Syllabus for
BA (Media and Journalism/Honours/Honours with Research)
Academic Year  (2023)

 The syllabus for this programme is designed to give the students a theoretical and practical base to specialize in Media and Journalism. The programme emphasizes Journalism in the broader field of communication and provides a background in the social sciences such as political science, psychology, marketing, economics and sociology. The course in its first year emphasizes writing, reporting and basic editing that is aimed at strengthening the knowledge base and imparting skills necessary to survive in the field of written communication. Special emphasis is given in the second year to the field of broadcast. The third year focuses on digital and new media aspects of communication, and the fourth year aims at orienting students on research and documentary production. The Department of Media Studies at Bannerghatta Road campus has streamlined with industrial expectations as well as provides intellectual and critical growth for students. 

Programme Objective:

1.  To create an industry-oriented talent pool who are able to fulfill demanding managerial, networking, and organizational duties in a wide range of positions in the area of journalism.
2. To offer a strong theoretical and practical foundation in journalism.
3. To train students to become media professionals who help define communication.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Demonstrate proficiency in written and visual communication.

PO3: Exhibit teamwork, leadership, and communication skills

PO4: Display competence in interpersonal and intercultural communication.

PO5: Demonstrate awareness of local, regional, national, and global issues and engage within their socio-cultural contexts

PO6: PO6: Analyse and critique media content to demonstrate media literacy.

PO7: Interpret trends and dynamics that drive media industries regionally, nationally, and globally.

The assessments are divided in to two components: Continuous Internal Assessment (CIA) including Mid Semester Examination (MSE), and the End Semester Examination (ESE).

Mid Semester Exam: The student will be required to take a midterm exam which will cover units from the beginning of the semester up until the time of the exam.

End Semester Examination: ESEs will be conducted for both theory and practical courses at the end of semster.

Course Description

This course is aimed at undergraduate students to introduce to them the prominent debates in the economics of corruption. The course discusses how corruption acts as a constraint on economic growth using the theoretical constructs in Political Economy. It allows students to delve into the causes and consequences of corruption. In particular, the course will examine how corruption affects the emerging economies. The course will consider some of the seminal papers on the economics of corruption.

Course Objectives

 1. to create an understanding of the economic issues associated with corruption

 2. to enhance the student's understanding of the effect of corruption on growth and development

 3. to provide insights into the effect of corruption on emerging countries 

Causes and Consequences of Corruption: What do we know from a cross-section of countries? Democratic Institutions and Corruption: Incentives and Constraints in Politics, Bargaining for Bribes: The Role of Institutions.

The Privatization of Rent-Generating Industries and Corruption; Corruption in Private Sector, Why the private sector is likely to lead the next stage in the global fight against corruption.

Corruption and Policy Reform; Anti-Corruption Authorities: An Effective Tool to Curb Corruption?  Corruption and Competition: Fair Markets as an Anti-Corruption Device.

Burger, E. S., & Holland, M. S. (2006). Why the private sector is likely to lead the next stage in the global fight against corruption. Fordham International Law Journal, 30, 45.

Meschi, P. X. (2009). Government Corruption and Foreign Stakes in International Joint Ventures in Emerging Economies. Asia Pacific Journal of Management, 26(2), 241-261.

Meyer, K. E., Estrin, S., Bhaumik, S. K., & Peng, M. W. (2009). Institutions, Resources, and Entry Strategies in Emerging Economies. Strategic Management Journal, 30(1), 61-80.

Nowakowski, K. (2010). Corruption in the Private Sector. Economics and Law, 6(1), 345-360.

Uhlenbruck, K., Rodriguez, P., Doh, J., & Eden, L. (2006). The Impact of Corruption on Entry Strategy: Evidence from Telecommunication Projects in Emerging Economies. Organization Science, 17(3), 402-414.

Jain, A. K. (2001). Corruption: A Review. Journal of Economic Surveys, 15(1), 71-121.

Jain, A. K. (Ed.). (2012). Economics of Corruption (Vol. 65). Springer Science & Business Media.

Rose-Ackerman, S. (1975). The Economics of Corruption. Journal of Public Economics, 4(2), 187-203.

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

The objective of the course is to

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

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

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

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

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech) https://www.lougehrig.com/farewell/

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

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech) http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech) http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

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

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie) https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay) https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay) https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech) https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-19

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization” https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

This unit will focus on introducing the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit will focus on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

MSE- 10 marks 

CIA 3-  5 marks 

ESE- 25 marks

The course aims to provide a basic introduction to understanding discourses of science and technology as represented in select science fiction narratives. The course will help students understand some of the basic questions about the human condition that are raised, debated, and negotiated in and through representative fiction that addresses global and national concerns. Keeping the contemporaneity of issues today, the course will also emphasize how there is a crucial intersection of various ideas that cut across several disciplines with regard to technology and life, thereby making it crucially relevant to engage with it in the contemporary context. Anyone interested in questions of science, fiction, and the human condition and the cross-cutting issues of gender, environment, technology, ethics, sustainability, etc may choose this course. The course will help develop theoretical knowledge about the genre, critical reading skills, and creative writing skills through class engagements and assignments.

Objectives:

• To introduce students to the field of science fiction

• Help students identify and raise questions through these works of fiction some relevant questions in the contemporary context

• To direct students towards realising the intersection of various issues raised across different disciplines.

This unit will provide students with a basic overview of science fiction through some critical and conceptual lenses that are commonly identified across SF narratives globally. The New Critical Idiom Series: Science Fiction, would be used here to introduce aspects of SF that touch upon human values and concerns such as gender, environment, ethics, technology, etc. Locating the interdisciplinarity of the domain would be central to this module and will build theoretical knowledge and critical reading skills.

1. History of Science Fiction

2. Common Terminologies

3. Critical Concerns about Technology for Humanity

Essential readings:

1. Hollinger, Veronica. “Contemporary Trends in Science Fiction.” Science Fiction Studies. No. 78, Vol. 26, 1999.

2. Mendlesohn, Farah, and Edward James. The Cambridge companion to science fiction. Cambridge University Press, 2003.

3. Nicholls, Peter, and John Clute. "New Encyclopaedia of Science Fiction." (1999).

This unit will engage with how technology becomes a crucial part of negotiating contemporary existence as represented through SF. What are the fundamental concerns that Sf raises regarding technology and the human condition? How does technology come to be framed within SF? How are gender and sexuality framed within the discourses of SF? How SF addresses the anxieties of technology and the future would be some of the questions engaged with here. Critical reading skills and creative writing exercises will enable students to develop creative and critical skills.

1. The Matrix

2. Select Episodes of the series Stranger Things

3. Margaret Atwood, The Handmaid’s Tale

4. Any episode of Black Mirror

Essential readings:

● Ryder, W., Harbour, D. and Modine, M., 2016. Stranger Things | Netflix. [online] Netflix.com. Available at: <https://www.netflix.com/watch/80077368?trackId=200257859> [Accessed 8 November 2016].

● Wachowski, Andy, et al. Matrix. Burbank, CA: Warner Home Video, 1999.

● Atwood, Margaret. The Handmaid's Tale. New York: Everyday Library, 2006.

● “Hated in the Nation.” Black Mirror, season 3, episode 6, 21 Oct. 2016. Netflix.

This unit will engage with science fiction in the Indian context. One of the main points of

discussion would be to understand how SF writers from India have engaged with tropes of SF that we are

familiar with and what kind of an ‘India’ is imagined thereof which has implications socially, politically,

21

 and culturally. The unit enables critical insights into the concerns around human and non-human and the intersectionalities of it in the Indian context.

