Syllabus for
BA (Political Science/Honours/Honours with Research)
Academic Year  (2024)

CIA 1- 20 marks 

MSE- 25 marks 

CIA 3-  20 marks 

Attendance - 05 marks

ESE- 30 marks

The Department of Political Science and History intends on strengthening the critical acumen of students through an understanding of the Philosophy of Social Sciences in general. The focus lies in structuring a liberal environment with a firm foundation in academic inquiry. The Department stresses on the importance of research not only as a part of the syllabus and teaching-learning pedagogies but also encourages the same in all of its initiatives. The objective is to make the students responsible, accountable and active citizens, with a high level of academic integrity and sensitivity towards social justice and ecological sustainability.

VISION

 To be globally competent, cultivating interdisciplinarity, by preserving a climate of intellectual freedom and collaboration in the pursuit of academic excellence

MISSION

 1.    To create a climate for the promotion of tolerance and acceptance of multiple perspectives on social matters.
2.    To provide a space where one can constantly engage in dialogues on matters of local, national, and international importance.
3.    To deliver advanced methods of instruction in the discipline, fostering research culture.

B.A. Political Science Program at Bangalore Bannerghatta Road Campus, CHRIST (Deemed to be University) equips the students to understand affairs of state in three ways: 

first, by excelling in advanced theoretical and application-oriented curriculum;

second, by experiencing political, administrative and policy field through internships; and

third, by harnessing the practical world of domestic and international politics to develop original thought while doing dissertation research projects.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Exhibit problem solving skills by academic praxis combining the theoretical, philosophical and application oriented skills through rigorous academic exercises based on case study analysis.

PO3: Develop critical thinking skills by continuous evaluation of empirical political phenomenon at local, national and international level through class based and event based learning.

PO4: Develop compassion towards fellow human beings and environment through working as a team member and interning in environmental sensitization activities

PO5: Strengthening personal integrity and positive attitude by serious, punctual and honest academic engagement inside and outside the classroom environment.

PO6: Develop empathy and inclusiveness in a multicultural environment within and outside the institution through constant engagement to understand the cultural and socio-economic diversities.

PO7: Strengthen the communication skills through clarity in conveying information and listening to others patiently in the dynamic institutional academic environment.

This course is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, ECOH, M&JH, PSYH, and POLS) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would allow students to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and subjects in texts. The course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. In the semester the course focuses on famous rhetorical pieces from across the world to familiarise the learners with various techniques and principles.

The objective of the course is to

● Introduce learners to various types of rhetorical pieces - written, oral text and visual texts.

● Provide an understanding of various rhetorical strategies in various compositional pieces

● Famarlize learners with various strategies of reading and writing by exposing them to effective and ineffective rhetorical pieces.

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 84-94.

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and Development, 38(1), 1-10.

Course Description 

This is an introductory course to political science. Students will be introduced to the discipline of Political Science, by learning its history and approaches, and an assessment of its critical and contemporary trends. The course helps to familiarize the students with the basic normative concepts of political theory. Each concept is related to a crucial political issue that requires analysis with the aid of our conceptual understanding.

CourseObjectives

The course aims to help students to:

• Understand the fundamental theoretical political concepts.

• Critically reflect on the political concepts relating with contemporary

Theory– meaning and approach

Politics – meaning and approach; 

Elements of political philosophy; 

Contemporary issues in political theory

State: Meaning and theories; Anarchy.

State and sovereignty – Divine Right, Social Contract and Evolutionary. 

Contemporary challenges to the state – neo liberal and neo conservative, globalisation.

Equality: Meaning, Dimensions.

Equality of opportunity, Debate on Egalitarianism, Social equality; 

Liberty: Meaning, Nature and Types.

Law: Meaning, Sources and kinds: Rule of Law and Due Process of Law, 

Justice: Meaning and Dimensions, 

Procedural and substantive justice, social justice

Johari, J.C. (2015). Contemporary Political Theory. New Delhi: Sterling. 

Bhargava, R and Acharya, A. (2008).Political Theory: An Introduction. New Delhi: Pearson Longman 

Bhagwan, V. and Bhushan, V. (2011). Principles and Concepts of Political Theory. Noida: Kalyani. 

Cohen, M. and Fermon, N. (Eds.). (1996). Princeton Readings in Political Thought: Essential Texts Since Plato. New Jersey: Princeton University Press. 

Gokhale, B.K. (2006). Political Science: Theory and Governmental Machinery. Mumbai: Himalaya Publishing House. 

