Syllabus for

Academic Year  (2024)

In this global era, it is critical that all citizens understand how the world works. This introduction to international relations course eschews most of the theory, which tends to be too abstract and divorced from the way the world actually operates. Instead, it focuses on history, regions of the world, globalization and global challenges, and world order to provide readers with the essential background and building blocks necessary to make sense of this complicated and interconnected world. In short, this course will make students more globally literate, which is a must in this global era, as what goes on outside a country matters enormously to what happens inside. Even if we want to ignore the world, it will not ignore us. The choice we face is how to respond. We are connected to this world in all sorts of ways. We need to better understand it, both its promise and its threats, in order to make informed choices.

Course Objectives

The following course aims to:

• provide students with a foundational understanding of the key concepts, theories, and approaches in the field of international relations.
• analyze the historical development of the international system and its major actors, including states, international organizations and non-state actors.
• examine the role of power, both military and economic in shaping international relations and global politics·     
• explore the causes, and consequences of state behaviour in the international arena, including conflict, cooperation and diplomacy.

International Relations up to 1919: Laying the Foundations

The World 1919–1945: The First Founding of the Discipline

The World after 1945: The Era of the Cold War and Decolonisation

International Relations 1945–1989: The Second Founding of the Discipline

The World after 1989: ‘Unipolarity’, Globalisation and the Rise of the Rest;

International Relations after 1989

The Post-Western World Order: Deep Pluralism

Towards Global International Relations

Alternative Epistemological Approaches in International Relations, 

How to Apprehend New Representations of International Relations?, Why Do States Do What They Do?

What Are The Major International Relations Theories and How Do They Work?

The Grand Debates in the International Relations

Realism, Liberalism, Constructivism.

Critical theory,Marxist theory, Aberystwyth School,

Frankfurt School,Feminist theory, Green theory

Course Description: 

The course offers a comprehensive exploration of the foundational principles, theories, and ideologies that have shaped political discourse in India. This academic paper delves into the rich tapestry of Indian political philosophy, spanning from ancient to modern times. Through critical analysis and discussion, students will gain insights into the historical, cultural, and philosophical dimensions of Indian political thought, enhancing their understanding of contemporary political issues in India.

CourseObjectives:

• Explore the historical development of Indian political thought from ancient to modern times.

• Examine key philosophical concepts, theories, and ideologies within Indian political discourse.

• Analyze the contributions of major political thinkers and texts in shaping Indian political thought.

• Critically evaluate the relevance and applicability of Indian political theories to contemporary political challenges.

• Kautilya (Chanakya):   Rajadharma (Duties of a King), statecraft-saptanga theory, Foreign Policy and Diplomacy, Law and Justice- dandaniti, Social Order and Welfare.

• Brahmanic and Shramanic traditions 

• Science and society in ancient India- ‘Lokayata’: materialist conceptions in Buddhism, ancient Indian materialism in the ideas of Deviprasad Chattopadhyaya.

• Jaina and Hindu Concept of Kinship, Power and Authorit

• The Buddhist King (Dhammaraja): Buddhist monarch.

• Sangha-State Relations: Buddhist monastic community (Sangha) and the state.

• Ahimsa and Political Conduct: non-violence (ahimsa) and its influence on governance, conflict resolution, and statecraft.

• Dhamma and Governance: Exploration of the Buddha's teachings on dhamma (dharma) and its implications for governance. Dhammapada- the Jataka tales.

• Principles of Syncretism in Hinduism and Islam

• State, Society and Religion: Divine Right of Kings

• Bhakti movement: nirgun and sagun, syncretism and universal humanism in Kabir’s Bijak, Ravidas’ begumpura, Basavanna’s veerashaivism.

• Sufi philosophy: salient features.

• Indo-Islamic state:  the Islamic state in India, Muslim rule on Indian society, Delhi Sultanate.

• Sultanate and Governancein the works of Irfan Habib.

• Court Politics and Bureaucracy in the works of C.A. Bayly.

• Inter-faith relations in the works of Audrey Truschke.

Knowledge of how Political Science has to be researched and written is as important a component as studying the discipline. Issues that are contested, problems of ideological orientation as well as the structure in writing political phenomenon are areas that are relevant for a better understanding of the Discourse. As an extension this whole process translates well into understanding ‘Writing’ as a creative & intellectual activity that requires a certain extent of academic rigor for greater validation. 

Epistemology, Ontology and Philosophy; Inductive-Deductive Logic; Empiricism, Rationalism and Skepticism; Scholars and Debates in Philosophy of Science and Philosophy of Social Science: Auguste Comte, Wilhelm Dilthey, Karl Popper, Imre Lakatos and Paul Feyerabend Positivism, Structuralism, and Post Structuralism/ Post Modernity; 

Research Methods and Methodology; Hermeneutics, Semiotics, Ethnography, Content and Discourse Analysis; Explaining Same Concept Differently Through Different Methods and Approaches: Study of Caste: Dumont, Srinivas, Beteille, Cohen and Dirks; Study of Communalism: Paul Brass, Ashutosh Varshney and Pai-Kumar.; Study of India’s Constitution- Granville Austin and others. 

Social Science Research – Types, Requisites & Stages of Research; Sources – Categorization and Usage; Selection of a Research Problem – Towards a Research Design. 

Qualitative and Quantitative- types of interviews, questionnaires, surveys, sampling and FGDs; Data Analysis and Interpretation; Writing a Dissertation – Review of Literature, Compilation of research analysis - the Format of the thesis; Referencing styles and the need for them- Research ethics and compliance.

Flick, Uwe. (2015). Introducing Research Methodology. Sage Publications, Delhi.

Popper, K. (2009). Science: Conjectures and refutations. The Philosophy of science: a historical anthology. Oxford: Wiley.

Ricoeur, P. (1991). A Ricoeur Reader: Reflection and imagination. University of Toronto Press.

Heidegger, M. (1988). The basic problems of phenomenology (Vol. 478). Indiana University Press.

Gadamer, H. G. (2013). Truth and method (Bloomsbury revelations). London Bloomsbury.

Peter Lambert and Phillipp Schofield. (2008). Making History: An Introduction to the history and practices of a discipline. London. Routledge.

B. Sheik Ali. (2000). History its theory & method. New Delhi. Laxmi Publications.

Kothari, C.R.(2004). Research Methodology Methods and Techniques. New Delhi. New Age Publishers.

Alexander Rosenberg, Lee McIntyre (2020). Philosophy of Science A Contemporary Introduction. New York. Routledge.

Williams, Malcolm. (1996).  Introduction to Philosophy of Social Research . London. UCL Press.

A  M Novikov D  A Novikov. (2013). Research methodology from philosophy of science to research design. Florida. CRC Press.

 Zimmermann, Jens. (2015). Hermeneutics A Short Introduction. Oxford. OUP.

Daniel Chandler. (2002). Semiotics the basics. Oxford. Routledge,

David M. Fetterman. (2010). Ethnography Step-by-Step. California. Sage.

Austin, G. (2003). Working a democratic constitution: A history of the Indian experience . New Delhi: Oxford University Press.

Kaviraj, S. (1988). A critique of the passive revolution. Economic and political weekly, 2429-2444.

Chatterjee, P. (1993). The nation and its fragments: Colonial and postcolonial histories (Vol. 11). Princeton, NJ: Princeton University Press.

Amin, S. (1995). Metaphor, Memory: Chauri Chaura, 1922-1992. Univ of California Press.

Pandey, G. (2006). Routine violence: Nations, fragments, histories. Stanford University Press. 

Elections are the lifeline of any democratic state. But the modern elections are not purely ideological conflicts, but based on various other social and economic factors. This course will examine the role of money, caste and religion in Indian electoral politics. Candidates’ wealth status, party donations and corporate funding, caste based candidate selection and role of religion in electoral politics will be discussed in this course. The course will orient the students towards understanding the social and economic nuances of electoral politics in India.

The course aims to help students :

●        To get basic understanding on Indian elections.

●        To develop the knowledge on various social and economic aspects of Indian elections; and

●        To orient towards critically evaluating the electoral politics in strengthening Indian democracy.

Elections and Democracy - Indian Electoral system : Local, State and National – Constitutional Provisions, Conventions and Laws – Election Commission of India(ECI)’s Roles, responsibilities and Challenges – Electoral Participation, Various commissions and Reforms – Inclusion of Overseas Indians

Wealth and Democracy – Criminality, Money Power, Muscle Power and Elections - Candidate wealth- Party Wealth – Legal Limits- Clientelism – Corporate Funding and interests – Judiciary’s intervention in Restraining Electoral Corruption - State Funding of Elections

Caste, Religion, Ethnicity, Electoral Promises, Elections and Representation – Caste Identity, Voters and Candidates –Emergence of Caste/Religion/ Ethnicity Based Political Parties – Religion and Political Parties, Polarization and Political Religion– Debates on Minority Appeasement and Majoritarian Politics– Gender and Representation

Election Survey - Survey design and preliminary planning – Exit Polls, Pre-testing the survey design – Data Collection and Analysis - Public Opinion and Voters Behaviour – Survey Authenticity and its Outcomes - Electoral Archives

Issue of Simultaneous Elections for Lok Sabha and State Legislative Assemblies – Delimitation and Representation – Can Proportional Representation an Alternative? Technology and Elections, new forms of defections and challenges

D. Kapur, & M. Vaishnav, (2018). Costs of Democracy: Political Finance in India . New Delhi: Oxford University Press.

Vaishnav, M. (2017). When Crime Pays: Money and Muscle in Indian Politics. Noida: HarperCollins.

Brass, Paul (1987). Caste Faction and Party in Indian Politics. South Asian Books.

Jaffrelot, Christopher & Sanjay Kumar (2012). Rise of the Plebeians?: The Changing Face of the Indian Legislative Assemblies. Routledge.

Ali, Zaheer ( 2020). Communities as Vote Bank: Elections in India. Aakar Books.

Wyatt, A. (2013). Combining clientelist and programmatic politics in Tamil Nadu, South India. Commonwealth & Comparative politics, 51(1), 27-55.

Wyatt, A. (2020). India's Entrepreneurial Politicians and their Political Capital. Bristol: University of Bristol

Course Description:

Geopolitics and Risk Analysis explores the intersections of political geography, international relations, and risk assessment. This course provides students with the theoretical foundations and practical tools to analyze geopolitical dynamics, assess risks in various regions, and understand the implications for global security, economic stability, and international cooperation. Through case studies and simulations, students will develop critical thinking skills and strategic foresight to navigate complex geopolitical landscapes.

Course Objectives:

1.To analyze the geopolitical factors shaping the behavior of states, non-state actors, and international organizations.

2.To assess the risks and vulnerabilities associated with political, economic, social, and environmental factors in different regions of the world and develop skills in risk analysis, scenario planning, and forecasting to anticipate geopolitical developments and their impacts.

3.To explore the role of power, resources, and geography in determining strategic interests and alliances among states.

4.To examine the implications of geopolitical tensions and conflicts on global security, trade, and diplomatic relations.

2.Gardner, D. (2009). Risk: The science and politics of fear. Virgin Books.

3.Frankopan, P. (2019). The new silk roads: The present and future of the world. Bloomsbury Publishing.

4.Brzezinski, Z. (1997). The grand chessboard: American primacy and its geostrategic imperatives. Basic Books.

5.Khanna, P. (2019). The future is Asian. Simon & Schuster.

6.Taleb, N. N. (2010). The black swan: The impact of the highly improbable. Random House.

7.Kaplan, R. D. (2012). The revenge of geography: What the map tells us about coming conflicts and the battle against fate. Random House.

8.Bostrom, N., & Ćirković, M. M. (Eds.). (2008). Global catastrophic risks. Oxford University Press.

2. Mearsheimer, J. J. (2001). The tragedy of great power politics. W. W. Norton & Company.

3. Baylis, J. and Smith, S. (eds.) (2011), The Globalization of WorldPolitics. An Introduction to International Relations, London: OUP.

Course Description: 

The Politics of Gender course delves into the intricate relationship between gender and politics, exploring how gender identities, roles, and norms intersect with political processes, institutions, and policies. Through theoretical analysis and case studies, students will critically examine key issues such as gender representation, gender-based violence, reproductive rights, and feminist movements.

CourseObjectives:

1. To understand the theoretical frameworks of gender and politics.

2. To analyze the impact of gender on political institutions and processes.

3. To explore key issues in gender politics and their implications for social justice.

4. To critically evaluate strategies for promoting gender equality and empowerment.

5. To cultivate critical thinking and analytical skills through engagement with gender-related literature and research.

• key concepts and theories: defining gender and biological sex, concept of ‘third gender’, gender fluidity.

• concepts related to waves of feminism: the suffragette movement, Violence Against Women (VAW), equal rights discourse. 

• Intersectionality: Caste (‘Dalit women talk differently’), race, class and gender.

• Representation: Women’s Reservation Act in India- parliamentary debates, Gender responsive budgeting in India- successes and failures.

• Equal opportunity: Maternity Benefit Act, 1961;Equal Remuneration Act, 1976.

• Inclusion: Protection of rights of Transgender persons. 

• Forms of gender-based violence: domestic violence, sexual assault, and trafficking

• Insights from the National Family Health Survey, NCRB reports on gender violence

• Major judgements:  Vishaka v. State of Rajasthan (1997), State of Maharashtra v. Madhkar Narayan (1991)

• Major legislations:  Protection of Children from Sexual Offences (POCSO) Act, 2012; Criminal Law (Amendment) Act, 2013.

• Colonialism and Indian women: Pandita Ramabai, Kamaladevi Chattopadhyay, Savitribai Phule. (Chronological order)

• Feminist movements in India post-independence era:  Chipko Movement, women right campaigns in Mathura rape case, Bhanwari Devi case and Nirbhaya campaign.

• Feminist movements in contemporary era:  Nirbhaya Movement, #MeToo Movement

Policy analysis provides a basic level analysis orientation towards public policy. This course is designed to prepare students to write and analyze a policy and offer an alternative public policy, which is a public policy analysis exercise. Topics include conceptual understanding of policy analysis, process of policy analysis, Identifying and structuring public policy problem, models, and tools of policy analysis.   

Course Objectives

The course aims to help students to:

• understand the conceptual foundation for and the process of doing policy analysis. 
• orient models, and tools used in the analysis of public policy.
• explore the research techniques and methods, sources of data collection models and tools that will be used to analyze policy formulation and execution.

Policy Analysis: Meaning, typology, characteristics, significance, scope and implications. Analysis, evaluation and its differences.

Approaches of Policy Analysis: Scientific Approaches; Professional Approaches and Political Approaches. Five Models of Policy Making: A Rational Decision-Making Process, Apolitical Game, A Discourse, A Garbage Can and An Institutional Process.

Characteristics, identifying and structuring policy problem. Designing a strategy to address the policy problem with special reference to welfare and developmental policies in India.

Formulating policy options, evaluating policy options and making policy recommendations. Discursive Practices of policy analysis in India.

One of the requirements of B.A. Political Science Honours 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.

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 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 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.

This course is designed to introduce students to the international and area studies curriculum. The goal is to illuminate the profoundly international and regional character of the world we live in, and to cover a number of contemporary issues and challenges with global implications. 

The course aims to help students to: 

• investigate contemporary global issues and challenges, such as globalization, human rights, environmental sustainability, and international security.

• cultivate effective written and oral communication skills for articulating complex ideas and arguments related to international relations.

• promote cultural awareness and appreciation for the diversity of perspectives and experiences in the international community.

• To inspire students to engage with current events and global affairs with a more informed and analytical perspective.

Conflict, conflict resolution, peace processes, Concepts and Approaches to Pacific Settlement of International Disputes.

International Organizations (UN, IMF, World Bank, etc.), Global Governance Challenges (climate change, human rights, security, etc.), Regional Organizations (EU, ASEAN, and African Union)

Causes of War and Conflict Resolution, Nuclear Proliferation and Arms Control, Human Security and Non-Traditional Security Threats

South Asia, Southeast Asia, West Asia, Africa, Europe, Americas

New trends in Internation Relations, Cybersecurity and Information Warfare, Climate Diplomacy and Environmental Governance: Rise of Non-State Actors; Regional Integration and Multi-level Governance; Humanitarian Intervention and Responsibility to Protect (R2P); Technology and Geopolitics; Geo-economic Competition and Trade Wars; Soft Power and Public Diplomacy; Pandemic Diplomacy and Global Health Governance.

Waltz, K. N. (1979). Theory of international politics. McGraw-Hill.

Keohane, R. O., & Nye, J. S. (2011). Power and interdependence: World politics in transition. Pearson.

Wendt, A. (1999). Social theory of international politics. Cambridge University Press.

Doyle, M. W. (2017). Theories of international relations: Transition vs. persistence. Polity Press.

Fearon, J. D., & Wendt, A. (2002). Rationalism vs. constructivism: A skeptical view. In W. Carlsnaes, T. Risse-Kappen, & B. A. Simmons (Eds.), Handbook of international relations (pp. 52-72). SAGE Publications.

 Jervis, R. (1978). Cooperation under the security dilemma. World Politics, 30(2), 167-214.

Slaughter, A. M. (2004). A new world order. Princeton University Press.

Gilpin, R. (1981). War and change in world politics. Cambridge University Press.

Course Description: 

This is an advanced course that delves deeper into the rich and diverse traditions of political thinking in India. Building upon the foundational knowledge gained in Part I, this course thematically explores the key concepts, theories, texts, and debates that have shaped India's political landscape.

CourseObjectives:

1. To analyze key concepts, theories, and debates within Indian political philosophy.

2. To examine the contributions of major political thinkers and texts to Indian political thought.

3. To critically evaluate the socio-political context and implications of Indian political ideas.

4. To understand the diversity and complexity of Indian political thought through interdisciplinary perspectives.

MK Gandhi:

nonviolent resistance (Satyagraha) as a tool for social and political change-Swaraj (self-rule) and-the eradication of untouchability-village economy and self-sufficiency.

Jyotirao Phule:

social reform and education for women and Dalits-Satyashodhak Samaj -social equality.

Periyar E.V. Ramasamy:

Self-Respect Movement -rationalism-eradication of caste-based discrimination-opposed Brahminical dominance and superstitions.

Sir Syed Ahmed Khan

 
Aligarh Movement, Two-Nation Theory, Muslim Renaissance

Narayana Guru

 
Sree Narayana Dharma Paripalana (SNDP) Yogam, Self-Respect Movement, Temple Entry Proclamation
 

Jawaharlal Nehru:

secularism, socialism, and democracy as the pillars of India's political system-industrialization, scientific temper, and internationalism.

Rabindranath Tagore:

Nationalism-universal humanism -advocated for cultural revival, education, and artistic expression. 

Maulana Abul Kalam Azad:

Indian nationalism-Hindu-Muslim unity during the freedom struggle-religious tolerance, education, and the preservation of India's composite culture.

Aurobindo Ghosh:

spiritual evolution- synthesis of Eastern and Western thought, and the evolution of consciousness towards a divine life on earth.

Ram Manohar Lohia:

• Socialism with Indian Characteristics

• Samajwad (Socialism): socialism as a means to address social and economic inequalities in while also promoting individual freedoms and civil liberties.

Jayaprakash Narayan:

• Total Revolution-mass movement-changes in governance, economics, and social structures, Sarvodaya.

Acharya Narendra Dev:

• Democratic Socialism-Education and Social Change-Unity of the Left.

• J.B. Kripalani:

• Gandhian Socialism-Democratic Decentralization-Opposition to Authoritarianism.

E.M.S. Namboodiripad:

• Marxist Socialism-Land Reforms: land redistribution and agrarian reforms as key components of socialist transformation, People's Planning: decentralized planning.

• Colonialism and the subaltern movement by Ranajit Guha 

• Capability theory, development as freedom by Amartya Sen 

• The neoliberal state by Prabhat Patnaik

• Dravidian ideology by MSS Pandian

• Political society and politics of governed by Partha Chatterjee

Ambedkar has played a significant role to creating a constitutional framework for Indian state, integrating the diverse population cutting across caste, religion, ethnicity and language. His unique contribution through the word “Fraternity” has been the foundational principle for realising other values in the constitution. His lifelong erudite contribution in the field of politics, law, economics, and socio-cultural spheres has expanded the scope for strengthening democracy in our multi-cultural society. This paper will explore his thoughts for nation building, which the current generation can make use for strengthening our democratic and secular ideals.

 The course aims to help students to:

●        Understand Ambedkar’s humanitarian thinking and its impact

●        Explore the political, legal, economic and socio-cultural writings of Ambedkar

●        Understand his contributions for nation-building

Life, Education and Politics - His perspectives on Gandhism and Marxism in India – Swaraj and Self-Emancipatory - French Revolution and Buddhist Dhamma – John Dewey’s Pragmatism. 

Democracy, Universal Adult Franchise, Representation of Minorities, Untouchability, Caste and Class, Socialism

Equality, Liberty and Fraternity - Religious Justice – Ambedkar’s Philosophy of Religion – Cultural Justice,  Caste Question and untouchability – Gender Justice and Women’s Emancipation – Economic Justice and Equality

Genesis of Caste and Annihilation of Caste – Affirmative Actions and Reservations – The Hindu Code Bill and opposition

Ambedkar’s ideological lineage and socio-economic justice – Political Parties and Ambedkar’s Ideas – Fraternity and Social Justice in Contemporary India

Begari, J. (2022). B.R. Ambedkar and Social Transformation: Revisiting the Philosophy and Reclaiming Social Justice. New Delhi: Routledge.

Rathore, A. S. (2021). BR Ambedkar: Quest for Justice ( Vol. V). New Delhi: Oxford University Press.

Rodrigues, V. (2002). The Essential Writings of BR Ambedkar. New Delhi: Oxford University Press

Ambedkar, B. (2015). Annihilation of Caste: The Annotated Critical Edition. New Delhi: Navayana

Geetha, V. (2023). Bhimrao Ramji Ambedkar and the Question of Socialism in India. New Delhi: Palgrave Macmillan

Rege, S. (2013). Against the Madness of Manu : B.R Ambedkar’s Writings on Brahmanical Patriarchy. New Delhi: Navayana

This course explores why and how policy decisions are made through strengthening students' understanding of the nature of advocacy and how you can engage in the policy cycle of in democratic political system. The course offers strategies applied by policy advocates inside and outside government domain when rationalizing argument and evidence to promote their preferred outcomes. Further, the course examines the methods to analyze and prioritize policy solutions, map stakeholder interests, anticipate policy implementation barriers, engage in policy negotiations, and develop policy advocacy strategies.

Course Objectives:

The course aims to help students to:

• identify different approaches to advocacy, the values and strategies that underlie them
• be familiar with the stages of the advocacy planning cycle and be better equipped to develop an advocacy strategy
• be aware of power dynamics and the role they play in achieving advocacy success Orient different state and non-state actors towards various methods of advocacy in the present context of India.

Meaning, Nature, and Scope of policy advocacy; typologies of public advocacy; Policy cycle with special reference to policy making and alternatives.

Group theory, Elite theory, Social Change and Social Action Theory and Practice of Advocacy Power, Politics and Policy Approaches to Advocacy.

State and Non-state actors; Tools and strategies of Advocacy Praxis of People-Centered Advocacy; Advocacy tools: Lobbying, social media, popular mobilization.

Social Welfare Policy, Public Health Policy, Environment Policy, Tourism Policy, Agricultural Policy, and Education Policy.

Political constraints: Conflict of Visions, Political Interests and Power equations; Administrative Constraints: Bureaucratic visions, governance; Constraining and Enabling Policy Reversals (w. s. r. India).

Mid Semester Examination

End Semester Examination

Affirmative action and reservation policies all over the world have a historical context to restore justice to the affected population. The meritocracy in every society has a social context rather than purely biological talents of individuals. This course will examine the concepts of meritocracy and reservations in Indian context. The debate regarding reservations in education and employment, meritocracy, judicial intervention and politics regarding reservations will be discussed in this course. The course will orient the students towards understanding the reservation policy, its implementation and outcome in India.

 The course aims to help students :

●        To give basic understanding on meritocracy.

●        To develop the knowledge on reservations and its impact in India; and

●        To orient towards critically evaluating the reservations to strengthen Indian democracy and constitutional egalitarianism.

Idea of Meritocracy – JS MILL – Utilitarianism and Superior Class of People – Merit– Biological Ability or Social Context – Affirmative Actions and Social Justice - History of Affirmative Action Policies

Meritocracy and Social Status in India – Gandhi, Periyar and Ambedkar on Meritocracy and Reservations in India – Reservations and Affirmative Action Policies in pre-Independent India

Rationale for Reservations in India - Reservation Policies in post Independent India – Constitutional Safeguards and Amendments – Judicial Intervention

Reservation, Social Justice and Representation – Reservations and Human Development – Equality of Representation in Judiciary, Education and Employment – Achievements and Gaps

Neoliberalism, Affirmative Action and Reservation Policies – Reservations and Economically Weaker Sections (EWS) – Emerging Demands for Reservations and Constitutional Scope – Idea of Creamy Layer - The Future of Reservations and Affirmative Action Policies in India.

Sandel, M. J. (2020). Tyranny of Merit. New York: Farrar, Straus and Giroux.

Subramanian, A. (2019). The Caste of Merit - Engineering Education in India. Harvard University Press: Harvard

Deshpande, Ashwini (2013). Affirmative Action in India.  New Delhi. OUP.

 Chalam, KS (2007). Caste Based Reservations and Human Development in India. New Delhi. SAGE.

Pasricha, Seema (2006). Caste Based Reservations in India. New Delhi. Deep & Deep.

A paradigm shift in research specifically in Political Science  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 PolH 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  Political Sciences . 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.

a) 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.

b) 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.

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

Publications.

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

The primary objective of this course is to familiarize the database management and various discipline specific software packages to the students and help them to analyse the basic statistical methods for data analysis. The theme identified for the fifth and sixth semester is Data management and Technical Knowledge.

The course aims to:

• Develop discipline specific skills for professional and personal growth.
• Provide a platform to nurture and hone skills necessary for professional development. 

Students must choose MOOC courses offered by various online platforms in the specific themes given for the Fifth and sixth semesters. This consists of various discipline software packages, SPSS, Excel, R, Adobe, Python, Tableau, Nvivo etc.

Students must choose MOOC courses offered by various online platforms in the specific themes given for the Fifth and sixth semesters. This consists of various discipline software packages, SPSS, Excel, R, Adobe, Python, Tableau, Nvivo etc.

Students must choose MOOC courses offered by various online platforms in the specific themes given for the Fifth and sixth semesters. This consists of various discipline software packages, SPSS, Excel, R, Adobe, Python, Tableau, Nvivo etc.