1. Vandana Singh “Delhi”

2. Manjula Padmanabhan, “Harvest”

3. Cargo

Essential readings:

1. Padmanabhan, Manjula. Harvest. Hachette UK, 2017.

2. Singh, Vandana. “Delhi.” Lightspeed, June, 2016, Delhi - Lightspeed Magazine. Accessed on 4 March 2023.

3. Kadav, Arati. Cargo. Mumbai: Fundamental Pictures, 2019. Netflix

2. Mendlesohn, Farah, and Edward James. The Cambridge companion to science fiction. Cambridge University Press, 2003.

3. Nicholls, Peter, and John Clute. "New Encyclopaedia of Science Fiction." (1999).

4. Ryder, W., Harbour, D. and Modine, M., 2016. Stranger Things | Netflix. [online] Netflix.com. Available at: <https://www.netflix.com/watch/80077368?trackId=200257859> [Accessed 8 November 2016].

5 Wachowski, Andy, et al. Matrix. Burbank, CA: Warner Home Video, 1999.

6 Atwood, Margaret. The Handmaid's Tale. New York: Everyday Library, 2006.

7 “Hated in the Nation.” Black Mirror, season 3, episode 6, 21 Oct. 2016. Netflix.

Howell, Amanda. "Breaking silence, bearing witness, and voicing defiance: the resistant female voice in the transmedia storyworld of The Handmaid’s Tale." Continuum 33.2 (2019): 216-229.

Barnett, P. Chad. "Reviving cyberpunk:(Re) constructing the subject and mapping cyberspace in the Wachowski Brother's film The Matrix." Extrapolation (pre-2012) 41.4 (2000): 359.

Wetmore Jr, Kevin J., ed. Uncovering Stranger Things: Essays on eighties nostalgia, cynicism and innocence in the series. McFarland, 2018.

MSE 30 MARKS 

ESE 35 MARKS 

ATTENDANCE 5 MARKS 

This course will introduce students to the major theoretical and applied debates

as well as major moral puzzles and challenges in the field of global ethics.

Ethics is gaining ground as an important humanities intervention in a

fast-changing world. A course on ethics is often an added advantage for students

as it helps them shape a socially-aware perspective of the social reality and

develop ethical skills and foster employability.. Drawing on interdisciplinary

perspectives and thematic issues in the fields of international politics, business,

communications and law, the course will challenge students to reflect on major

ethical theories and traditions as well as core problems such as corporate

governance, global distributive

justice, the ethics of making and sustaining peace, media ethics and legal

dimensions of ethics. By combining the works of both classic and contemporary

philosophers with contemporary applied global issues, students will be able to

critically reflect on fundamental normative questions from an interdisciplinary

perspective and reflect on the rights, responsibilities and challenges of ‘good

global citizenship’. Through this, student reflect on cross cutting issues of

human values, gender, sustainability and professional development.

This unit introduces students to the conceptual frameworks of integrity and ethics in local and

global contexts. IT exposes students to ethical dilemmas and provides conceptual clarity on nuances of

integrity, human values and ethical decision making. It develops ethical skills in order to enable better

professional behaviour and employability.

1. Global Ethics: Conceptual Definitions,

2. Historical Origins & Present Challenges

3. Introduction to the Ethics, Morals and Values

4. Cultural Relativism vs Universalism (case study)

This unit introduces students to various ethical theories, under the two categories of rationalist

ethical theories and the more recent alternatives. It enables students to apply these global and national

theoretical concepts to local and personal situations. By this application process, students reflect on cross

cutting issues of human values, gender, sustainability and professionalism and develop ethical thinking

skills that fosters employability. (Include LRNG, Employability, and Cross-cutting issues):

1. Rationalist Ethical Theories

2. Contractualist ethics

3. Deontological Ethics

4. Utilitarian Ethics

5. Discourse ethics,

6. Alternatives to Ethical Rationalism

7. Virtue Ethics

8. Feminist & Care Ethics

9. Postmodernist Ethics

This unit is based on some relevant contemporary applications of ethical theories learnt in the

previous unit. The unit sees the practical application of ethics in local, regional, national and global fields of

business, journalism, digital media and technology. It develops ethical skills in order to enable better

professional behaviour and employability.

1. Global Business Ethics and Arms Trade: The Ethics of Capitalism (Film Inside Job)

2. Global Journalism Ethics, Citizen Journalism

3. Digital Media Ethics and Whistleblowing Practices: Snowden and Whistleblowing

4. Ethical Implications of Emerging Technologies (Film The Social Network)

5. Genetics, stem cell and embryo research: Embryo research and women’s rights

Ferguson, C. (2010). Inside Job. Sony Pictures Classics

Fincher, David. (2010) The Social Network. Columbia Pictures

Graham, G. (2008) Ethics and International Relations, 2nd Edition. Malden, MA: Blackwell.

LaFollette, H. (ed.) (2003) The Oxford Handbook of Ethical Practice, Oxford: OUP

MSE 30 MARKS

ESE 35 MARKS

ATTENDANCE 5 MARKS 

The influence and presence of the past is felt everywhere and every day in our lives. Movies, newspapers or the internet

bombard us and expose us to the past – both familiar and unfamiliar. However, the barrage of information and the forces

of globalisation have led to increasing questions on the relevance and the value of the past – indeed a denial even. This

course will engage the students with the myriad ways in which the past, though no longer present – is a presence in our

lives today. It will introduce the students to think historically, relate to their memories of their own past and make them

aware of the multiple perspectives which will enable them to read, write and reflect on the past; or in other words, make

history.

This course will introduce students to the methodological and theoretical questions that animate and inform the practice

of history. How do professional historians work? What is their goal? How do they locate and analyze source materials?

What kinds of arguments do historians try to make? How, ultimately, is history produced? This course will ask how (or

whether) historians’ particular sources – and their location in the archives – can give voice to the ordinary and of things

‘past’. Moreover, the course will address how the advent of the information age impact upon the historians’ profession by

exploring how modern technology – whether film, photography, or the internet – changed the way historians work and

address their audience.

Level of Learning: Theory/Basic

a) Doing History - The Place of the Past.

b) Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels.

Level of Learning: Practical/Application

c) Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels-Students will take any work of Historical

fiction, Historical Films as case studies and analyse the element of fact and fiction

Level of Learning: Theory/Conceptual/Interpretative

a) Voice and the Subject: Narratives and Counter-narratives – Winston Churchill, Velupillai Prabhakaran, Pirates of the

Caribbean, Tom and Jerry

b) Locating the Popular: Historical Fiction or Fictionalised History – Exploring the Fantasy Worlds of Ice Age, Hogwarts,

Narnia, Westeros and Middle-earth.

c) The Past Today: The Ayodhya Debate and the Ram Janmabhoomi issue, Dwarka, Kapilavastu.

d) Historical Monuments and their Authorship/Ownership: The Temple Mount and Taj Mahal.

Level of Learning: Practical/Application

e) Voice and the Subject: Narratives and Counter-narratives – Winston Churchill, Velupillai Prabhakaran, Pirates of

the Caribbean, Tom and Jerry

f) Locating the Popular: Historical Fiction or Fictionalised History – Exploring the Fantasy Worlds of Ice Age,

Hogwarts, Narnia, Westeros and Middle-earth.

Screening of Documentaries, Speeches and Films followed by Student led panel discussion

Level of Learning: Analytical

a) History and the Visual: Photography, Film and the Image – Gladiator, Schindler’s List, 300, Gone with the Wind,

Jodha Akbar and Mohenjo Daro

b) Historical Re-enactments? Light and Sound Shows at Golconda, Red Fort and Khajuraho.

c) Alternate Histories: Oral Histories, Sports Histories, Graphic Novels, Caricatures and Political Cartoons.

Level of Learning: Theory/Conceptual/Interpretative

a) Memory and History: Power and the Production of History – Museums and Memorials.

b) ‘Truth’ and ‘myth’: History as Conspiracy – Insider and Outsider Perspectives – the Aryan Debate, Hindutva

Ideology and Neo-Nazis.

c) Private Lives and Public Affairs: The British Monarchy, the Nehru-Edwina Affair.

d) Suppressing the Text: State Secrets and Declassification – Wikileaks and the Netaji Files.