Hay, C. et al. (Eds.). (2006). The State: Theories and Issues. New York: Palgrave Macmillan. 

Heywood, A. (2007). Political Ideologies. New Delhi: Palgrave Macmillan. 

Kapur, A.C. (2006). Principles of Political Science. New Delhi: S. Chand. 

Kymlicka, Will. (2014). Contemporary Political Philosophy: An Introduction. Oxford University Press.

Laski, H.J. (2007). Grammar of Politics. New Delhi: Surjeet. 

MacIver, R.M. (2006). The Modern State. New Delhi: Surjeet. 

Mahajan, V.D. (2010). Political Theory. New Delhi: S Chand. 

Marsh, D. and Stoker, G. (Eds.). (2002). Theory and Methods in Political Science. New York: Palgrave Macmillan. 

McKinnon, C. (2008). Issues in Political Theory. New York: OUP. 

Ray, B.N. (2009) Foundations of Western Political Thought. New Delhi: Kaveri Books. 

Sabine, G.H. and Thorson, T.L. (1973). A History of Political Theory. New Delhi: OUP 

Sen, Amartya. (1999). Development as Freedom. Oxford: Oxford University Press.

Singhal, SC. (2009). Political Theory. Agra: Lakshmi NarainAgarwal. 

Wanlass, L.C. (2006). Gettell’s History of Political Thought. New Delhi: Surjeet

The course introduces the students to the development of Constitutionalism in India and its praxis. The Indian political reality will be evaluated within the ideological framework of Constitutional theory, as envisaged by the founding fathers. The course traces the ideological transformations and the judicial interpretations in realising the values of Indian Constitution. The course will elaborate Constitutional theory and critically evaluate the social reality of India within the constitutional framework to understand the achievements and deviations.

The course aims to help students to:

●        Understand the development of Constitutional Theory in India

●        Critically evaluate the powers and limitations of Indian Constitution

●        Develop constitutional framework for understanding and evaluating social reality

The idea of Indian Constitution – pre-independence developments – Formation of Constituent Assembly – Powers and Functions - Constituent assembly debates – Democracy, Secularism, Asymmetric Federalism, Form of government and Role of state

Foundations of Indian Constitution – Ambedkar’s Socialist Model and Nehru’s Democratic Socialism - Ideological framework of Indian Constitution – Preamble – Fundamental Rights, Social justice, Directive Principles and Fundamental duties.

Role of judiciary in interpreting Constitution – Constitutional Amendment and Limitations – Basic Structure Interpretation and Debate – Interpretation of Constitutional values

Constitutional Safeguards - Protection of Individual Rights and liberties - Religious rights and limitations - Social Justice and inclusiveness – Gender and Environment.

Reviewing the working of Indian Constitution – Justice Venkatachaliah Commission – Findings, gaps and way forward.

Bhatia, G. (2019). The Transformative Constitution: A Radical Biography in Nine Acts. New Delhi: HarperCollins India.

Johari, J. (2015). The Constitution of India: A PoliticoLegal Study. New Delhi: Sterling Publications Private Limited.

Rathore, A. S. (2020). Ambedkar’s Preamble: A Secret History of the Constitution of India.  New Delhi: Vintage Books

G. Austin, (2010) The Indian Constitution: Cornerstone of a Nation, New Delhi: Oxford University Press.

S. Chaube, (2009) The Making and Working of the Indian Constitution, Delhi: National

Book Trust.

U. Baxi, (2010) ‘The Judiciary as a Resource for Indian Democracy’, Seminar, Issue 615, pp. 61-67.

B. Kirpal et.al (eds.) Supreme but not Infallible: Essays in Honour of the Supreme Court of India, New Delhi: Oxford University Press.

R. Manchanda, (2009) The No Nonsense Guide to Minority Rights in South Asia, Delhi: Sage Publications

The report of the  National Commission to Review the Working of the Constitution - https://legalaffairs.gov.in/ncrwc-report

The primary aim of this course is to introduce students to the political economy theory and the political economy of India.  The discourse examines the interplay of politics and economics so that students comprehend the impact of political processes on economic development.  Thirdly, the aim is to acquaint students with significant political economy issues namely liberalization and withdrawal of the state from its engagement in development. 

