLC

The unit will discuss debates and conversations regarding colonial discourses and Imperialism and look at modes of representation and narratives where Europeans constructed the natives in politically significant ways. This unit will attempt to unpack literary figures, themes and representations that have enforced imperialist ideology, colonial dominance and continuing western hegemony.

• Colonial Discourse Analysis: Michel Foucault - What is Discourse? SLC
• Colonial Discourse Analysis: Edward Said- Orientalism SLC
• Joseph Conrad- Heart of Darkness SLC
• Colonialism: The African Perspective - The Image of Africa SLC
• Chinua Achebe- Things Fall Apart SLB
• Colonialism: The Australian Perspective- The Rabbit- Proof Fence (Film)- Philip Noyce 2002 SLC

The Unit will explore the myriad ways of contesting Colonialism, among which the most important tool for decolonising is nationalism and making use of history and historiography. The Unit will also look at how specific ‘Other histories’ were constructed, represented and the underpinning narratives formed. The essays prescribed will form the theoretical underpinning for understanding the texts.                

Key Concepts and Movements: methods of questioning colonialism, History as a tool of decolonization, Cultural alienation, nationalism, making mimic men, cultural fundamentalism, importance of retrieving histories, Subaltern Studies, white histories, Other histories, race, space, memory, representation, fiction, identity

• The Context of India - Anand Math- Bankim Chandra SLC
• Indian Critic of Nationalism: Rabindranath Tagore SLC
• African Critic of Nationalism: Frantz Fanon   SLC
• Gandhi (kannada short story) - Besagarahalli Ramanna SLC

The Unit will explore the myriad ways of contesting Colonialism, among which the most important tool for decolonising is nationalism and making use of history and historiography. The Unit will also look at how specific ‘Other histories’ were constructed, represented and the underpinning narratives formed. The essays prescribed will form the theoretical underpinning for understanding the texts.                

Key Concepts and Movements: methods of questioning colonialism, History as a tool of decolonization, Cultural alienation, nationalism, making mimic men, cultural fundamentalism, importance of retrieving histories, Subaltern Studies, white histories, Other histories, race, space, memory, representation, fiction, identity

• The Context of India - Anand Math- Bankim Chandra SLC
• Indian Critic of Nationalism: Rabindranath Tagore SLC
• African Critic of Nationalism: Frantz Fanon   SLC
• Gandhi (kannada short story) - Besagarahalli Ramanna SLC

This unit will explore the concepts of Subject, Subalternization and third space. The question of identity is central to much postcolonial literature, especially since this literature often operates in contexts of individual and collective transformation. At stake is not simply a redefinition of selfhood, but also a re-imagining of political and cultural community and its relationship to a changing world. Accordingly, texts that balance literary concerns with wider political and ethical concerns, including diasporic literature will be explored here.

Key Concepts and Movements: Constructing the nation, locality, community, identity, Imagi- Nations, Imagined Communities, Cultural Identity, Aime Cesaire, nativism, writing Aboriginal, multinational citizenship, religion and spirituality, Postcolonial Subalternization, Continuing colonialism, postcolonial protest spaces

• Homi Bhabha and the concept of Cultural Hybridity SLC
• Jhumpa Lahiri - Selections from Interpreter of Maladies SLC
• Gayatri Spivak- Answering the question “Can the Subaltern Speak?”  SLC

This unit will explore the concepts of Subject, Subalternization and third space. The question of identity is central to much postcolonial literature, especially since this literature often operates in contexts of individual and collective transformation. At stake is not simply a redefinition of selfhood, but also a re-imagining of political and cultural community and its relationship to a changing world. Accordingly, texts that balance literary concerns with wider political and ethical concerns, including diasporic literature will be explored here.