Level of Learning: Practical/Application

e) Private Lives and Public Affairs: The British Monarchy, the Nehru-Edwina Affair.

f) Suppressing the Text: State Secrets and Declassification – Wikileaks and the Netaji Files

g) Case study of various Print mediums which have discussed these issues to analyse how media is responsible for

creating various memory narratives.

The 1980s and beyond II, pp. 267-275.

● Gaddis, John Lewis. 2002. The Landscape of History: How Historians Map the Past, New York: Oxford Univ Press.

● Gathercole, Peter and David Lowenthal (eds.) 1994. The Politics of the Past, New York: Routledge.

● Hodder, Ian and Scott Hutson. 2003 (Third Edition). Reading the Past, New York: Cambridge Univ. Press.

● Kumar, Ravinder 1989. The Past and the Present: An Indian Dialogue, Daedalus, Vol. 118, No.4, pp. 27-49.

● Thompson, Paul. 2000. The Voice of the Past: Oral History, New York: Oxford Univ Press.

2795-2796.

● Buchli, Victor and Gavin Lucas 2001. Archaeologies of the Contemporary Past, Routledge.

● Carr, E.H. 1967. What is History, Vintage.

● Chalcraft, David et.al. 2008. Max Weber Matters: Interweaving Past and Present, Ashgate.

● Chapman, James 2005. Past and Present: National Identity and the British Historical Film, I.B.Tauris.

● Clarke, Katherine 2008. Making Time for the Past: Local History and the Polis, Oxford Univ Press.

● Damm, Charlotte 2005. Archaeology Ethno-History and Oral Traditions: approaches to the indigenous past,

Norwegian Archaeological Review, Vol. 38, No. 2, pp. 73-87.

● Fowler, Don D. 1987. Uses of the past: Archaeology in the service of the state, American Antiquity, Vol. 52, No. 2, pp.

229-248.

● Greene, Naomi 1999. Landscapes of Loss: The Nationalist Past in Postwar French Cinema, Princeton Univ Press.

● Hamilakis et. al. 2001. Art and the Re-presentation of the Past, The Journal of the Royal Anthropological Institute, Vol. 7,

No. 1, pp. 153-156.

● Muller, Jan-Werner 2004. Memory and Power in Post-War Europe: Studies in the presence of the past, Cambridge Univ.

Press.

● Murray, Williamson and Richard Hart Sinnreich (eds.) 2006. The Past as Prologue: The Importance of History to the

Military Profession, Cambridge Univ Press.

● Piercey, Robert 2009. The Uses of the Past from Heidegger to Rorty: Doing Philosophy Historically, Cambridge Univ. Press.

● Shrimali, K.M. 1998. A Future for the Past? Social Scientist, Vol. 26, No. 9, pp. 26-51.

● Stone, Peter G. and Philippe G. Planel 1999. the Constructed Past, Routledge.

● Walsh, Kevin 1992. The Representation of the Past: Museums and heritage in the post-modern world, Routledge

Course Title Assessment Details :  Encountering Histories: The Place of the Past

CIA1 - 20 Marks  Group assignment - Submission paper

MSE CIAII - 25 Marks - Submission paper

ESE - 50 Marks - Individual Assignment - Submission paper

This course is designed to enable students to critically survey, examine and analyse the mass media with an emphasis on mass media in India. The course aims to enable the students to understand the most recent changes in communication, increase awareness of their roles as media consumers and contributors, and develop the media literacy skills necessary to make sense of and control their media environment. Students will be encouraged to view Indian folk media as an effective mass communication tool.

Course Objectives:

The course aims to help students to:

• Historicise and trace how media became what they are today and their futures
• Understand how the political economy of media industries impacts media content
• Reflect upon and critically understand media consumption as an individual and thereby connect with group media consumption patterns.
• Study the historical developments of each major media, from print to satellite technology, significant inventors, market leaders and their contribution to nation-building.
• Demonstrate how media message design draws from intrapersonal, interpersonal and public communication and traditions in folk theatre and folklore.

• Evolution of communication
• Definitions, functions of Communication; 
• Elements of Communication
• Barriers to Effective Communication
• Structure and Function of Communication

• Verbal and Nonverbal Communication; Intrapersonal, Interpersonal, Group, Mass Communication 
• Levels of Communication
• Barriers to Communication
• Aristotle Model, Shannon and Weaver, Harold Lasswell, Charles Osgood, Wilbur Schramm, Agenda Setting, Gatekeeping.

• Folk Media in India
• Overview of growth and developments of newspapers in India
• Growth of AIR and FM Radio
• Origin and Growth of Television Broadcasting in India 
• Development of Online Journalism in India with special emphasis to Alternative media. 

• Medium Theory 
• Media Framing Theory
• Social Marketing Theory 
• Theory of Media Literacy 
• Media Malaise Theory
• Cognitive Theories of Communication

Course Description:

It is a course designed to provide basic instruction in writing for print, broadcast and online media platforms. The course would allow students to explore the role of mass media in today’s world and its impact on our daily lives will be included in the course curriculum. It is designed to work on the necessary skills for writing for various media platforms. In the interest of the subject experiences with media professionals and hands-on learning will be provided. Instructional Methods: lecture, discussion, student-directed learning, hands-on production, observation, peer evaluation and guest speakers.

Course objectives:

The course aims to help students to:

• To analyze how technological and other trends in mass media are transforming traditional writing concepts. 
• To examine aspects of content creation across multiple media platforms. 
• To analyze the media environment. 
• To apply the numerous styles of writing for mass media.
• Be able to review and modify mass media content critically.

• News Definitions: Concept, Types of news; Elements, News values;
• News sources: Cultivating sources; Brief introduction to newspapers; Kinds of newspapers and magazines; Contemporary changes and problems in the field of Journalism

• News writing structures: Inverted pyramid, 5Ws and 1H;
• Body of the story: Pyramid style, Hourglass style, Focus style;
• Writing news stories: Chronology, Balancing stories;
• Writing the news lead: Types of leads; Headline writing: Principles of writing headlines, Different types of headlines;
• Reporter: Qualification, Functions and responsibilities.

• Writing in the print media;
• Beat reporting: Crime, Weather, City, Lifestyle, Disaster, Election;
• Creative journalistic writing: Features, Interviews profiles, Columns, Human interest stories, Opinion writing, Letters to the editor;
• Editorials: Types of editorials.

• Scripting for radio programs: Talk show, Interview techniques, Discussions; Promos and radio jingles;
• Characteristics of radio news: Writing radio news; Scripting for television; Structure of a news bulletin, News packages, Piece to camera and voice over, Interview techniques, News presentation; Writing teasers and promos.

Content creation for new media platforms; Avenues for online writing; Writing for social media: Introduction to blog, Types of blog; Writing for blog; Writing for news portal; Citizen journalism, Public participation in online media

This course provides an overview of the technical and professional aspects of photography, while developing their artistic skills in the process. The students are acquainted with camera operation, exposure control, framing and composition. They are also introduced to creative and professional digital image manipulation using software. The students will work on a documentary photography project over the course of the semester. At the end of the course, they will come up with a portfolio of their best works.