This course will:

1. introduce students to the theoretical perspectives of Political Economy and familiarise them with the debates in the Political Economy of India;
2. help them understand how political ideology influences economic actions, processes and planning at the macro level;
3. through the class, discussions acquaint students with ideas such as Autonomy of the State, Dynamics of Dominant Oligarchy and class hierarchy to examine their impact on Public Mobilisation and Capital Management;
4. train students to hone their writing and presentation skills to effectively discuss complex ideas.

People and Society; Theory of complementary holism; Justice maxims: Conservative, liberal and radical and their shortcomings.

Function of the market: Supply and demand reconsidered; The fallacy of the beneficent invisible hand and market failure.

Macroeconomy: Macro law of supply and demand reconsidered; Myth about inflation and Deficits; Wage led growth.

Gradualism vs. Radical economic and social change: Caste composition of classes and class divisions within castes; Mixed economy model in India: its evolution as a pattern of mobilisation and the goals of planning.

Political economy of liberalisation: The attack on socialist principles of planning and retreat of the state from economic planning; The aims and achievements of privatisation; The interface between public investment and economic growth.

Frankel, F. R. (2005). India’s Political Economy: 1947 – 2004. (2nd ed.). Oxford India Paperbacks: Oxford University Press.

Hahnel, R. (2002). The ABCs of Political Economy: A Modern Approach. Pluto Press.

Jenkins, R. (1999). Democratic Politics and Economic Reform in India. Cambridge University Press.

Searle, L. G. (2014). Conflict and Commensuration: Contested Market Making in India’s Private Real Estate Development Sector. In G. Shatkin (ed.) Contesting the Indian city: global visions and the politics of the local (pp. 65–90). Oxford: John Wiley & Sons, Ltd.

Basu, K. (2005). India’s Emerging Economy: Performance and Prospects in the 1990s and beyond. Oxford India Paperbacks: Oxford University Press.

Kohli, A. (2010). Democracy and Development in India: From Socialism to Pro – Business. Oxford India Paperbacks: Oxford University Press.

This course offers the writing skills necessary for success in political fields, from campaign politics to political journalism to governmental offices and issue advocacy organizations. Syllabus intends to develop a portfolio of writing samples through the tools and techniques of expository and persuasive writing needed in the world of politics. The course emphasizes clarity and precision as well as the forms, substantive knowledge, and analysis important in political writing.

The course aims:

To understand a range of original and classical political writing and speeches that emerged during the challenging times.

To improve critical reading and analytical skills to think and write more clearly and incisively.

To structure an academic paper at the macro and micro level.

Karl Marx and Friedrich Engel - The Communist Manifesto.

Mary Wollstonecraft - A Vindication of the Rights of Women.

John Locke – A Letter Concerning Tolerance

Dr BR Ambedkar - Annihilation of Caste

Mohandas K. Gandhi - Hind Swaraj or Indian Home Rule

Martin Luther King - Jr. “I Have a Dream”.

Nelson Mandela - “I Am Prepared to Die".

Emmeline Pankhurst - “Freedom or Death”.

Jawaharlal Nehru - “Objective Resolution.”

Greta Thunberg – “How Dare You?”.

Narrating Political Phenomena through Various Lenses: Left, Centre and Right.

Racism, Casteism and Communalism

Secularism

Populism: The far right and left

Feminism and LGBTQIA+ struggle

Immigration, Refugees, IDP, Stateless and Asylum Seekers, the Environment and New Social Movements

●        Weber, M. (1994). Weber: Political Writings. Cambridge University Press.

●        Engels, Friedrich and Karl Marx. (2015). The Communist Manifesto. London: Penguin Books.

●        Scott, Alan. (1990). Ideology and the New Social Movements. Routledge.

●        Gosh, Partha. S. (2004). Unwanted and Uprooted: A Political Study of Migrants, Refugees, Stateless and Displaced of South Asia. Sanskriti.

●        Wollstonecraft, M. (2022). A Vindication of the Rights of Woman. Welbeck Publishing Group.

●        Ambedkar, B. R. (2022). Annihilation of Caste. Prabhat Prakashan.

●        King, M. L., Jr. (2012). I Have a Dream. Schwartz & Wade.

●        Mandela, N. (2013). Long Walk to Freedom. Hachette UK.

●        Pankhurst, E. (2015). Freedom or Death. Createspace Independent Publishing Platform.

●        Panizza, Francisco. (2005). Populism and the Mirror of Democracy, Verso Publications.

