Syllabus for
Master of Arts (English and Cultural Studies)
Academic Year  (2024)

The Master of Arts programme in English and Cultural Studies aims to provide an interdisciplinary grounding in Cultural Studies and allied disciplines, including literature and linguistics. The courses offered provide a range of perspectives for understanding ‘culture’ and ‘cultural practices’ by addressing cross-cutting issues such as gender, professional ethics, human values, environment and sustainability through relevant theoretical frameworks as well as practice-based engagements including field- work. In addition, internships, public outputs and other forms of engaging with contexts beyond ‘texts’ help in development of academic and professional skills and enhance employability prospects. The programme includes areas pertinent to Publishing, Digital Humanities, Applied Linguistics, Practice Teaching, Popular Culture and Urban Mapping. The curriculum aims to create discursive spaces within as well as outside the classroom, encouraging learners to actively engage with local, regional, national and global needs. The programme places an emphasis on rigorous scholarly work as well as with more creative forms of shaping research outputs. In keeping with Christ University’s emphasis on academic excellence, the programme is up-to-date with contemporary pedagogies as well as curricular content.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Develop an understanding of discourses related to contemporary social life and technologies such as ethics, privacy, surveillance, policy and citizenship through critical debates and discussions, simulations, peer engagements and activities.

PO3: Synthesize interdisciplinary approaches and perspectives for addressing issues of local, regional, national and global importance through critical and creative solution-oriented thinking in research-based assignments and community-based engagements. (GA: Academic excellence, Professional Excellence and Societal)

PO4: Evaluate notions and apply frameworks related to language, race, ethnicity, gender, caste, class, environment, dis/abilities and other intersections through curricular and co-curricular activities. (GA: Academic Excellence and Societal)

PO5: Generate research outputs that reflect a comprehensive understanding of research methodologies, approaches, and skills relevant to the discipline through participating and organizing seminars, conferences, workshops and Capstone Project. (GA: Academic and Professional Excellence)

PO6: Acquire and create awareness on sustainable practices related to environment and ecologies, diversity and inclusivity, through research and outreach endeavours. (GA: Societal)

PO7: Cultivate skills for life-long learning, entrepreneurship and employability through professionally oriented courses, experiential and participatory learning, field-based projects and internships. (GA: Professional Excellence)

A blend of formative and summative assessments.

This intermediate level course is designed to provide a comprehensive introduction to cultural studies,

focusing on the British, American, Indian, and Asian contexts. The course will cover various theories

and approaches to the study of culture, including Marxism, postmodernism, feminism, and

postcolonialism. The course will also explore how cultural practices and identities are shaped by

historical, social, economic, and political forces. This course will give a solid ground for students to

pursue advanced studies and research in the field of Literary and Cultural Studies and allied

disciplines.

Unit details:

Description: This unit provides an introduction to the basic concepts in Cultural Studies with reference to specific historical and cultural

contexts, discourses and terminologies. The unit will give an insight into the global context of cultural studies.

Key Topics

culture, society, ideology

production, consumption

high culture, popular culture

subculture, counterculture, everyday

Unit details:

Description: This unit covers some of the seminal texts that acted as milestones in the development of cultural studies and

contemporary conceptual frameworks from British academia and context. The unit will give an insight into the context of cultural

studies at a global and national level.

Key Topics

Marxism and neo-Marxism

Cultural Studies and the CS Schools

Cultural Materialism

New Historicism

Mass culture and popular culture

Ideology and state

Unit details:

Description: This unit covers some of the seminal texts that acted as milestones in the development of cultural studies and

contemporary conceptual frameworks from the American academia and context. The unit will give an insight into the context of cultural

studies at a global and national level.Texts can be interchanged between the two reading lists given if found more effective in the class

context.

Key Topics:

media and culture

popular culture

Identity and fluidity

spatial politics and meanings.

Unit details:

Description: This unit covers some of the seminal texts that acted as milestones in the development of cultural studies and

contemporary conceptual frameworks from the Indian academia and context. The unit also touches upon the emerging domain of Inter-Asia Cultural Studies. The unit will give an insight into the context of cultural studies at a local, regional, national and global level with emphasis on cross-cutting issues of ethics, environment and sustainability.

Key Topics:

Indian context of culture

caste and identity politics

new and critical aesthetics

cultural production and practice

concept of the inter-Asian studies

modernity and postcoloniality

mobility migration and new formations.

Grossberg, L., Nelson, C., & Treichler, P. A. (Eds.). (1992). Interrogating Cultural Studies: Theory, Politics and Practice. Routledge.

Spivak, G. C. (1991). Scattered Speculations on the Question of Culture Studies. In Cary Nelson & Lawrence Grossberg (Eds.),

Marxism and the Interpretation of Culture (pp. 357-375). University of Illinois Press.

Lears, T. J. Jackson. (1985). The Concept of Cultural Hegemony: Problems and Possibilities. The American Historical Review, 90(3),

567-593.

Horkheimer M. & Adorno T. W. (1982). Dialectic of Enlightenment. Continuum.Hall, S. (1973). Encoding/Decoding. In S. Hall, D.

Hobson, Williams, R. (1958). Culture and Society: 1780-1950. Penguin Books.

Hall, S. (1990). “Cultural Identity and Diaspora”. In J. Rutherford (Ed.), Identity: Community, Culture, Difference (pp. 222-237).

Lawrence & Wishart.

Gilroy, P. (1993). The Black Atlantic: Modernity and Double Consciousness. Harvard University Press.

Agamben, G. (1995). Homo Sacer: Sovereign Power and Bare Life. Stanford University Press.

Zizek, S. (2009). The Sublime Object of Ideology. Verso Books.

Jameson, F. (1981). The Political Unconscious: Narrative as a Socially Symbolic Act. Cornell University Press.

Hooks, Bell. Yearning: Race, Gender, and Cultural Politics, Boston, MA: South End Press, 1990, p23-31

Kellner, D. (1995). Media Culture and the Triumph of the Spectacle. Columbia University Press.

Grossberg, Lawrence, (1989) “The Circulation of Cultural Studies,” Critical Studies in Mass Communication

Appadurai, A. (1990). Disjuncture and Difference in the Global Cultural Economy. Theory, Culture & Society, 7(2–3), 295–310.

https://doi.org/10.1177/026327690007002017

Herman, E. S., & Chomsky, N. (2002). Manufacturing Consent: The Political Economy 

Niranjana T. Sudhir P. & Dhareshwar V. (1993). Interrogating Modernity: Culture and Colonialism in India. Seagull.

Prasad, M. M. (1999). “Cultural Studies in India - Reasons and a History”. In C. Mukherjee (Ed.), Understanding Cultural Aspects of

India (pp. 219-234). Springer.

Guru, G., & Sarukkai, S. (2012). The Cracked Mirror: An Indian Debate on Experience and Theory. Oxford University Press.

Ho, E. (2017). Inter-Asian Concepts for Mobile Societies. The Journal of Asian Studies, 76(4), 907-928.

doi:10.1017/S0021911817000900

Huat, C. B., & Iwabuchi, K. (Eds.). (2008). East Asian Pop Culture: Analysing the Korean Wave. Hong Kong University Press.

http://www.jstor.org/stable/j.ctt1xwb6n

Silvio, T. (2009). Puppets, Gods, and Brands: Theorizing the Age of Animation from Taiwan. University of Hawai'i Press.

Gayatri Chakravorty Spivak (2005) Scattered speculations on the subaltern and the popular, Postcolonial Studies, 8:4, 475-486, DOI:

10.1080/13688790500375132

Chakrabarty, D. (1992). Postcoloniality and the Artifice of History: Who Speaks for "Indian" Pasts? Representations, (37), 1-26.

Limbale, S. (1993). Towards an Aesthetic of Dalit Literature. Economic and Political Weekly, 28(17), 843-847.

Chatterjee, P., Ghosh, A., & Prasad, M. M.(n.d.). The Republic of Babel: Language and Political Subjectivity in Free India. Scribd

Limbale, S. (2003). The Outcaste: Akkarmashi. Oxford University Press.

Betty Friedan. (1963). The Feminine Mystique. W. W. Norton & Company.

Haraway, D. (1990). A Manifesto for Cyborgs: Science, Technology, and Socialist Feminism in the 1980s. Feminism/postmodernism,

190-233

Giroux, H. (1983). Popular Culture and Pedagogy. Temple University Press

F. Scott Fitzgerald. (1925). The Great Gatsby. Scribner.Chatterjee, P. (1991). Whose imagined community? Dissent, (4), 11-24.

Althusser L., (2001), Ideology and Ideological State Apparatus. In Leitch, V. B. (Ed.). The Norton Anthology of Theory and Criticism, .

W.W. Norton & Company. [originally in 1970].

A. Lowe, & P. Willis (Eds.), Culture, Media, Language: Working Papers in Cultural Studies, 1972-79 (pp. 128-138). Routledge.

(Original work published 1973).

Soja, Edward W. (1989). History Geography Modernity. Postmodern Geographies: the Reassertion of Space in Critical Social Theory.

Verso,

Erll, A. (2011). Memory in Culture. Palgrave Macmillan

Hoggart, R. (1957). The Uses of Literacy: Aspects of Working-Class Life. Chatto & Windus.

Thompson, E.P. (1963). The Making of the English Working Class. Victor Gollancz.

Morley, D., & Brunsdon, C. (1999). Everyday Television: ‘Nationwide’. British Film Institute.

Crystal, D. (2006). How Language works. London, UK: Penguin

Williams, R. (1976). Keywords: A Vocabulary of Culture and Society. Oxford University Press.

Niranjana, T., Sudhir, P., & Dhareshwar, V. Interrogating Modernity: Culture and Colonialism in India.

During, R. W. P. E. S. (1993). The Cultural Studies Reader. Routledge.

Fiske, J. (1989). Popular Culture. Unwin Hyman.

Sawhney, R. (2002). Decolonising Cultural Studies. In R. Gairola Khanduri (Ed.), Postcolonialism: A Reader (pp. 350-367). Pearson

Education India.

This course will provide an overview of the key concepts in critical cultural theory by introducing them to some of the key concepts, approaches, and research methods. Students will gain an understanding of specific conceptual paradigms, historical contexts, and theoretical debates within critical theory, and develop practical skills for applying these critical frameworks to social and cultural phenomena. The course is designed to induct the first semester students of MA programme to the more advanced courses that will come in the ensuing semesters of the programme. Through readings, classroom discussions, and participatory engagements, students will develop a critical understanding about their socio-political contexts, discourses and cultural practices, power relations, and the role of research in challenging dominant discourses and promoting social justice. The course will help the students develop a capacity to look at the world from an informed critical perspective which will help them not only in performing their roles in relevant vocational spaces such as those of media productions, publication industry, creative writing, teaching and research, policy making, NGO works etc. but also in being responsible and contributing citizens and social agents.

This unit provides an introduction to the basic concepts in critical theory with reference to specific historical and cultural contexts building an insight into the local regional national and global affairs. Structuralism, poststructuralism and postmodernism will be given focus.