Course Objectives
The course aims to help students to:

• Acquire visual and technical skills necessary to pursue and appreciate photography as art and profession.
• Be exposed to a variety of historical and contemporary photographers
• Familiarise with issues and theories within photography
• Attain technical control in accord with artistic vision

• Human eye and the camera
• Photographic camera types
• Understanding camera interface
• Changing Technology in Photography: Film and digital photography
• Camera lenses: Choosing camera lenses, Defects of images formed by lens, Chromatic and spherical aberration, curvature, distortion; Methods of reducing the above defects
• Digital Photography fundamentals: Camera operation and handling
• Exposure Triangle: Aperture, Shutter Speed, ISO
• Depth of Field, Motion Blur and Noise
• Metering modes
• Understanding Light and colour for photography

• Six Elements of Design: Line, Shape, Form, Texture, Pattern and Colour
• Understanding Composition: Framing, Angles and Perspective, Leading lines, Golden ratio, Rule of thirds, foreground and background,
• Light and composition; Learning different compositional styles from the works of great photographers

• A brief introduction to genres in photography
• Photojournalism/ Documentary Photography
• Night Photography
• Aerial
• People
• Landscape
• Natural History
• Architecture
• Still Life
• Sports
• Using Mobile Phones for Photography

• Introduction of some software and tools used in digital image post-processing including Adobe Bridge, Adobe Photoshop, Adobe Lightroom; Software Interfaces and workflow
• File Formats
• Image Processing
• Printing/Publishing

Course Description 

This is an introductory course on the art of public speaking. The course will highlight the basics of public speaking that includes principles of speech communication, structure of a speech and writing different types of speeches. The course will also aid in cultivating self-esteem and dealing with speech nervousness. Analysis of famous speeches will shed light on the pattern of successful speeches and the art of persuasion. Speech reflections form an integral part of this course. 

Course Objectives

The course aims to impart a basic understanding and skills of public speaking in terms of writing public speeches and delivering the speeches. The course also envisions to deliver the analytical skills to carry out speech reflections and analysis.

• Principles of speech communication
• Structure of a speech
• Writing a speech
• Types of speeches - informative speech, persuasive speech, sensory aid speech, and special occasion speech.
• Use of nonverbal communication

• Cultivating self-esteem
• Interpersonal perception - how you perceive others and others perceive you
• Understanding audience
• Confronting conflict and difficult people

• Analysis of  famous speeches
• Speech reflections

• Internal assessment: Over all CIA submission for 70 marks
• Project I: 20 Marks 
• Project II: 30 Marks
• Project III: 20 Marks
• End semester Submission: Project IV: 50 Marks* (End semester submission and viva)
• End Semester submission will be conducted for 50 marks and converted to 30 marks.

The global balance of power is changing dramatically. As the world seems to be moving away from American Hegemony, the question of where power lies in global politics is becoming ever more significant. Great powers remain as the critical actors in the international system and the nature of the international order is determined by their interactions in war and peace. This course focuses on the transformation of global power politics particularly focusing on the power shifts in the post-cold war international system. The course will also introduce students to the emergence of new powers such as China, India, Brazil and South Africa and the changing dynamics of the international system. The course will examine whether great powers can cooperate in addressing the consequential challenges in the new century; climate change, nuclear proliferation, refugee crisis, international terrorism and other issues. The course will also examine the competition among the great powers in the South and East China Sea, and the West Asian region.

Course Objectives

The course aims to help students to:

•   understand the key concepts and theories of international relations.
•  examine the key issues pertaining to great power politics in the twenty-first century.
• outline the dynamics of strategic interaction between great powers and focus on great power competition during World Wars, Cold War period and the post-Cold War period.
• develop an understanding of the great power dynamics, the use of power by great powers in international relations.

International Relations: Meaning, nature and scope of international relations; concepts and theories of International Relations.

First World War, Second World War: causes and consequences, inter war period (multipolarity), the Cold War (bipolarity) and the post-Cold War period (unipolarity).

Power shifts in the post-Cold War international system, Great Powers: traditional and non-traditional security threats, emergence of new powers(rise of China as a challenge to the West)

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

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

Griffiths, M. (1999) ‘Fifty Key Thinkers in International Relations, Routledge London and New York.

Ikenberry, G. John, Ed. 2002. America Unrivaled: The Future of the Balance of Power, Ithaca, NY: Cornell University Press. 

John J. Mearsheimer, The Tragedy of Great Power Politics, updated ed. (New York: Norton, 2014).

1.      – Principles of Democracy: Freedom, Equality and Fraternity,

2.      Government by Consent

3.      Constitutional Government and Rule of Law

4.      Democracy and Human Rights society

5.      Instrumentalist Conceptions of Democratic Authority

6.      Democratic Consent Theories of Authority

7.      Limits to the Authority of Democracy

8.      Leadership: Servant, Participative, Consensus, leaderships in Democracy

1.      History and Democratic Heritage, Freedom Struggle,

2.      The Indian Constitution: Preamble and other constitutional values

3.      Ethical Code of Conduct for Politicians

4.      Citizenship, Fundamental Rights and Fundamental Duties of Indian Citizens

5.      Character record of members of legislature

6.      Ethical use of majority in parliament

7.      Avoidance of ‘floor crossing’ and defection

8.      Respecting independence of judiciary and media

9.      Safeguarding national history and avoiding distortion

10.  Ensuring political neutrality of Universities and their syllabi

Judicious allocation of central funds to states Free and fair elections

1.      Aristotle, (1955). Nichomachean Ethics, trans. J. A. K. Thomson, Baltimore, Maryland: Penguin Books.

2.      Christiano, T. (Ed.). (2002). Philosophy and Democracy, Oxford: Oxford University Press.

3.      Cortella, L. (2015). The Ethics of Democracy: A Contemporary Reading of Hegel's Philosophy of Right, Giacomo Donis (tr.), New York: SUNY Press.

4.      Dewey, J. (1993). Philosophy and Democracy [1919] and The Ethics of Democracy [1888] in The Political Writings, ed. D. Morris, I. Shapiro, Indianapolis: Hackett, 1993.

5.      Finnis, J. (1983). Fundamentals of Ethics. Oxford: Clarendon Press.

6.      Gandhi, M. K. (1927). An Autobiography or The Story of My Experiments with Truth. Ahemadabad: Navajivan Mudranalaya.

Granville, A. (2000). The Indian Constitution: Cornerstone of a Nation. New Delhi: Oxford University Press

1.      Jain, S. (2000). The Constitution of India: Select Issues and Perceptions. New Delhi: Taxmann.

2.      Locke, J. (Ed.). (1980). Second Treatise on Civil Government, (1690), C. B. MacPherson, Indianapolis, IN: Hackett.

3.      Kant, I. (1959). Foundations of the Metaphysics of Morals. trans. Lewis White Beck, Indianapolis: Bobbs-Merril.

4.      KANT, Immanuel, Critique of Practical Reason, translated by Lewis White Beck, Indianapolis: Bobbs-Merril, 1956.

5.      MACHIAVELLI, The Prince [1513], ed. Q. Skinner, Cambridge, Cambridge University Press, 1988.

6.      PLATO, The Republic, revised/trans. by Desmond Lee, Harmondsworth, UK: Penguin Books, 1974.

7.      RAWLS, John, Political Liberalism, New York: Columbia University Press, 1996.

8.      SANDEL, Michael (ed.), Justice-A Reader, Oxford University Press, 2007.

9.      SINGER, Peter, Democracy and Disobedience, Oxford: Oxford University Press, 1973.

10.  WALZER, Michael, "Philosophy and Democracy", Political Theory, Vol.9, No.3, 1981, 379-399.

CIA 2   25

CIA 3   45

This course will develop an understanding of how advertising affects the human mind by giving unique and valuable insight from the industry. The course will help in studying the relationship between advertising and human mind and also apply this learning to advertising strategy, positioning, brand, and marketing communications that prepare students for the competitive world of advertising and marketing.

Course objectives

This course aims to

• Introduce psychological perspectives of advertisements in real life situations. 
• Orient students towards the various functions and roles of cognitive, affective and behavioral responses in the field of advertisement.
• Help students to identify and apply the various theories and principles of advertisement psychology in the field of marketing.

Introduction to advertisements; Its objectives and importance; Types and forms of advertising; Effects of advertisements a psychological perspective; Classic and contemporary approaches of classifying advertisement effectiveness.

Influence of advertisements on buying behaviors; Dynamics of Attention,Comprehension,Reasoning for advertisements; Attitudes and attitude changes with the influence of advertisements;Principles of persuasion and attitude change; Achieving advertisement compliance without changing attitude.

Emergence of International Advertising; Advertising in Multicultural Environment; Ethics in Advertising; Integrated marketing communication and marketing mix.