Key Concepts and Movements: Constructing the nation, locality, community, identity, Imagi- Nations, Imagined Communities, Cultural Identity, Aime Cesaire, nativism, writing Aboriginal, multinational citizenship, religion and spirituality, Postcolonial Subalternization, Continuing colonialism, postcolonial protest spaces

• Homi Bhabha and the concept of Cultural Hybridity SLC
• Jhumpa Lahiri - Selections from Interpreter of Maladies SLC
• Gayatri Spivak- Answering the question “Can the Subaltern Speak?”  SLC

The Feminist critics have argued that the empire was always a ‘masculine adventure’. This has resulted in the effacement of women in studies of colonialism. Feminist readings have foregrounded both the racial as well as the gendered contexts and problems of both European and native women in the colonial context. Imperialism also had a problematic relationship with other forms of sexuality.This unit will look at contemporary theorizations that have called into question the problematic linkage of caste and class configurations with that of national identity, gender roles and sexuality. 

Key Concepts and Movements:   Postcolonial feminism, gendered nation, national movements and women, gendered traditions and modernities, diasporas and women, marriage and family, Motherism, Motherhood, African feminism, motherland, mother tongue, patriarchy, fundamentalism, war, Islamic feminism, body, desire, sexuality, subaltern women and life writing, queer, queering identities, queering borders

• Talpade- Essay and basic Introduction to Indigenous Feminism 
• Sultana’s Dream - Rokheya Hossain SLC

The Feminist critics have argued that the empire was always a ‘masculine adventure’. This has resulted in the effacement of women in studies of colonialism. Feminist readings have foregrounded both the racial as well as the gendered contexts and problems of both European and native women in the colonial context. Imperialism also had a problematic relationship with other forms of sexuality.This unit will look at contemporary theorizations that have called into question the problematic linkage of caste and class configurations with that of national identity, gender roles and sexuality. 

Key Concepts and Movements:   Postcolonial feminism, gendered nation, national movements and women, gendered traditions and modernities, diasporas and women, marriage and family, Motherism, Motherhood, African feminism, motherland, mother tongue, patriarchy, fundamentalism, war, Islamic feminism, body, desire, sexuality, subaltern women and life writing, queer, queering identities, queering borders

• Talpade- Essay and basic Introduction to Indigenous Feminism 
• Sultana’s Dream - Rokheya Hossain SLC

This course is designed to provide a foundational understanding of Cultural Studies as a discipline globally as well as in the Indian context. It will acquaint the learners of abiding epistemological and methodological issues and concerns of Cultural Studies since its inception along with familiarizing them with emerging fields and cutting-edge research in the discipline. 

This unit introduces the idea of “culture” as contested with various disciplinary inflections especially after the “Cultural Turn” in Humanities and Social Sciences globally as well as in India.

• Raymond Williams — “Culture” from Keywords
• Clifford Geertz — “Thick Description: Toward an Interpretive Theory of Culture.”
• James Clifford — “Partial Truths.”

This unit introduces the idea of “culture” as contested with various disciplinary inflections especially after the “Cultural Turn” in Humanities and Social Sciences globally as well as in India.

• Raymond Williams — “Culture” from Keywords
• Clifford Geertz — “Thick Description: Toward an Interpretive Theory of Culture.”
• James Clifford — “Partial Truths.”

This unit provides a critical evaluation of Cultural Studies as a discipline both globally as well as in India since its inception and continuing evolution. The unit covers the beginnings of Cultural Studies in the “Birmingham School,” its spread in the Anglophone academic institutions and the institutionalization of the discipline in the Indian academia. 

• Stuart Hall — “The Formation of Cultural Studies.”
• Ien Ang — “On Cultural Studies, Again.”
• Tony Bennett — “Towards a Pragmatics for Cultural Studies.”
• M. Madhava Prasad — “Cultural Studies in India: Reason and a History.”

This unit provides a critical evaluation of Cultural Studies as a discipline both globally as well as in India since its inception and continuing evolution. The unit covers the beginnings of Cultural Studies in the “Birmingham School,” its spread in the Anglophone academic institutions and the institutionalization of the discipline in the Indian academia. 

• Stuart Hall — “The Formation of Cultural Studies.”
• Ien Ang — “On Cultural Studies, Again.”
• Tony Bennett — “Towards a Pragmatics for Cultural Studies.”
• M. Madhava Prasad — “Cultural Studies in India: Reason and a History.”

This unit locates the study of culture within the discourse of nation-state and various identity claims on nationhood. The unit will provide a critical theoretical understanding of nation and within the Indian context examine the issue of nationalist ideologies, migration, caste, race, and queer lives embedded in the whole concept of national culture.