●        Greta Thunberg’s Speech At The U.N. Climate Action Summit: https://www.npr.org/2019/09/23/763452863/transcript-greta-thunbergs-speech-at-the-u-n-climate-action-summit#:~:text=How%20dare%20you%20continue%20to,not%20want%20to%20believe%20that.

●        Larana, Enrique, (1994). New Social Movements: From Ideology to Identity. Temple University Press.

●        Beauvoir, Simone de (2015). Second Sex. London: The Random House

●        Bhargava, R. (2008) ‘What is Political Theory’, in Bhargava, R and Acharya, A. (eds.) Political Theory: An Introduction. New Delhi: Pearson Longman.

●        Locke, John. (2008). A Letter Concerning Toleration. Princeton: Princeton University.

Hasan, Mushirul. (2015). Nehru's India: Select Speeches. London: Oxford University Press. 

▪          Hall, S. (2017). Selected Political Writings: The Great Moving Right Show and Other Essays. Duke University Press.

▪          M. Gore, (1993) The Social Context of an Ideology: Ambedkar’s Political and Social Thought, Delhi: Sage Publication, pp. 73-122; 196-225.

▪          B. Ambedkar, (1989) ‘Annihilation of Caste with a Reply to Mahatma Gandhi’, in Dr. Babasaheb Ambedkar Writings and Speeches: Vol. 1, Education Deptt., Government of Maharashtra, Mumbai, pp. 23-96.

▪          Selections from A Vindication of the Rights of Woman, Available at http://oregonstate.edu/instruct/phl302/texts/wollstonecraft/womana.html#CHAPTER%20II.

▪          T. Pantham, (2004) ‘Understanding Indian Secularism: Learning from its Recent Critics’, in R. Vora and S. Palshikar (eds.) Indian Democracy: Meanings and Practices, New Delhi: Sage, pp. 235-256.

R. Wasserstorm, (2006), ‘Racism, Sexism, and Preferential Treatment: An approach to the Topics’, in R. Goodin and P. Pettit, Contemporary Political Philosophy: an Anthology, Oxford: Blackwell, pp-549-574.

Language and Contemporary Society is a course offered for the second semester students of the BA/BSc programmes (ENG, ECO, JOUH, PSYH, LIB) that introduces students to a wide range of expository, analytical and fictional and non-fictional works to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and cultural contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. The course is designed to engage students with rhetoric in varied genres, including essays, poetry, documentary and short story. The students would develop a sense to comprehend how a resource of language operates in any given text. The course is more thematic in nature familiarising students with texts from multiple disciplines, especially in the context of India.

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

6. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

7. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

8. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

9. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

10. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-

bahujan-maid-6becf6e2fbcb

11. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

12. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

13. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

14. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our-star-names

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment.

Journal on Empowering Teaching Excellence, 1(1), 84-94.

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and

Development, 38(1), 1-10.

Course Description 

This course focuses on the structural and functional aspects of the Indian state. The course explains the important organs of the state and their structural equations.  Specifically, it provides debates on the principles of separation of powers by equating the legislature, executive, and judiciary. Further, the course offers the functional relations of the governments in India at the Union, state, and local levels. The course deals with the equations and debates in relation to the structure of the states with forms of the governments through a political lens. The role of the Political system in shaping the Union-state and local bodies relations. 

CourseObjectives

The course aims to help students to:

• Understand the structural importance of the Indian state.

• Understand the nature, structure, and working of the governments at three levels and the functional implications involved in it.

• Explore contemporary issues in functional aspects of legislative, administrative, and financial relations between Union and state governments.

James Madison’s separation of powers, John Locke's legislative, executive and federative powers, Montesquieu's separation of powers system, the principle of Checks and balances. 

Legislature: Organisation and working. Law-making process. Parliamentary Committees. The decline of Legislature and Reforms. 

Executive: Offices of President, Vice President, and Prime Minister. Union Council of Ministers – Organisation, and Functions. Offices of Governor, Lt. Governor, and Chief Minister. State Council of Ministers – Organisation, and Functions. Parliamentary and Presidential forms of Government: A debate.

Organisation. Supreme Court: Composition and Jurisdiction. High Court: Composition and Jurisdiction. Judicial Review. Judicial Activism. Public Interest Litigation. Judicial Reforms.

Unitary and Federal features. Legislative, Administrative, and Financial Relations. State Autonomy debate. Sarkaria Commission recommendations. 73rd, 74th Constitutional Amendments. Parallel organizations.

 features of Party System. Rise of Regional Parties. Anti-Defection Law. Elections- Constitutional Provisions. Election Commission of India – Organisation and Functions. Pressure/Interest Groups and Public Opinion.