Andrew,A.Mitchell.(1993).AdvertisingExposure,MemoryandChoice.LawrenceErlbaumAssociates.Hillsdale,NJ.

Linda,F.Alwitt & Andrew,A.Mitchell (1985).PsychologicalProcessesandAdvertising Effects:Theory,Research,andApplications. Lawrence Erlbaum Associates. Hillsdale, NJ. London.

Rolloph,M.E.&Miller,G.R.(Eds)(1980).Persuasion:NewDirectionsinTheoryandResearch.Sage.N.Y.

Eddie.M.Clark,Timothy.C.Brock,&DavidW.Stewart.(1994).Attention,AttitudeandAffectinResponsetoAdvertising.LawrenceErlbaumAssociates.Hillsdale,NJ.

This multidisciplinary course will focus on those aspects that help individuals thrive. The course sheds its light on well-being and its components and also clears all the misconceptions revolving around it. The students will be exposed to certain theories, concepts and practice procedures of well-being and its components. This programme will help the students to reflect on their life experiences on these dimensions and to know how to improve them and flourish in their life. 

Well-being - components of well-being: subjective happiness and life satisfaction

subjective happiness and life satisfaction

Happiness - Definition, Significance Misconceptions, types and interventions  Emotion - types, emotion regulation

Definition, Significance Misconceptions, types and interventions Emotion - types, emotion regulation

Mindfulness- components: gratitude, forgiveness, kindness-compassion

Gratitude, forgiveness, kindness-compassion

·       Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford Scholarship.

·       Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford Scholarship.

·       Ivtzan, I. & Lomas, T.(Ed.) (2016) Mindfulness in Positive Psychology. New York: Routldge.

·       Kabat-Zinn, J. (2012). Mindfulness for beginners: reclaiming the present moment—and your life. Boulder, CO, Sounds True.

·       Linley, P. A., & Joseph, S. (Eds.). (2004). Positive psychology in practice. John Wiley & Sons, Inc.. https://doi.org/10.10 02/9780470939338

·       Maddux, J. E. (2018). Subjective Wellbeing and Life Satisfaction. New York: Routldge.

Leadership and the ability to lead is an important concept within our world of work. Though it has been studied and analyzed for centuries there is no doubt that it is a complex subject. This challenge is amplified when we look at multi-cultural environments and global leadership. In recent years there has been an increasing amount of research into the role of cross-cultural leadership. However, the operationalization of global leadership differs widely from culture to culture. In Indonesia describing your past successes is an important part of motivating your team. In Japan this would be seen as bragging and be strictly frowned upon. It is evident that successful global leadership behaviours vary widely. This course is an attempt in helping learners understand such diversities and help them cultivate global leadership skills.

This course aims at enabling the learners to:

1.    Understand the interconnection between global leadership and culture, including intercultural communication and cultural synergies

Introduction to Global Leadership – Who is a Global Leader – Competencies required to become a global leader. Culture, systems approach to culture, key cultural terminology, cultural understanding and sensitivity, Cross cultural learning, and global transformation – Fostering Multi Cultural Competencies.

Cultural Differences as Communication Resources - Global Communication - Cultural Factors in Communication—Context and Listening - Attribution - Variables in the Communication Process - International Body Language - Technology and Intercultural Communication - Global Leadership in Negotiations and Alliances 

Changes in Life Spaces - Leadership and Change - Leadership in Changing Organizational Culture - Managing the Knowledge Culture - Global leaders learning in response to change - Understanding Synergy’s Implications - Synergy in - Organizational Culture - Synergistic Team Management        

Coping with Transitional Challenges – Culture Shock and Acculturation - Relocation and Deployment Systems - Business Etiquette and Protocol Abroad - Different diversities – Diversity Training -  Women in Global Business

Doing business with Americans, Asians, Australians, Europeans, Middle Easterners and Africans.

The Course presents several of the operational projects implemented by, or with the support of UNESCO, to illustrate how cultural tourism policies developed in the spirit of the principles and values contained in the texts, standard-setting instruments, declarations and recommendations adopted by UNESCO, are put into practice.

To open a debate on the complex questions that surround the relations between culture and tourism, tourism and development, and tourism and dialogue among cultures.

Finding Meaning through Tourism, Tourism as a World of Paradoxes, The Centrality of Experiences, Changing Contexts and Emerging Challenges in the Context of Development, Culture, Heritage and Diversity as Tourism Resources, Understanding Culture and Cultural Resources in Tourism, Cultural Tourism as a Means of Economic Development, Developing the Cultural Supply Chain, Exploitation of Culture

Tourist – Host Encounters, The Role of Routers / Intermediaries / Media, Tourism – Tourist Education, Cross Cultural Understanding

Introduction to the Natural Environment, Tourism and the Spirit of Nature, Fragile and Vulnerable Ecosystems, Cultural Implications of Mobilizing Natural Resources for Tourism, From Ecotourism to Integrated Tourism

Developing Structures to Develop and Manage Tourism and Culture, Complexities and Challenges of Policy Making in Tourism and Culture, Responsibilities / Tensions and Actions, The Gender Dimension, Stakeholders and Collaborations

Capacity Building and Youth Poverty Alleviation through Tourism and Heritage (PATH), Case Studies on Sao Paulo’s Green Belt Biosphere Reserve

Komla E.E. and Veirier L. (2004) Tourism, Culture and Development in West-Africa: For a Cultural Tourism Consistent with Sustainable Development. UNESCO Publishing, Paris.

Posey D.A. (Ed) (1999) Cultural and Spiritual Values of Biodiversity. A Complementary Contribution to the Global Biodiversity Assessment. Intermediate Technology Publications, London (on behalf of United Nations Environment Programme (UNEP), Nairobi).

Robertson, R. (1990) Mapping the Global Conditions: Globalization as the Central Concept. In M. Featherstone (ed.) Global Culture: Nationalism, Globalization and Modernity. Sage, London, pp. 15-30.

Steck B., Strasdas W., and Gustedt, E. (1999) Tourism in Technical Co-operation. A guide to the conception, planning and implementation of project-accompanying measures in regional rural development and nature conservation. GTZ, Eschborn.

Tour Operators’ Initiative for Sustainable Tourism Development (2004) Supply Chain Engagement for Tour Operators: Three Steps towards Sustainability. UNEP-Sustainable Tourism, Paris.

Winkin Y. (2002) Cultural Diversity: A Pool of Ideas for Implementation. In K. Stenou (ed.)

UNESCO Universal Declaration on Cultural Diversity. UNESCO Publishing, Paris, pp. 17-60.

CIA 2 - Mid Semester Examination (25 Marks)

CIA 3 - Group Activity and Written Submission on “Integrated Tourism by Mobilizing Natural Resources” (20 Marks)

Final Submission - An Individual Activity supported by Written Submission on “Designing a Structured Plan to Develop and Manage Sustainability through Tourism and Culture; An Inter-Disciplinary Perspective” (30 Marks)

This course is aimed at undergraduate students to introduce to them the prominent debates on democracy and emerging issues in economies.  The course discusses how various socioeconomic factors act as constraints on economic growth and development. This basic framework allows a student to delve into the causes and consequences of various strategies/methods taken/applied by policymakers and practitioners and how it affects the overall objective of the state/economy through a trifocal analysis of the economy, society, and market keeping the central theme of ‘Democracy.’This course will introduce students to:

• Growing crisis of wealth distribution and income inequality.
•  Sectoral significance and state intervention in policy making.
• Informal sector and labor market participation and rights.
• Analyze corruption in emerging economies through various case studies.
• Discuss the informal economy through concepts, theory, and measurement.

Theories of Democratization; Democratic and Undemocratic States; Measuring Democracy and Democratization; The Global Wave of Democratization; Causes and Dimensions of Democratization: The Political Economy of Democracy; Political Culture, Mass Beliefs and Value Change; Gender and Democratization; Social Capital and Civil Society; Social Movements and Contention in Democratization Processes: Role, impact on policy reforms and cultural change.

Theories of Democratisation; Democratic and Undemocratic States; Measuring Democracy and Democratisation; The Global Wave of Democratisation; Causes and Dimensions of Democratisation: The Political Economy of Democracy: Political Culture, Mass Beliefs, and Value Change; Gender and Democratisation; Social Capital and Civil Society; Social Movements and Contention in Democratisation Processes: Role, Impact on Policy Reforms and Cultural Change

Conventional Citizen Participation;   Institutional Design in New Democracies; Gender and Democratization; A Decade of Democratic Decline and Stagnation.

Conventional Citizen Participation; Institutional Design in New Democracies; Gender and Democratisation; A Decade of Democratic Decline and Stagnation.

A Theory of political transitions: Choice of the economic and political regime; Theoretical extensions: growth, trade, political institutions; Democracy and the public sector; the state, the treat of expropriation and the possibility of development: Social and economic wellbeing and policy reforms.

A Theory of Political Transitions: Choice of Economic and Political Regime; Theoretical Extensions: Growth, Trade, Political Institutions; Democracy and the Public Sector; the State, the Threat of Expropriation and the Possibility of Development: Social and Economic Wellbeing and Policy Reforms

A Marxian theory of democracy; The Importance of Social Class in Historical Comparative Perspective; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies.

A Marxian Theory of Democracy; The Importance of Social Class in Historical Comparative Perspective; The Case Study of India; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies

India’s Tryst with Destiny; Democracy, Inequality, and Public Reasoning; A case study on Gujarat experience of development: Approaches, impact, and outcome; Kerala experience of development: Approaches, impact, and outcome.

India's Tryst with Destiny; Democracy, Inequality and Public Reasoning, A Case Study on Gujarat's Experience of Development: Approaches, Impact and Outcome; Kerala's Experience of Development: Approaches, Impact and Outcome

Drèze, J., & Sen, A. (2015). An Uncertain Glory: India and Its Contradictions. Economics Books.

CIA 2: 20 Marks

CIA 3: 45 Marks

Attendance: 5 Marks

This course is aimed at undergraduate students to introduce to them the idea of sustainable development and public policies within that context. The course discusses the challenges of sustainable development. This course will equip students with the knowledge and skills necessary to design policies that promote sustainable development.

Concepts; Historical roots; Measurement; Indicators of sustainable development; Sustainable Development Goals (SDGs) and indicators.

Poverty; Population Growth; Public Health; Education; Biodiversity Conservation; Climate Change and Migration; Gender Discrimination.

Constraints on Public Policy -- Economic constraints; Political Feasibility: Interests and Power; Institutional Constraints; Social and Cultural Factors: Constraining and Enabling.

Sustainable Approaches -- Participatory approach to development; Inclusive growth; Gender mainstreaming; Policy Coherence and Technological Innovations.

Mulligan, Martin. 2010. An Introduction to Sustainability, Environmental, Social and Personal Perspectives. Routledge.

Sachs, J. 2015. The Age of Sustainable Development. Columbia University Press.

Moran, M., Rein, M., & Goodin, R. E. (2006). The Oxford handbook of public policy. Oxford University Press.

Bellinger, W. K. (2007). The economic analysis of public policy. Routledge.

Hausman, D. M., & McPherson, M. S. (2006). Economic analysis, moral philosophy, and public policy. Cambridge University Press.

Kates, R. W., Parris, T. M., & Leiserowitz, A. A. (2005). What is sustainable development? Goals, indicators, values, and practice. Environment (Washington DC), 47(3), 8-21.

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

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

1. Robert Anderson. “ The ‘Idea of a University’ today”
2. Krishna Kumar. (2022). “Politics of Knowledge”
3.  Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay)

http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons

https://www.anveshi.org.in/language-the-political-commons/

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

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

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

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda
2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)
3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)
4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)
5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste)

https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-bahujan-maid-6becf6e2fbcb

Teaching learning strategies:

Lecture, discussions and readings

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

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy)

http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)
3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)
4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our-star-names
5. P Sainath. Wrestling with the rural economy (2013)

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

Teaching learning strategies:

Reading, Debate and Discussion

Michio Kaku. Physics of the Future:  How Science Will Shape Human Destiny and Our Daily Lives by the Year 2100, Anchor Academic Publishing, 2012.

Roshan Kishore (2017) “How a Bihari Lost his Mother Tongue to Hindi” (Essay)

http://www.livemint.com/Leisure/Nl73WC1JA8d6KVybBycNlM/How-a-Bihari-lost-his-mother-tongue-to-Hindi.html

Sen, Orjit and Pakhi Sen (2021) “Hear of Light”. (Graphic Narrative)

https://indianculturalforum.in/2021/02/02/heart-of-light/

R. Shashank Reddy. (2017) “Why India Needs a Strategic Artificial Intelligence Vision”.

https://thewire.in/tech/india-artificial-intelligence

Hariharan, Githa and Salim Yusufji. (2019). Battling for India.  Speaking Tiger: New Delhi.

Kakkoos (2017) by Divya Bharthi (Documentary) (Caste)

https://www.youtube.com/watch?v=-UYWRoHUpkU

Raja Rao: What does it mean to be Queer (2019)

https://www.youtube.com/watch?v=SMIuFl3m_U4

The Collected Poems of Gopal Honnalgare. Edited by K A Jayaseelan. Poetrywala, 2020

Shashi Tharoor (2015) Speech in Oxford (Speech)

http://www.ibtimes.co.in/shashi-tharoor-garners-appreciation-his-spirited-argument-oxford-union-debate-full-text-640299

The urban spaces of India have transformed immensely with increased global influences. The course attempts to explore various aspects of cultural identity and compare those identities formed, represented, and reproduced in the metropolitan context of Bangalore. The course enables students to think of the concept of 'the city' as a dynamic entity and analyse how our understanding of, and interaction with the city produces knowledge of space, emerging subjectivity and the “Other”. The city will be examined as a physical and socio-political structure. Metropolitan cities are considered nowadays as sites in the transnational network of financial and technological activities and hence they must be studied as global spaces in addition to its local and regional specificities.

The course is conceptualized with the following objectives:

1. To introduce students to the idea of the city and enable them to ask some relevant questions in the contemporary context.

2. To introduce students to narratives as told by monumental and representational cultures of cities.

3. To make students reflect on how cosmopolitanism and diversity are expressed in urban environments. and how urban space mediate transnational and global links.

This unit attempts to look at the histories of Bangalore from cultural, literary and socio-political aspects. It aims to give a detailed understanding of how the city space has evolved during the precolonial, colonial and postcolonial eras

1. Bangalore from the Pre-colonial to the Age of Globalisation: From The Promise of the Metropolis: Bangalore's Twentieth Century Janaki Nair.

2. Past and Present of the City through folklore and other write-ups- From “Multiple City: Writings on Bangalore” Aditi De.

3. Everyday City Experiences- “Majestic: The Place of Constant Return” Zac O’Yeah.

This unit looks at the sense of the city in the global digital age and how the city is formed of politically aware people making it a public space of contestations and demonstrations.

1. Reading the City in a Global Digital Age: The Limits of Topographic Representation” Saskia Sassen

2.“The Problem” Michael Goldman, Vinay Gidwani, Carol Upadhya

3.“The City as Dichotomy” Sharadini Rath.

4.“Contestations Over Public Spaces” Lekha Adavi, Darshana Mitra And Vinay Sreenivasa

This unit tries to look the history of the city through a fictional representation. Karnad toasts to 'Bendakalooru', the place of boiled beans. The unit also proposes City Walk. Based on the ideas about the past and present of the city discussed in the previous two units, the students may take out a city walk in any area of their choice and bring out documentary evidence of the same in the form of photographs and write-ups.