• Etienne Balibar — “The Nation Form.”
• Partha Chatterjee — “There is an Indian Ideology, But It’s Not This.”

This unit locates the study of culture within the discourse of nation-state and various identity claims on nationhood. The unit will provide a critical theoretical understanding of nation and within the Indian context examine the issue of nationalist ideologies, migration, caste, race, and queer lives embedded in the whole concept of national culture.

• Etienne Balibar — “The Nation Form.”
• Partha Chatterjee — “There is an Indian Ideology, But It’s Not This.”

This unit introduces the students to the issues of cultural production and technological innovations within cultural practices. This unit will give preliminary understanding of how culture is shaped by capital and how human and non-human entities create cultural fields as a result. 

• Theodor W. Adorno and Anson G. Rabinbach — “Culture Industry Reconsidered.”
• Pierre Bourdieu — “The Field of Cultural Production, the Economic World Reversed.”
• Bruno Latour — “On Actor Network Theory: A Few Clarifications.” 
• Martin Heidegger — “The Question Concerning Technology.”

This unit introduces the students to the issues of cultural production and technological innovations within cultural practices. This unit will give preliminary understanding of how culture is shaped by capital and how human and non-human entities create cultural fields as a result. 

• Theodor W. Adorno and Anson G. Rabinbach — “Culture Industry Reconsidered.”
• Pierre Bourdieu — “The Field of Cultural Production, the Economic World Reversed.”
• Bruno Latour — “On Actor Network Theory: A Few Clarifications.” 
• Martin Heidegger — “The Question Concerning Technology.”

This unit provides introductory ideas about consumption cultures. The unit also posits cultural consumption as work and labour in the contemporary times of globalization and neoliberalism.

• George Ritzer — “An Introduction to Mcdonaldization.”
• Zygmunt Bauman — “Consuming Life.”
• Deepa S Reddy — “Work without Labor: Consumption and the Imagination of Work Futures in India.”

This unit provides introductory ideas about consumption cultures. The unit also posits cultural consumption as work and labour in the contemporary times of globalization and neoliberalism.

• George Ritzer — “An Introduction to Mcdonaldization.”
• Zygmunt Bauman — “Consuming Life.”
• Deepa S Reddy — “Work without Labor: Consumption and the Imagination of Work Futures in India.”

This unit introduces the students to the analytical paradigms of space, mobility, and network to study cultural phenomena. The readings will provide students a rigorous understanding of cultural dimensions of border, gendered urban spaces, and migration with a strong critical theoretical background. 

• Walter Benjamin — “The Arcades of Paris.”
• Henri Lefebvre — “Space and the State.”
• Manuel Castells — “Informationalism, Networks and the Network Society.”
• Shilpa Phadke — “Unfriendly Bodies, Hostile Cities: Reflection on Loitering and Gendered Public Space.”

This unit introduces the students to the analytical paradigms of space, mobility, and network to study cultural phenomena. The readings will provide students a rigorous understanding of cultural dimensions of border, gendered urban spaces, and migration with a strong critical theoretical background. 

• Walter Benjamin — “The Arcades of Paris.”
• Henri Lefebvre — “Space and the State.”
• Manuel Castells — “Informationalism, Networks and the Network Society.”
• Shilpa Phadke — “Unfriendly Bodies, Hostile Cities: Reflection on Loitering and Gendered Public Space.”

This unit introduces students to both digitalization of cultures as well as digital cultures. The unit provides an understanding of the issues involved in the study of digital and virtual cultures with special emphasis on data, bodies, algorithm and work cultures.

• Nick Seaver — “Algorithms as Culture.”
• Alexander Galloway — “Gamic Action, Four Moments.”
• Preeti Mudliar — “Broken Data: Repair in the Reproduction of Biometric Bodies.”

This unit introduces students to both digitalization of cultures as well as digital cultures. The unit provides an understanding of the issues involved in the study of digital and virtual cultures with special emphasis on data, bodies, algorithm and work cultures.