• Avasthi, A. P. (2016). Indian Government and Politics. Agra: Lakshmi Narain Agarwal.

• Bakshi, P. M. (2012). The Constitution of India. New Delhi: Universal Law.

• Basu, DD (2015). Introduction to the Constitution of India, Lexis Nexis; Second Edition. 

• Chakrabarty, B. and Pandey, R. K. (2008). Indian Government and Politics. New Delhi: Sage.

• Devesh Kapur, Pratap Bhanu Mehta, and Milan Vaishnav (2017). Rethinking Public Institutions in India, OUP.

• Ghai, K. K. (2015). Indian Government and Politics. Noida: Kalyani.

• Kashyap, S. (2014). Our Parliament. New Delhi: National Book Trust.

• Saxena, R. and Singh, M. P. (2011). Indian Politics: Constitutional Foundations and Institutional Functioning. New Delhi: PHI Learning.

• Singhal, SC. (2009). Political Theory. Agra: Lakshmi NarainAgarwal.

• Kashyap, S. C. (2011). Our Constitution. New Delhi: National Book Trust. 

This course introduces the students to core ideologies that govern politics. It also acquaints students with contemporary ideologies. Specifically, it examines the role of ideologies in understanding the state and society in the context of politics. The course covers classical ideologies: Liberalism, Conservatism and Socialism, and new political ideologies: Multiculturalism, Cosmopolitanism and Feminism. A distinctive aspect of this course is its application to the Indian context with regard to the ideologies under study and a separate unit addressing Gandhism and Ambedkarism in India.

 The course aims to help students to:

• Understand the fundamental concept of political ideology.
• Critically reflect on the political ideology and its functioning in the society.
• Develop ideological framework for understanding the political phenomenon.
• Understanding dominant ideologies in the Indian context. 

Meaning, Nature and type.

Significance and role of ideology in politics.

Perspectives on Ideology - Marx, Lenin,, Antonio Gramsci, Gandhi, Sarvakar

Liberalism: Meaning, Nature and Characteristics.

Role of social contract in liberal thought

Development from Classical Liberalism - Modern Liberalism - Egalitarian Liberalism- Neo-Liberalism

Liberalism in the Indian Context

Conservatism: Meaning and Characteristics.

Types - Authoritarian, Paternalistic; transition to New Right and Neo Conservatism

Conservatism in 21st Century;

Social Conservatism in India.

Socialism: Meaning and characteristics

Marx and Lenin on the socialist agenda;

Neo-Marxism; Democratic Socialism

Socialism in 21st Century

Ecologism, Populism, Feminism, Multiculturalism – key characteristics and contestations.

Gandhi and Ambedkar – debate on caste system

●        Roy, Arundhati. (2014).The Doctor and the Saint: Caste, Race, and Annihilation of Caste, the Debate Between B.R. Ambedkar and M.K. Gandhi (see http://www.caravanmagazine.in/essay/doctor-and-saint)

●        Bhagwan, V. and Bhushan, V. (2011). Principles and Concepts of Political Theory. Noida: Kalyani.

●        Gokhale, B.K. (2006). Political Science: Theory and Governmental Machinery. Mumbai: Himalaya Publishing House.

●        Heywood, A. (2007). Politics. New York: Palgrave Macmillan.

●        Heywood, A. (2007). Political Ideologies. New Delhi: Palgrave Macmillan.

●        Johari, J.C. (2012). Contemporary Political Theory. New Delhi: Sterling.

●        Kapur, A.C. (2006). Principles of Political Science. New Delhi: S. Chand.

●        Laski, H.J. (2007). Grammar of Politics. New Delhi: Surjeet.

●        Mahajan, V.D. (2010). Political Theory. New Delhi: S Chand.

●        Singhal, SC. (2009). Political Theory. Agra: Lakshmi NarainAgarwal.

Hay, C. et al. (Eds.). (2006). The State: Theories and Issues. New York: Palgrave Macmillan. MacIver, R.M. (2006). The Modern State. New Delhi: Surjeet.

Marsh, D. and Stoker, G. (Eds.). (2002). Theory and Methods in Political Science. New York: Palgrave Macmillan.

McKinnon, C. (2008). Issues in Political Theory. New York: OUP.