Key Topics:

Structuralism, Modernism, Formalism

Narrative and structure

Marxism, history and structuralist approach

Psychoanalysis school, unconscious, Freud and Lacan

Poststructuralism, postmodernism

Text, reader and author

Subjectivity, centre, and truth

This unit covers some of the seminal texts related to Neo-Marxism, Cultural Materialism, New Historicism and some of the latest theoretical developments which are functioning like broader critical frameworks in the contemporary time. The unit will emphasize some of the intersectional issues pertaining to the socio-political and cultural contexts in the contemporary era. Students are expected to develop a coherent logical connection among different critical frameworks in use today with a good understanding about the foundational ideas.

Key Topics:

Marxism and neo-Marxism

Cultural Studies and the CS Schools

Cultural Materialism

New Historicism

Mass culture, popular culture, cultural capital, and the everyday

Subject, discourse and space/spatiality

Ideology, subjectivity, governmentality, state, and the biopolitical turn

This unit introduces some of the approaches and conceptual frameworks that effectuated certain paradigm shifts with respect to discourses on gender, identity and marginality. The unit will focus on how certain conceptual categories such as self, social, life, identity, normal etc are constituted to determine one’s lived-experience. It also considers the contemporary digital/cyber/technological sites of life.

Key Topics:

Gender and identity

Humanism and Posthumanism

Cyborg and Anthropocene

Identity and fluidity

Marginality narratives and critical aesthetics

This unit focuses on certain critical methods of research that can be informed by the critical frameworks and theories discussed so far. This unit shall effectively link them to the Writing Research course in the next semester. This unit will give a foundational understanding of certain critical methods of research that can be considered in the contemporary time.

Key Topics:

Mapping and GIS

Digital Humanities and methods

Ethnography and Netnography

Affective mapping and phenomenological research

Discourse Analysis

Archival research

Mixed Digital Methods

Lacan, J. (1957). The Instance of the Letter in the Unconscious, or Reason Since Freud. In Écrits: A Selection, 146-178.

Barthes, R. (1967). The Death of the Author. Aspen, 5-6.

Derrida, J. (1978). Structure, Sign, and Play in the Discourse of Human Sciences. In Alan Bass (Trans.), Writing and Difference (pp. 351–370). essay, Routledge.

Jean-François Lyotard (1993).“Defining the Postmodern”. In Simon During (Ed.) The Cultural Studies Reader. 2nd ed. Routledge. pp. 142-145

Althusser L., (2001), Ideology and Ideological State Apparatus. In Leitch, V. B. (Ed.). The Norton Anthology of Theory and Criticism, . W.W. Norton & Company. [originally in 1970].

Greenblatt, S. (1982). Introduction. In The power of forms in the English Renaissance. University of California Press.

Jameson, F. (1984). The Politics of Theory: Ideological Positions in the Postmodernism Debate. New German Critique, 33, 53–65. https://doi.org/10.2307/488353

Dollimore, J., & Sinfield, A. (Eds.). (1985). Introduction: Shakespeare, Cultural Materialism and New Historicism. In Political Shakespeare: New essays in cultural materialism. Manchester University Press.

Soja, Edward W. (1989). History Geography Modernity. Postmodern Geographies: the Reassertion of Space in Critical Social Theory. Verso,

Campbell, Timothy, and Adam Sitze, (2013). “Introduction: Biopolitics: An Encounter”. In Biopolitics: A Reader. Duke University Press

Butler, J. (1990), Subjects of Sex/Gender/Desire. Gender Trouble: Feminism and the Subversion of Identity. Routledge.

Sedgwick, E. K. (1990). Introduction: Axiomatic. Epistemology of the Closet. (pp. 1-42) University of California Press.

Haraway, D. (1990). A Manifesto for Cyborgs: Science, Technology, and Socialist Feminism in the 1980s”. In L. J. Nicholson (Ed.) Feminism/Postmodernism, (pp. 190-233). Routledge.

Bell Hooks, (1990). Postmodern Blackness. Yearning, Race, Gender and Cultural Politics. South End Press.

Guru, G., & Sarukkai, S. (2019). Introduction. Experience, Caste, and the Everyday Social. Oxford University Press

Drucker, J. (2012). Mapping and GIS. In D. M. Berry (Ed.), The Digital Humanities Coursebook: An Introduction to Digital Methods for Research and Scholarship (pp. 191-204). Routledge.

Pickering, M. (Ed.). (2008). Research Methods for Cultural Studies. Edinburgh University Press.

Kozinets, R. V. (2015). Netnography: Redefined. Thousand Oaks, CA: Sage Publications.

Drozdzewski, Danielle and Carolyn Birdsall. (2019). Doing Memory Research: New Methods and Approaches. Palgrave Macmillan

Hoskins, A., Reading, A., & Metykova, M. (Eds.). (2017). Digital Memory Studies: Media Pasts in Transition. Routledge.

Propp, V. (1928). Morphology of the folktale. University of Texas Press.

Lévi-Strauss, C. (1958). Structural anthropology.

Baudrillard, J. (1994). Simulacra and simulations. University of Michigan Press.

Culler, J. (1997). Language, meaning, and interpretation. Literary Theory: A Very Short Introduction, 1-24.

Lyotard, J.-F. (1984). The postmodern condition. Manchester University Press.

Agamben, G. (2007). The author as Gesture. In Profanations (pp. 39-62). Zone Books.

Nayar, P. K. (2017). Contemporary Literary and Cultural Theory: From Structuralism to Ecocriticism. Routledge.

Greenblatt, S. (1990). Resonance and Wonder. Bulletin of the American Academy of Arts and Sciences, 43(4), pp. 11–34.

Bourdieu, P., (1986). The Forms of Capital. In Richardson, J., Handbook of Theory and Research for the Sociology of Education, Greenwood Press, pp. 241–58

Appadurai, A. (1990). Disjuncture and Difference in the Global Cultural Economy. Theory, Culture & Society, 7(2-3), pp. 295-310. https://doi.org/10.1177/026327690007002017

Williams, R. (1977). Marxism and Literature. Oxford University Press.

Jameson, F. (1983). Reification and Utopia in Mass Culture. Social Text, 2, 130-148. https://doi.org/10.2307/466493

Giorgio Agamben,

Agamben, G., (2005). The State of Exception as a Paradigm of Government. In Kevin Attell (Trans.) The State of Exception. University of Chicago Press.

Agamben, G. (2009). What is an apparatus? In What is an Apparatus? and Other Essays (pp. 1-24). Stanford University Press.

Chakrabarty, D. (1992). Postcoloniality and the Artifice of History: Who Speaks for "Indian" Pasts? Representations, 37, 1-26. https://doi.org/10.1525/rep.1992.37.1.99p00981

Chakravarthi, U. (2003). Gendering Caste through Feminist Lens. Stree.

Fanon, F. (1952). The Fact of Blackness. In S. Harman (Ed.), Postcolonial Studies: An Anthology (pp. 15-32). Edinburgh University Press.

Freedman, E. B. (Ed.). (2007). The Essential Feminist Reader. Modern Library.

Limbale, S. (2004). Towards an Aesthetic of Dalit Literature: History, Controversies, and Considerations. Orient Blackswan.

Linton, S. (1998). Claiming Disability: Knowledge and Identity. New York University Press.

Nicholson, L. J. (Ed.). (1990). Feminism/postmodernism. Routledge.

Rubin, G. (1975). The Traffic in Women: Notes on the “Political Economy” of Sex. In R. Reiter (Ed.), Toward an Anthropology of Women (pp. 157-210). Monthly Review Press.

Sedgwick, E. K. (1993). Tendencies. Duke University Press.

Hoskins, A. (2017). Save As... Digital Memories. Palgrave Macmillan.

Whitla, William. (2010). The English Handbook: A Guide to Literary Studies. Blackwell

Woolf, Judith. (2005). Writing About Literature. Routledge

Griffin, G. (Ed.). (2013). Research Methods for English Studies. Edinburgh University Press.

Hagen, T., & Wilschut, A. (Eds.). (2017). Palgrave Handbook of Research in Historical Culture and Education. Palgrave Macmillan.

MSE Component 2-25

ESE Component 1-25

ESE Viva -20

Attendance 5

Course Description:

Memory Narratives invites students on a captivating journey through the multifaceted landscapes

of human memory. This course seeks to unravel the intricate tapestry of personal and collective

remembrance, examining how individuals and societies construct, preserve, and confront their

pasts through narratives. From literature to film, from historical accounts to creative expressions,

we will explore the ways in which memory narratives shape our understanding of identity, culture, and the world around us.

Course Objectives:

● To provide students with a comprehensive understanding of the theories and methodologies

in the field of memory studies.

● To explore the impact of technology and media on the formation of individual and collective

memories.

● To analyze the role of trauma in shaping memory and its representation in literature and

other forms of media.

● To investigate the significance of material culture, including objects, architecture, and

literature, in the construction and preservation of memory.

● To develop critical thinking skills through the analysis of literary works that engage with

memory as a theme.

Unit 1: Recollections in Time Hours: 15

Unit Details: This unit delves into the intricate relationship between memory, time and representation, exploring the ways in which

individuals and societies construct, preserve and interpret their pasts. It will also deal with the concept of objects as temporal

artefacts and how they engage with broader cultural narratives. It also discusses how the migrant writers conceptualise and carry the

idea of home, and a sense of belongingness.

Key Topics:

1. Remembering and Forgetting

2. Objects in Time

3. Writing the past

4. Collective Memory and Individual Memory

Unit details: This unit deals with the intersection of literature, memory and historical events. It delves into the ways in which the

authors respond to, reflect upon and interpret historical events. It discusses the historical and cultural trauma and the post memory

effects on individuals and communities.

Key Topics:

1. Poem

2. Short story

3. Novel

Unit details: This unit delves into the realm where objects, artifacts, and the physical environment become channels for the

transmission of memories. It will explore personal mementos to cultural monuments, from local to global contexts, explaining the

intricate relationships between materiality and memory. It will also investigate the role of monuments and memorials in shaping

collective memory.

Key Topics:

1. Memory and memorials

2. Memory and Technology

Unit details: This unit focuses on memory and marginal identities. It explores how memory intersects with the experiences of

individuals and communities who occupy marginalized positions within society. It delves into the ways in which memory shapes,

reflects, and challenges the narratives of those on the margins, providing a critical lens on the complexities of identity, power, and

representation.

Key Topics:

1. Caste and Memory

2. Race and Memory

3. Gender and Memory

Cambridge University Press.

Dant, Tim. “Objects in Time: modernity and Biography”. Material culture in the social world. McGraw-Hill Education (UK),

1999.

Rushdie, Salman. “Imaginary Homelands”. Imaginary homelands: Essays and criticism 1981-1991. Random House, 2012.

Sutton, John. "Between individual and collective memory: Coordination, interaction, distribution." social research (2008): 23-48.

“Aunt Sue’s Stories” by Langston Hughes

“A Piece of Cake” by Roald Dahl

"Beloved" by Toni Morrison

Indian Memory Project: Tracing the History and Identity of the Indian Subcontinent via Images Found in Personal Archives .

https://www.indianmemoryproject.com/

2. “Memorial Museums: Promises and Limits” Exhibiting Atrocity: Memorial Museums and the Politics of Past Violence. Amy

Ssodaro. Rutgers University Press. (2018) Stable URL: https://www.jstor.org/stable/j.ctt1v2xskk.11

3. "Eternal Sunshine of the Spotless Mind" (2004)- film

4. "Orhan's Inheritance" by Aline Ohanesian

5. "A Temporary Matter" by Jhumpa Lahiri. https://www.newyorker.com/magazine/1998/04/20/a-temporary-matter

Joothan- Om Prakash Valmiki

2. "The Windrush Scandal: A Newsnight Special" (2018)/ The Namesake (2006)

3. Persepolis- Marjane Satrapi

4. @dravidaarasi- Instagram- visual database

2. Mangini González, Shirley. Memories of Resistance : women's voices from the Spanish Civil War. United Kingdom, Yale University

Press, 1995.

3. Political Violence and the Imagination: Complicity, Memory and Resistance. N.p., Taylor & Francis, 2020.

4. Music, Memory, Resistance: Calypso and the Caribbean Literary Imagination. Jamaica, Ian Randle, 2007.

Henige, David P. “Review of Time Maps: Collective Memory and the Social Shape of the Past.” Journal of Interdisciplinary

History, vol. 35 no. 1, 2004, p. 113-114. Project MUSE muse.jhu.edu/article/169263.

Levy, Daniel, and Natan Sznaider. The Holocaust and memory in the global age. Vol. 67. Temple University Press, 2006.

Quayson, Ato. "Postcolonialism and the diasporic imaginary." A Companion to Diaspora and Transnationalism (2013): 139-160.

Jones, Andrew. Memory and material culture. Cambridge University Press, 2007.

Gedi, Noa, and Yigal Elam. "Collective memory—what is it?." History and memory 8.1 (1996): 30-50.

This course has been conceptualized in order to introduce the learners to multiple aspects of curriculum designing with a specific focus on associated methods of pedagogical practices. The course will also cover educational tools and techniques pertaining to teaching English Studies courses. Through this course the learners will get introduced to the various aspects and practices in the educational industry, educational technology, and educational entrepreneurship ventures.

The course is designed to promote an in-depth understanding of the components leading to success and pedagogic practices and to foster an understanding of the construction of pedagogic spaces. The course will act as a precursor to the Practice Teaching course in the next semester.

The students may be asked to complete the recommended MOOC as a course requirement. Learners are

MA in English and Cultural Studies, Curriculum Document 2024-25

50

expected to develop some familiarity with some of the edu-tech tools and platforms by the end of the course. Case analysis and research will be used for this purpose.

This course is a mixture of theoretical and practical approaches, incorporating a theoretical understanding of multiple curriculum frameworks and pedagogic practices along with providing hands-on training for ideating innovative educational methods and practices, developing content for teaching in evolving contexts such as online, offline and hybrid modes, framing course plans based on specific objectives and outcomes, and identifying teaching-learning strategies that can be applied to specific classroom contexts and needs.

The students may be asked to complete the recommended MOOC as a course requirement.

The course has been designed with the following objectives:

●

To create awareness of multiple curriculum frameworks, pedagogic practices, assessment techniques, method and approaches that are in use in the academia and the industry

●

To equip the learners with practical knowledge of evolving teaching practices, changing needs, growing possibilities, and innovations from the industry and market in the regional, national, and global scenarios.

●

To develop an understanding of various socio-political factors at local, regional, national and global contexts that affect the construction of curriculum including technological advancements, changing socio-political interests, on-going discourses on the teaching-learning process, and the guiding principle behind popular practices and tools in teaching.

●

To provide the learners with knowledge in the domain of curriculum development, teaching, and assessment which will lead towards employability in academia, education industry and entrepreneurial ventures.

●

To foster innovation, professionalism, collegiality, and ethical and equitable practice in all students leading to sustainable practices and futuristic efforts.

This unit critically examines the main issues and concerns in India in the field of education in general and English education in particular. Besides trying to understand the gaps and challenges in the field of higher education in India, this unit also engages with innovations in the field of education, which can mitigate the gaps thereby paving way for more inclusive teaching practices keeping in mind various cross-cutting issues like gender, human values, professional ethics etc.

Key Topics:

1.The Structure of Indian Education: Both longitudinal and cross-sectional analysis of the structure of Indian Education should be conducted in order to promote a better understanding of the same.

2.The Innovations in the field of Education: ICT, AV aids, Google Classrooms, Gamification, etc. to be discussed in detail.

3.Cases from Edu-tech industry are to be discussed: tools, platforms, approach, models etc.

4.Reflective and Inclusive Teaching Practices: The concepts of learner-centered pedagogy, heutagogy, mixed-ability learning groups etc. should be discussed.

5.Cases of on-going debates on education

6.Latest National Education Policy: its phylosophy, approach, suggestions, impact, and implications

7.Policies and reports on education from relevant bodies like UNICEF, ministry etc

8.Educational practices, approaches and philosophy of earlier ages.

This unit focuses on understanding the prominent theories in the field of language education and tries to situate the popular methods of language teaching through the ages across various paradigms. This will enable the skill development of the learners to understand and use various teaching and learning methods and approaches.

Key Topics:

1.Direct and Grammar Translation Method

2.Behaviorism and Audio-visual Teaching Method,

3.Input Hypothesis and the Natural Method

4.Cognitivism and Communicative Teaching Method

5.Social constructivism and Critical thinking method

6.Skill-Based Instruction

7.The Post-Method Approach

The main objective of this unit is to develop a clear understanding of the various theories of curriculum and analyse the technical aspects involved in the construction of curriculum. This unit will not only lead to a theoretical understanding of various aspects of curriculum but the application of these theories to generate content for teaching thus providing skill development in the area of curriculum development and enable the possibility of employability. This unit will also enable the learners to understand the need to contextualize curriculum according to various local, national, and global needs and cross-cutting issues of gender, sustainability, etc.

Key Topics:

1.Understanding curriculum: Various Curriculum Theories can be discussed to understand the process of development of curriculum. The politics behind the construction of the curriculum will also be addressed.

2.Writing Course Plans: The main emphasis is not only to learn how to write a course plan but how to incorporate knowledge, skills, and attitudes in the course outcomes. Bloom’s Taxonomy should be discussed in great detail in this context.

3.Accountability, assessment policy, international assessment and vocational assessment to be discussed in detail.

4.The students will visit to nearby communities and schools to identify specific needs aiming at content development to cater to those needs.

5.Cases for analysis: Curriculum from different institutions, Curriculum structure/content from edu-tech industry, MOOC courses, under-represented/marginalized instances

The main objective of this unit is to apply the theoretical knowledge gained over the previous units and develop skill-specific (e)content/ courses for target learners. The learners may actively seek the help of their respective mentors to identify the area in which content has to be developed and co-create the teaching modules. This unit will enable skill development among learners and enhance their employability in the field of education.

Key Topics:

1.

Register Analysis, Error Analysis, and Need Analysis: Basic overview of these fields is to be developed in order to create a learner-centric module.

2.

Learning Styles oriented teaching modules: Comprehensive understanding of learning styles to develop to construct effective teaching modules catering to all types of learners.

3.

Content Creation: Hands-on exercises to develop the respective teaching modules to be conducted. The creation of the modules will follow the following steps:

A. Analysing important situational Factors

B. Identification of Learning Outcomes

C. Formulating Feedback and Assessment

D. Selecting Teaching and Learning Activities

E. Selecting effective teaching and learning strategies

F. Developing an effective grading system

G. Developing effective rubrics for grading

Chauhan, C. P. S. (2004). Modern Indian education: Policies, progress and problems. Kanishka Publishers.

All About Education Industry: Key Segments, Trends And Competitive Advantages

The Future Of Education And Skills Education 2030

Chomsky, N. (1959). Review of Verbal Behaviour by B. Skinner. Language 35: P. 26-58.

Krashen, S. D. (1987). Principles and practice in second language acquisition. Second language pedagogy, 20. Oxford: Oxford University Press.

Richards, J. C., Theodore S. R. (2014). Approaches and methods in language teaching. Cambridge University press.

Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle Publishers.

Canagarajah, A. S. (2002). Globalization, methods, and practice in periphery classrooms. Globalization and language teaching. 134-150.

Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations, Link

Camilleri, Vanessa , Alexiei Dingli, Matthew Montebello (Eds.), AI in Education: A Practical Guide for Teachers and Young People, 2019.

Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher. John Wiley & Sons.

Cases analysis: Reports of education from UNICEF, reports and policies on education from government bodies, market reports on education

Weisbrod, Burton A., Jeffrey P. Ballou and Evelyn D. Asc, An Introduction to the Higher Education Industry, Cambridge University Press

Bates, T. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/

Farrell, T. (2015). International perspectives on English language teacher education: innovations from the field. Springer Nature.

Fulcher, G., Fred D. (2007). Language testing and assessment. Routledge.

Richards, J. C. (2001). Curriculum development in language teaching. Ernst Klett Sprachen.

Bhatia, V. K. (2008). Genre analysis, ESP and professional practice. English for specific purposes 27(2), 161-174.

Corder, S. P. (1974). Error analysis. The Edinburgh course in applied linguistics 3. 122-131.

50+45+5

This course introduces students to a range of theoretical apparatus and practical elements to

understand visuality and visual culture. The approaches draw upon a mix of cultural studies,

philosophy, anthropology, sociology, photography, film studies, and popular culture. It provides a

broad overview of visual culture and problematizes ways of seeing and being seen. It engages with the

visual as a site of power, politics, and resistance, for example, as in the case of surveillance in the

hyper-technological societies we inhabit. The larger objective of the course is to enable students to

grapple with complex ideas on their own, to tussle with concepts, and to produce primary research that

is insightful. This research will take the form of student-managed and designed field trips, exhibitions,

presentations, and publications. The course provides the opportunity for students to collaborate with

media firms and industries to have hands-on or practical experience regarding the topics taught, such

as photography, to be specific. It also facilitates the space to explore visual culture in the local and

regional context by opening Bangalore City as a point of discussion.

The course aims to help students to:

● Understand how visuals operate in contemporary society and identify and assess relevant

visual elements from one’s surroundings through different theoretical lenses and the way these

elements influence the experience of life.

● Critically evaluate the domain of visual culture in their everyday life in terms of both

production and consumption and recognize its influence on making and maintaining

certain positions, experiences, practices, privileges, assumptions, aesthetics, and power

relations in global contexts.

● Develop deeper and critical insight into the functioning of various visual elements in life and

question the ways of seeing and being seen thereby problematizing the various intersectional

elements like gender, caste, class, and identity.

● Identify the problems involved in the politics and practice of visual culture linked to race,

class, gender, nationality, ethnicity, and individuality to actively and critically examine

them to ideate and provide creative and viable solutions.

Unit details:

Description: This unit will introduce students to the domain of visual culture. Introducing differing theoretical approaches to visuals

and visual analysis, the unit opens to the question of how people live and move in their visual environments. The unit also introduces

texts and discussions that are relevant in national and global contexts and provides insights into the question of politics of visuality in

relation to gender, ethnicity, violence, and human values. The texts selected focus mainly on the semiotics of visuals and their relevance

in the context of cultural studies. The unit also entails methodological analysis of visual texts like films, photographs, YouTube videos,

video blogs, etc, from across the world. It will enable students to develop their interpretive and critical skills and will help them

understand the role and significance of visual culture in conversing and contesting the existing power structures in society.

Key Topics:

The Politics of Visuals

2. Identity, Power, and Visual Culture

3. Polycentric Perspectives and Visual Culture

Unit details:

Description: This unit intends to look deeply into visuals' role in understanding society and human interactions. The unit will enable

students to evaluate the politics of visual texts and the sense of agency working within them. It also looks at visuality in the context

of culture, history, power, and knowledge. It will help students understand the role visuals play in disseminating and contesting

agency in global and national contexts. The unit also addresses issues related to human values, gender, and ecology through the lens

of power, knowledge and visuality. These discussions will enable them to develop critical reading skills.

Key Topics:

1. Visuality and the Power of Representation

2. Visuality and Resistance

3. Graffiti and Graphic Narratives

Unit details:

Description: This unit attempts to provide practical exposure to students on image and video productions based on available

collaborations with industrial experts. The course instructor shall contact the industries that agreed to collaborate for 10 hours of

guest classes using the experts sent by the respective industries. The unit also aims to enable students to understand the basic theories relevant to the field of digital media and technology. Students shall be assessed based on the digital portfolios they could create after the training period.

Key Topics:

1. Basics of a Professional Camera

2. Introduction to Digital Photo Production

3. Introduction to Digital Video Production

4. Understanding Basic Tools of Photo Editing

5. Introduction to Smartphone Photography

Unit details:

Description: This unit is designed to help students to understand and situate visual culture studies in the national contexts of their

everyday realities. The texts and concepts discussed in this unit will enable students to explore the significance of visuals in 2. Popular Visual Culture in India

3. Field Trip to Museum of Arts and Photography (MAP) / National Gallery of Modern Arts (NGMA) /Karnataka Chitrakala Parishat

(KCP)

contemporary India's media cultures and digital landscapes, both from theoretical and practical perspectives.

Key Topics:

1. Visual Culture and Indian Nation

Kingdom: Routledge.

Mirzeoff, Nicholas. (2002). What is Visual Culture? The Visual Culture Reader. United Kingdom: Routledge.

Sturken, M., Cartwright, L. (2018). Images, Power and Politics. Practices of Looking: An Introduction to Visual Culture.

United Kingdom: Oxford University Press.

Debord, G. (2012). Society of the Spectacle. United Kingdom: Bread and Circuses.

Mirzoeff, N. (2011). The Right to Look. Critical Inquiry, 37(3), 473–496. https://doi.org/10.1086/659354

Spiegelman, A. (1997). The Complete Maus: A Survivor's Tale. United Kingdom: Knopf Doubleday Publishing Group.

Zelizer, B. (2000). Remembering to Forget: Holocaust Memory Through the Camera's Eye. United States: University of Chicago

Press.

Taylor, D., Hallett, T., Lowe, P., & Sanders, P. (2015). ‘Making your First Photos.’ Digital Photography: Complete Course.

DK Publishing.

Favero, P. S. H. (2020). Image-Making-India: Visual Culture, Technology, Politics. United Kingdom: Taylor & Francis.

Junik-Luniewska, K. (2019). Towards the Visual: New Genres and Forms of Storytelling in India. Politeja, 59,

149–160. https://www.jstor.org/stable/26916359

Shin, R. (2010). Why Does the Buddha Laugh? Exploring Ethnic Visual Culture. Art Education, 63(3),

33–39. http://www.jstor.org/stable/20694834

Asian Music, 40(1), 53–82. http://www.jstor.org/stable/25501601

Citron, B. (2012). Bhupen Khakhar’s “Pop” in India, 1970-72. Art Journal, 71(2), 44–61.

Darley, A. (2002). Visual Digital Culture: Surface Play and Spectacle in New Media Genres. (n.p.): Taylor & Francis.

Fiske, John. (2002) Videotech. Mirzeoff, Nicholas. (Ed.) The Visual Culture Reader. United Kingdom: Routledge.

Koten, Hamid Van. The Digital Image and the Pleasure Principle: The Consumption of Realism in The Age of Simulation.

Mahoney, Cat. Et all. The Past in Visual Culture: Essays on Memory, Nostalgia, and the Media. (2017). United States

McFarland, Incorporated, Publishers.

Neumüller, Moritz. (2018). The Routledge Companion to Photography and Visual Culture. (n.p.): Taylor & Francis.

Punathambekar & Mohan. (2019) Global Digital Cultures: Perspectives from South Asia. United States: University of Michigan Press.

Berger, S. (2017). The Art of Philosophy. Princeton University Press.

Crary, Jonathan (2001). Suspensions of Perception: Attention, Spectacle and Modern Culture. MIT Press.

Darts, D. (2004). Visual Culture Jam: Art, Pedagogy, and Creative Resistance. Studies in Art Education, 45(4),

313–327. http://www.jstor.org/stable/1321067

Frank, D. A., Picart, C. J. (2006). Frames of Evil: The Holocaust as Horror in American Film. United States: Southern

Illinois University Press.

Schacter, R. (2013). The World Atlas of Street Art and Graffiti. United Kingdom: Yale University Press.

Barrett, T. (2003). Interpreting Visual Culture. Art Education, 56(2), 6–12. http://www.jstor.org/stable/3194015

Berger, J. (2008). Ways of Seeing. United Kingdom: Penguin Books Limited.

Easley, A., Gill, C., & Rodgers, B. (Eds.). (2019). Women and Visual Culture: Introduction. In Women, Periodicals and Print Culture

in Britain, 1830s-1900s: The Victorian Period (pp. 199–201). Edinburgh University Press.

http://www.jstor.org/stable/10.3366/j.ctvggx3wf.20

Levi, N., & Rothberg, M. (Eds.). (2003). ‘Rethinking Visual Culture: Introduction’ In The Holocaust: Theoretical Readings (pp.

371– 374). Edinburgh University Press. http://www.jstor.org/stable/10.3366/j.ctvxcrd5m.62

Mirzoeff, N. (2009). An Introduction to Visual Culture. Routledge.

This course has been conceptualised in order to introduce students to the area of language studies within

academia. This course will give students an overview of the field of linguistics and will expose them to

research enterprises that seek to unfold the intricacies of various socio-cultural practices relevant to the

use of language by enabling them with the basic tools, theoretical frameworks, and methodologies to do

so. It will trace the trajectories and concerns that determine this area and the general field of study.

During the duration of the course, students will gain an appreciation for the significance of linguistics as a

globally recognized area of study that encompasses some fundamental aspects of human values with reference to human interaction, as well as provides them with professional abilities. The course is directed towards the development of interpretive, critical, analytical, and research skills in students

pertaining to the contemporary linguistic environment and touches upon the five core branches of

linguistics along with socio-cultural and pragmatic aspects of language use.

Unit details:

Description: This unit provides an understanding of the fundamental concepts of linguistics and the globally utilised tools for linguistic

analysis which will acquaint the students with professional aptitude related to the field. Students will be introduced to the various core

and applied branches of the field pertaining to language in the context of human value.

Key Topics:

1. Language and communication

2. How Language Works

3. What is Linguistics?

4. Structure of Language: levels and hierarchy- Phonetic, Phonology, Morphology, Syntax, Semantics and their interrelation.

Unit details:

Description: This unit provides an understanding of the fundamental concepts of linguistics and the globally utilised tools for linguistic

analysis which will acquaint the students with professional aptitude related to the field. Students will be introduced to the various core

and applied branches of the field pertaining to language in the context of human value.

Key Topics:

1. Language and communication

2. How Language Works

3. What is Linguistics?

4. Structure of Language: levels and hierarchy- Phonetic, Phonology, Morphology, Syntax, Semantics and their interrelation.

Unit details:

Description: Language is a complex and multifaceted human-centric phenomenon that has been studied from various perspectives in

linguistics across the globe. This unit explores the interface between Sociolinguistics, Cultural Linguistics and Pragmatics. It examines

how meaning is created through language, context, and culture interaction. It discusses various theoretical frameworks and methods for

analysing the interplay between socio-cultural and pragmatic factors in communication. The unit also considers the implications of this

interface for cross-cultural communication and intercultural competence. Students will learn about the ways in which semantic

structures interact with pragmatic, cultural and social factors, such as speech acts, politeness, and social identity, to produce a rich and

varied landscape of linguistic expression. By the end of the unit, students will be able to acquire theoretical skills relevant in the

discipline of Language studies, thereby increasing their chances of employability in the Linguist community.

Key Topics:

1. Language, culture and context

2. Linguistic Relativity

3. cultural conceptualisations and language

4. Intercultural communication

5. cross-cultural Pragmatics

6. Theories at hand: Speech act theory, Grice's Cooperative Principle, Politeness Theory, Social Network Theory, Accommodation

Unit details:

Description: The unit will allow students to understand what collection, organisation, analysis and interpretation of linguistic data

means, and how it can help in contributing to an existing stock of knowledge. As part of the process students will be introduced to the broad field of linguistic research, differentiating between Primary and secondary linguistic data and the paradigms of quantitative and

qualitative research in Linguistics. The unit also introduces specific globally accepted methodologies including observation,

questionnaire, interview, focus group, ethnographic study, conversational analysis, text analysis and discourse analysis, all of which are

currently used within the professional settings of Linguistics.

Key Topics:

1. Documenting linguistic data: International Phonetic Alphabet

2. Quantitative and Qualitative research in linguistics

3. Observational method

4. Questionnaire method

5. Interview method

6. Ethnographic study

Unit details:

Description: This is a practice-based unit where students are motivated to uncover various socio-cultural and pragmatic aspects of

language use, including linguistic patterns, language attitudes, and linguistic behaviour, etc., with reference to a variety of languages

spoken in and outside of India through group engagements, classroom activities, presentations, etc. The unit is divided into two parts:

case studies and application through monitored self and peer learning aimed at exploring language in various settings, groups, and

contexts. The unit focuses on developing the analytical abilities of students through practice sessions based on case studies revolving

around linguistic codification, transmission of contextual knowledge and linguistic behaviour with reference to language use in a variety

of settings as represented through multimodality. The unit's practice-oriented approach aims to impart research skills among the

students. They will learn how to apply their knowledge of linguistic theories acquired in the previous unit in unraveling the complexities

of linguistic behaviour through practice. The unit aims to encourage students to brainstorm and familiarise themselves with a diverse

range of linguistic practices for critical evaluation and analysis of case studies and research.

Key Topics:

Case studies

1. A Socio-cultural Study of Linguistic Patterns Thai and Hindi Kinship Terms

http://linguistics.uok.edu.in/Files/f6ec3740-422d-4ac1-9f52-ddfe2cffcb28/Journal/184655ba-b637-45cd-ad7c-d84f11e2fca4.pdf

2. The socialisation of interactional rituals: A case study of ritual cursing as a form of teasing in Romani.

https://www.ingentaconnect.com/content/jbp/prag/2020/00000030/00000001/art00002?crawler=true&mimetype=application/pdf

3. Benczes, Réka, et al. "Cultural Linguistics and ageing: What naming practices in Australian English can reveal about underlying

cultural conceptualisations." Advances in cultural linguistics. Springer, Singapore, 2017, pp. 607-624.

Crystal, D. (2017). How Language Works: How Babies Babble, Words Change Meaning, and Languages Live or Die. Woodstock, NY:

Overlook Press.

Fromkin, V., Rodman, R., & Hyams, N. (2017). An introduction to language (11th ed.). Boston, MA: Cengage Learning.

Fromkin, V. (2018). Linguistics: An Introduction to Linguistic Theory. New York, NY: Wiley-Blackwell.

Bauman, R. & Sherzer, J. (1989). Explorations in the ethnography of speaking. Cambridge University Press.

Blum-Kulka, S., House, J., & Kasper, G. (Eds.). (1989). Cross-cultural pragmatics: Requests and apologies. Ablex Publishing

Corporation.

Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge University Press.

Giles, H., Coupland, N., & Coupland, J. (1991). “Accommodation theory: Communication, context, and consequence”. In H. Giles, J.

Coupland, & N. Coupland (Eds.), Contexts of accommodation: Developments in applied sociolinguistics (pp. 1-68). Cambridge

University Press. https://doi.org/10.1017/CBO9780511663673.002

Giles, H., & Coupland, N. (1991). Language: Contexts and consequences. Open University Press.

Gumperz, J. J. (1992). “Contextualization and understanding”. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an

interactive phenomenon (pp. 229-252). Cambridge University Press.

Sharifian, F. (2011). Cultural conceptualisations and language: Theoretical framework and applications. John Benjamins Publishing.

Zima, E. V. (1994). “Cultural models: Genesis, methods, and experiences”. In E. V. Zima (Ed.), Cultural models in language and

thought (pp. 1-28). Reidel.

Biber, D. (2018). “Quantitative research in linguistics”. In The Oxford handbook of corpus linguistics (pp. 69-84). Oxford University

Press.

Club, English Language. (2014, July 12). Phonetic Chart Explained [Video]. YouTube.

https://www.youtube.com/watch?v=JfwVXfl0EnI

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

McLeod, S. (2019). “Interviews and questionnaires as research methods”. In Simply Psychology.

https://www.simplypsychology.org/interviews.html

Pew Research Center. (n.d.). Questionnaire design and survey sampling. Pew Research Center.

https://www.pewresearch.org/methods/u-s-survey-research/questionnaire-design/

Trochim, W. M. K. (n.d.). “Observational research methods”. In Research Methods Knowledge Base. Cornell University.

http://www.socialresearchmethods.net/kb/observ.php

Schensul, J. J., & LeCompte, M. D. (2017). “Ethnographic research”. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of

qualitative research (3rd ed., pp. 397-416). SAGE Publications. https://methods.sagepub.com/reference/the-sage-handbook-of-

qualitative-research-3e/i308.xml 

Benczes, Réka, et al. "Cultural Linguistics and ageing: What naming practices in Australian English can reveal about underlying

cultural conceptualisations." Advances in cultural linguistics. Springer, Singapore, 2017, pp. 607-624.

Kádár, D. Z., & Szalai, A. (2014). The socialisation of interactional rituals: A case study of ritual cursing as a form of teasing in Romani. Journal of Pragmatics, 61, 71-89.

Narang, V., & Misra, D. (2014). Thai and Hindi Kinship Terms: A Socio-Cultural Study of Linguistic Patterns. Interdisciplinary Journal

of Linguistics, 7, 21-30.

Chen, G. M., & Starosta, W. J. (Eds.). (1998). Communication and culture: An Asian perspective. Ablex Publishing Corporation.

Holland, D., & Quinn, N. (1987). Cultural models in language and thought. Cambridge University Press.

Kecskes, I. (2014). Intercultural pragmatics. Oxford University Press.

Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. University of Chicago Press.

Milroy, L., & Milroy, J. (2012). Authority in language: Investigating language prescription and standardisation (3rd ed.). London, UK:

Routledge. 

Silverman, D. (2016). Interpreting qualitative data. Sage publications.

Spradley, J. P. (1980). Participant observation. Holt, Rinehart and Winston.

This course engages with performativity and performance-based texts to examine notions of how

language constructs ontological categories. Focusing on the aesthetic and the political dimensions of

performance, it introduces learners to theoretical frameworks in terms of culture as performance and

enables them to locate their readings and viewings of performance-based texts within the broader

context of language in cultural studies. The course will enable students to acquaint themselves with key

dramatic texts from different sub-genres and understand the role that language plays in acts of

performativity. It will establish a basic foundation for further research for students interested in theatre,

as well as everyday performativity.

Unit Details:

Description: This unit examines key areas in cultural performativity and identity politics. It introduces ways in which the politics of

identity can be understood through the parallels between performance and performativity; the interrelated notions of theatre and

semiotics; and the ways in which terrorism and political antagonism are narrativised and mediatised in contemporary contexts.

1. Erika Fichte, “Culture and Performance”

2. Fortier, Chapter on Theatre and Semiotics

3. Rustom Bharucha, Terror and Performance

Pertinent examples from literary, visual, and cultural texts to be selected by the course facilitator.

Unit Details:

Description: This unit focuses on ways in which cultural aspects of identities are expressed through performativity. It includes critical

engagements with various disparate forms of cultural performance and performativity to enable insights into how identities are

constructed in global and national sociopolitical contexts.

1. Rosaldo, Michelle. The Things We Do with Words: Ilongot Speech Acts and Speech Act Theory in Philosophy.

2. The Theatre of the Absurd, the Theatre of Cruelty, and the Theatre of the Oppressed

3. Tambiah, Stanley. “Form and Meaning of Magical Acts.”

4. Bharath Divakar and Emi Mahmoud: Performance poetry

5. Hindustan Times article: “Kabir Kala Manch: A cultural outfit ever in the cross-hairs of law and order”

Unit Details:

Description: The main objective of this unit is to facilitate engagements with how constructs of racial identity impact various forms of

hegemony, discrimination, and identity construction.

1. Fortier, Chapters on Race and Post-structuralism

2. Amanda Montell, Wordslut: A Feminist Guide to Taking Back the English Language

3. Klausen, Jytte. The Cartoons that Shook the World. Publisher’s Statement (p. vi), Introduction (pp. 1-12), Chronology (pp. 185-

199), “Muslim Iconoclasm and Christian Blasphemy” (pp. 131-146)

Unit details:

Description: The main objective of this unit is to understand intersectional perspectives on how elements of identity such as gender and

race are created through epistemologies of hegemony and cultural dominance. It helps learners engage with questions related to the

common origins of oppression in terms of facets of identity such as race, gender, religion, caste, etc.

1. Fortier, Chapter on Gender

2. Butler, Judith. Excitable Speech.

3. Mahesh Dattani, Dance Like a Man

4. Kiesling, Scott. Playing the Straight Man: Displaying and Maintaining Male Heterosexuality in Discourse.

5. Dhruba Jyoti, Being A Queer Dalit And The Assertion Of Dalit Identities In Pride Marches

Fortier, M. (1996). Theatre and Semiotics. In Theory/Theatre: An Introduction (pp. 67-103). Routledge.

Bharucha, R. (2002). Terror and Performance. New York: Routledge.

Essential readings:

Rosaldo, Michelle. The Things We Do with Words: Ilongot Speech Acts and Speech Act Theory in Philosophy.

Martin Esslin, “The Theatre of the Absurd”

Tambiah, Stanley. “Form and Meaning of Magical Acts”.

Hindustan Times article: “Kabir Kala Manch: A cultural outfit ever in the cross hairs of law and order” Freire, P. The Pedagogy of the

Oppressed.

Essential readings:

Fortier, Chapters on Race and Post-Structuralism

Amanda Montell, Wordslut: A Feminist Guide to Taking Back the English Language

Klausen, Jytte. The Cartoons that Shook the World. Publisher’s Statement (p. vi), Introduction (pp. 1-12), Chronology (pp. 185- 199),

“Muslim Iconoclasm and Christian Blasphemy” (pp. 131-146).

Forteir, A. (2018). Gender. In D. M. Buss (Ed.), The Handbook of Evolutionary Psychology, Volume 1: Foundation (2nd ed., pp. 289-

301). John Wiley & Sons, Inc.

Butler, J. (2021). Excitable speech: A politics of the performative. Routledge.

Dattani, M. (2006). Dance Like a Man: A Stage Play in Two Acts. Penguin Books India.

Kiesling, S. F. (1999). Playing the Straight Man: Displaying and Maintaining Male Heterosexuality in Discourse.

Jyoti, D. (2018). Being a Queer Dalit and the Assertion of Dalit Identities in Pride Marches. Journal of Dalit Studies, 1(1), 55-66.

Chambers, Colin. (2002). The Continuum Companion to Twentieth-Century Theatre. Continuum.

Esslin, Martin. (1960). The Theatre of the Absurd. The Tulane Drama Review 4.4 (1960): 3-15. Fortier,

Mark. (1997). Theory/Theatre: An Introduction. Routledge.

Recommended readings:

Butler, J. (2021). Excitable speech: A politics of the performative. Routledge.

Rosaldo, Michelle. (1982). The Things We Do with Words: Ilongot Speech Acts and Speech Act Theory in Philosophy. Language in

Society 11(2):203-237.

Esslin, M. (1960). The Theatre of the Absurd. The Tulane Drama Review, 4(4), 3–15. https://doi.org/10.2307/1124873.

Tambiah, S.J. (2017). Form and meaning of magical acts: A point of View. HAU: Journal of Ethnographic Theory, 7(3), pp.451–473.

Correspondent, P. (2020, September 9). Kabir Kala Manch: A cultural outfit ever in the cross hairs of law and order. Hindustan Times.

Montell, A. (2019). Wordslut: A feminist guide to taking back the English language. Harper Wave.

Aristotle. (1967). Aristotle: The Poetics. (G. Else, Trans.). University of Michigan.

Artaud, A. (1992). The Theater of Cruelty. In S. Sontag (Ed.), Antonin Artaud: Selected Writings (pp. 242–251). essay, University of

California Press.

Balme, Christopher B. (2010). Cambridge Introduction to Theatre Studies. Cambridge University Press. Bloom, Harold. (1998).

Shakespeare: The Invention of the Human. Riverhead Books.

Brandt, George W. (1998). Modern Theories of Drama: A Selection of Writings on Drama and Theatre 1850-1990. Oxford University Press.

Chambes, Colin. (2002). The Continuum Companion to Twentieth Century Theatre. Continuum.

Our lived experiences are shaped by the ways in which varying systems of privileges and oppression work. Every individual act in the world based on the influences of identities that they adopt or are imposed by the social systems. Each identity – whether it’s class, race, ethnicity, sexual orientation, religion, or caste - exists along a hierarchy that determines how visible and valued that person’s experiences are in their particular social context. These identities and hierarchies intersect with each other in ways that shape how a person is able to move and advance within their society.

The course aims to:
●    Provide a critical understanding of the concepts and theories in Gender Studies by contextualising them within the framework of intersectionality.
●    Acquire a basic knowledge of the various socio-political and historical factors that informed multiple theoretical frameworks within the field of Gender Studies
●    Familiarise learners with various narratives that highlight the experience of oppression and privilege as informed by the intersections with different focal points like class, caste, religions, nationality, virtuality, migration etc.,
●    Promote non-binary engagement with gender by highlighting the problematics of a normative understanding of gender.
●    Enable learners to engage and negotiate with their own identities and reflect on the socially constructed ness of identities.

The unit engages in a discussion on the ideas of intersectionality and explores the way in which gender intersects with various identities like class, caste, nation etc. to inform the experiences of oppression and privileges.

1.    Subject of Sex/ Gender/ Desire” in Judith Butler’s Gender Trouble.
2.    Kimberle, Crenshaw. On Intersectionality; Taylor, Tate. The Help (2011); Friedan, Betty. Feminine Mystique.
3.    Faqir, Fadia. In the House of Silence (excerpts).
4.    Anzaldua, Gloria. Selections from Borderlands/La Frontera: The New Mestiza (excerpts)

The unit brings into discussion the various modes in which normativity is constructed by various institutional structures like class, caste, religion, and, in the process validates and normalises few identities and exert power on the identities that exist in margins.

1.    Connell, R W. History of Masculinity
2.    Guadagnino, Luca. Call Me by Your Name (2017).
3.    Sedgwick, Eve Kosovsky. The Beast in the Closet: James and The Writing of Homosexual Panic.
4.    Case Study on Caste-Based Murders in India.
5.    Lorde, Audre. Cancer Journal.

The unit engages with how various power structures operate in society and how intersectional experiences the access to human rights, legal rights and visibility of lived experiences of people from various identity position. An engagement with local and regional normative practices would also be part of this unit through field engagements.

1.    Newell, Stephanie. Postcolonial Masculinity and the Politics of Visibility.
2.    Harvard, Sarah A. Beauty Parlour and Women.
3.    Kikon, Dolly and Milan Kang. Migrant Labourers in Metropolitan City.
4.    Kapur, Shekhar. Bandit Queen.

The unit brings into discussion the impact of technological innovations on the construction of identities and gender roles in the world. It also deals with the questions of ethics and sustainability while engaging with the modes of negotiation of identities in the virtual world.

1.    Haraway, D. A Cyborg Manifesto.
2.    Avatar, Warcraft and Virtual Identities - Gaming
3.    Excerpts from Hayles, Katherine. How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics.

Crenshaw, WK (2013). Mapping the Margins: Intersectionality, identity politics, and violence against women of Colour. The Public Nature of Private Violence, 107–132. https://doi.org/10.4324/9780203060902-12

Faqir, F., & Eber, S. (1999). In the House of Silence: Autobiographical Essays by Arab women writers. Garnet.

Anzaldúa, G. (2012). Borderlands: La Frontera: The New Mestiza. Aunt Lute Books.

R. W Connell. “History of Masculinity”. Masculinities. California: the University of California Press, 1995.

Lorde, A. (2020). The cancer journals. Penguin books.

Newell, S. (2009). Postcolonial masculinities and the politics of Visibility. Journal of Postcolonial Writing, 45(3), 243–250. https://doi.org/10.1080/17449850903064641

Karlsson, B. G., & Kikon, D. (2017). Wayfinding: Indigenous migrants in the service sector of Metropolitan India. South Asia: Journal of South Asian Studies, 40(3), 447–462. https://doi.org/10.1080/00856401.2017.1319145

Paik, P. C.-ho, & Shi, C.-K. (2013). Playful gender swapping: User attitudes toward gender in MMORPG avatar customisation. Digital Creativity, 24(4), 310–326. https://doi.org/10.1080/14626268.2013.767275

Haraway, D. J. (2018). Cyborg manifesto. Camas Books.

Hayles, N. K. (1999). How we became posthuman. https://doi.org/10.7208/chicago/9780226321394.001.0001

Wildman, S. M., Armstrong, M., Davis, A. D., & Grillo, T. (2021). Privilege revealed how Invisible preference undermines America. New York University Press.

Teltumbde, A. (2010). The persistence of caste: India's hidden apartheid and the Khairlanji murders. Zed Books.

Crenshaw Kimberlé. (2023). On intersectionality essential writings. The New Press.

• Centralized exam.

• Section A: 1 X 15 marks Section B: 1x 15 marks Section C: 1 x 20 marks

• There can be choices in Section A and B. Section C will have a compulsory question.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

CIA III (20 Marks)

Submission mode: Can be an individual assignment or a group assignment with an additional individual component.

ESE (50 Marks)

• Centralized exam.

• Section A: 1 X 15 marks Section B: 1x 15 marks Section C: 1 x 20 marks

• There can be choices in Section A and B. Section C will have a compulsory question.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

Attendance (5 Marks)

Taken from KP

This course is designed to provide the students with an overview of research methods and tools relevant to the fields of English and Cultural Studies. Students will explore different research methods, including quantitative, qualitative, and mixed methods approaches, and will gain practical experience in designing and executing research projects. They will also be introduced to some basic research tools and resources available in the public domain. Additionally, students will critically examine the ethical implications of research undertakings.

This unit introduces various research methods and approaches that are used in the field of English and Cultural Studies research. The students will choose a topic and start working on it as the course progresses. They are expected to start working towards their final research paper, which will be counted for the ESE along with a viva.

1.    Concept, purpose, and importance of research
2.    Types of research
3.    Research Topic and Research Questions
4.    Elements of a Proposal: Abstract, Literature Review, Research Gaps and Rational, Thesis Statement, References
5.    Presentation of the Thesis: Written Thesis and Other Media
6.    Bibliography and Citations: Importance and Practice
7.    Plagiarism and Ethical Practices
8.    Stylebooks - MLA, APA

This unit introduces students to quantitative and qualitative research methods as per global standards.

1.    Quantitative and Quantitative Research Methods
2.    Mixed Methods Approach- Introduction
3.    Tools for Data Collection
4.    Scope and Purpose Limitations.

Introduces students to an array of methods/approaches that are used specific to different domains of research.

1.    Research in the Digital age
2.    Media and Representation in Research
3.    Cultural Studies Research and Cases
4.    Digital Humanities and Emerging Areas
5.    Visual Ethnography and Digital Ethnography
6.    Mixed Research Method- Feasibility and Potential

Introduces students to ethical practices and sustainable goals in research.

1.    Ethical Methods in Research
2.    Plagiarism and Issues,
3.    Citations
4.    Privacy and Legality
5.    Integrity and Sustainable Practices

Boyd, E. A. (2018). Writing the qualitative dissertation: Understanding by doing. Routledge.

Bryman, A. (2016). Social research methods. Oxford University Press.

Creswell, J. W. (2015). A concise introduction to mixed methods research.

Eden, L., Lund Dean, K., & Vaaler, P. M. (2018). The ethical professor: A practical guide to research, Teaching and Professional life. Routledge.

Fahy, F., & Rau, H. (2013). Methods of Sustainability Research in the Social Sciences. SAGE Publications, Ltd.

Gibaldi, Joseph. (2021). MLA Handbook. 9th ed., Modern Language Association of America.

Grix, J. (2010). The foundations of research. Palgrave Macmillan.

Hine, C. (2015). Ethnography for the internet: Embedded, embodied and Everyday. Bloomsbury Publishing.

Israel, M., & Hay, I. (2006). Research ethics for social scientists: Between ethical conduct and regulatory compliance. SAGE Publications, Ltd.

Jupp, V. (Ed.). (2006). The Sage dictionary of social research methods. Sage Publications.

Kothari, C. R. (2004). Research Methodology: Methods & Techniques (2nd ed.). New Age International (P) Ltd., Publishers, Cop.

Neuman, W. L. (2013). Social research methods: Qualitative and quantitative approaches. Pearson.

Oliver, P. (2014). The Student's Guide to Research Ethics. Open University Press.

Oppenheim, A. N. (2016). Questionnaire design, interviewing and attitude measurement (3rd ed.).

Pickering, M. (2008). Research methods in cultural studies. Edinburgh University Press.

Pink, S. (2013). Doing visual ethnography: Images, media and representation in research. Sage Publications.

Salganik, M. J. (2018). Bit by bit: Social research in the digital age. Princeton University Press.

Charmaz, K. (2014). Constructing grounded theory: A practical guide through qualitative analysis (2nd ed.).

Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches (4^th ed.).

Denscombe, M. (2014). The Good Research Guide: For small-scale social research projects (5th ed.).

Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research (5th ed.).

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method (4th ed.), John Wiley & Sons.

Gee, J. P. (2014). An introduction to discourse analysis: Theory and method (4th ed.). Routledge.

Hosseini, M., Wieczorek, M., & Gordijn, B. (2022). Ethical Issues in Social Science Research Employing Big Data. Science and Engineering Ethics, 28, 29. https://doi.org/10.1007/s11948-022-00380-7.

Kothari, C. R. (2014). Research methodology: Methods and techniques (3rd ed.).

Litwin Books. Gambier, Y. (Ed.). (2010). Handbook of Translation Studies (Vol. 1-4). John Benjamins Publishing.

Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification Strategies for Establishing Reliability and Validity in Qualitative Research. International Journal of Qualitative Methods, 1(2), 13–22. https://doi.org/10.1177/160940690200100202

Perks, R., & Thomson, A. (Eds.). (2016). The Oral History Reader. Routledge.

Prior, P., Hengst, J. A., & Kirschenbaum, M. (Eds.). (2013). Understanding Digital Humanities. Palgrave Macmillan.

Rose, G. (2016). Visual methodologies: An introduction to researching with visual materials. Sage Publications.

Walsh, M. (2017). Archival research and education: Selected papers from the 2014 AERI conference

• Submission mode.

• Can be an individual assignment or a group assignment with an additional individual component.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts. They can be asked to work on certain issues/topics/discourses/practices that emerge from time to time.

• Tasks will constitute a portion of their final research paper.

CIA Component II (25 Marks)

• Submission mode.

• Will be an individual assignment.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts. They can be asked to work on certain issues/topics/discourses/practices that emerge from time to time.

• Tasks will constitute a portion of their final research paper.

ESE Component I (20 Marks)

• Viva/Oral Presentation mode.

• Can be an individual assignment or a group assignment with an additional individual component.

• Students will be tested on their conceptual clarity, theoretical engagements, application, and analysis of given texts and contexts. They can be asked to work on certain issues/topics/discourses/practices that emerge from time to time.

• Tasks will constitute a portion of their final research paper.

ESE Component II (30 Marks)

• Submission mode.

• Will be an individual assignment.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

• They can be asked to work on certain issues/topics/discourses/practices that emerge from time to time.

• There will also be a viva component.

Attendance (5 Marks)

• Taken from KP

This course is built around the premise of negotiating power through spatiality in the context of postcoloniality. While studies in postcolonialism often foreground the temporal vectors, increasingly, postcolonial studies is being reconfigured in new and emerging contemporary contexts through a critical reading of spaces. Illustrative texts and readings would be undertaken for discussion in the course in an attempt to create new directions in engaging with the postcolonial geographies. The course will provide better conceptual understandings to deal with the questions of spatial justice in the contemporary socio-cultural milieu of globalization wherein the traditional notions and space and time have undergone several paradigms shifts. 

The course is conceptualized with the following objectives:

• To help students understand the significance of space in socio-cultural discourses related to inclusivity, sustainability, intersectionality, and ethics with reference to the ‘spatial turn’ in Cultural Studies and to contemporary spatial practices.

• To equip students with concepts and theories to critically examine the social-political, symbolic, and material constitution of spaces leading to creative, productive, and problem-solving interventions.

• To prepare students in critically evaluating and constructively contributing to the spatial practices and dynamics of their social context pertaining to the local, regional, national, and global import.