• Nick Seaver — “Algorithms as Culture.”
• Alexander Galloway — “Gamic Action, Four Moments.”
• Preeti Mudliar — “Broken Data: Repair in the Reproduction of Biometric Bodies.”

This unit introduces students to the myriad ways in which cultural lives of people are regulated through intricate network of public and private institutions and organizations. Students will get acquainted with conservation, museums, art galleries, and festivals as modes of governing and regulating national and regional culture and identities as well as culture as soft power in the realm of public diplomacy.

• Michel Foucault — “History, Discourse, and Discontinuity.”
• Susan Pearce — “Collecting the Other, Within and Without.”

This unit introduces students to the myriad ways in which cultural lives of people are regulated through intricate network of public and private institutions and organizations. Students will get acquainted with conservation, museums, art galleries, and festivals as modes of governing and regulating national and regional culture and identities as well as culture as soft power in the realm of public diplomacy.

• Michel Foucault — “History, Discourse, and Discontinuity.”
• Susan Pearce — “Collecting the Other, Within and Without.”

Satish Deshpande — “After Culture: Renewed Agendas for Political Economy of India.”

Urmila Pawar and Meenakshi Moon — Excerpts from We Also Made History: Women in the Ambedkarite Movement.

Geeta Kapoor — Koci-Muziris Biennale: Site Imaginaries.”

Tapati Guha-Thakurta — “The production and Reproduction of a Monument: The Many Lives of Sanchi Stupa.

Olivier Roueff — “Elite Delights: The Structure of Art Gallery Network in India.”

Yudhishthir Raj Isar — “Cultural Diplomacy: India does it Differently.”

Simi Malhotra — “Popular Culture Studies in India: Issues and Problems.”

Ranabir Samaddar — “The Nation’s Two Subjects.”

 Sharmila Rege — “Understanding Popular Culture: The Satyashodhak and Ganesh Mela in Maharashtra.”

Ditilkeha Sharma — “Nations, Communities, Conflict and Queer Lives.”

Duncan Mcduie-Ra — “Let’s Stop Pretending There’s No Racism in India.”

Laurence Grossberg — “Cultural Studies vs. Political Economy: Is Anybody else Bored with the Debate?”

Anna Tsing — “Supply Chain Capitalism and the Human Condition.”

Anisha Datta — “Are you Neoliberal Fit? The Politics of Consumption under Neoliberalism.”

Nita Mathur — “Shopping Malls, Credit Cards, and Global Brands: Culture and Lifestyle of India’s New Middle Class.”

Rohit Varman and Russell W. Belk — “Weaving a Web: Subaltern Consumers, Rising Consumer Culture, and Television.”

Jonas Larsen, John Urry, and Kay Axhausen — “Mobilities.”

Sandro Mezzadra and Brett Neilson — “Between Inclusion and Exclusion: On the Topology of Global Space and Borders.”

Phoebe V Moore — “E(a)ffective Precarity, Control and Resistance in the Digitalised Workplace.”

Niimi Rangaswamy and Nithya Sambasivan — “Cutting Chai, Jugaad, and Here Pheri: Towards UbiComp for a Global Community.”

Christian Fuchs — “Hebert Marcuse and Social Media.”

CIA I: For CIA 1, the student will be asked to submit the proposal for the project. It will be evaluated on the selection of theme, rationale of the study, an argument to justify why the question should be handled in Culture Studies. Academic format should be followed and will be an aspect for evaluation. (20 marks, 5 marks each for each criterion)

CIA II - Submission of Literature Review for  Research Project (50 Marks)

Evaluation Pattern: Choice and Relevance of Sources (10 Marks), Review of Literature (20 Marks), Structure, Coherence and logical connection with research project (10 Marks)

CIA III: Submission of Analysis (20 Marks)

Evaluation Pattern: Argument, Analysis of texts/ contexts and Application of theoretical frameworks (10 Marks), Application of Methods and Methodology (5 Marks), Findings/ Conclusions (5 Marks)

End Semester Submission: The student will submit a hard copy of the research project with a plagiarism report on the day specified for submission by the Office of Examinations. A viva will be conducted to evaluate the student’s total engagement in the project and defence of arguments/ findings of the project.

Evaluation Pattern: Research Project (70 Marks), Viva (30 Marks)

Course Description

The course aims at introducing internships to the students. It helps them get practical experience in learning through the various kinds of jobs they select according to their interests and gain professional experience. This course also aims to aid students in choosing their careers according to their internship experiences.

MA English students have to undertake an internship of not less than 30 working days or 240 hours at any of the following: reputed research centers: recognized educational institutions; print, television, radio organizations; HR, PR firms; theatre groups/organizations; or any other approved by the Department.

The internship is to be undertaken during the second semester break. The internship is a mandatory requirement for the completion of the MA programme. However the Report and Viva will be conducted during Semester III and the marks will appear in the mark sheet of Semester III.

The students will have to give an internship proposal with the following details: organization where the student proposes to do the internship; reasons for the choice, nature of the internship, period of internship, relevant permission letters, if available, name of the mentor in the organization, email, telephone and mobile numbers of the person in the organization with whom CHRIST (Deemed to be University) could communicate matters related to internship. Typed proposals will have to be given at least a month before the end of the second semester. 

The coordinator of the programme in consultation with the HOD will assign faculty members from the department as guides at least two weeks before the end of the second semester. The students will have to be in touch with the guides during the internship period either through person meetings, over the phone or through 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 1500 words. The report should be submitted within first 10 days of reopening of the university for the III semester.

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

 o          Introduction to the place of internship

o          Reasons for the choice of the place and kind of internship

o          Nature of internship

o          Objectives of the internship

o          Tasks undertaken

o          Challenges Faced

o          Learning outcome

o          Suggestions, if any

o          Conclusion

A photocopy 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.

Report Format

•         12 font size

•         Times New Roman font

•         One and half line spaced

•         Name, register no, and programme name, date of submission on the left-hand top corner of the page

•         Below that in the centre title of the report ‘Report of internship undertaken at ____ from ____ (date, month in words, year); no separate cover sheet to be attached. 

Within 20 days from the day of re-opening, the department must hold a presentation by the students. Students should preferably be encouraged to make a PowerPoint presentation of their report. A minimum of 10 minutes should be given for each of the presenter. The maximum limit it left to the discretion of the evaluation committee. If the first year students are present they could also be made the audience.

MA English students have to undertake an internship of not less than 30 working days or 240 hours at any of the following: reputed research centers: recognized educational institutions; print, television, radio organizations; HR, PR firms; theatre groups/organizations; or any other approved by the Department.

The internship is to be undertaken during the second semester break. The internship is a mandatory requirement for the completion of the MA programme. However the Report and Viva will be conducted during Semester III and the marks will appear in the mark sheet of Semester III.

The students will have to give an internship proposal with the following details: organization where the student proposes to do the internship; reasons for the choice, nature of the internship, period of internship, relevant permission letters, if available, name of the mentor in the organization, email, telephone and mobile numbers of the person in the organization with whom CHRIST (Deemed to be University) could communicate matters related to internship. Typed proposals will have to be given at least a month before the end of the second semester. 

The coordinator of the programme in consultation with the HOD will assign faculty members from the department as guides at least two weeks before the end of the second semester. The students will have to be in touch with the guides during the internship period either through person meetings, over the phone or through 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 1500 words. The report should be submitted within first 10 days of reopening of the university for the III semester.

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

 o          Introduction to the place of internship

o          Reasons for the choice of the place and kind of internship

o          Nature of internship

o          Objectives of the internship

o          Tasks undertaken

o          Challenges Faced

o          Learning outcome

o          Suggestions, if any

o          Conclusion

A photocopy 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.

Report Format

•         12 font size

•         Times New Roman font

•         One and half line spaced

•         Name, register no, and programme name, date of submission on the left-hand top corner of the page

•         Below that in the centre title of the report ‘Report of internship undertaken at ____ from ____ (date, month in words, year); no separate cover sheet to be attached. 

Within 20 days from the day of re-opening, the department must hold a presentation by the students. Students should preferably be encouraged to make a PowerPoint presentation of their report. A minimum of 10 minutes should be given for each of the presenter. The maximum limit it left to the discretion of the evaluation committee. If the first year students are present they could also be made the audience.

•           Internship program: A vital working experience. (1974). Washington, D.C.: The Administration.

•           Clowes, K. (2015). Put college to work: How to use college to the fullest to discover your strengths and find a job you love before you graduate. Fresno, CA: Quill Driver Books.

•           Cooper, D. L. (2002). Learning through supervised practice in student affairs. New York: Brunner-Routledge.

•           Hall, B. L., Etmanski, C., & Dawson, T. (2014). Learning and teaching community-based research: Linking pedagogy to practice. Toronto: University of Toronto Press.

•           McDonald, B. A. (1983). VES 495 Teaching Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

•           McDonald, B. A. (1983). VES 496 Professional Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

 •           Snowden, M. (1997). Internship program: Student reports. Lismore, N.S.W.: Southern Cross University.

 •           Internship program: A vital working experience. (1974). Washington, D.C.: The Administration.

 •           Clowes, K. (2015). Put college to work: How to use college to the fullest to discover your strengths and find a job you love before you graduate. Fresno, CA: Quill Driver Books.

 •           Cooper, D. L. (2002). Learning through supervised practice in student affairs. New York: Brunner-Routledge.

 •           Hall, B. L., Etmanski, C., & Dawson, T. (2014). Learning and teaching community-based research: Linking pedagogy to practice. Toronto: University of Toronto Press.

 •           McDonald, B. A. (1983). VES 495 Teaching Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

 •           McDonald, B. A. (1983). VES 496 Professional Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

 •           Snowden, M. (1997). Internship program: Student reports. Lismore, N.S.W.: Southern Cross University.

o          PPT – 30 marks

o          Presentation- 40 marks,

 o          Report Submission- 30 marks

This course will introduce students to the basic concepts and themes of Postmodernism and contemporary media/ cyber culture. We will read some of the major literature of postmodernism, along with significant essays in theories of the postmodern. The way postmodern literature explores the tensions between the dream of utopia on the one hand and the spectre of apocalypse on the other will be one of the chief themes we investigate in this course. Other themes will include the phantasmagoria of contemporary culture and the society of the spectacle, the culture industry, the emergence of radical new forms of consciousness and technology, and the ways in which postmodern culture re-imagines the Other through such categories as gender, race, the machine, and the Posthuman. We will then consider the question of what it means to be human in a culture mediated by the image. This paper will also situate the Humanities and the learning of it in the context of the pandemic and other global crisis as it challenges our existing ways of thinking, including how we inhabit the world, how we connect with others, what we eat, and where and how we work. The magnitude of imagining new worlds and of thinking analytically and creatively about matters that were not on our radar just a few years before is something at which the Humanities excel and the paper will help to explore that. 

The main objectives of the course are to:

• Develop the student’s ability for analysis, synthesis and interpretation of representative works 

• Foster comprehensive knowledge of relevant critical theory with which to investigate the politics and aesthetics of the texts

• Develop research skills and sub skills appropriate to the field of study

What is Postmodernism?

“Postmodernism, or The Cultural Logic of Late Capital,” Frederic Jameson 

“In Plato’s Cave,” Susan Sontag (pages 10-28 from On Photography. Read in advance of class).

Slide show: postmodern architecture and the photographs of Cindy Sherman, La Jetee, Chris Marker.

https://www.nytimes.com/1981/11/22/arts/photography-view-cindy-sherman-a-playful-and-political-post-modernist.html

What is Postmodernism?

“Postmodernism, or The Cultural Logic of Late Capital,” Frederic Jameson 

“In Plato’s Cave,” Susan Sontag (pages 10-28 from On Photography. Read in advance of class).

Slide show: postmodern architecture and the photographs of Cindy Sherman, La Jetee, Chris Marker.

https://www.nytimes.com/1981/11/22/arts/photography-view-cindy-sherman-a-playful-and-political-post-modernist.html

Totaro Rebecca. The Plague in Print: Essential Elizabethan Sources, 1558-1603. Duquesne University Press, 2010. [bubonic plague] [Google Scholar]

Hawthorne Nathaniel. “Minister’s Black Veil.” The Token and Atlantic Souvenir. Boston, 1832. [mask wearing] [Google Scholar]

Saramago José. Blindness. Harcourt Brace & Company, 1998. [“white blindness”] [Google Scholar]

Coetzee J. M. “On the Moral Brink,” The New York Review of Books, October 28, 2010.

Totaro Rebecca. The Plague in Print: Essential Elizabethan Sources, 1558-1603. Duquesne University Press, 2010. [bubonic plague] [Google Scholar]

Hawthorne Nathaniel. “Minister’s Black Veil.” The Token and Atlantic Souvenir. Boston, 1832. [mask wearing] [Google Scholar]

Saramago José. Blindness. Harcourt Brace & Company, 1998. [“white blindness”] [Google Scholar]

Coetzee J. M. “On the Moral Brink,” The New York Review of Books, October 28, 2010.

Kasmir S. (2018) Precarity. The Cambridge Encyclopedia of Anthropology 

Han C. (2018) Precarity, Precariousness, and Vulnerability.  Annual Review of Anthropology 47: 331-343, Selections pages 331-338

Nally D. (2015) Governing Precarious Lives: Land Grabs, Geopolitics, and 'Food Security'. The Geographical Journal 181: 340- 349, Selections pp

Das V and Randeria S. (2015) Politics of the Urban Poor: Aesthetics, Ethics, Volatility, Precarity. Current Anthropology  56: S3-S14

Kasmir S. (2018) Precarity. The Cambridge Encyclopedia of Anthropology 

Han C. (2018) Precarity, Precariousness, and Vulnerability.  Annual Review of Anthropology 47: 331-343, Selections pages 331-338

Nally D. (2015) Governing Precarious Lives: Land Grabs, Geopolitics, and 'Food Security'. The Geographical Journal 181: 340- 349, Selections pp

Das V and Randeria S. (2015) Politics of the Urban Poor: Aesthetics, Ethics, Volatility, Precarity. Current Anthropology  56: S3-S14

Visual Text: https://www.youtube.com/watch?v=0CewnVzOg5w

Rosi Braidotti, “Posthuman Knowledge”

Alba: The Bioluminescent Bunny

Jonathan Harris, "The Web's Secret Stories"

Jonathan Harris, We Feel Fine & Universe

 David Cronenberg, The Fly (film)

 Harriet Ritvo, "Barring the Cross: Miscegenation and Purity in Eighteenth- and Nineteenth-Century Britain" 

Caroline Walker Bynum, "Why All the Fuss About the Body? A Medievalist's Perspective " 

Visual Text: https://www.youtube.com/watch?v=0CewnVzOg5w

Rosi Braidotti, “Posthuman Knowledge”

Alba: The Bioluminescent Bunny

Jonathan Harris, "The Web's Secret Stories"

Jonathan Harris, We Feel Fine & Universe

 David Cronenberg, The Fly (film)

 Harriet Ritvo, "Barring the Cross: Miscegenation and Purity in Eighteenth- and Nineteenth-Century Britain" 

Caroline Walker Bynum, "Why All the Fuss About the Body? A Medievalist's Perspective " 

“The Culture Industry,” Theodor Adorno and Max Horkheimer

“The Precession of Simulacra,” Jean Baudrillard

https://web.stanford.edu/class/history34q/readings/Baudrillard/Baudrillard_Simulacra.html (Links to an external site.)

White Noise, Chapters 1-4, Don DeLillo

Analytical papers (1 each, 4 pp.). The focus of this paper will be on a close reading of a particular scene or passage from one of the readings.

The final paper (1 each) will be a paper of 12-15 pages; Graduate students will be required to use secondary sources in their papers; The paper can take various forms. It might compare two or more texts covered in class, delineating a common theme; or it might elaborate or expand on the analytical paper, drawing on further research and engagement with scholarship; or it might track more broadly how representations of the postmodern have developed across time.  The facilitator will work with students individually to help them select their topics.  Due on the final day of class.

Postcolonial theory explores the impact of European colonization upon the societies which it subjugated, recognizing that the cultural and political struggles which colonization set in motion continue to influence the present. Central concerns relate to the impact of European languages, institutions and epistemologies on colonized societies. When it came into being as an academic field, the foundational gesture of postcolonialism consisted in uncovering the link between Western knowledge systems, exemplified through Edward Said’s notion of “Orientalism,” and the maintenance of colonial power. As a historiographical method and mode of literary or cultural analysis, postcolonialism orients itself to the struggles of all sectors of colonial society, both elite and popular, in order to analyze colonialism and the opposition it engendered. Many early interventions in postcolonial theory were concerned with forms of resistance on the part of the colonized, and explored the struggles over racialized identity and gender, as well as representations of place and history in a colonial setting. The course traces the indebtedness of these ideas to traditions of anti-colonial thought expressed in the writings of Frantz Fanon and others. At the same time, it moves beyond what might be called a postcolonial canon to examine the manner in which the legacies of postcolonial theory are currently being challenged by paradigms such as settler colonial theory and decolonial theory. Decolonial theory for its part counters European accounts of modernity that is seen as fundamental to Western imperialism while orienting itself to the manner in which the European conquest replaced indigenous knowledge systems and practices. Throughout the course, these concerns will be treated in relation to works of expressive culture: cinema, literary texts and visual culture.

Course Objectives

The main objectives of the course are to:

• Develop the student’s ability for analysis, synthesis and interpretation of representative works

• Foster comprehensive knowledge of relevant critical theory with which to investigate the politics and aesthetics of the texts

 • Develop research skills and subskills appropriate to the field of study

·         A view from the gallery: Perspective of a colonized on post-imperial memories - Partha S Ghosh

·         Decolonizing History: Technology and culture in India, China and the west 1492 to the present day- Claude Alvares. Foreword by Rajni Kothari

·         India that is Bharat: The discovery of coloniality and the birth of decoloniality - J Sai Deepak

·         A view from the gallery: Perspective of a colonized on post-imperial memories - Partha S Ghosh

·         Decolonizing History: Technology and culture in India, China and the west 1492 to the present day- Claude Alvares. Foreword by Rajni Kothari

·         India that is Bharat: The discovery of coloniality and the birth of decoloniality - J Sai Deepak

The epistemic decolonial turn -Ramón Grosfoguel

Interview on decolonialiy - Walter D. Mignolo

1.https://www.e-ir.info/2017/06/01/interview-walter-d-mignolo/

2.https://www.e-ir.info/2017/01/21/interview-walter-mignolopart-2-key-concepts/

Coloniality of Power, Eurocentrism, and Latin America - Anibal Quijano

The epistemic decolonial turn -Ramón Grosfoguel

Interview on decolonialiy - Walter D. Mignolo

1.https://www.e-ir.info/2017/06/01/interview-walter-d-mignolo/

2.https://www.e-ir.info/2017/01/21/interview-walter-mignolopart-2-key-concepts/

Coloniality of Power, Eurocentrism, and Latin America - Anibal Quijano

 A virtual cosmopolis: Partha Mitter in conversation  with Keith Moxey  (JSTOR)

  India that is Bharat:  Christian colonial consciousness, the Hindu Religion, Caste, Tribe and Education -J Sai Deepak

 Rebel Sultans - Introduction- Manu S. Pillai

 A virtual cosmopolis: Partha Mitter in conversation  with Keith Moxey  (JSTOR)

  India that is Bharat:  Christian colonial consciousness, the Hindu Religion, Caste, Tribe and Education -J Sai Deepak

 Rebel Sultans - Introduction- Manu S. Pillai

·         Memories of Post-Imperial Nations- Post-imperial Japan in translational perspective - Takashi Fujitani

·         Reviews of the Nay Science by Viswa Adluri and Joydeep Bagchi - Edward P Butler

https://internationaljournaldharmastudies.springeropen.com/articles/10.1186/s40613-016-0033-9

·         Memories of Post-Imperial Nations- Post-imperial Japan in translational perspective - Takashi Fujitani

·         Reviews of the Nay Science by Viswa Adluri and Joydeep Bagchi - Edward P Butler

https://internationaljournaldharmastudies.springeropen.com/articles/10.1186/s40613-016-0033-9