Ray, B.N. (2009). Foundations of Western Political Thought. New Delhi: Kaveri Books.

Sabine, G.H. and Thorson, T.L. (1973). A History of Political Theory. New Delhi: OUP and IBH.

      Wanlass, L.C. (2006). Gettell’s History of Political Thought. New Delhi: Surjeet.

This course provides an overview of analytical concepts and tools used in the study of a variety of political systems. This includes the descriptive and analytical examination of political systems generally classified as democratic, non-democratic, or undergoing transition. Particular attention is paid to government institutions and political processes, current leadership, and major public policy of those selected systems under review.

Course Objectives:

The course aims to help students to:

●       Relate terms and concepts associated with the academic study of comparative political systems.

●        Compare and contrast the foundations of legitimacy on which political regimes rest, such as the norms and rules of ordered society; different forms of citizen participation; group behavior; or institutional activities in these political systems.

●       Discuss the political history, institutions, political cultures, political parties, interest groups, political issues, cleavages, and the major political conflicts of various contemporary political systems

Nature, Evolution and Scope of Comparative Politics; Historical institutionalism, Rational choice institutionalism and Sociological institutionalism; System Theories.

Salient features – Executive – Legislature – Judiciary – Local Government - Party system- Pressure Groups- Political Participation. Case study of US/Costa Rica

Salient features – Executive – Legislature – Judiciary – Local Government - Party system- Pressure Groups- Political Participation. Case Study of Britain and Switzerland

Salient features – Executive – Legislature – Judiciary – Local Government - Party system- Pressure Groups- Political Participation. Case Study of Sri Lanka and France

Salient features – Executive – Legislature – Judiciary- Communist Party – Local Government -Political Participation.  Case Study of China and Vietnam

Recommended Readings:

1.      Gokhale, V. (2022). After Tiananmen: The Rise of China. Harper Collins.

2.      Green, D. (2012). Comparative Politics of the Third World: Linking Concepts and Cases.

3.      Caramani, D. (2011). Comparative Politics. Oxford University Press.

4.      Pierson, P., & Skocpol, T. (2011). The Transformation of American Politics: Activist Government and the Rise of Conservatism. Princeton University Press

           5. Venugopal, R. (2018). Nationalism, Development and Ethnic Conflict in Sri Lanka. Cambridge University Press.

The primary aim of this course is to introduce students to the international political economy.  The discourse examines the interplay of politics and economics so that students comprehend the impact of political processes on economic development at the international platform.  Thirdly, the aim is to acquaint students with significant political economy issues namely economic crisis and inequality with the existing neoliberal order. 

This course will:

1. introduce students to the theoretical perspectives of International Political Economy.
2. help them to understand international institution’s economic actions, processes and planning.
3. enable them to understand the issues and challenges in contemporary international political economy.
4. train students to hone their writing and presentation skills to effectively discuss complex ideas.

Mercantilism and economic nationalism:  Early forms of mercantilism; Nineteenth-century mercantilism. Classical liberalism and neo-liberalism:  Classical liberalism; Free trade liberalism; Twentieth-century liberal theory; The concept of interdependence; The rise of international institutions and regimes.

Karl Marx and Marxism; Lenin and the theory of imperialism; Dependency theory and underdevelopment; Contemporary neo-Marxist theory

The creation of the GATT; Trade liberalisation under the GATT and the rise of the ‘new protectionism’.  The rise and decline of the Bretton Woods system; Global monetary order after Bretton Woods; The IMF and international debt crises.

Poverty and inequality in the emerging world - key indicators; Multinational corporations and foreign investment in a global economy; Differing perspectives on environmentalism; The concept of sustainable development; The challenge of climate change.

Explaining regionalism; The European Union; Regionalism in the Americas and Asia; Regional trade agreements and the WTO: conflict or compatibility?

Cohen, B. J. (2017). International political economy. Routledge.

Dillman, B., & Balaam, D. N. (2015). Introduction to International Political Economy. United States: Taylor & Francis.

Pettman, R. (Ed.). (2012). Handbook on international political economy. World Scientific.

Krugman, P. R., & Obstfeld, M. (2009). International economics: Theory and policy. Pearson Education.

Stubbs, R., & Underhill, G. R. (Eds.). (2000). Political economy and the changing global order (pp. 261-88). Oxford: Oxford University Press.

Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France.

Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters.

 Course Objectives

·       To develop basic and communication skills sharpen oral and written skills.

·       To enhance knowledge on French culture.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease