One of the requirements of B.A. (Economics, Media Studies, Political Science) students at CHRIST (Deemed to be University) is the ability to apply theoretical knowledge acquired in their course to practical applications.  Hence, the students are expected to complete a short internship during the summer break after the fourth semester as part of the course curriculum.   Having undergone extensive understanding/training in Economics/Political Science/Media studies theories, Statistics & Econometrics, and Research Methodology, this course enables students to demonstrate an understanding of how to apply theoretical knowledge to practice in different organizations/institutions of their choice. The minimum duration of the internship is stipulated as four weeks. It is evaluated based on set criteria out of 50 marks and has a maximum of two (2) credits.

Course Objectives: 

The course aims to help students to:

• apply theoretical knowledge to practical, real-life problems.
• analyse data/information through a scientific method.
• relate the acquired skills in practical application(s) and gain industry experience.

The students are expected to identify and communicate to the organisation/ institution where they want to pursue their internship.  The same should be communicated to the Department of Economics and get approved before the commencement of the internship.  As a requirement, the students must submit a letter of confirmation of their internship from the interning organisation/ institution.  After completing the internship, the students should submit a final Internship Report and Bluebook (internship diary) for evaluation (includes viva-voce examination).

The Students need to fulfil the following criteria for internship evaluation:

The students are expected to identify and communicate to the organisation/ institution where they want to pursue their internship. The same should be communicated to the Department of Media Studies and get approved before the commencement of the internship.  A letter of confirmation from the organisation has to be submitted to the department before the internship commences.  The internship has to be undertaken by the student for four weeks (minimum 24 days).  A Daily work log has to be maintained by the student through the internship course, and the same should be submitted weekly to the faculty mentor.  The student must submit a Consolidated Internship Report [FINAL REPORT] to the department after completing the four-week internship.   A Certificate / Letter of Completion issued by the organisation has to be submitted to the department.

The students are expected to identify and communicate to the organisation/ institution they want to pursue their internship.  The same should be communicated to the Department of International Studies, Political Science and History, and approved before the commencement of the internship.  A letter of confirmation from the organisation has to be submitted to the department before the internship commences.  The internship has to be undertaken by the student for four weeks (minimum 24 days).  A Daily work report followed by weekly reports must be maintained and submitted on time by the student to the respective faculty mentor.  The student must submit a final internship report and the Internship dairy copy to the department after completing the four-week internship and along with all the required documents.  A Certificate of Completion issued by the organisation has to be submitted to the faculty and the department.  VIVA will be conducted to review the work done by the student to assess the learning outcomes.

The mentor will suggest the essential readings for an internship at the interning organisation/institution.

The additional readings will include the materials suggested by the internship mentor for broad learning of concepts, theories, and methodologies to be used in the internship.

Political Science Internship: 

The effects of colonisation are not very visible as generations move from the experience historically, and the

impact becomes part of everyday life. This paper tries to sensitise students to think critically about a historical

occurrence and its impact on our lived experiences through literature. The focus of the paper is to introduce

ways of resistance to colonisation and its broad impacts on culture, the environment, and identity politics

through national and global texts and contexts.

Course objectives:

The course aims to:

1. Introduce interdisciplinary ways of understanding and engaging with colonialism

2. Critically engage with postcolonial theory as well as application in terms of not only historical contexts but also current issues

3. Dismantle binary approaches to creating epistemic categories

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the

paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus

to the discussions. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with

cross-cutting issues such as gender and environmentalism.

a. Centre/margin

b. Colonialism/imperialism

c. Decolonisation

d. Mimicry/hybridity

e. Post-colonialism/postcolonialism

f. Savage/civilised

The poems chosen are responses to colonisation from America, Srilanka, England, Canada and the Caribbean. The

selection aims at introducing the resistance to colonisation articulated by Indigenous communities, Anglo-French communities, and

migrant slaves. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with

cross-cutting issues such as gender and environmentalism.

1. News, APTN National. “‘A Lament for Confederation’ A Speech by Chief Dan George in 1967.” APTN News, 29 June 2017,

www.aptnnews.ca/national-news/a-lament-for-confederation-a-speech-by-chief-dan-george-in-1967/.

2. Joe, Rita. “I Lost My Talk.” I Lost My Talk | Poetry In Voice, www.poetryinvoice.com/poems/i-lost-my-talk.

3. Belloc, Hilaire. “The Dodo.” The Dodo, by Hilaire Belloc, www.poetry-archive.com/b/the_dodo.html.

4. Sandburg, Carl. “Buffalo Dusk by Carl Sandburg.” Poetry Foundation, Poetry Foundation,

www.poetryfoundation.org/poems/53232/buffalo-dusk.

We have our Genealogies – Jean Arasanayagam. “The New Poetry.” Turner: New and Selected Poems, by David Dabydeen,

Peepal Tree Press Ltd., 2010.

Description: Novel is one of the major genres that narrates national identity the nation. This module aims to introduce the form and

the process in the Indian context, especially with a Northeastern perspective that presents global concerns that are contextualised

through both regional/state-level concerns as well as more localised discourses, especially in terms of Indigenous identities.

Pariat, Janice. The Nine-Chambered Heart. HarperCollins, 2018.

This module will introduce students to position and locate questions of national postcoloniality not just temporally but

also spatially in terms of regional and local concerns. Therefore, a reading of mobility and spatiality is central to this unit, which also

contextualises the concerned discourses within global contexts.

Mackay, David. Warwick.ac.uk.

warwick.ac.uk/fac/arts/history/students/modules/archive/hi916/week5/mackay_agents_of_empire.pdf.

Kincaid, Jamaica. A Small Place. Daunt Books, 2018.

Guha, Ramachandra. “Pluralism in the Indian University.” Economic and Political Weekly, 17 July 2018,

m.epw.in/journal/2007/07/perspectives/pluralism-indian-university.html.

Ashcroft, Bill, et al. The Post-Colonial Studies Reader. Taylor & Francis, 2006.

Bjornson, Richard, et al. “Nationalism, Colonialism, and Literature.” Comparative Literature, vol. 45, no. 3, 1993, p. 300,

https://doi.org/10.2307/1771512.

MSE - 50

CIA III - 20

ESE - 50

War has been nearly a constant facet of human existence; it would be surprising if artists did not attempt to capture the realities of war within their works. People write partly from their own experience — though their imaginations are equally important to the process — and war has been a nearly ineluctable part of human experience. While war is mostly looked at from a singular perspective, the course explores multiple facets of wars from disparate positions. This course will introduce students to a variety of fiction and non-fiction that is produced within the context or as an aftermath of war and its effects on national and global contexts. In these narratives it is important to understand that war here does not merely provide a backdrop for human drama; it also becomes a medium through which the writer explores the interconnected themes of violence, heroism, morality, identity, and other human values. Through a nuanced understanding of the impact of war and institutions of war like armies on everyday lives and circumstances, the course also aims to help develop critical perspectives on war and the armed forces. 

The course will: 1. Introduce students to the socio-political contexts of war and associated practices 2. Initiate critical reflection on the representation of war in texts 3. Prompt evaluation on nuances of war, society and state 

The unit will explore the war from the perspective of soldiers from different racial, political, social and gender positions on a global scale. The notions of heroism and its senselessness and other human value concerns would also be part of the engagement and enables skill development along the lines of critical reading. Topics will range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. Representations of experiences of soldiers at war

2. Politics of race, class, and disability in the context of war

3. Structural and Institutional concerns such as training, lack of medical facilities, etc

Essential Readings:

Any three of the following texts may be taught in class.

Remarque, Erich Maria. All Quiet on the Western Front. Fawcett Crest, 1975.

Dahl, Roald. A Piece of Cake. Penguin Books Ltd, 2012.

Captain Marvel. Directed by Anna Boden and Ryan Fleck. Marvel Studios.

Norman, Elizabeth M. We Band of Angels: The Untold Story of the American Women Trapped on Bataan. Random House, 2013.

Da 5 Bloods. Directed by Spike Lee. 40 Acres and a Mule Filmworks.

The mode in which war impacted civilians is the focus of this unit, prompting critical thinking on for whom war is fought. The unit explores narratives of suffering, trauma, survival, memory, and other global human value concerns. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. Civilian engagement during war

2. Gender, Race, Class, Ethnic concerns and nuances during war

3. Children and War

Essential readings:

The Grave of the Fireflies. Directed by Isao Takahata, Studio Ghibli, 1988.

Bob Marley and The Wailers. “War.” Rastaman Vibration, 1976. Spotify.

https://open.spotify.com/track/1tmnYbe6jpcVuJYf2AQF40?autoplay=true

Jojo Rabbit. Directed by Taika Waititi, Fox Searchlight Pictures, 2019.

Ten Boom, Corrie, Elizabeth Sherrill, and John Sherrill. The Hiding Place. Chosen Books, 2006.

Blackboards. Samira Makhmalbaf. 2000.

The unit enables insights into the nuances of war, ideologies that shape it, and the reevaluation of the same in judicial

and social institutions in global scenarios. It allows students to develop critical thinking skills that help them identify the

complexities of power and authority that determine wars and what it tells about questions of ethics, morality, responsibility and other

human values. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. War crimes and Trials

2. Science and its role in War

3. Ethics and Morality in/after War

Essential readings:

Frayn, Michael. Copenhagen. Anchor Books, 2000.

Otsuka, Julie. When the Emperor Was Divine. Anchor, 2003.

The Reader. Directed by Stephen Daldry, Mirage Enterprises, 2008.

Eichmann in Jerusalem: A Report on the Banality of Evil. Hannah Arendt. 1963.

Judgment at Nuremberg. Directed by Stanley Kramer, 1961.

India has had its fair share of wars and the unit discusses the wars, the significance and politics of the army, and the

internal conflicts that have shaped the national political and social existence. It helps develop critical thinking skills and a larger

awareness of the concerns around gender, caste, class, nationality, and other intersectional issues that have been shaped through wars.

Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues

such as gender and environmentalism.

1. Gender

2. Caste

3. Dissent

Essential readings:

Raazi. Directed by Meghna Gulzar, 2018.

Cohen, Stephen P. “The Untouchable Soldier: Caste, Politics, and the Indian Army.” The Journal of Asian Studies, vol. 28, no. 3,

[Cambridge University Press, Association for Asian Studies], 1969, pp. 453–68, https://doi.org/10.2307/2943173.

Rao, M.S. “Caste and the Indian Army.” The Economic Weekly, 1964.

Haider. Directed by Vishal Bharadwaj, 2014

Teresa Rehman. Mothers of Manipur, The Twelve Women Who Made History. Seagull Books, 2017.

Osama. Directed by Siddiq Barmak. Barmak Films. 2003

Sharma, D. C. “THE NUREMBERG TRIALS : PAST AND THE PRESENT.” Proceedings of the Indian History Congress, vol. 53,

1992, pp. 586–92. JSTOR, http://www.jstor.org/stable/44142874. Accessed 8 Mar. 2023.

Ruddick, Nick. “The Search for a Quantum Ethics: Michael Frayn’s ‘Copenhagen’ and Other Recent British Science Plays.” Journal

of the Fantastic in the Arts, vol. 11, no. 4 (44), 2001, pp. 415–31. JSTOR, http://www.jstor.org/stable/43308478. Accessed 8

Mar. 2023.

Neumann, Franz. “The War Crimes Trials.” World Politics, vol. 2, no. 1, 1949, pp. 135–47. JSTOR, https://doi.org/10.2307/2009112.

Accessed 8 Mar. 2023.

Divedi, Diksha. Letters from Kargil. Juggernaut Books, 2017.

Pandita, Rahul. Our Moon Has Blood Clots. Penguin, 2013.

Munnu: A Boy From Kashmir. Malik Sajad. 2015

MSE- 50 MARKS- WRITTEN EXAM 

CIA III- 20 MARKS 

ESE- 50 MARKS- WRITTEN EXAM 

This course has been conceptualized in order to introduce students to Cyberculture Studies as an important domain of knowledge in the information society we live in and whose impact is seen across the globe and resonates at national levels as well. The course will help students to access the major forms, practices, and meanings in this field. The course is designed to engage with Cyberculture keeping in mind the situation in India and at the grass root levels. Interlinkages will be drawn from TV series to Netflix, cinema to streaming sites, video games, cyberpunk films, music, and fiction and how it represents narratives around gender, technology, human values, environment, and so on. It will also engage with the major theories and debates that surround the production, content, and reception of these two domains over the years and discuss their current role and their probable futures and develop critical reading skills. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

The course will enable ways of active engagement with the cyber world and open avenues of documentation, critical evaluation, and primary and advanced familiarity with professions that demand close engagement with technologies and big data, also engaging with concerns around professional ethics.

The course will

1. Introduce students to cybercultures as a domain of study

2. The role of the internet today and it's future

3. The role of the internet in Indian society and the grassroots

4. The politics of the cyber world and its implications

This unit will introduce the idea of the Information Society which is defined by multimedia content, dominated by the internet with television as a corollary in the game and shaping cultures and human interactions, human values, and belief systems across the world. It will also provide an introduction to Cyberculture studies in general and the politics and problems of the same and help students develop theoretical knowledge in the area of Cyberculture Studies. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. What is an Information Society?

2. Technology and Implications

3. Cybercultures

Essential readings:

Webster, Frank. “Information and the Idea of an Information Society”, Theories of the Information Society. Routledge.1995, pp. 13–36, https://doi.org/10.4324/9780203991367-7.

Kelly, Kevin. “Convergence”, What Technology Wants. Penguin, 2010.pp.133-158.

Bell, David. “Storying Cyberspace 1: Material and Symbolic Stories”, An Introduction to Cybercultures. Routledge, 2006. pp 6-29.

This unit will attempt to engage with how cybercultures create bodies that are material and symbolic through problematizing the notion of the ‘self’ and ‘other’ and the associated concerns that govern humanity like ethics and gender and how it plays out in cyberspace in a global context. The unit will look into theorizations and texts to understand the problematics of this constitution and its universal implications. This unit will engage with how data conditions our identities and subjectivities over a period of time. This section will enable students to read their presence and identities within the social media platforms they occupy which enable their ‘reduction’ into data and how these affect their corporeality. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. Bodies and Identities in Cyberculture

2. Choice of a relevant film to showcase the problematics of the body and ethics within the technological space like Minority Report

3. A practical examination of students and their own social media presence

Essential readings:

Bell, David. “Identities in Cyberculture”, An Introduction to Cybercultures, Routledge, 2006. pp 113-136.

Bell, David. “Bodies in Cyberculture”, An Introduction to Cybercultures, Routledge, 2006. pp 137-162.

Padte, Richa Kaul. “Cybersexy”, Cyber Sexy: Rethinking Pornography, Penguin Random House India Private Limited, 2018.

Cheney-Lippold, John. “Subjectivity: Who Do They Think You Are”, We are Data: Algorithms and the Making of Our Digital Selves, NYU Press, 2017.

An episode from Black Mirror OR The Social Dilemma. Jeff Orlowski

This unit will enable an engagement with the problematics of information and how it interpolates us as citizens of a nation and as it implicates us in habits of consumption and dissemination and places narratives in global and national contexts. It enables students to develop theoretical and critical reading and engagement skills and evaluate nuances of gender, class, race, ethics, and other cross-cutting issues that play out in cyberspace. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. The Nation and Cyberspace

2. Information, the Nation-State and Surveillance

Essential readings:

Chaturvedi, Swati. I Am a Troll: Inside the Secret World of the BJP's Digital Army. Juggernaut, 2019.

Padte, Richa Kaul. “The Fault Lines of Consent”, Cyber Sexy: Rethinking Pornography, Penguin Random House India Private Limited, 2018.

Webster, Frank, “Information, the Nation-State and Surveillance: Anthony Giddens”, Theories of the Information Society, Routledge, 2014.

Nayar, Pramod K. “I Sing the Body Biometric: Surveillance and Biological Citizenship” EPW, Vo. 47, Iss. 32. 11 Aug 2012.

This unit engages with how cyberspace develops a sense of community among participants in its practices often leading to effective public space but at times problematic collective endeavors too and concerns itself with how these cyberspaces can allow radical discussions on everyday mores and other globally seen human values. Developing theoretical knowledge and critical reading skills will be the focus of the unit. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. Communities and Cyberculture

2. Significance and politics in Video Games

3. Media and Internet Users. Practical engagements with community engagements like change.org, Archive of Our Own (AO3), LiveJournal, and other digital communities and social media platforms

Essential readings:

Bell, David. “Community and Cyberculture”, An Introduction to Cybercultures, Routledge, 2006.

Griffiths, Devin C. “...And We are Merely Players: Video Games and Society”, Virtual Ascendance: Video Games, Rowman & Littlefield, 2013.

Jenkins, Henry. “Interactive Audiences? The ‘Collective Intelligence’ of Media Fans”, Fans, Bloggers and Gamers: Exploring Participatory Culture, NYU Press, 2006.

Cheney-Lippold, John. We Are Data: Algorithms and the Making of Our Digital Selves. NYU Press, 2017.

Lucas, Edward. Cyberphobia: Identity, Trust, Security and the Internet. Bloomsbury Publishing, 2015.

CIA 2: MSE – 50 Marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

CIA 3: 20 marks

ESE: 50 marks (Centralized exam)

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

This course has been conceptualized to locate how food practices and representations become

central to the negotiation between the Global South and North. While food practices are a

significant part of the everyday lives of communities across the world, the larger engagement

with food studies is from the perspective of the Global North. The course attempts to explore

the existing power hierarchy between the two regions and how it is reflected, mediated, and

negotiated through food practices and representations. Taking insight from various disciplinary

vantage points, the course explores how food practices have been shaped by identities, likes,

places, economies, and the imagination of regions, cultures, and nations. The course engages in

a discussion on some of the existing literature on food studies from the perspective of the

Global South and helps develop theoretical knowledge and critical reading skills.

The food discourse has largely been engaged and produced from the perspective of the Global North indicating power

politics within this spatial segregation. Food practices within the regions become one of the significant sources through which structural hierarchy within these regions is established. The unit explores some of the significant debates on how food becomes the centre of the

cultural imagination of the self and the other that contributes to the idea of these spaces. The aim of the unit is to trace negotiations on

global engagements with food and how local, regional and national discourses shape the dynamic of knowledge production of food

from the Global South.

Unit details:

1. Cultural politics of Cannibalism - Oswald de Andrade’s Anthropophagic Manifesto” / Tiago Saraiva “Anthropophagy and

Sadness: Cloning Citrus in SãoPaulo in the Plantationocene era.”

2. Understanding Aesthetics of Hunger - Excerpts from Amartya Sen’s Poverty and Famine: An Essay on Enlightenment and

Deprivation.

3. Agrarian economy and the food practices - Cassava song & rice song by Flora Nwapa and Sidney W. Mintz and Daniela

Schlettwein-Gsell’s Food Patterns in Agrarian Societies: The “Core-Fringe-Legume Hypothesis”

4. Food Sovereignty and Global South-North Negotiation- Ian and Harrisson’s Cross over Food: Re-Materializing Postcolonial

Geographies’ Transactions of the Institut

Description: Food has been understood as a semiotic system. Based on its varied guises, contexts, and functions, it can indicate power

hierarchy, position, solidarity, community, and exclusion and, therefore, a significant part in formulating and reformulating identities

related to class, caste, gender, and other intersectional identities. The unit explores some of the emerging debates and discourses in the

area in the national context and helps develop critical reading and writing skills.

1. Conflict and representation - Gastro-politics in Hindu South Asia by Arjun Appadurai or Food as a Metaphor for Cultural

Hierarchy by Gopal Guru.

2. Gasstronostaligia and Cultural Memory - Eating Satay Babi: sensory perception of Transnational movement by Simon Choo

and The Cultural Politics of Eating in Shenzhen by Mary Ann O'Donnell; Food, place, and memory: Bangladeshi fish stores on

Devon Avenue, Chicago

3. Taboo and Exclusion - Diets, Diseases, and Discourse: Lessons from COVID-19 for Trade in Wildlife, Public Health, and Food

by Angela Lee1 & Adam R. Houston. Pigs and their prohibition by Richard A Lobban; Systems Reform, Cultural identity and

beef festivals: Toward a ‘multiculturalism against Caste’ by Balmurli Natrajan

4. Identity negotiation: Human and Ecological interaction - Darwin’s Nightmare film and Documentary Rotten Netflix

The unit helps develop critical reading of history through food and food practices. Thereby attempting to understand how

food becomes a central element within the construction of the culture and history of places, nations, and empires. In the process, the

unit aims to address questions related to ethics, sustainability and crises – ecological and others – through food. Texts range in focus

and scope from regional, local, national, and global contexts.

1. Locating the history of an Empire- Fish of the Field: Aubergines in the Ottoman Period.

2. Catastrophe and food histories -Wartime Recipes (Documentary - Youtube)

3. Diplomacy and Food Histories - Rudolph Matthee; The Hummus Wars Revisited: Israeli-Arab Food Politics and Gastro

Mediation

The unit explores some of the popular preparation of food culture and practices. It also brings into discussion the

experience of digitality and how it impacts food consumption and production practices and thereby bringing in negotiation between

Global South and North. One of the primary focuses of the paper is food content production and infield exposure to curate and produce

content related to food thereby developing research and critical reading skills. Texts range in focus and scope from regional, local,

national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. Gender politics and Food - Great Indian Kitchen Movie

2. Digital Commensality - Mukbang culture in Asia

3. Food Media and Content creation - China’s Emerging Food Media by Lanlan Kuang

89–99. 2018. https://doi.org/10.1080/07341512.2018.1516877

Sen, Amartya. “Understanding Aesthetics of Hunger.” Poverty and Famine: An Essay on Enlightenment and Deprivation. , Clarendon

Press Oxford, 1981

McMichael, Philip. “Reframing Development: Global Peasant Movements and the New Agrarian Question.” REVISTA NERA, no. 10,

2012, pp. 57–71., doi:10.47946/rnera.v0i10.1423.

MSE - 50 Marks

CIA III - 20 Marks

ESE - 50 Marks

 From The Lord of the Rings to the Fantastic Beasts universe, non-human animals have often played a pivotal role in the way we tell stories. In the contemporary context, ecological discourse has become a critical concern since human beings have caused immense damage to the planet, endangering all life on Earth. In this course, we will explore the disciplines of Ecopsychology and Animal Studies through literary and visual texts that not only tell enjoyable stories but also remind us of what it means to be human animals who share the planet with other species.

CCourse Objectives: 

• Critically engage with representations and theories of ecopsychology as relating to literary, scholarly, and visual texts in the genre of fantasy.

• Become sensitised to the ecological discourses relating to individual, communal, and national identities.

This unit provides the theoretical/conceptual base using which the texts in subsequent units will be read. It provides an

overview of multiple disparate theoretical perspectives at local, regional, national, and global levels and encourages

application-oriented engagements with them. Texts range in focus and scope and include engagement with cross-cutting issues such

as gender and environmentalism.

1. Berger, John. Why Look at Animals? Penguin, 2009.

2. Wright, Laura. The Vegan Studies Project Food, Animals, and Gender in the Age of Terror. University of Georgia Press, 2015.

3. Gaard, Greta. “Toward a Queer Ecofeminism.” Hypatia, vol. 12, no. 1, 1997, pp. 114–137.,

doi:10.1111/j.1527-2001.1997.tb00174.x.

4. Mies, Maria, and Vandana Shiva. Ecofeminism. ZED Books LTD, 2014.

5. Nirmal Selvamony, “Oikopoetics”

6. Alex Johnson: “Earth Is Not Our Mother”

7. Roszak, Theodore, et al. Ecopsychology: Restoring the Earth Healing the Mind. Sierra Club Books, 1995.

8. Braitman, Laurel. Animal Madness: How Anxious Dogs, Compulsive Parrots, and Elephants in Recovery Help Us Understand Ourselves. Scribe Publications Pty Limited, 2014.

This unit introduces the ways in which fantasy as a genre reflects ecological concerns that are expressed through human-animal relationships. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

Tolkien J R R., “The Legacy of Treebeard.” The Lord of the Rings: The Two Towers, Harper Collins Publishers, 2012.

Xen, Nine Moons in a River of Stars (Book 1). Black magic blues, 2022.

Vo, Nghi. The Empress of Salt and Fortune. Tordotcom, 2020.

The Last of Us, pilot episode.

This unit introduces the concept of ecopoetics and examines its relevance in the contemporary context.

Texts range in

focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender

and environmentalism.

1. Emily Dickinson: Defining the “uncanny”

Department of English and Cultural Studies (BGR Campus)

98

2. Whitman, Walt, and David S. Reynolds. Walt Whitman's Leaves of Grass. Oxford University Press, 2005.

3. Wordsworth, William. “I Wandered Lonely as a Cloud by William Wordsworth.” Poetry Foundation, Poetry Foundation,

www.poetryfoundation.org/poems/45521/i-wandered-lonely-as-a-cloud.

4. Keats, John. “La Belle Dame sans Merci: A Ballad by John Keats.” Poetry Foundation, Poetry Foundation, www.poetryfoundation.org/poems/44475/la-belle-dame-sans-merci-a-ballad.

5. Rymes, Betsy. “Modern Day Poetics: Internet Memes.” Citizen Sociolinguistics, 27 Jan. 2015, citizensociolinguistics.com/2015/01/27/modern-day-poetics-internet-memes/.

This unit explores contemporary representations of human-animal relationships in popular culture, primarily through the lens of discourses in postcolonial ecocriticism and posthumanism.Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. Ackerman, Diane. The Zookeeper's Wife: A War Story. W.W. Norton, 2017. / The film adaptation. 2. Novak, Jesse. Bojack Horseman. (Any one episode.) 3. Atypical and The Curious Incident of the Dog in the Nighttime — Posthumanism and the neuro-atypical identity. 4. Shantanu Anand’s “Star Children” (poetry and dystopia) and other performance poems.

All texts prescribed in the syllabus.

Agamben, Giorgio. 2004. The Open: Man and Animal, translated by Kevin Attell. Stanford, CA: Stanford University Press.

Ahuja, Neel. Postcolonial Critique in a Multispecies World. Publications of the Modern Language Association, Volume 124, Number 2, March 2019, pp. 556-563.

Alaimo, Stacy. “Jellyfish Science, Jellyfish Aesthetics: Posthuman Reconfigurations of the Sensible.” In Janine MacLeod, Cecilia Chen and Astrida Neimanis (eds.), Thinking with Water, 139-164. Montreal: McGill-Queens University Press, 2013.

Armstrong, Susan and Richard Botzler. The Animal Ethics Reader. Routledge, 2003.

Braitman, Laura. Animal Madness: How Anxious Dogs, Compulsive Parrots, and Elephants in Recovery Help Us Understand Ourselves. Simon & Schuster, 2015. 

Carroll, Lewis. Alice in Wonderland. Grosset and Dunlap, Publishers, 1998.

Ende, Michael. The Never-Ending Story. Doubleday, 1983.

Jackson, Peter, dir. King Kong. United States of America: Studio Canal, Universal Studios, 2005. 

McHugh, Susan. Animal Stories: Narrating Across Species Lines. University of Minnesota Press, 2011.

Orwell, George. Animal Farm. Secker and Warburg, 1945.

Taylor, Nik and Tania Signal. Theorizing Animals: Re-thinking Humanimal Relations. Brill, 2011. 

Roszak, Theodore. Ecopsychology: Restoring the Earth, Healing the Mind. Sierra Club Books, 1995.  

Rowling, J K. Harry Potter and the Prisoner of Azkaban. Bloomsbury, 1999.

Wells, Herbert George. The Island of Dr. Moreau. Heinemann, 1896.

Woolf, Virginia. Flush: A Biography. The Hogarth Press, 1933.

It can be reasonably argued that in India, from the beginning of its civilizational enterprise, nothing has remained singular for too long. Whether God or religion, philosophy or metaphysics, language or custom, cuisine or costume, every realm is marked by plurality. It is impossible, therefore, to talk about the ‘Indian’ tradition: there are multiple traditions, all authentically and robustly Indian. Central to the plural tradition, or sensibility, is the notion that there are many ways of looking at and living in the world. Plurality accommodates differences; and differences, in their turn, embody and enact dissent. Even in the ‘Nasadiya Sukta’, a major verse in the Rig Veda, the Vedic seers inserted a deeply metaphysical note of dissent – which arose because multiple perspectives on diversity was always accepted. 

But despite this, our image of the present is one which is tied to a series of contemporary assumptions and as a result can become restrictive and limited – especially when we try to understand what the identity of being an Indian subscribes to, especially in the contemporary context. And this is precisely where the danger of mixing faith, religion, beliefs with politics of identity begins. Especially when we keep in mind that – in this Nation – often ‘dissent’ has been either directly suppressed, by terming it anti-national, or the state has kept quiet when Dalits and minorities have been attacked, often brutally. A lot of this is sought to be justified on the grounds that Indian traditions, especially religious ones are being wrongly interpreted, and that there’s an urgent need to correct such distortions and prevent a civilizational collapse. Also central to this enterprise is propaganda and distortion of history. A massive cultural amnesia is often spread through biased, unpardonably partisan cultural events, education and media. Majority communities are told repeatedly that they have been wronged, discriminated against and unjustly treated. Selective facts and figures are being brazenly propagated by certain groups that have appropriated the right to speak for all.

Part of the problem lies in how we are educating our younger generations as well. And towards this end, this course seeks to engage the students with the myriad ways in which the past, though no longer present – is a presence in our lives today. This course is specifically designed to introduce students to methodologies that are required for understanding the Indian identity and history as a multiple, layered, and often a contested set of representations. The course is built as an in-depth series of case studies, with the aim of bringing together three distinct areas of analytical questions that are implied by its title’s key terms – ‘history’, ‘memory’ and ‘identity’. Questions like – what are main approaches to social and cultural memory of this Nation? What, and whose history is being remembered and narrated? And in this quagmire, how should the Indian identity be understood? – would be the prime focus of the course.

1. Colonizing Knowledges: Racializing the ‘Other’; Latent and Manifest Orientalism.

2. Endgames of Empire Building: British Revenue Systems; Commercialization of Agriculture, Deindustrialization; and Famines.

3. Tryst with Destiny: Genesis of ‘National Identity’; Burgeoning of the Press; a New Social Order.

4. Birth of a Nation: Making of Indian Identity; Struggling for Independence; Experiencing Freedom.

1. Unstuck in Time: Taste of Independence in a Valley of Blood; Indian Constitution and the Exercise of Democracy.

2. A Tough Neighborhood: Wars with China (1962); Wars with Pakistan (1948, 1965, 1999); The Bangladesh Crisis (1971)

3. The New Leaders: Nehru – the Promised Leader; Indira – Autumn of the Matriarch; Rajiv – the Prodigal Son. 

Level of Knowledge: Practical/Analytical

a)      Watch audio-visual content and analyse them - Speech by Gandhi, Nehru, Indira Gandhi

b)     Reading of newspaper articles/reports and analysing them

c)      Interpreting archival data on Indian National identity

d) Interpretation of photographs of Wars covered in the course

1. Tracing the Ghost: Drawing the New Map – Hyderabad, Kashmir & Junagadh; Peace in Our Time – The Language Question and Organization of States.

2. The Dynamics of Conflict: The Aryan Debate; The Dravida Nadu; Akali Dal; Assamese Pride; Hindutva Ideology.

3. Learning to Live with Ghosts: Indira and the Emergency Chronicles; Operation Blue Star and Aftermath; IPKF and Assassination of Rajiv Gandhi; Insurgencies of Northeast; The Gujarat Riots.

Level of Knowledge: Practical/Analytical

a)      Taking a critical look at the how popular culture has depicted the Kashmir Issue – through Films, Social Media and Art since 1950s

b)     Looking at the Pamphlets circulated by bodies like Akali Dal, speeches by contemporary leaders of Political parties, as well as excerpts from the ideological pamphlet on Hindutva by Vinayak Damodar Savarkar.

c) Watching, and analyzing speeches and interviews by Indira Gandhi during The Emergency as well as before Operation Blue Star

1. Leftward Turns: Agrarian Struggles; Land Ceiling & Bhoodan Movement; Green Revolution.

2. Minding the Minorities: Dalits; Muslims; Tribal Groups; Gender Rights and India.

3. Decolonizing the Memory: India – The Death and the Everlasting Life of a Nation – Voices of Empowerment today.

• Bandyopadhyay, Sekhar. 2004. From Plassey to Partition: A History of Modern India. New Delhi: Orient Longman.

• Batabyal, Rakesh. 2005. Communalism in Bengal: From Famine to Noakhali, 1943-47, New Delhi: Sage Publications.

• Chakraborty, Bidyut, Rajendra Kumar Pandey. 2009. Modern Indian Political Thought: Text and Context, New Delhi: Sage Publications.

• Chakraborty, Bidyut. 2008. Indian Politics and Society since Independence: Events, Processes and Ideology. New York: Routledge.

• Chatterjee, Partha. 1993. The Nation and its Fragments: Colonial and Postcolonial Histories. Princeton, New Jersey: Princeton University Press.

• Chatterjee, Partha. 2012. The Black Hole of Empire: History of a Global Practice of Power, Princeton and Oxford: Princeton University Press.

• Desai, A.R. 1979. Peasant Struggles in India, Delhi: Oxford University Press, Delhi.

• Dhar, P.N. 2001. Indira Gandhi, the Emergency and Indian Democracy, New Delhi:Oxford University Press.

• Dube, Saurab. 2005. Postcolonial Passage, Contemporary History Writing on India, New Press:Oxford University Press.

• George, K.M. 1993. Modern India and Literature: An Anthology of Fiction, Vol. 2, New Delhi: Sahitya Academy Press.

• Gopal, S. 1980. Nehru an Anthology, New Delhi: Oxford University Press.

• Habib, Irfan. 2006. Indian Economy, 1858-1914, A People’s History of India, Vol. 28, Delhi: Tulika Books.

• Harison, Selig S., Paul H. Kriesberg, Dennis Kun (eds). 1999. India and Pakistan: The First Fifty Years, London: Cambridge University Press.

• Hasan, Mushirul. 2002. The Partition Omnibus, New Delhi: Oxford University Press.

• Heels, Peter. 2000. Nationalism, Terrorism, Communalism, Essays in Modern Indian History. London: Oxford University Press.

• Kaarsholm, Preben and Menaka Bisvasa. 2004. City Flicks: Indian Cinema and the Urban Experience, New Delhi: Seagull Books.

• Kulke, Herman. 1998. A History of India. New Delhi: Routledge.

• Mukherjee, Mridula. 2004. Peasants in India’s Non-violent Revolution: Practice and Theory, New Delhi: Sage Publications.

• Neumayer, Erwin and Christine Schelberger. 2008. Bharatmata: India’s Freedom Movement in Popular Art. London: Oxford University Press.

• Panikkar, K.N. (ed). 1980. National Left Movements in India, New Delhi: Vikas.

• Panikkar, K.N. 1998. Culture, Ideology, Hegemony:  Intellectuals and Social Conscious in Colonial India, Delhi: Tulika Books.

• Ranjan, Sudarshan. 2002. Jayaprakash Narayan: Prophet of People’s Power,New Delhi: National Book Trust.

• Raychaudhari, Tapan. 1999. Perceptions, Emotions, Sensibilities: Essays on India’s Colonial and Post-colonial Experiences, New Delhi: Oxford University Press.

• Sen, Amartya. 2005. The Argumentative Indian: Writings on Indian History, Culture and Identity, New Delhi: Penguin Books Ltd.

• Srivastava, C.P. 1995. Lal Bahadur Shastri, New Delhi: Oxford University Press.

• Stein, Burton. 1998. History of India, London: Oxford University Press.

The course is designed to examine the role of the military and conflict on both the ancient and modern world. Students will be able to understand the concepts of policy, strategy, and tactics as applied to military history.  Students will research and analyze the strategic, technological, cultural, and political influence of warfare on history. Additionally, this course will debate the many reasons why Military History is the most common theme of modern popular history.

 What is Military History: Basic Concepts of Military History

1. Why do we fight?  Examining war as an agent of change and “instrument” of politics: the ideas of Sun Tzu, Clausewitz, Mao, and Patton. 

2. Theories and Notions of Warfare: Changing perspectives of warfare

1. Military system and Defence Mechanism in Vedic, Puranic and Epic Age.

2. Mauryan military system; Kautilya’s philosophy of war, concept of Defence, Security and Inter-State Relations

3. Comparative study of Turkish and Mughal Military system of war 

4. Maratha Military System with reference to irregular and regular warfare of Shivaji

1. The  rise of early Modern State and Military Organization in Europe

2. Guns and Sails: Discovery of Gunpowder and the rise Artillery, The rise of naval military power in Europe

3. Land and Sea: The rise of Britain and the French The French Revolutionary and Napoleonic Wars,

4. Industrial Revolution and Its Impact Upon Warfare

1. The Discovery of Air Power and Its Military Implications

2. The strategic use of Air Power and Sea Power during World War I 

3. The War at Sea 1939-1945 (Including the Air War at Sea)

4. The Altered International Arena in the Post-1945 Era

1. The Nature of the Indian Military Resistance to the British (East India Co.): Army/ Aggression or Expansion

2. The Making of the British Military Forces (land forces): The Command Structure of the British (Company’s) Army, Case studies of the  British Military Operations in the 19th century: Anglo Mysore Wars; Anglo Maratha wars; Anglo Sikh wars and the Revolt of 1857 (any of the case studies can be taken )

3. British Indian Army: Rise of Presidency Armies

4. Indianisation of Indian Army:  Nationalization of Indian Armed Forces, The Indian National Army

• Banks, Arthur, A World Atlas of Military History, Vol. 1 (1973) 

• Effenberger, David, A Dictionary of Battles (1966) 

• Sloan, John F., The International Military Encyclopedia Vols. (1983-) 

• Windrow, Martin and Francis K. Mason, A Concise Dictionary of Military Biography (1975)

• Vishwa Bandhu, Ideologies of War and Peace in Ancient India (Hoshiarpur: 1975). 6. Gurcharan Singh Sandhu, A Military History of Ancient India, Delhi, 2000 

• P. C. Chakravarty, The Art of War in Ancient India (Delhi: 1972). 

• Paret Peter (ed) Makers of Modern Strategy : From Machiavelli to Nuclear Age (Oxford, 1986) 

• Jagdish Narayan Sarkar, The Art of War in Medieval India (Delhi: 1984) 9. Sir Jadunath Sarkar, Some Aspects of Military Thinking and Practice in Medieval India (Calcutta: 1969) 

• Gurcharan Singh Sandhu, A Military History of Medieval India, Delhi, 2003 11. Pradeep Barua, “Military Develoments in India, 1750- 1850,” Journal of Military History, vol. 58, 1994 12 G

• J Brynat, “Assymetric Warfare: The British Experience in Eighteenth Century India,” Journal of the Military History

• Keegan, John. The Price of Admiralty: The Evolution of Naval Warfare from Trafalgar to Midway. England: Penguin Books, Ltd, 1990.

• Kennedy, Paul M. The Rise and Fall of the Great Powers. New York: Vintage Books, 1989. 

• McNeill, William Hardy. The Pursuit of Power: Technology, Armed Force, and Society since A.D. 1000. Chicago: University of Chicago Press, 1984. 

• Parker, Geoffrey. The Military Revolution: Military Innovation and the Rise of the West 1500-1800. New York: Cambridge University Press, 1996. 

• Van Creveld, Martin. The Age of Airpower. New York: Public Affairs, 2012.

• Barraclough, G (ed.), The Times Atlas of World History. London, 1978.

• Barraclough, G. AnIntroduction to Contemporary History. New York: Basic Books, 1964.

• Jones, Archer,The Art of War in the Western World. Urbana : University of Illinois Press, 1987.

• McNeill, W.H. A World History. London: Oxford University Press, 1998.

• McNeill, W.H. The Rise of the West: A History of the Human Community. Chicago: University of Chicago Press, 1992.

• Roberts, J.M. The New Penguin History of the World: Fifth Edition. New York: Penguin Books, 2007.

• Gat, Azar. A History of Military Thought from the Enlightenment to the Cold War. Oxford: 2001.

• Jones, Archer. The Art of War in the Western World. Urbana : University of Illinois Press, 1987.

• Keegan, John. The Face of Battle: A Study of Agincourt, Waterloo and the Somme. Penguin: New York. 1983.

• Stephen P. Cohen and Sunil Dasgupta Arming without Aiming: India’s Military Modernization, New Delhi: Viking, 2010

• Gray, Colin.  Modern Strategy, Oxford: Oxford university Press, 1999

Course Description: 

 Sports has a rich antiquity through world history and has had a deep influence in the society, both in the Indian and international context. This course aims to address major themes, theories and developments in the history of sports. Sport has become globally important and its role in helping to understand society and culture is significant. Sport in India can be understood in social and cultural themes. This course would look at the relevance and influence of sports over societes in a global context with specific attention to the Indian subcontinent. Sport historians and academicians use primary sources in their art of writing. One can trace a historical approach to autobiography, sports journalism and popular writing in relation to sports as well as many theoretical debates. The origin of modern sports has taken place along with the development of sports and physical culture. Over time, codification, modernization and globalization of sporting practices began to take place. History of sports is inclusive of sociology of the body; and concepts of gender, race, sexuality and homophobia are significant for an understanding of history of sports. A large number of institutions associated with sports are in existence and the field of sport does not lack controversies. Sport has become politicized over the years and is influenced by international politics in a significant way. The course aims to initiate discussions on issues like identity politics which plays a significant role in sports.

Course Objectives: 

•  To introduce the students to sports and its history and its influence in the society, in the Indian and international context. 
• To provide an overview of how sport became culturally and globally important
• To critically analyse the role played by sports as a source to study society and culture. 
• To introduce the students to how sports became politicized and the theoretical debates on modern sports. 
• To familiarize the students with the primary sources available to historians of sport and how to use them.

Level of Knowledge: Conceptual 

a)What is Sports ? Amusement - Entertainment - Competition

b)Theory of Sports - Social theories

c)Value and significance of Sports

Level of Knowledge: Basic

a)Sports through antiquities of world history; Of Amphitheatres, Gladiators and Wrestling

b)Sports in India - a cultural history; From Chaturanga to Cricket

c)Sport and international politics

d)Identity politics in sports

Level of Knowledge: Analytical

a)Commercialization of sports – Codification, modernization and globalization of sporting practice

b)Development of sports and institutions

c)Controversies in sports- Talent Or Money?

Level of Knowledge: Analytical

a)Development of sports and physical culture- emergence of Amateur Ideal

b)Social and cultural themes of sports

c)Sociology of the body; Sport, gender, race and sexuality.

Level of Knowledge: Conceptual/Interpretative

a)Sports, Writing and History; Sources, Historiography of Sports

b)Written representation of sport in India and International context

c)Historical approach to autobiography, sports journalism and popular writing.

Postcolonialism as the academic study of the cultural legacy of colonialism and imperialism, focusing on the human consequences of the control and exploitation of colonized people and their lands, is critical in the analysis of the history, culture, literature, and discourses of not only European imperial powers, but also the people they colonized. The name postcolonialism is modeled on postmodernism, with which it shares certain concepts and methods, and may be thought of as a reaction to or departure from colonialism in the same way postmodernism is a reaction to modernism. Postcolonialism encompasses a wide variety of approaches, and theoreticians may not always agree on a common set of definitions. On a simple level, it may seek through anthropological study to build a better understanding of colonial life from the point of view of the colonized people, based on the assumption that the colonial rulers are unreliable narrators. On a deeper level, postcolonialism examines the social and political power relationships that sustain colonialism and neocolonialism, including the social, political and cultural narratives surrounding the colonizer and the colonized. This approach may overlap with contemporary history and critical theory, and may also draw examples from history, political science, philosophy, sociology, anthropology, and human geography.

As an epistemology, as an ethics (moral philosophy), and as a politics (affairs of the citizenry), the field of postcolonialism addresses the politics of knowledge—the matters that constitute the postcolonial identity of a decolonized people, which derives from: (i) the colonizer’s generation of cultural knowledge about the colonized people; and (ii) how that Western cultural knowledge was applied to subjugate a non–European people into a colony of the European mother country, which, after initial invasion, was effected by means of the cultural identities of ‘colonizer’ and ‘colonized’. And finally, how the consequence of all this has then led to the construction of the discourses in a post-colonial world.

Post 1990’s, the focus of World’s attention has turned towards Asia. The balance of power has shifted from Euro-American territory to strengthened economies of South-East Asia. There is a change in practice of politics and economy in West & Central Asia. Development, Political Structure, Cultural Identity are all issues that are being articulated from regional perspective, thus contesting the western notions about them. Hence it becomes imperative to engage with these issues from a historical background – especially from within the paradigm of the post-colonial world, while tracing the various binaries of positions and opinions in the process of constructing nations as well as national identities.

Level of Knowledge: Empirical

1. China: Mao and the communist victory – China and the Super Powers – New initiatives – Xinjiang & Tibet.

2. Japan: 19th century developments – Post war Japan: Emergence of a new economic power

3. Neutralism & Realignments

Level of Knowledge: Conceptual

1. Cambodia and Vietnam, Indonesia

2. Sri Lanka – Ethnic and Nationalist conflicts

3. Afghanistan – Cold war and post-cold war developments 

4. Central Asia, Decolonization & after

Level of Knowledge: Critical

1. Formation of Israel – Arab-Israeli frictions – The wars of Suez, Six days & Yom Kippur.

2. Destruction of Lebanon – Israel’s invasion – Civil War – Camp David

3. Palestinian state & Israel’s dilemma: Present day scenario

Level of Knowledge: Basic

1. Oil & Nationalism – The Shah & the Ayatollah 

2. Arab world and the West – Iran and Iraq

3. Gendered narratives from Arabia

• Aylett. J F. 1996. The Cold War & After, London: Hodder & Stoughton.·        

• Embree, Ainslie T. & Gluck, Carol. 2004. Asia in Western & World History, London: Spring Books.

• Hourani, Albert, Khoury, Philip & Wilson, Mary C. (Ed). 2004. The Modern Middle East, London: I.B. Tauris.

• Lynch. M. 1996. China: From Empire to People’s Republic, London: Hodder & Stoughton.

• Mansfiled P. 1992.  A History of the Middle East, New Delhi: Penguin.

• Tsu, Immanuel C.Y.  1983. The rise of Modern China, New York: Oxford University Press.

• Vinaike, Harold. 1996. A History of the Far East in Modern Times, Hyderabad: Kalyani Publishers.

Course Description:

This course is a comprehensive study of International Relations. It provides a foundational understanding of the theories and concepts of International relations. It will aid the students to analyse the major themes in international affairs and world politics.

Course Objectives:

The course aims to help students to:

• Demonstrate an understanding of different schools of thought in International Relations.
• Develop an ability to integrate the theories and contextualize contemporary global events.
• Outline the behaviour of nation-states in the international arena.

International Relations: Meaning, nature, scope and importance; Concepts and Theories of International Relations – Realism and Neo – Realism Liberalism and Constructivism.

International Relations: Meaning, nature, scope and importance; Concepts and Theories of International Relations – Realism and Neo – Realism Liberalism and Constructivism.

National Power: Meaning, elements, evaluation of national power.

National Security: Traditional and Non-Traditional concept of security

Human Security: Meaning and Importance        

National Power: Meaning, elements, evaluation of national power.

National Security: Traditional and Non-Traditional concept of security

Human Security: Meaning and Importance        

War: Meaning, Nature, Causes, Types and Remedies.

Terrorism – Causes, Types, Role of State and Non-State actors in Terrorism, Counter terrorism.  

War: Meaning, Nature, Causes, Types and Remedies.

Terrorism – Causes, Types, Role of State and Non-State actors in Terrorism, Counter terrorism.  

Concepts and Approaches to Pacific Settlement of International Disputes.                                                                                                  

Concepts and Approaches to Pacific Settlement of International Disputes.                                                                                                  

Nature, Objectives, Determinants, Instruments of Foreign Policy

Diplomacy – Nature, Functions, Privileges and Immunities. Types of Diplomacy.  

Nature, Objectives, Determinants, Instruments of Foreign Policy

Diplomacy – Nature, Functions, Privileges and Immunities. Types of Diplomacy.  

Heywood, A (2014), Global Politics, Palgrave Foundation.

Martin Griffiths and Terry O Callaghan (2002) ‘International Relations: The Key Concepts’.     Routledge London and New York.

Brown, C and Kirsten Ainley (2005), ‘Understanding International Relations’ 3rd edition, Palgrave Macmillan New York.

Crenshaw, M. (1981). The causes of terrorism. Comparative politics, 13(4), 379-399

Devatak, D, Anthony Burke and Jim George (2007), ‘An Introduction to International Relations: Australian Perspectives’, Cambridge University Press.

Hans J Morgenthau (1948)‘Politics among Nations: The Struggle for Power and Peace’, Alfred A Knopf, New York.

Kenneth Waltz(1979) ‘Theory of International Politics’. Addison-Wesley Publications.

Course Description: 

It would be a severe underestimation to consider Western Political Thought as just another discipline, as Western Political Thought is a testament of political creation. Western political Thought narrates the story of how to constitute an ideal body-politic, but the ideal has never been exhausted, which has inspired thinkers from Plato to Marx to articulate their own version of ideal body-politic. The course is designed to introduce students to main thinkers of Western Political Thought, to give them an idea as how Western Political Thought has developed. The course would attempt to give students a rigorous overview of Western Political thought by evoking the original text of thinkers concerned. The course would engage with texts like Plato’s Republic, Aristotle’s Politics and Machiavelli’s The Prince. The course would also attempt to develop a culture of doing a rigorous, hermeneutic way of reading a text which will also take into consideration the context into which thinkers ‘performed’ their philosophy.

CourseObjectives:

The course aims to help students to:

• The nature, emergence and trajectory of Western Political Thought

• The major ideas, thinkers and debates emerging from Western Political Thought

Hobbes. (2009). The Leviathan. Oxford University Press. Oxford.

J.J Rousseau. (1998). The Social Contract. Wordsworth Editions Limited, London.

Karl Marx. (1988). The Communist Manifesto. Simon & Schuster. New York.

Machiavelli. (2011). The Prince. Penguin; UK edition

Plato. (2003). The Republic. Penguin Classics.

C L Wayper. (2018). Political Thought. AITBS Publishers, New Delhi.

Sir Ernest Barker. (2009). The Political Thought of Plato and Aristotle. Dover Publications.

Sushila Ramaswamy and Mukherjee. (2012). A History of Political Thought. Second edition. Prentice Hall India Learning Private Limited.

This course offers selected classical and modern concepts and theories of Public Administration. It introduces the evolution of public administration as a discipline and the significance of dichotomy between political science and public administration. Specifically, it provides basic concepts and principles like organisation, hierarchy, unity of command, span of control, authority, and responsibility etc. Besides, students learn core theories of public administration and new frontiers in the field of public administration.

Course Objectives:

The course aims to help students to:

• understand the nature and importance of public administration and its evolution as a discipline. 
• critically reflect on theories in public administration and their general applicability in governmental context.
• analyse new frontiers in the field of administrative science in general and administrative behaviour in particular.

Meaning, approaches, Scope and Significance. Evolution of the Discipline. Public Administration and its distinction with Political Science and Management.

Meaning, approaches, Scope and Significance. Evolution of the Discipline. Public Administration and its distinction with Political Science and Management.

State Vs Market Debate. Public-Private Partnership. New Public Management Perspective. E-Governance. SMART Governance. Digital Administration. Corporate Governance.

State Vs Market Debate. Public-Private Partnership. New Public Management Perspective. E-Governance. SMART Governance. Digital Administration. Corporate Governance.

Organization. Hierarchy. Unity of Command. Span of Control. Authority and Responsibility. Coordination. Supervision. Centralization and Decentralisation. Line, Staff, and Auxilliary Agencies.

Organization. Hierarchy. Unity of Command. Span of Control. Authority and Responsibility. Coordination. Supervision. Centralization and Decentralisation. Line, Staff, and Auxilliary Agencies.

Taylor’s Scientific Management. Fayol’s Administrative Management. Herbert A. Simon on Decision Making in an organization, David Easton and Chester Bernard’s Systems Approach.

Taylor’s Scientific Management. Fayol’s Administrative Management. Herbert A. Simon on Decision Making in an organization, David Easton and Chester Bernard’s Systems Approach.

Elton Mayo’s Theory of Human Relations. Socio-psychological Approach: Views of Abraham Maslow and Frederick Herzberg, Views of Douglas McGregor and Victor Vroom, Follett’s Theory of Conflict and Integration.

Elton Mayo’s Theory of Human Relations. Socio-psychological Approach: Views of Abraham Maslow and Frederick Herzberg, Views of Douglas McGregor and Victor Vroom, Follett’s Theory of Conflict and Integration.

Mid Semester Examination

End Semester Examination

The primary objective of this project is to raise awareness of SDGs 2030 Agenda for Sustainable Development. Taken together, theyprovide a wide-ranging framework to help us tackle the most pressing social and environmental challenges of our time. For the average person learning about the 2030 Agenda for Sustainable Development and its ambitions and its far-fetching requirements, it might be easy to think “they don’t apply to me.” This project is exactly aimed at breaking that glass ceiling. Sustainability doesn't always have to be an expensive affair, it should not be limited to a hobby, but a lifestyle. One that can be inculcated in our everyday lives.

Secondly, it becomes a rather important topic to be able to create an enabling environment for sustainable development in the spirit of solidarity and global partnership. It aims to inhibit sustainable practices in students so that we can achieve a sustainable present and future. Thinking from a 21st-century perspective we are in an environmental crisis. The Sustainable Development Goals (SDGs) may be utilised as a framework and tool to help students improve their research, critical thinking, problem-solving, teamwork, and communication abilities. These 21st-century abilities will prepare students for the real-world issues they will confront throughout their lives.

Composting is a low-cost, natural process that converts your kitchen and garden waste into nutrient-dense food for your plants. It's simple to put together and use. Compost is extremely eco-friendly as they are a substitute for chemical fertilizers. According to new research, over half of the food waste in the average trash can might have been composted. Composting your food and garden waste at home can help to minimise the quantity of trash transported to landfills or other more expensive types of treatment. Because of these reasons the students choosing this project are supposed to build a compost and sustain it for at least the time duration of the project, they are advised to use natural resources that usually end up in the dumpster for this project for example fruit and vegetable peels etc. If the project is to be continued in Bangalore itself, they might have the liability to use the university premises/resources to continue the same.

Composting is a low-cost, natural process that converts your kitchen and garden waste into nutrient-dense food for your plants. It's simple to put together and use. Compost is extremely eco-friendly as they are a substitute for chemical fertilizers. According to new research, over half of the food waste in the average trash can might have been composted. Composting your food and garden waste at home can help to minimise the quantity of trash transported to landfills or other more expensive types of treatment. Because of these reasons the students choosing this project are supposed to build a compost and sustain it for at least the time duration of the project, they are advised to use natural resources that usually end up in the dumpster for this project for example fruit and vegetable peels etc. If the project is to be continued in Bangalore itself, they might have the liability to use the university premises/resources to continue the same.

Composting is a low-cost, natural process that converts your kitchen and garden waste into nutrient-dense food for your plants. It's simple to put together and use. Compost is extremely eco-friendly as they are a substitute for chemical fertilizers. According to new research, over half of the food waste in the average trash can might have been composted. Composting your food and garden waste at home can help to minimise the quantity of trash transported to landfills or other more expensive types of treatment. Because of these reasons the students choosing this project are supposed to build a compost and sustain it for at least the time duration of the project, they are advised to use natural resources that usually end up in the dumpster for this project for example fruit and vegetable peels etc. If the project is to be continued in Bangalore itself, they might have the liability to use the university premises/resources to continue the same.

From a practical standpoint, those who garden do so because they enjoy growing their own fruit and veg, and they like the sense of achievement of being able to serve their family fresh, healthy, homegrown produce. But from a wider perspective, gardening can mean much more. Many

People lead busy lives, and we feel that inspiring others to stay in touch with nature, slow down and just enjoy the simple things in life is important. Gardening also fits perfectly into the ideals of reducing, reusing and recycling. Sustainable gardening is a process of growing foods at home that doesn’t cause harm to the environment. It’s an organic farming method that allows house members to grow food in a smart and eco-friendly way. It’s a win-win situation, whichever way you look at it. It can take the form of growing anything and everything possible from a small herb gardening to vegetable growing in your kitchen garden.

From a practical standpoint, those who garden do so because they enjoy growing their own fruit and veg, and they like the sense of achievement of being able to serve their family fresh, healthy, homegrown produce. But from a wider perspective, gardening can mean much more. Many

People lead busy lives, and we feel that inspiring others to stay in touch with nature, slow down and just enjoy the simple things in life is important. Gardening also fits perfectly into the ideals of reducing, reusing and recycling. Sustainable gardening is a process of growing foods at home that doesn’t cause harm to the environment. It’s an organic farming method that allows house members to grow food in a smart and eco-friendly way. It’s a win-win situation, whichever way you look at it. It can take the form of growing anything and everything possible from a small herb gardening to vegetable growing in your kitchen garden.

From a practical standpoint, those who garden do so because they enjoy growing their own fruit and veg, and they like the sense of achievement of being able to serve their family fresh, healthy, homegrown produce. But from a wider perspective, gardening can mean much more. Many

People lead busy lives, and we feel that inspiring others to stay in touch with nature, slow down and just enjoy the simple things in life is important. Gardening also fits perfectly into the ideals of reducing, reusing and recycling. Sustainable gardening is a process of growing foods at home that doesn’t cause harm to the environment. It’s an organic farming method that allows house members to grow food in a smart and eco-friendly way. It’s a win-win situation, whichever way you look at it. It can take the form of growing anything and everything possible from a small herb gardening to vegetable growing in your kitchen garden.

This project requires you to choose a set of household items from your house/PG/Hostel or neighbourhood and provide a new meaning and usefulness to it by the process of either recycling or reusing. This can include using one particular thing and working on it for a couple of months or it can either be a set of items being reused/recycled in the span of the project.

Benefits of Reducing and Reusing

• Prevents pollution caused by reducing the need to harvest new raw materials

• Saves energy

• Reduces greenhouse gas emissions that contribute to global climate change

• Helps sustain the environment for future generations

• Saves money

• Reduces the amount of waste that will need to be recycled or sent to landfills and incinerators

This project requires you to choose a set of household items from your house/PG/Hostel or neighbourhood and provide a new meaning and usefulness to it by the process of either recycling or reusing. This can include using one particular thing and working on it for a couple of months or it can either be a set of items being reused/recycled in the span of the project.

Benefits of Reducing and Reusing

• Prevents pollution caused by reducing the need to harvest new raw materials

• Saves energy

• Reduces greenhouse gas emissions that contribute to global climate change

• Helps sustain the environment for future generations

• Saves money

• Reduces the amount of waste that will need to be recycled or sent to landfills and incinerators

This project requires you to choose a set of household items from your house/PG/Hostel or neighbourhood and provide a new meaning and usefulness to it by the process of either recycling or reusing. This can include using one particular thing and working on it for a couple of months or it can either be a set of items being reused/recycled in the span of the project.

Benefits of Reducing and Reusing

• Prevents pollution caused by reducing the need to harvest new raw materials

• Saves energy

• Reduces greenhouse gas emissions that contribute to global climate change

• Helps sustain the environment for future generations

• Saves money

• Reduces the amount of waste that will need to be recycled or sent to landfills and incinerators

This includes choosing foods that involve selecting the right ingredients for our dishes, ingredients that are not only healthy for our bodies but our environment too. The move away from processed foods is intended to help minimise the negative environmental effect of food production, eliminate food-related illnesses, and prolong people's lives. The project has a large spectrum from coming up with new recipes on a platter to save the environment to making sustainable food a lifestyle. The creativity spectrum is open for the students to experiment and explore.

The second option available, sustainable fashion. This focuses on a way to responsible consumerism and the model of recycle, reuse and reduce. Fast fashion has paved its way up the market into the most extravagant way. Clothing is purposely made to be consumed fast at low prices, causing buyers to regard clothing as disposable, wearing it only a few times before discarding it or replacing it with newer and trendier inexpensive clothing.

Fast fashion is unsustainable since it depletes natural resources at exponential rates, abuses people all over the world, and results in an oversupply of clothing. The Costly Environmental Impact of Fast Fashion - Power Over Energy. Clothing and textiles production releases 1.2 billion tonnes of greenhouse gases every year – that's more than the combined emissions for all international flights and shipping. Sustainable fashion (also known as eco-fashion) is a movement and a process that aims to improve the ecological integrity and social justice of fashion items and the fashion sector. Fashion fabrics and goods are only one aspect of sustainable fashion. Creating a sustainable fashion portfolio, or textiles or re- thinking and re-designing the way we think about fashion. This particular project wants the student to think beyond the norm in the fashion industry, come up with a personal sustainable style statement.

This includes choosing foods that involve selecting the right ingredients for our dishes, ingredients that are not only healthy for our bodies but our environment too. The move away from processed foods is intended to help minimise the negative environmental effect of food production, eliminate food-related illnesses, and prolong people's lives. The project has a large spectrum from coming up with new recipes on a platter to save the environment to making sustainable food a lifestyle. The creativity spectrum is open for the students to experiment and explore.

The second option available, sustainable fashion. This focuses on a way to responsible consumerism and the model of recycle, reuse and reduce. Fast fashion has paved its way up the market into the most extravagant way. Clothing is purposely made to be consumed fast at low prices, causing buyers to regard clothing as disposable, wearing it only a few times before discarding it or replacing it with newer and trendier inexpensive clothing.

Fast fashion is unsustainable since it depletes natural resources at exponential rates, abuses people all over the world, and results in an oversupply of clothing. The Costly Environmental Impact of Fast Fashion - Power Over Energy. Clothing and textiles production releases 1.2 billion tonnes of greenhouse gases every year – that's more than the combined emissions for all international flights and shipping. Sustainable fashion (also known as eco-fashion) is a movement and a process that aims to improve the ecological integrity and social justice of fashion items and the fashion sector. Fashion fabrics and goods are only one aspect of sustainable fashion. Creating a sustainable fashion portfolio, or textiles or re- thinking and re-designing the way we think about fashion. This particular project wants the student to think beyond the norm in the fashion industry, come up with a personal sustainable style statement.

This includes choosing foods that involve selecting the right ingredients for our dishes, ingredients that are not only healthy for our bodies but our environment too. The move away from processed foods is intended to help minimise the negative environmental effect of food production, eliminate food-related illnesses, and prolong people's lives. The project has a large spectrum from coming up with new recipes on a platter to save the environment to making sustainable food a lifestyle. The creativity spectrum is open for the students to experiment and explore.

The second option available, sustainable fashion. This focuses on a way to responsible consumerism and the model of recycle, reuse and reduce. Fast fashion has paved its way up the market into the most extravagant way. Clothing is purposely made to be consumed fast at low prices, causing buyers to regard clothing as disposable, wearing it only a few times before discarding it or replacing it with newer and trendier inexpensive clothing.

Fast fashion is unsustainable since it depletes natural resources at exponential rates, abuses people all over the world, and results in an oversupply of clothing. The Costly Environmental Impact of Fast Fashion - Power Over Energy. Clothing and textiles production releases 1.2 billion tonnes of greenhouse gases every year – that's more than the combined emissions for all international flights and shipping. Sustainable fashion (also known as eco-fashion) is a movement and a process that aims to improve the ecological integrity and social justice of fashion items and the fashion sector. Fashion fabrics and goods are only one aspect of sustainable fashion. Creating a sustainable fashion portfolio, or textiles or re- thinking and re-designing the way we think about fashion. This particular project wants the student to think beyond the norm in the fashion industry, come up with a personal sustainable style statement.

A paradigm shift in research specifically in English, Political Science and History has been from an empirical approach into that of theorization. The emphasis is to locate the subject with in a framework of

Concepts, Schools and Debates. To facilitate an understanding of these orientations for students a four-credit additional elective has been designed. This will be a Dissertation work by the student under the guidance of a faculty of the department.

The Dissertation provides an opportunity to the students of Final year EPH to carry out research work and to produce a more developed and lengthier piece of academic writing. The topic can be chosen on any aspect of English literature, Political Sciences and History. However, topics based on interdisciplinary perspective are highly encouraged.

Level of Knowledge: Advanced

a) Registration by the student at the end of the 4th semester.

b) Topics to be decided tentatively.

c) The Dissertation work begins from 5th semester with Literature Review,

Methodology, Field Studies and Statistical Survey/Analysis etc.

d) Twice a week meeting with the Supervisor is mandatory which will be

documented through a record register duly signed by the student and the guide,

as well through the attendance app in the 6th Semester.

e) The writing starts in 5th semester itself.

f) The evaluation will be done though CIA 1, CIA 2, and CIA 3 respectively of the 6th

semester, and then a Final Submission and Viva.

g) Last draft to be submitted in the second/third week of February, in accordance to

the calendar provided to the students in the beginning of the semester.

h) Final Submission and Viva one week before the last class day in March.

Guided self-study, research and library hours.

Should include The Research Proposal, backgroundof the study, context, literature review and other sections.

Guided self-study, research and library hours

The respective research material and frameworks

Guided self-study, research and library hours

The respective research material and frameworks

Conclusion of the study

Publications.

• Lisa A. Baglione, (2016). Writing a Research Paper in Political Science, Sage

Publications.

• https://writingproject.fas.harvard.edu/files/hwp/files/soc_stud_sr_thesis_201

3.pdf

• Judith Burnett, (2009). Doing your Social Science Dissertation, Sage Publications.

written bibliography. The research work of dissertation must demonstrate a grasp of

relevant data and critical perspectives in the chosen field, moving beyond a mere

summary of what others have said to make an original contribution to critical thought on

the student's chosen topic.

Evaluation includes the written submission of the dissertation and viva voce. 

Process of Evaluation and Submission

• Dissertation to be evaluated by one external (outside the department) and one

internal (guide) faculty.

• The Marks distribution will be as follows:

CIA 1 – 20 marks by the Supervisor;

CIA 2 – 15 Marks by the Supervisor

CIA 3 – 15 - Presentation in Students Seminar

Final Submission and Viva – 50 Marks (30 Marks by the External and 20 Marks

by the Supervisor)

• TWO hard copies (one for the supervisor and the department). Two

soft copies (one each for the library and the department) to be submitted.

• The External Evaluator should get the hardcopy of the Dissertation minimum of 3

days before the Scheduled Viva date

Cinema is one of the three universal languages and film industry one of the largest industries in the world today. Film Studies is a widely emerging area, with the audio-visual medium offering wider possibilities of understanding the world around us, our engagements and experiences. The course will throw light on this field of cinema to enable students to appreciate, understand and negotiate with films as texts demanding an informed response. The course will introduce films from across the globe and will introduce through analysis the technical aspects of film making which can give a strong footing for the students who are interested in filmmaking as a profession thereby enabling in skill development and providing employment opportunities to the students.

The course aims to

• Enable students to appreciate, understand and read films as audio-visual texts.

• Help students learn the key concepts of cinema and analyze films in a better light

• Equip students to read and write critically about and on films

• Initiate them to the diverse forms and types of cinemas

• Acquaint students with Indian cinema

This unit traces the history of art and examines various global art forms including cinema. It analyses cinema as an art and examines cinema’s relation with other art forms

• Film as an Art

• Cinema as an institution

• Film studies as a subject

This unit introduces various concepts and techniques associated with cinema globally.

• Film Narrative

• Mise-en-scene

• Cinematography

• Editing

• Sound and Music

Unit details: This unit introduces film production, reception, and various film genres. The unit will also enable the students to closely study the various gendered formal conventions that one can find within different genres and subgenres.

• Film genres 

• Cinematic authorship and the film author 

• Cinema spectator and film audience

Unit details: This unit deals with non-fiction, art, and experimental films in various global film industries.

• Art Cinema

• Avant-garde – experimental films

• Documentary

Unit details: This unit provides a picture of the representation of various identities in cinema. The cinematic representation of gender, race,

and nation and other political identities are analysed.

• Gender and cinema

• Masculinity

• Feminist counter cinema

• Sexuality and Cinema

• Gay/lesbian movies

• Race and Cinema

• African/Black cinema

• Cinema and resistance

• Third Cinema

• Nation and Cinema

Unit details: This unit deals with Indian cinema and its various aspects. This unit will also focus on the various cinematic experiments with national and regional identities. 

• Early Indian cinema

• Bollywood cinema

• Parallel cinema

• Regional language cinema

Dix, Andrew. “Seeing Film: Mise-en-scene.” Beginning Film Studies, 2nd ed., Manchester United Press, 2016

Rough Sea at Dover. Directed by Birt Acres and Robert w Paul, Birt Acres and Robert W. Paul, 1895.

La Sortie Des Usines lumière = Workers Leaving the lumière Factory. Directed by Lois Lumiere, Louis Lumiere, 1895.

The Cabbage Fairy. Directed by Alice Guy, Société des Etablissements L. Gaumont, 1896.

The One Man Band. Directed by Georges Melies, Star-Film, 1900.

Grandma’s Reading Glass. Directed by George Albert Smith, George Albert Smith Films, 1900.

Unit II

Essential Readings:                                                                                                                                             

 Nelms, Jill, editor. “Film Form and Narrative”, Introduction to Film Studies, Routledge:London, 1996.

The Tramp. Directed by Charlie Chaplin, Essanay Studios, 1915.

Citizen Kane. Directed by Orson Welles, RKO Radio Pictures, 1941.

Vertigo. Directed by Alfred Hitchcock, Paramount Pictures, 1958. 

Casablanca. Directed by Michael Curtiz, Warner Bros, 1942. 

Metropolis. Directed by Fritz Lang, Universum Film, 1927. 

Schindler’s List. Directed by Steven Spielberg, Universal Pictures, 1993.

The Rules of the Game. Directed by Jean Renoir, Gaumont Film Company, 1939.

Bigger than Life. Directed byNicholas Ray, 20th Century Fox, 1956.

Red Desert. Directed by Michelangelo Antonioni, Film Duemila, 1964.

Edward Scissorhands. Directed by Tim Burton, 20th Century Fox, 1990.

After Life. Directed by Koreeda Hirokazu, Engine Film, 1998.

Unit III

Any Noir or Neo-Noir film,

Pulp Fiction. Directed by Quentin Tarantino, Jersey Films, 1994.

Unit IV

The Cabinet of Dr Caligari. Directed by Robert Wiene, Decla-Bioscop AG, 1920.

Bicycle Thieves. Directed by Vittorio DeSica, ENIC, 1948.

Breathless. Directed by Jean Luc Godard, Les Films Impéria, 1960.

Battleship Pottemkin, Directed by Sergei Eisenstein, Mosfilm, 1925.

Don’t Look Back. Directed by A D Pennebaker, 1998.

Nanook of the North. Directed by Robert J Flaherty, Pathé Exchange, 1922.

Primary. Time Life Television. Directed by Robert Drew, 1960.

Fahrenheit 9/11. Directed by Michael Moore, Lionsgate Films, 2004.

Standard Operating Procedure. Directed by Errol Morris, Sony Pictures Classics, 2008.

Unit V

Thriller. Directed by Sally Potter, Arts Council of Great Britain, Sally Potter, 1979. 

Ten. Directed by Abbas Kiarostami, Abbas Kiarostami Productions, Key Lime Productions, MK2 Productions, 2002. 

Brokeback Mountain. Directed by Ang Lee, Focus Features, River Road Entertainment, Alberta Film Entertainment, Good Machine, 2005.

Moonlight. Directed by Barry Jenkins, A24, PASTEL, Plan B Entertainment, 2016.

Get Out. Directed by Jordan Peele, Universal Pictures, Blumhouse Productions, QC Entertainment, Monkeypaw Productions, Dentsu, Fuji Television Network, 2017.

Unit VI

Saran, Renu. History of Indian Cinema. Diamonds Books. 2012. Print.

Pather Panchali. Directed by Satyajit Ray, Government of West Bengal, 1955. 

Bhuvan Shome. Directed by Mrinal Sen, Mrinal Sen Productions, 1969. 

Meghe Dhaka Tara. Directed by Ritwik Ghatak, Chitrakalpa,1960.

Chokher Bali. Directed by Rituparno Ghosh, SVF Entertainment, 2003. 

Unnishe April. Directed byRituparno Ghosh, Spandan Films, 1994.

Abrams, Nathan. Studying Film. Bloomsbury: New York. 2001.

Monaco, James. How to read a Film. Oxford University Press: Oxford. 2000. 

Nelms, Jill. Introduction to Film Studies. Routledge: London. 1996. 

Dissanayake, Wimal and K Moti Gokulsing Eds. Routledge Handbook of Indian Cinemas. Routledge: New York, 2013. Print.

Buckland, Warren. Understanding Film Studies. McGrow-Hill, 2010. Print.

Bordwell, David and Kristin Thompson. Film Art: An Introduction. McGrow-Hill Companies, 1997. Print. 

Hayward, Susan. Cinema Studies: Key Concepts. Routledge: Oxon, 1996. Print.

Williams, Alan. Ed. Film and Nationalism. Rutgers University Press: London, 2002. Print.

Dissent is inherent to human nature and to the process of construction of ‘self’. Art and Literature, being one of the essential modes through which human expressions are recorded, it also becomes a means for expressing dissatisfaction with the status quo and imagining more just, equitable, and pleasurable alternatives. Thus, it represents individual, social and political ideologies that run counter to dominant culture. An interesting aspect of dissent is that it rises out of the knowledge that there are multiple perspectives on any issue. This course explores the various modes through which narratives issue socio-political critiques. The course is designed to create awareness among learners that language, culture, and literature are sites of contested power struggles. It also brings to the fore how art plays an instrumental role in reshaping conventional perception of race, class, gender, sexuality, ethnicity, and nationality among others. Ultimately the course will help the students grow into sensitive citizens and responsible individuals thereby enabling them to link their vocational output to the demands of their social contexts.

Unit details: This unit studies the notions of self, freedom and knowledge vis-a-vis dissent along the legacy of the Enlightenment. The unit explores thoughts put forward by philosophers and thinkers on the idea of ‘I ‘, its actualization and the mode in which notions of freedom and right become inherent to human existence. Through such an exploration the unit attempts to understand the role of dissent in the actualization of these desires which are inherent to human nature. 

The reading includes philosophical texts from global context. The theme revolves around the idea of dissent and assent of human as a subject and signifies the human values of common mass.  

         1. The realization of ‘self’ I through Dissent - could refer to psychoanalysis - Lacan and Sunder Sarukkai’s understanding of   dissent. 

2. Enlightenment and the notion of freedom and Rights - could refer to John Lock’s A Letter Concerning Toleration , Emanual Kant on Groundworks of Metaphysics of Morals.

1. Secondary Text : Enlightenment and Freedom by Jonathan Peterson and Enlightenment and Dissent : Enlightenment, Religion, Science, Popular Culture in the late 18th Century England.

3. Hegel and the notion of Master-Slave Dialectics - Could refer to Hegel’s Master-Slave Dialectics and the Relationship between God and the Believer. 

2. Secondary Text : Independence and Dependence of Self Consciousness: Lordship and Bondage in Phenomenology of Spirit -Hegel

4. Contesting the notions of Enlightenment could refer to - Dialectics of Enlightenment by Max Hokiemer and Adorno.- Enlightenment as Mass Deception

Unit details: Multiple social and political thinkers have engaged with the notions of consent and dissent. The unit attempts to explore some of these writings to understand their perspective on dissent and the mode in which these thinkers have engaged with the politics of production of knowledge and questioned the multiple oppressive power structures. This section studies the epistemology and the production of ‘humans’ as an object of knowledge; production of knowledge in institutional relations; the value of knowledge. The texts are taken from global and regional contexts and deals with the human values of human beings in general and marginalised sections of the society in particular.

1. Epistemology and the production of ‘humans’ as an object of knowledge.Refer to Human Science in the work the Order of Things by Foucault. 

2. The notion of commodities and Labour & Cultural Imperialism and Knowledge production 

Refer to Capital : A critique of Political Economy ;The Native Under Control in Culture and Imperialism by Edward Said. 

3.  B.R Ambedkar’s ‘Shudra and Counter Revolution’ in Revolution and Counter Revolution -

Refer to debate on Gandhi and Ambedkar Debate 

4. Discussion of academic /public intellectuals and its political positionings 

Refer to Silence is Consent - by Richard Levin; Algebra of Infinite Justice’ by Arundhati Roy

The unit aims to explore the various modes in which socio-political thinkers engage with the notion of nation- state and the mode in which it exerts power over its citizens. The discussion also brings to light how works of Art attempts to question such oppressive methods of state through various modes.

1. Noam Chomsky and the notion of state (Refer to Notes on Anarchism in For Reasons of Tastes)

2. Nationalism and the problematics (Refer to Partha chaterjee) 

3. Fasicm and nation-state (Refer to Chaplin: The Great Dictator (Movie)/ Mikhail Bulgakov: The Master and Margarita)

4.  Surveillance and  Art as activism

Refer to  Dissent on State and Surveillance- Panda project - Privacymovement and Dissent ;“Sovereign Power and Bare Life” - Agamben

Unit details: The unit focuses on an exploration of various cases of dissent and how the nation- state, the public perceives such cases in India. The unit also focuses on the ambiguity between sedation and dissent and how the different apparatuses of the state engages with this. The unit focuses on the gender, minority and other marginalised sections of the society from national, regional and local contexts.

1. censorship, entertainment and pleasure.  (Refer to -Papilio Buddha (Movie 2013)) 

2. Public University as a space of dissent or sedation (Refer to The Azadi song , the Central Universities in question - JNU / HCU). 

3. The space Politics and the food to consumption - (Refer to The myth of a vegetarian nation.)

4. One language , One Nation and Neologism, (Case Study on Language imposition; Daupati by Mahasweta ;  ‘Unda’ (2019, Film)

5.  Religion and Dissent (Refer to Why I am not Hindu Kanchallia ;The Curious case of God and Goddess of India by  Hoshang Merchant).

Peterson, Jonathan M. “Enlightenment and Freedom.” Journal of the History of Philosophy, vol. 46, no. 2, Johns Hopkins UP, Jan. 2008, pp. 223–44. https://doi.org/10.1353/hph.0.0021.

Smith, Cyril. “Karl Marx and Human Self-Creation by Cyril Smith.” 2004

Lacan, Jacques, and Bruce Fink. Ecrits: The First Complete Edition in English. W. W. Norton, 2006.

Ambedkar, B. R. “Shudras and the Counter-Revolution”. Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 3, 1987, pp. 416–428.

Foucault, Michel. “The Subject and Power”. Critical Inquiry, 8(4), 1982, pp. 777–795. http://www.jstor.org/stable/1343197

Marx, Karl. “The Commodity”. B. Fowkes (Trans.), Capital: A Critique of Political Economy,  vol. 1, 1992, pp. 125–177. Penguin Classics.

Lyotard, Jean-Francois. “Defining the Postmodern”. S. During (Ed.), The Cultural Studies Reader, 2nd ed., 1999, pp. 142–145. Routledge.

Agamben, Giorgio, et al. Means without End: Notes on Politics. NED-New edition, vol. 20, University of Minnesota Press, 2000. JSTOR, http://www.jstor.org/stable/10.5749/j.ctttttww

The Great Dictator. Directed by Charlie Chaplin. Charles Chaplin Film Corporation, 1940.

Chatterjee, Partha. The Nation and Its Fragments: Colonial and Postcolonial Histories. Princeton University Press, 1993. JSTOR, https://doi.org/10.2307/j.ctvzgb88s

Foucault, Michel. “Right of Death and Power Over Life”. Translated by Robert Hurley, The History of Sexuality: An Introduction, vol 1, 1978, pp. 134-159, Pantheon Books.

Sarukkai, Sundar. “The Nature of Dissent.” The Hindu, 3 Sept. 2018.

Zee Music Company. “Azadi - Gully Boy| Ranveer Singh and Alia Bhatt | DIVINE | Dub Sharma | Siddhant | Zoya Akhtar.” YouTube, 11 Feb. 2019, www.youtube.com/watch?v=4nCshJBODT4

Biswas, Soutik. “The Myth of the Indian Vegetarian Nation.” BBC News, 3 Apr. 2018, www.bbc.com/news/world-asia-india-43581122

Papilio Buddha. Directed by Jayan Cheriyan, Silicon Media Kayal Films, 2013.

Ilaiah, Kancha. Why I am Not a Hindu: A Sudra Critique of Hindutva Philosophy, Culture and Political Economy. Samya, 2002.

Unda. Directed by Khalid Rahman, Moviee Mill and Gemini Studios, 2019.

Ardhanaari. Directed by Santhosh Souparnika, MG Sound & Frames, 2012.

Spivak, Gayatri Chakravorty. “‘Draupadi’ by Mahasveta Devi.” Critical Inquiry, vol. 8, no. 2, 1981, pp. 381–402. JSTOR, http://www.jstor.org/stable/1343169

Hegel, Friedrich, Georg Wilhelm. Phenomenology of Spirit. Clarendon Press, 1977.

Schmidt, James. What Is Enlightenment? Eighteenth-Century Answers and Twentieth-Century Questions. University of California Press, 1996.

Levin, Richard. “Silence Is Consent, or Curse Ye Meroz!” College English, vol. 59, no. 2, 1997, pp. 171–90. JSTOR, https://doi.org/10.2307/378547.

Said, Edward Wadie. (1993). “The Native Under Control”. Culture and Imperialism, 1993, pp. 162–168. Vintage.

University of Westminster. “Democracy and Dissent in China and India - Arundhati Roy With Dibyesh Anand.” YouTube, 18 June 2011, www.youtube.com/watch?v=XFlQpNRmjEU

Turner, Simon. “What Is a Refugee Camp? Explorations of the Limits and Effects of the Camp”. Journal of Refugee Studies, 29(2), 2015, pp. 139–148.

Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread of Nationalism, London and New York: Verso. 1983.

Agamben, Giorgio. Homo Sacer: Sovereign Power and Bare Life. Stanford University Press, 1998.

Appadurai, Arjun. Modernity at Large: Cultural Dimensions of Globalization. London: University of Minnesota Press, 1946.

Bhabha,Homi.Nation and Narration. London: Routledge, 1990. 

Basu, Amrita. Community Conflicts and the State in India. India: OUP, 2000.

Blake, William. The Marriage of Heaven and Hell.

Devji, Faisal. Landscapes of the Jihad: Militancy, Morality, Modernity. Cornell University Press,2005

Dayan, Colin. The Story of the Cruel and the Unusual. MIT Press, 2007. Boston Review Book Series.

Harlow, Barbra. Resistance Literature. London: Taylor and Francis Limited, 1987.

Partha Chatterjee, ‘Nationalism as a Problem’ Nationalist Thought and the Colonial World: A Derivative Discourse. Japan and London: Zed Books for United Nations University, 1996.

Stanley, Jason. How Propaganda Works. Oxford Street: Princeton University Press, 2015.

Course description: Gender Studies is an academic area of study that critically examines how gender shapes our identities, social interactions, and experiences of everyday living. This course specifically focuses on the cross-cutting issues related to gender, human values, and ecology. Interrogating everyday experiences, social and political institutions, literary and philosophical contributions, past and present ideas, and world events, the course seeks to provide students with tools to engage with and critically analyse these areas thereby leading to skill development among students.

Course Objectives: 

• Critically engage with representations and theories of gender as relating to literary, scholarly, and visual texts.

• Become sensitised to the gendered contexts of individual, communal, and national identities.

Unit details: This unit introduces global foundational texts and concepts in the field. It aims to empower learners to understand the foundations of how gender roles are defined and constructed. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. Gloria Steinem - “What if Freud were Phyllis?” – From Moving Beyond Words

2. Ursula Le Guin, “Introducing Myself”

3. Simone de Beauvoir - Excerpts from The Second Sex

4. Audre Lorde: “An Open Letter to Mary Daly”

5. Azar Nafisi, Reading ‘Lolita’ in Tehran – Chapters 1 and 2

6. Toni Morrison, Nobel Lecture, 1993

7. Emma Watson -- #HeForShe movement and United Nations speech

This unit provides both global- and national-level theoretical grounding in terms of critical concepts from the area of study. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

• Jonathan Ned Katz - “Homosexual and Heterosexual: Questioning the Terms “

• Judith Butler - “Imitation and Gender Insubordination”

• Eve Kosofsky Sedgwick - “Gender Asymmetry and Erotic Triangles”

• Adrienne Rich - “Compulsory Heterosexuality and Lesbian Experience”

• Spivak, Introduction to Breast Stories

• Harveen S. Mann, “Suniti Namjoshi: Diasporic, Lesbian Feminism and the Textual Politics of Transnationality”

This unit applies global- and national-level theoretical frameworks and ways of thinking to prominent examples from texts. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

• Agha Shahid Ali, “The Country without a Post Office”

• Dan McMuffin, “Coconut Milk”

• Vikram Seth, A Suitable Boy (Extracts)

• Raj Rao, “The Boyfriend”

• Annie Proulx - Brokeback Mountain 

• Joan Larkin, A Woman Like That: Extracts

• Hoshang Merchant, Yaarana (Extracts)

• Ana Castillo, Watercolor Women, Opaque Men (Selected Poems)

• Patricia Highsmith, The Price of Salt + Carol (2015) (Visual text)

• Aligarh - Visual Text

• Fire - Visual Text

• The Danish Girl - Visual Text

This unit examines global- and national-level adaptations, remediations, and other ways of rereading/reinventing ideas as well as the notion of gender. It also includes engagement with local- and regional-level situations of identity politics through texts that include Indigenous and non-normative identities. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

1. Rosemary Jackon, Managing Monsters: Six Myths of Our Time (Extracts)

2. Gilbert and Gubar, The Madwoman in the Attic (Extracts)

3. Sir Arthur Conan Doyle, “A Scandal in Bohemia” + Television adaptations (Sherlock and Elementary)

4. Angela Carter, “The Werewolf” + Disneyfication theory

5. Mahasweta Devi, “Draupadi”

6. Eve Ensler, The Vagina Monologues (Extracts)

All texts listed in the unit.

Gilbert, Sandra, and Gubar, Susan. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. Yale University Press, 1984.

Gilbert, Sandra, and Gubar, Susan. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. Yale University Press, 1984.

Ali, Agha Shahid. The Country without a Post Office: Poems 1991-1995. Ravi Dayal Publishers, 1997.

Castillo, Ana. Watercolor Women, Opaque Men: A Novel in Verse. Curbstone Press, 2005.

Ensler, Eve. The Vagina Monologues.Villard Books, 2008.

Larkin, Joan. A Woman Like That: Lesbian and Bisexual Writers Tell Their Coming Out Stories. Harper Perennial, 2000. Merchant, Hoshang. Yaarana: Gay Writing from India. Penguin, 1999.

Seth, Vikram. A Suitable Boy. HarperCollins, 1993.

Warner, Marina. Managing Monsters: Six Myths of Our Time (The 1994 Reith Lectures). Vintage, 1994. 

This course offers a comprehensive introduction to Critical Discourse Analysis (CDA) – and its central, Discourse-Historical Approach – as the key critical, qualitative approach to analysing discourse within and beyond the field of contemporary politics. It presents key theories and methodologies of critical discourse analysis (CDA) through substantive practice in analyzing language and discourse in real-world texts, focusing on understanding various cross-cutting issues concerning the ethical implications of how people, events and issues are represented. The course highlights how deploying CDA/DHA (Discourse-Historical Approach) can help to critically and systematically analyse and deconstruct discursive dynamics and the recontextualisation of discursive strategies in traditional and online (including social) media and across other modes of political, policy, and institutional communication. The course contributes to the students' skill development by providing them a framework to conduct research in any area of their choice.

This unit introduces students to the conceptual framework of discourse analysis. The theoretical understanding enables the student to study the discourse in their national and regional contexts. 

1. Discourse, text and Context

2. Critique, Ideology and Power

3. Principles of CDA

4. Tools for analysis

Unit details: The unit introduces the applied field of discourse analysis. The texts are taken from global and regional contexts and deal with the human values of human beings in general and marginalised sections of society in particular.

1. Theo Van Leeuwan, The Representation of Social Actors

2. Norman Fairclough, Technologisation of Discourse

3. Teun Van Dijk, Discourse, Power and Access

4. Ramesh Krishnamurthy, Ethinic, Racial and Tribal: The Language of Racism 

The unit aims to explore the various modes in which socio-political thinkers engage with the notion of nation- state and the mode in which it exerts power over its citizens. The discussion also brings to light how works of Art attempts to question such oppressive methods of state through various modes.

1. Bahaa-Eddin M. Mazid, Cowboy and misanthrope: a critical (discourse) analysis of Bush and bin Laden Cartoon

2. John Richardson, Social and Discursive Practices: Propaganda and Journalism

3. John Richardson, Manufacturing Consent: Modes of proof in the ‘pre-war’ period

The unit introduces how discursive strategies in language form identity. The unit focuses on gender and other marginalised sections of society from the national, regional, and local context.

1. Michelle M. Lazar, Politicizing Gender in Discourse: Feminist Critical Discourse Analysis as Political Perspective and Praxis

2. Janet Holmes, Power and Discourse at Work: Is Gender Relevant?

3. Val Gough and Mary Talbot, ‘Guilt over games boys play’ Coherence as a focus for examining the constitution of heterosexual subjectivity on a problem page

4. Branca Telles Ribeiro, Conflict talk in a psychiatric discharge interview Struggling between personal and official footings

Wodak, Ruth, and Michael Meyer. Methods of Critical Discourse Studies. SAGE, 2015.

Fairclough, Norman. Critical Discourse Analysis: The Critical Study of Language. Routledge, 2013.

Machin, David, and Andrea Mayr. How to Do Critical Discourse Analysis: A Multimodal Introduction. SAGE, 2023.

Reisigl, Martin, and Ruth Wodak. Discourse and Discrimination: Rhetorics of Racism and Antisemitism. Routledge, 2005.

Richardson, Jon E. Analysing newspapers: An approach from critical discourse analysis. Macmillan Education UK, 2007. 

Van Leeuwen, Theo. Discourse and practice. New tools for critical discourse analysis, 2008.

Lazar, M. Michelle. Feminist Critical Discourse Analysis: Articulating a Feminist Discourse Praxis, Palgrave, 2007.

Bloor, Meriel, and Thomas Bloor. The Practice of Critical Discourse Analysis: An Introduction. Routledge, 2013.

Wodak, Ruth, and Michael Meyer. Methods for Critical Discourse Analysis. SAGE, 2009.

Waugh, Linda R., & Catalano, Theresa. Critical Discourse Analysis, Critical Discourse Studies and Beyond. Springer International Publishing, 2020.

Fairclough, Norman. Critical Discourse Analysis: The Critical Study of Language. Routledge, 2013.

Course Description:

The course makes no attempt at comprehensive coverage and is designed to contain a lot of exercises. It aims to get you thinking about one of the most important and fascinating topics you could ever hope to encounter: archaeology, the investigation of the human past. Our created past surrounds us and it matters. Indeed, it is probably our most important legacy. It is the hope that this short course will quickly persuade one of this and show that nothing is more interesting, more stimulating or more rewarding than the study of archaeology. The course is designed as a basic introduction to the subject. Archaeologists do not always agree and some of the current debates as well as several of the major questions that archaeologists are tackling, whether as researchers, managers, curators, specialists or a combination of all of these aspects of the profession, are also added to the content. The course is meant for both – the students who have not yet entirely made up their mind about archaeology, as well as for those who are a few steps further on – you have been bitten by the archaeology ‘bug’ and want to know more. You may be reading up on archaeology for pleasure, wanting to study it at university, taking it in conjunction with another subject or just intrigued by a Web site you have browsed or a museum or monument you have visited. The hope is that this will kick-start your archaeological imagination so that the experience of handling and studying objects, fieldwalking and surveying landscapes and buildings, arranging exhibits and presenting the past to the wider world will become even more immediate and rewarding.

Level of Knowledge: Theory/Basic

a) Archaeology: The Why(s) and the How(s).

b) The many Archaeologies: from Culture History to Anthropological Perspectives.

c) Understanding Archaeological Resources: Historical documents to Surface surveys; Aerial photography to Geophysical Surveys.

Level of Knowledge: Practical/Basic

c) Understanding Archaeological Resources: Historical documents to Surface surveys; Aerial photography to Geophysical Surveys.

Level of Knowledge: Theory/Empirical

a) Starting out: Research Design, Representative Sample and Surveys

b) Excavations: Why excavate? – Types of excavation, strategies and process of excavation

c) How to Record: context sheets, plans, sections and section drawings, photographs, and artifact record.

d) Understanding Dating in Archaeology: Relative dating, Absolute or Chronometric Dating.

Level of Knowledge: Practical/Empirical

c) How to Record: context sheets, plans, sections and section drawings, photographs, and artifact record.

Level of Knowledge: Theory/Conceptual

a) Making sense of the Data: Artifact analysis, Religion and ritual, archaeology of settlement.

b) Human Use of Landscape: Identifying function(s) of sites, the use of space, and Understanding structures.

c) Material Culture and Economies: Farming, Trade and exchange, arts and crafts

Level of Knowledge: Practical/Conceptual

a)Making sense of the Data: Artifact analysis, Religion and ritual, archaeology of settlement.

b)Human Use of Landscape: Identifying function(s) of sites, the use of space, and Understanding structures

Level of Knowledge: Theory/Analytical

a) Social Archaeology: forms of social organization, social complexities, power and control.

b) The Archaeology of Rank and Status: Burial and Settlement evidence, Artefactual Evidence.

c) The Archaeology of Gender: Human remains, Graves and grave goods, settlement evidence, and Art/Craft based sources

Level of Knowledge: Practical/Interpretative

a)Field visit/Site visit: The students will be taken to archaeological sites where they get to see the evidence of settlements in person

b)Project submission: The students will have to submit a project based on the observations of their visit

Level of Knowledge: Theory/Conceptual

a) Threats to Archeological remains: Global and Local.

b) The Protection of Archaeological Sites: Protective Legislation, Protection through Planning and Awareness programs, Cultural Resource Management.

c) Presenting the Past: Politics and Archaeology; Identity and Archeology; Towards an Interpretation

Practical:

Level of Knowledge: Practical/Interpretative

a)Threats to Archeological remains: Global and Local.

b)The Protection of Archaeological Sites: Protective Legislation, Protection through Planning and Awareness programs, Cultural Resource Management.

c)Presenting the Past: Politics and Archaeology; Identity and Archeology; Towards an Interpretation

● Settar, S. and Korisettar, R (eds.). 2004. Indian Archaeology in Retrospect: Prehistory, Archaeology of South Asia. New Delhi: Indian Council of Historical Research and Manohar Publishers.

●Hodder, Ian (editor). 2012. Archaeological Theory Today, 2nd Edition. Polity Press: Malden.

●Johnson, Matthew. 2010. Archaeological Theory: An Introduction, 2nd Edition.Wiley- Blackwell: New York.

●Renfrew, Colin, and Paul Bahn. 2012. Archaeology: Theories, Methods, and Practice, 6th Edition. Thames and Hudson: New York

●David, B. and Thomas, J. (eds.) 2008. Handbook of Landscape Archaeology. Walnut

●Creek, CA: Left Coast Press. Diamond, J. 1998. Guns, Germs, and Steel: A Short History of Everybody for the Last 13,000 Years. New York: Norton.

●Drewett, P. 2011. Field Archaeology: An Introduction, 2nd edition, Routledge, London.

●French, C. 2015. A Handbook of Geoarchaeological Approaches for Investigating Landscapes and Settlement Sites. Oxford: Oxbow Books.

●Grant, J., Gorin, S. and Fleming, N. 2008. The Archaeology Coursebook: An Introduction to Themes, Sites, Methods and Skills. Routledge, London.

●Harris, E.C. 1989. Principles of Archaeological Stratigraphy, 2nd Edition. Academic Press: London and San Diego.  Renfrew, C. 2009. Prehistory: The Making of the Human Mind, Modern Library.

●Renfrew, C. and Bahn, P. 2012. Archaeology: Theory, Methods and Practice, 6th edition, Thames and Hudson, London. Scarre, C. (ed.). 2009. The Human Past: World Prehistory and Development of

●Human Society, 2nd edition, Thames and Hudson, London.Trigger, Bruce G. 2006. A History of Archaeological Thought, 2nd Edition.Cambridge University Press: Cambridge.

●Wenke, Robert J., and Deborah I. Olzewski. 2007. Patterns in Prehistory: Humankind's First Three Million Years, 5th Edition. Oxford University Press: Oxford.

●Wheeler, R.E.M. 1954. Archaeology from the Earth. London: Pelican.

Modernity is generally understood as a specific form of social relations that people enter into in everyday life – but relations which are modified at the most fundamental level by the quality of intersubjectivity. Keeping that in mind, the course is intended to provide the learner a broad overview of the process, phenomena and events which went into the construction of first, European modernities and a situation where Wars became inevitable. This course will introduce some of the enduring features of a post-war nation which are often overlaid and hidden from view because of contemporaneous diachronies, or the coexistence of different temporal rhythms. The difference between ethical anonymity and morality will also be discussed. In addition, it describes the possible transformation of also familiarizing readers with some approaches that examine the intersections of modernity, time and history as concepts, and structures of ordering and explanation. The initial weeks will present contesting discussions within different continents and the experience of decolonization over the origins, understanding and implications of modernity and the terms within which it has been discussed. Discussing the difference between modernization and ‘westoxication’, the course will take a phenomenological treatment that is abstract and yet illustrative, when discussing issues such as affirmative action, citizenship, and development with special focus on the post-war world. This course argues that given the reality of mistaken modernity and the idealization of the past in many societies of the colonized world, it is necessary to make the case for modernity as uncompromisingly as possible. Because the concerns of the present very clearly, and self-consciously, provide context and perspective to events of the past in comparative history. And this context of the present justifies and provides the format for historical comparisons. The two world wars and the radical ideologies transformed the entire politico – social landscape of the world. The reverberations of this change were felt throughout the world and dominated the histories of the AfroAmerican and European continent in the post war period. This course aims to map out the various trajectories of the post war world keeping these issues in mind.

Level of Knowledge: Conceptual

a) The End of European empires: Factors and Determinants – The British evacuation from Africa; Case Studies – West Africa: Nigeria, East Africa: Kenya, Central Africa: Southern Rhodesia (any of these case studies can be selected for study and engagement in class)

b) The French and the Maghrib: Tunisia, Morocco and Algeria (any of these case studies can be selected for study and engagement in class).

c) The end of Belgian, Spanish and Portuguese colonialism in Africa or Africa and the world: South Africa – Formation of the Union of South Africa, Policy of Apartheid, its main features, Anti apartheid movement and its end, Period of transition – Nelson Mandela

Level of Knowledge: Empirical

a) Western Europe – Recovery – Franco German Entente – Britain on the edge –European Union.

b) Central and Eastern Europe – Stalin’s Empire – Khrushchev and Russia,Hungary, Czechoslovakia and Poland – The CommunistDisintegration in Russia– use of Cultural Media in the expressions of assertions and identity in USSR

c) Federated Yugoslavia – Dissolution – Civil War

Level of Knowledge: Empirical

a) USA – Poverty and Social Policies: Truman (Fair Deal Policy), Eisenhower(Republicanism), John F Kennedy (New Frontier) and Nixon (New EconomicPolicy) – Racial Problems and civil rights – Response of the State – Campaign for equal as well as civil rights (Jim Crow Laws and Martin Luther King) – growth ofTelevision media.

b) Anti Communism and McCarthyism – Arms and Technology Race – Nixon and the Watergate scandal – Ronald Reagan: Problems in economy, Stock Marketcrash, Foreign policy, Libya, South Africa and Irangate scandal.

c) Canada – Internal politics in the post war period.

Level of Knowledge: Critical

a) South America in the 20th C, a general background – Brazil: Economy –Argentina: post war politics – period of Peron – Falkland Crisis.

b) Chile: Centre – left alliance and Salvador Allende or Venezuela or Peru (Any of the case studies can be taken for study)

c) The developing world and the North-South divide – world economy and its effects on the environment.

• Birmingham, D., The Decolonization of Africa, UCL Press Ltd: London, 1995.

• Judt, T., Postwar: A History of Europe since 1945, The Penguin Press: New York,200

• S Whitfield, A Companion to 20th Century America, Blackwell Publishing: Oxford,2004.

• B. Keen and Keith Haynes, A History of Latin America, Houghton Mifflin Harcourt Publishing Company, Boston: 2009.

• A Smith and C Jeppesen (eds.), Britain, France and the Decolonization of Africa:Future Imperfect, UCL Press Ltd: London, 2017.

• J Reinisch and E White (eds.), The Disentanglement of Populations: Migration,Expulsion and Displacement in Post-War Europe, 1944-1949, Palgrave Macmillan,2011.

• J Smith, The United States and Latin America: A history of American, Routledge:London and New York, 2005.

• L Bethell, Chile Since Independence, Cambridge University Press, Cambridge,1993.

• Christopher Culpin (2000), Making History, HarperCollins.

• Phili Zelikon and Condoleezza Rice (1997), Germany Unified and EuropeTransformed, A Study in State Craft, Harvard University Press, USA.

• Neil Demario and Richard Radway (1997), Twentieth century 1900-1995 a worldTransformed, Hodder and Stoughton.

• Richard Bessel and Dirk Schumann (eds.), Life After Death: Approaches to a Cultural and Social History of Europe During the 1940s and 1950s, Cambridge: Cambridge University Press, 2003.

• Eric Hobsbawm, Age of Extremes: the short 20th Century, Penguin: New York, 1994.

Course Description: 

Environmental studies is an emerging branch in advanced history courses which helps in understanding the ancient to recent ecologies, landscape alterations, man-environment relationships, issues and problems which had political and economic implications. This course will examine the relationship between humanity and the biosphere from the prehistoric era to present. We will focus less on regional histories and more on processes of environmental change at the larger scale. The goal is to impart a general understanding of the concepts, methods, and ideas of environmental history of India. 

Level of Knowledge: Basic

a)Introduction to the notion of Ecology and Environment

b)Ecology and Environmental Histories: Sources and Representations

c)Indian Landscapes and Nature-Human Interface

 Level of Knowledge: Practical/Basic

c) Indian Landscapes and Nature-Human Interface.

Level of Knowledge: Critical

a)Nomadic Pastoralism, Hunting-Gathering

b)Resource Use and Human Societies, Agricultural Diffusion and Regional Specificities

c)River Valley Civilization, Origins of Agriculture.

Level of Knowledge: Empirical

  a)Power, identity and ecology; Animals and politics

b)Coasts and river waters; ‘Scarcity’

c)landscape and development; Nationalism and nature. 

Level of Knowledge: Practical/Empirical 

a)      Power, identity and ecology; Animals and politics

b) Coasts and river waters; ‘Scarcity’

Level of Knowledge: Analytical

 a)Colonial Interests on Forests (Forest Acts 1865, 1878 and 1927)

b)Agriculture and cultivation policies; tribal economy and impacts

c)Forest Policy;  Resolutions and Acts ( 1952, 1980 and 1988); Movements - Chipko Movement - Appiko Movement

d) International Environmental Ethics – Conventions and Protocols. 

Level of Knowledge: Practical/Analytical

 a)      Forest Policy; Resolutions and Acts (1952, 1980 and 1988); Movements - Chipko Movement - Appiko Movement

b)     International Environmental Ethics – Conventions and Protocols.

• Arnold, David & Ramachandra Guha. (Eds.). 1995. Nature, Culture and Imperialism: Essays on the Environmental History of South Asia, New Delhi: OUP.
• Guha, Ramachandra & Madhav Gadgil, 1995. Ecology and Equity, London: Routledge. 
• Rangarajan, Mahesh. 2006. Environmental Issues in India A Reader, New Jersey: Pearson Education.