1.“Boiled Beans on Toast: A Play” by Girish Karnad

2. City Walk

2. Madanipour, Ali. Urban Design, Space and Society. 2014.

3. Sabiki, Ranjit. A Sense of Space: The Crisis of Urban Design in India, 2019.

4. Shaw, Annapurna. Indian Cities in Transition.

5.Friedman, Thomas L. The World is Flat: The Globalized World in the Twenty-First Century.

We become savvy about the world on a daily basis. Cyberspace aided by the internet is one agency that enables our knowledge and entertainment production, dissemination and consumption. We interact with the virtual space much more than we often interact with the real to the extent that the simulacra we live in have become more real/hyperreal than the real itself. In this scenario, it is important to read, understand, critique and reorient our relationship with the cyber world we live in and breathe through. The course will also deal with aspects of the public as personal and the personal as public. This course is an attempt to engage with these aspects by negotiating with the virtually real.

General introduction to the key concepts related to cyberculture 

1. Lister et al : “New Media in Everyday Life” 

2. Pramod K Nayar: “Reading” Cybercultures 

 This unit will attempt to enable students to deal with new forms of literature enabled by the cyberspace. It will look at how the internet and the cyberworld has reconfigured language, grammar, meaning, form and content for the digital native cyborg who seamlessly traverse the real and the virtual, the banal and the political. This section will deal with genres and the student and faculty can mutually decide on select examples from each genre. 

• Terribly Tiny Tales 

• Fan fiction 

• Hypertext Poetry 

• Slam Poetry 

• Twitterature

This unit will discuss aspects of freedom and the empowerment of communities through the cyberspace be it through social networking sites, online shopping, youtubing, Netflix, vlogging and blogging. It will look at how choices are mediated in the name of empowering the common public and how a certain hegemony gets constructed through manipulated consent. 

1. Lloyd Morrisset: “Technologies of Freedom” 

2. Film: The Social Network 

3. Drama: An episode from Black Mirror 

4. Andrei Gornyk: “From Youtube to Ru Tube, or How I Learnt to Love All Tubes”

5. Netflix 

6. Vlogging and Blogging 

7. Online Shopping – Amazon/Flipkart 

This unit will attempt to look at the various aspects of surveillance that the digital and cybertechnology has equipped us with. It will examine how this constructs discourses of the body, gender and selfhood. This unit will also look at the manner in which knowledge and information has also been reconfigured and appropriated through digital and cybertechnology. 

1. Pramod K Nayar: Biometric Surveillance 

2. Swati Chaturvedi: I am a Troll: Inside the Secret World of the BJP’s Digital Army.

Pramod K Nayar: “Reading” Cybercultures

Lloyd Morrisset: “Technologies of Freedom” 

Film: The Social Network 

Drama: An episode from Black Mirror 

Andrei Gornyk: “From Youtube to Ru Tube, or How I Learnt to Love All Tubes”

Pramod K Nayar: Biometric Surveillance 

Swati Chaturvedi: I am a Troll: Inside the Secret World of the BJP’s Digital Army.

Lister, M., Dovey, J., Giddings, S., Grant, I., & Kelly, K. (2010). New media: A critical introduction. London: Routledge. Nayar, P. K. (2010). An introduction to new media and cybercultures. Malden, MA: Wiley-Blackwell. 

Snickars, Pelle and Patrick Vonderau, eds. (2009). The Youtube Reader. National Library of Sweden.

Course Description: 

Humankind is rich with tales of belief systems, practices and customs of various religions and inter relations and complexities of the same. This course aims to provide a comprehensive understanding of interfaith relations of the  world, which will deal with significant religious philosophies from not only the Indian subcontinent but also the world. This introduces the students to the ancient western religions, the concepts like paganism, animism and totemism, theoretical framework of religion and aspects of divination. This aims at familiarising students with the basic ideologies of the religions like Jainism, Buddhism, Hinduism and elements of power and politics associated with them - and how our ideas and philosophies of sustainability and development have been shaped and influenced heavily over the ages by them.

Course Objectives: 

• To introduce the students to various philosophies of religions of the world

• To familiarise the students with indigenous religious traditions and practices

• To provide an overview of interfaith relations of the world and the power dynamics associated with that

• To engage the students in discussion of selected case studies thereby sharpening their analytical and critical thinking skills 

• To familiarise students with the beginnings of religions of the world and their possible traceable transitions 

Level of Knowledge: Conceptual 

1. Theories of religion- Tylar and Frazer, Freud, Durkheim, Marx, Weber

2. Sources of religion - Scriptures, Symbols, Practices and Traditions

3. Paganism-Animism-Totemism-Shamanism

4. The institutionalised religion - Code of conduct, Administration, Hierarchy

Level of Knowledge:  Conceptual/Interpretative

1. Myth and the mystic - Omens, Oracles and Prophecies

2. Early Pagan Religion in Mesopotamia - Ancient Egypt

3. Olympian deities and funerary practices  in Greece - Rome and Ancestor Worship

4. The world of Abrahamism and Semitic religions - Judaism, Christianity, Islam

Level of Knowledge: Conceptual/Interpretative

1. Confucianism- Taoism- Zoroastrianism

2. Vedic Hinduism- Philosophy, Traditions,Rituals and Practices

3. The heterodox philosophies- Buddhism, Jainism, Sikhism

4. Ethnic religions and Folk religions

Level of Knowledge: Analytical

1. Politics and Religion - The symbiotic bond and Power nexus

2. Gendering the institutions - Women and positions of power, The laity and follower

3. The popular - The Village deities and Family deities; The celebrations of faith - Festivals, fairs, songs

4. Case studies of Syria, Iraq, Nigeria, Myanmar

• Ali, Daud & Pandian, Anand. 2010. Ethical Life in South Asia. Indiana, US: Indiana University Press.

• Hinnells.J (Ed.) 2010. The Routledge Companion to the Study of Religion. New York: Routledge.

• Mc Cutcheon,R.T. 1999. The Insider/ Outsider Problem in the Study of Religion: A Reader. London: Cassell

• Popkin. Richard.H. (Ed) 1998. Hume, David. Dialogues Concerning Natural Religion. Cambridge: Hackett Publishing Company.

• Tweed, Thomas.A. 2006. Crossing and Dwelling: a theory of Religion. Cambridge and London: Harvard University Press.

• Wainright, William. 2005. Religion and Morality. London and New York: Routledge. (Part I & Part II)

• Ramaswamy, Vijaya. (Ed) 2014.  Devotion and Dissent In Indian History. New Delhi: Cambridge University Press.

• Ames. Roger T. & Rosemont Jr., Henry. 1999. The Analects of Confucius: A Philosophical Translation. New York. Ballantine Books. 

• Boyce, Mary. 2000. Zoroatrians: Their religious beliefs and practices. New York: Routledge.      

• Brown.P. 1992.  Power and Persuasion in Late Antiquity:

• Towards a Christian Empire. Madison, WI: University of Wisconsin Press. 

• Chakrabarti, Kunal. 2018. Religious Process: The Puranas and the making of a Regional Tradition. New Delhi: Oxford University Press.

• De Lange, N.R.M. 2000. An Introduction to Judaism. Cambridge: Cambridge University Press

• Doniger, Wendy. 2014. On Hinduism, USA: Oxford University Press. 

• Eidinow, Esther & Kindt, Julia. 2015. The Oxford Handbook of Ancient Greek Religion. New York: Oxford University Press.

• Glasenapp, Helmuth Von. 1999. Jainism An Indian Religion of Salvation. Delhi: Motilal Banarsidass Publishers. 

•  Grant,R.M. & Tracy, D.A. 1984.  A Short History of the Interpretation of the Bible. London: SCM.

• Hart, David Bentley. 2014. The Experience of God, Being, Consciousness, Bliss. New Haven: Yale.

• Higginbotham, Joyce & Higginbotham, River. 2002. Paganism: An Introduction to Earth Centered Religions. Woodbury, Minnesota: Llewellyn Publications. 

• Lipner.J.J. 1994. Hindus: Their Religious Beliefs and Practices. London: Routledge. 

• Mahalakshmi.R. 2011. The Making of the Goddess: Korravai-Dugra in the Tamil Traditions. New Delhi: Penguin Books. 

• Mahalakshmi.R. 2019. Art and History: Texts, Contexts and Visual Representations in Ancient and Early Medieval India. New York: Bloomsbury Academic India. 

• Ramaswamy, Vijaya. 1996. Divinity and Deviance- Women in Virasaivism. New Delhi: Oxford University Press.       

• Ramaswamy, Vijaya. 2007. Walking Naked: Women, Society, Spirituality in South India. University of Michigan and Shimla: Indian Institute of Advanced Study.·        

• Waines.D. 1997. An Introduction to Islam. Cambridge: Cambridge University Press.·        

• Walpola, Rahula. What the Buddha taught. 1994. New York: Black Cat Publishers.·        

• Woodhead et.al. (Eds) 2009.  Religions in the modern world: traditions and transformations. London: Routledge. 

Course Description 

The synergy between media and culture will be explored in this course. Theoretical perspectives introduced through the syllabus lead to an informed critique of media and mindful practice of media.  

Course Objectives

The course aims to help students to: 

• Understand the role of the media in society.
• Enable the students to become more effective media watchers, consumers, and practitioners.
• Understand the impact and implications of media content.

• Culture and society
• Cultural values, cultural norms and cultural diversity
• Culture: High culture, low culture and popular culture
• Cultural capital: Bourdieu’s Framework: Minority representation in media (gender, differently abled, communities)

• Frankfurt school of thought: Marxism (alienation, false consciousness), Culture industries
• Hegemony
• Birmingham school of thought
• The political economy of media
• Media Representation of genderand Feminist theory

• Idea of nationhoodNationhood and gender
• Indian Cinema: Cultural imperialism
• Reasons and Implications
• Composite culture versus puritanical culture

• Domination of American Culture
• Global culture: Cultural diffusion
• Role of mass media in disseminating global culture

This paper introduces the students to the Indian ethical boundary for journalists. The aim of the paper is to make the students know their role, responsibilities, freedom, ethics, and imitations as a journalist. Every unit of this paper will be focusing on case studies.

Course objective:

• Familiarize students with the entire gamut of media jurisprudence in India 
• Enables the student to get a clear picture of how the media functions against the backdrop of legalities.

• Definition: Truth and Accuracy
• Independence in Reporting
• Fairness and Impartiality
• Accountability
• Objectivity
• truthfulness
• moral rights and responsibility

• • News source
  • Anonymous source
  • Misinformation and Disinformation
  • Yellow Journalism
  • Sensationalisation of Media- Analysis of case studies in the Indian Context
  • News “in the public interest” and “interest to the public”
  • Norms for sting operation

• Media responses to the society
• Right to Privacy
• Reputation
• Cheque book journalism
• Paid news
• Opaque private treaties
• Blatant blackmail
• Political involvement

• Fundamental principles of journalistic ethics;
• Violation of journalistic ethics.
• PCI norms for journalistic conduct.
• Ethics on digital journalism – Social Media and ethical concerns.

Thakurta, Paranjoy Guha. (2011). Media Ethics: Truth, Fairness and Objectivity. New Delhi: Oxford University Press.

Course Description 

This is an introductory course on writing feature articles and reviews. The course will highlight the basics of feature writing that includes a basic understanding of feature articles, structure of feature articles. This practical course envisages to inculcate the skill of writing feature articles by imparting the basic principles of writing along with writing exercises.

Course Objectives

 The course aims to teach students how to write compelling stories. To impart a basic understanding and skills of writing feature articles. The course also envisions teaching students the art of reviewing different media such as films and books.

• Feature Vs Fiction
• Difference between a news report and feature 
• Characteristics of feature articles
• Types of features: news features, travel features, historical features, etc

• Structure of a feature
• Writing feature leads
• Story idea, pitching articles, research, collecting information, sources, and writing feature articles
• Analysing feature articles, peer analysis

• Columns
• Types of columns
• Structure of a review
• Writing reviews of films, books, music, and drama

Course Description:

Web journalism is a subject that focuses on the skills and techniques required to produce high-quality journalism for the web. This course is designed to provide students with the necessary skills and knowledge to create and publish effective web content for a variety of online platforms.

Objectives:

• Understanding digital journalism: Gain a comprehensive understanding of the principles, practices, and theories of web journalism, including its role in the media landscape, its unique characteristics, and its impact on traditional journalism.
• Developing digital storytelling skills: Acquire the skills to tell compelling stories in the digital realm, utilizing various multimedia elements such as text, images, videos, audio, infographics, and interactive features. Learn how to adapt writing style for online platforms.
• Mastering online research and verification: Develop proficiency in conducting online research and verifying the credibility and accuracy of digital sources. Learn to assess the reliability of information found online and apply critical thinking skills to identify and avoid misinformation and fake news.
• Writing for the web: Learn the techniques of writing specifically for online audiences, including crafting engaging headlines, using effective leads, and optimizing content for search engines. Understand the importance of writing for readability and scanability on digital platforms.

•  Web Journalism; History of webJournalism; webJournalism in India; interactivity and
• personalization of news; integration of text video and graphics; digitization and immediacy of news

• Content design, colors, typography, templates and navigation; popular websites for news stories; changing scenario in the news rooms; Discussion forums;
• Case study: www.ohmynews.com,

• Language and writing style online; impact of new technology on language and medium
• English as a language of technology.

• Information era, information overload, information imbalance, information pollution,
• information as a political and economic tool; e-governance – advantages and problems.

This internship is designed to sensitise our students about the functioning of the newsrooms in print news organisations. The internship needs to be conducted in a print media organisation. It allows the students to bridge the gap between theory and practice. It is a learning experience where students can apply the knowledge they acquire in the classroom in a professional setting. 

Course Objectives
The course aims to help students to:

• Expose students in developing and understanding the broader perspective of media organization.
• Familiarise them with the various media industry skills 
• Enable students in developing the cultural competence 
• Demonstrate awareness towards media practices

Detailed report for week 1

Detailed report for week 2

Detailed report for week 3

Detailed report for week 4

India is the largest democracy of the world and its diverse society, vast geographical expanse and different cultural-social values make it an extremely complex political system. How does politics in a country like this operate? What are the historical influences and their impact on the modern democratic institutions of India? How has modern India managed to accommodate or shed off its century’s old traditional values in the clash between tradition and modernity? How have modern democratic institutions in India evolved, what are the pressures working upon them and how have these institutions performed till now? How does developmental state in India device and run welfare policies, maintain legitimacy and respond to crisis? The present course will give the students a basic understanding of all these aspects so that they can make sense of the ways in which democracy and political system operates in the country.

Colonial State and Economy; Development of India’s Constitution

The Indian Parliament; The Judicial System of India; Union and State Executive, Office of the Governor and Bureaucracy; Federalism; Party System in India. 

Public Policy; Foreign Policy; Regionalism and Terrorism

This course aims at exploring the phenomenon of aesthetics from a multidisciplinary perspective. Further it helps the students to get exposed to multidisciplinary approach of understanding realities.

Course Objectives:

After the completion of this course, students will be able to:

1.      Understand the philosophy behind aesthetics
2.      Understand human perception of aesthetics
3.      Appreciate morality and aesthetic judgements
4.      Take cognizance of the influence of technology on aesthetics

Origin of modern aesthetics; philosophy behind Aesthetics

Psychology of Aesthetics; morality; aesthetic judgements; appreciation of environment

Globalization and Technological influence on Aesthetics; digital interface; military; fashion; culture; art and architecture

Kivy, P. (Ed.). (2009). The Blackwell guide to aesthetics. John Wiley & Sons.     

Schellekens, E., & Goldie, P. (Eds.). (2011). The aesthetic mind: Philosophy and psychology. Oxford University Press.