This unit introduces selected conceptual frameworks that are central to understanding of what has come to be described as
the ‘spatial turn’ in the study of literature, culture and society. The unit will help in gaining an in-depth understanding of fundamental concepts and theories on spatiality along with their significance in assessing various spaces and spatial practices though classroom discussions, field visits, and assignments. The unit will guide towards necessary social skills such as conflict resolution, inclusive communication, and cooperative coexistence skills.

1.    City
2.    Space and politics
3.    Historicism
4.    Postmodern Spatiality
5.    Heterotopia

The unit will delve into the concept of spatiality and temporality vis-à-vis aspects of globalization, modernity, cultural studies, and nationalism. The unit will help identify and assess how emerging spatial dynamics influence literature, narratives, and culture in local, regional, national, and global contexts through case analysis, group activities, self-narratives, and participatory engagements.

1.    Globalisation and space
2.    Modernity
3.    Transregionalism and Mobilities
4.    Time-space factors
5.    Concept of border
6.    Other, insider/outsider

The unit deals with the questions of the historical and contemporary evolution of city space with specific cases of Bangalore and Delhi. The development of the city space through the colonial, post-independent and globalisation eras are mapped in the selected texts to give the students a proper understanding of the development of city spaces during different historical phases.

1.    Urban Turn
2.    Spatial turn
3.    City studies and spatial politics
4.    Every day and the city
5.    Micro narratives and postmodernism
6.    Spatial realities

The unit looks for the representations of cinematic and fictional spaces. The unit aims to make the student understand how far the imagined space represented in films and fiction reflects the realities of the place in a distinct socio-cultural and historical milieu.

1.    Film and Literature
2.    Space in Film
3.    Fictional Space
4.    Representation of spaces
5.    Spatial realities

Massey, D. (1999). City as a global space. In D. Massey (Ed.), City Worlds.

Soja, E. (1989). The politics of space and the shift from historicism to spatiality. In E. Soja (Ed.), Postmodern Geographies.

Lefebvre, H. (2012). The question of spatial justice. In H. Lefebvre (Ed.), State, Space, World.

Foucault, M. (1967). Of Other Spaces: Utopias and Heterotopias. In M. Foucault (Ed.), Of Other Spaces: Utopias and Heterotopias.

Mackay, D. (1996). Forest and natural environment as space in the colonial context. In D. Mackay (Ed.), Agents of the Empire

Appadurai, A. (1949). Globalisation and Evolving concepts of space. In A. Appadurai (Ed.), Modernity at large: Cultural dimensions of Globalization.

Upadhya, C., Rutten, M., & Koskimaki, L. (2018). Provincial globalization in India: Transregional Mobilities and Development politics.

Bhagat, C. (). Transnational space within national boundaries: One Night @ the Call Centre.

Warf, B. (2008). Time-space compression: Historical geographies. Routledge.

Shaw, A. (2007). Globalisation and Indian cities. In A. Shaw (Ed.), Indian Cities in Transition.

Friedman, T. L. (2005). How we are Becoming Borderless. In T. L. Friedman (Ed.), The world is flat: The Globalized World in the twenty-first Century.

Nair, Janaki. (2005). The Promise of the Metropolis: Bangalore’s Twentieth Century. OUP.

Life- Sarai Reader 02: The Cities of Everyday Life

Sundaram, Ravi. (2010) Pirate Modernity: Delhi’s Media Urbanism. Routledge.

Sundaram, Ravi. (2013) No Limits: Media Studies from India. OUP.

Bala, Sharon. (2018) The Boat People. Doubleday

Swaroop, Shubhangi. (2018) Latitudes of Longing. HarperCollins India

Ghosh, Amitav. (2019) Gun Island. Penguin Hamish Hamilton

Kipling, Rudyard. (1893)The Bridge-Builders. Project Gutenberg.

Kincaid, Jamaica. (2000) A Small Place: Margins and Beyond. Farrar, Straus and Giroux

Jaikumar, Priya. (2019) Where Histories Reside: India as a Filmed Space. Duke University Press Books.

Tally, R. (2012). Spatiality. Routledge.

Warf, B. (2008). Time-space Compression: Historical geographies. Routledge.

Paasi, A. (2009). Bounded spaces in a 'borderless world': Border studies, power and the anatomy of territory. Journal of Power 2(2), 213-234. https://doi.org/10.1080/17540290903064275

Submission mode: Can be an individual assignment or a group assignment with an additional individual component.

CIA II/MSE (50 Marks)

• Centralized exam.

• Section A: 1 X 15 marks Section B: 1x 15 marks Section C: 1 x 20 marks

• There can be choices in Section A and B. Section C will have a compulsory question.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

CIA III (20 Marks)

Submission mode: Can be an individual assignment or a group assignment with an additional individual component.

ESE (50 Marks)

• Centralized exam.

• Section A: 1 X 15 marks Section B: 1x 15 marks Section C: 1 x 20 marks

• There can be choices in Section A and B. Section C will have a compulsory question.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

Attendance (5 Marks)

Taken from KP

The course is designed to provide students with both theoretical and practical exposure in the field of translation studies. While tracing the evolution of translation studies, the course explores some of the major questions, concepts, theories, debates, and paradigm shifts in the discipline. An introduction to some of the major translations in India and the world is brought into the discussion to provide insights on how translation as a field informs and negotiates with the socio-political context of the space in the discussion. Further, a workshop model is adopted in the course to provide students the opportunity to interact with various translators and acquire some hands-on skills while engaging in the process of translation.

The objectives of this course are to enable the students to:
●    Understand the foundational concepts, trends and theories of translation
●    Understand and adhere to professional and ethical standards in translation.
●    Critically engage with the politics of translation in local and global contexts.
●    Apply various techniques, strategies and skills of translation in literary, visual and cultural translation scenarios.

The unit explores the formation of translation studies as discipline and introduces some of the major concepts, strategies, and debates in translation studies from across the globe. In doing so the unit will also explore some of the major turns in translation studies and discuss how it impacts current understanding of the discipline.

1.    Evolution of translation
2.    Understanding the nature of translation/translator and concept
3.    Concepts of equivalence, shifts and function

The unit will specifically focus on some of the major debates from India and how the cultural, socio-political and multilingual factors of India have informed translation studies. It looks at aspects such as gender, caste and race from the perspective of translation. It will also attempt to engage with some of the famous regional and local translations and its impact, translators and their strategies, and theories on translation specifically from Indian context.

1.    Translation in India
2.    Feminism and translation
3.    The politics of translation

The unit is designed to provide students hands-on experience in translation to impart employability skills in the field of translation. A workshop model is designed so that students get an opportunity to interact with translators and understand their practices and professional ethics of translation. It will also explore translation as a possible professional field for the students. The workshop model planned for this unit will be closely connected with the internal assessments which students would be doing for the paper.

1.    New Directions in Translation and translation exercises.
2.    Translation and subtitling
3.    External expert to conduct a workshop

The unit will attempt to understand some of the contemporary practices in translation studies, especially considering how the field is also informed by various technological innovations. This unit will specifically engage with the possibilities, challenges and professional ethics related to human- machine interactions in the field of translation. The students will be working towards their final assessment through mini projects and surveys which will enhance their translation skills.

1.    Contemporary practices in translation studies
2.    Machine translation
3.    Mini project

Benjamin, W. (2016). “The task of the translator: an introduction to the translation of Baudelaire's Tableaux Parisiens”. In Readings in the Theory of Religion (pp. 131-139). Routledge.

Catford, J. C. (2000). “Translation shifts”. The translation studies reader, 141-147.

Holmes, J. S. (2000). “The Name and Nature of Translation Studies”. In The translation studies reader,172.

Jakobson, R. (2013). “On linguistic aspects of translation”. In On translation (pp. 232-239). Harvard University Press.

Nida, E. A. (2003). “Principles of correspondence”. In Toward a science of translating (pp. 156-192), Brill.

Ramakrishna, S. (2000). “Cultural transmission through translation: An Indian perspective”. In S. Simon and P. St-Pierre (eds), 87-100.

Ramanujan, A. K. (1991). “Three hundred Ramayanas: Five examples and three thoughts on translation”. In Many Ramayanas: The diversity of a narrative tradition in South Asia, 22-49.

Sarkar, T. (2006). “Birth of a Goddess:'Vande Mataram'," Anandamath", and Hindu Nationhood”. In Economic and Political Weekly, 3959-3969.

Satchidanandan, K. (2001). “Reflections: Rethinking Translation”. In Indian Literature, 5-8.

Spivak, G. C. (2021). “The Politics of Translation”. In The translation studies reader (pp. 320-338). Routledge.

Nayar, P. K. (2011). “Subalternity and translation: The cultural apparatus of human rights”. In Economic and Political Weekly, 23-26.

Pandit, M. (2019). “Translating Dalit literature: Redrawing the map of cultural politics”. In Dalit Text (pp.166-180). Routledge India.

Niranjana, T. (1998). “Feminism and translation in India: contexts, politics, futures”. In Cultural Dynamics, 10(2), 133-146.

Sarukkai, S. (2013). “Translation as method: Implications for history of science”. In The circulation of knowledge between Britain, India and China (pp. 309-329). Brill.

Hatim, B., & Mason, I. (2000). Politeness in screen translating. The translation studies reader, 430-445.

Munday, J. (2004). New Directions from the New Media. Introducing Translation Studies/Jeremy Munday, 179-191.

Lennon, B. (2014). Machine translation: A tale of two cultures. A companion to translation studies, 133-146.

Cronin, M. (2006). Translation and the New Cosmopolitan. Translation and identity. Routledge.

Gentzler, E. (2001). Contemporary translation theories (Vol. 21).  Multilingual Matters.

Wakabayashi, J., & Kothari, R. (Eds.). (2009). Decentring translation studies: India and beyond (Vol. 86). John Benjamins Publishing.

Chandran, M., & Mathur, S. (2015). Textual Travels: Theory and Practice of Translation in India. Routledge.

Gambier, Y., & Gottlieb, H. (Eds.). (2001). (Multi) media translation: concepts, practices, and research (Vol. 34). John Benjamins.

Kenny, D. (2019). Machine translation. In Routledge Encyclopedia of translation studies (pp. 305-310). Routledge.

Tymoczko, M. (2005). Trajectories of research in translation studies. Meta, 50(4), 1082-1097.

Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts. They can be asked to work on certain issues/topics/discourses/practices that emerge from time to time.

ESE Component I (25 Marks)

Submission mode

Can be an individual assignment or a group assignment with an additional individual component.

Students will be tested on their conceptual clarity, theoretical engagements, application, and analysis of given texts and contexts.

They can be asked to work on certain issues/topics/discourses/practices that emerge from time to time.

ESE Component II (20 Marks)

Based on their final mini project which is a cumulative progression of preceding submissions, a viva will be conducted.

Attendance (5 Marks)

Taken from KP

This course has been conceptualized in order to provide learners with hands-on experience in teaching and writing thereby directing them towards career options in teaching institutions, consultancy firms, edu- industry and entrepreneurial ventures. Each student is assigned a mentor from the faculty of English and Cultural Studies, with whom the student will receive training in teaching selected undergraduate classes as well as guidance on conducting research and publishing academic papers (whenever applicable). Learners will also engage in teaching activity outside the institution in collaboration with schools and NGOs.
The learners are expected to deliver the teaching modules created as a part of the course titled Curriculum, Pedagogy, and Assessment (whenever applicable) in the respective classes that would be assigned to them as a part of this course. This will be done in collaboration with schools, NOGs, and educational institutions. Students will also thoroughly map and study the edu-industry, education technology, and entrepreneurial ventures to look for opportunities to take part in these.

The students may be asked to complete recommended MOOC as a course requirement. Learners are expected to develop some familiarity with some of the edu-tech tools and platforms along the course. [The tools mentioned in specific units are indicative only]. Besides enabling skill development and employment opportunities in the field of teaching and learning, consultancy, edu-industry, educational technology, and entrepreneurial ventures, the learners will also develop a critical understanding of the need to develop and design course content based on regional, local, and national needs. The programme is aimed at enabling postgraduate students to:

●    Engage in practice teaching for skill-based as well as discipline-specific undergraduate courses.
●    Work with a faculty member on closely conducting and administering a course.
●    Identify, ideate and work towards careers in academic teaching, edu-tech-industry, content creation and entrepreneurial ventures.

The learners will be instructed by their respective mentors to develop lesson plans for the skill-based teaching modules they plan to deliver in the classes assigned to them. The unit will enable skill development and employability among learners in the domain of teaching in higher educational contexts. Under the guidance of their mentors, the learners will develop the lesson plan with the following aspects:

1.    Module details.
2.    Module Objectives and Outcomes.
3.    Time of delivery.
4.    Methodology of delivery.
5.    Assessment patterns.
6.    Assessment objectives and outcomes, assessment rubrics

The learners will be given hands-on teaching practices under this unit. They will take the skill-specific teaching modules to the classes assigned to them and will be accompanied by their mentors who will not only support them but also provide them feedback based on their performance. The unit will enable skill development and employability among learners in the domain of teaching in higher educational contexts. The unit shall cover the following:

1.    Assess the needs of the learners in the class they are going to.
2.    Design need-specific content.
3.    Incorporate class engagement activities in the content.
4.    Engage in direct teaching activities.
5.    Engage in assessment and feedback activities.
6.    Cases analysis from edu-tech industry

The learners will be expected to reflect on the designing, teaching, and implementing practices. The learners would engage in peer group discussions and share their individual learning experiences emerging from their teaching endeavours. The unit will enable skill development and employability among learners in the domain of teaching in higher educational contexts and will also lead towards the development of the idea of support and professional ethics among the learners.

The unit shall cover the following:
1.    Individual reflections
2.    Peer discussions
3.    Group activities
4.    Peer mentoring and support
5.    Cases analysis from edu-tech industry

The learners will be provided feedback by their respective mentors on their teaching styles and classroom management strategies. The constructive feedback sessions will be a reflective exercise where the learners will contemplate on and analyse their classroom interactions with the help of their respective mentors. The unit will enable skill development and employability among learners in the domain of teaching in higher educational contexts and will also lead towards the development of the idea of support and professional ethics among the learners.

The unit shall cover the following:
1.   Maintain a journal/portfolio of their teaching experiences.
2.   Reflect on key areas of classroom interaction with the mentors, and gain constructive feedback from their mentors.
3.   Critically and creatively engage with the emerging trends, practices, preferences and philosophy in the field of education.
4.   Develop case studies mapping specific ventures in the field of edu-tech-industry, academic unique practices, educational entrepreneurship, and initiate (if applicable) engagements with these fields.
5.   Cases analysis from edu-tech industry.

Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What Makes Great Teaching? Review of the Underpinning Research.

McAlpine, L., Weston, C., Berthiaume, D., Fairbank-Roch, G., & Owen, M. (2004). Reflection on teaching: Types and goals of reflection. Educational Research and Evaluation, 10(4-6), 337-363.

Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective practice, 16(1), 123-141.

Engin, M. (2013). Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions. European Journal of Teacher Education, 36(1), 39-54.

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A Cross- ProfessionalPerspective. Teachers College Record, 111(9), 2055-2100.

Farenga, S. J., & Ness, D. (2015). Encyclopedia of Education and Human Development. Routledge.

Willingham, D. (2009). Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means or the Classroom. Jossey-Bass.

Submission mode.
Can be an individual assignment or a group assignment with an additional individual component.
Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.
They can be asked to work on certain issues/topics/discourses/practices that emerge from time to time.

ESE Component II - VIVA (20 Marks)

Submission mode.
Will be an individual assignment.
Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.
They can be asked to work on certain issues/topics/discourses/practices that emerge from time to time.

Attendance (5 Marks)

Taken from KP

Students shall understand literary genres and modes of writing and have an interest in narrative techniques and experimenting with them through this course.

This unit will introduce students to the fundamentals of Narratives focusing on elements that remain consistent across mediums, cultural regions and historical periods. These will include foundational aspects of Narratology, while drawing attention to the limitations of this theory in the context of new and emerging interactive mediums such as video games.

Key Topics:

1.    Story
2.    Plot
3.    Characters
4.    Fundamentals of Narratology
5.    Social Contexts
6.    Cultural Contexts
7.    Historical Contexts
8.    Medium Specificity

This unit will focus on the novel as a form of modern narrative, exploring the social and technological contexts that give rise to this literary form. The texts and contexts explored will include writings on the novel by novelists as well as texts engaging with the rise of modern societies and ‘reading publics. The explorations will consider the novel in Europe as well as its rise in various South Asian languages.

Key Topics:

1.    literary form
2.    the rise of the novel in Europe
3.    the novel in India, social contexts
4.    historical contexts, representation
5.    identity
6.    diversity
7.    inclusion

This unit will look into a variety of visual forms including cinema, visual arts and new media to understand how narratives get constructed through a combination of sound, image, movement, and interactivity. The unit will introduce students to elementary frameworks to analyse visual narratives in the backdrop of contemporary cross-cutting issues of gender, human values and sustainability. A rudimentary engagement with the history of specific mediums will be facilitated in order to open up the various avenues of employability in the media. By the end of this unit, students should be equipped to explain the distinct ways in which narratives work across textual/literary and visual mediums.

Key Topics:

1.    cinema, documentary
2.    visual arts, new media
3.    interactive media
4.    social contexts
5.    representation
6.    cultural contexts
7.    technological factors
8.    audience studies
9.    political economy of the media.

This unit will primarily be based on student-led seminars, in-class discussions, and independent research and will involve an active analysis of narratives across various mediums. Questions around identity and aesthetics and form will be introduced to explore how various ‘identity communities’ have developed new narrative techniques to represent their lived experiences and politics. Examples will be drawn from across the world, and from different historical periods. The objective of this unit is to enable students to sharpen their textual analysis skills and to productively use critical frameworks to engage with the political economies of representation.

Key Topics:

1.    representation
2.    identity
3.    social justice
4.    diversity
5.    inclusion
6.    media formats
7.    historical context
8.    social context
9.    cultural context
10.    literary forms
11.    audience studies
12.    political economy of the media
13.    aesthetics
14.    mode of production.

Cobley, Paul. (2001). Narrative. Routledge.

Laure Ryan and Noel Thon (Eds.) (2014) Storyworlds across Media: Towards a Media-conscious Narratology. Gutenberg University Press.

Watt, Ian. (1957). The Rise of the Novel. Penguin

Mukherjee, M. (1985). Selected Chapters. In Realism and Reality: The Novel and Society in India. Oxford University Press. Kundera,

M. (2003). The Art of the Novel. Harper Perennial Modern Classics. Chapter: ‘The Deprecated Legacy of Cervantes’

Bordwell, D. (2007). Three Dimensions of Film Narrative. In D. Bordwell (Ed.), Poetics of Cinema. essay, Routledge.

Berger, J. (1972). Ways of seeing, based on the BBC television series with John Berger: A book. BBC.

Kapur, G. “Representational Dilemmas of a Nineteenth-Century Painter: Raja Ravi Varma” in When Was Modernism?

Mulvey, L. (1989). Visual Pleasure and Narrative Cinema. In: Visual and Other Pleasures. Language, Discourse, Society. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-19798-9_3.

Crary, J. (1990). Techniques of the Observer. MIT Press.

Geoffery Nash. 2012. Writing Muslim Identity, London: Continuum, Chapters 1 & 5.

Anthony King (ed). 2000. Culture, Globalisation and the World System: Contemporary Conditions for the Representation of Identity, University of Minnesota Press,

Gregory Robertson et al eds., 1994. Travellers’ Tales: Narratives of home and displacement, London: Routledge. Chapters by Jacques Ranciere, Griselda Pollock, Chantal Mouffe, and Madan Sarup.

Suparna Bhaskaran, 2004. Made in India: Decolonisations, Queer Sexualities, Trans/national Projects, Palgrave Macmillan.

K. Satyanarayana & Susie Tharu. 2013, The Exercise of Freedom: An Introduction to Dalit Writing, Navayana.

Shohini Ghosh, (2010). Fire: A Queer Film Classic, Arsenal Pulp Press.

Fire (dir. Deepa Mehta, 1996)

Vijay Tendulkar, Ghashiram Kotwal – the play and the film Excerpts from William Mazarella’s Censorium The Battle of Algiers (dir. Gillo Pontecarvo, 1966) The Third Cinema Manifesto

John Akomfrah interview with Anand Patwardhan - http://patwardhan.com/?page_id=1915 Ram ke Naam/In the Name of God (dir. Anand Patwardhan, 1992, doc)

Verstraten and Van der Lecq (2009) Film Narratology. University of Toronto Press.

Sawhney, R. (2018). Shadowing the Image Archive: Inside Nalini Malani’s Shadow Plays. MIRAJ, 7(2), 324–334.

Sheikh, G. M. (1993). Viewer’s View: Looking at Pictures. In T. Niranjana, P. Sudhir, & V. Dhareshwar (Eds.), Interrogating Modernity: Culture and Colonialism in India (pp. 143–154). essay, Springer.

Mazumdar, R. (2007). Bombay Cinema: An Archive of the City (NED-New edition). University of Minnesota Press. http://www.jstor.org/stable/10.5749/j.ctttt34b

Nandy, A. (2007). An Ambiguous Journey to the City: The Village and other Odd ruins of the self in the Indian Imagination. Oxford University Press.

Srivatsan (1993). Imaging Truth and Desire: Photography and the Visual Field in India. In T. Niranjana, P. Sudhir, & V. Dhareshwar (Eds.), Interrogating Modernity: Culture and Colonialism in India (pp. 155–198). essay, Springer.

Flaubert, G. (1869). A Sentimental Education. Penguin Classics. {Introduction}

Lukács, G. (1974). The Theory of the Novel. (A. Bostock, Trans.). MIT Press.

Baudelaire, C. (1964). The Painter of Modern Life and Other Essays. Phaidon.

Simmel, G. (1903). The Metropolis and Mental Life. Blackwell Publishing.

Fludernik, M. (2009). An Introduction to Narratology. Routledge.

Abbot, H. Porter. (2002). The Cambridge Introduction to Narrative. Cambridge University Press.

• Centralized exam.

• Section A: 1 X 15 marks Section B: 1x 15 marks Section C: 1 x 20 marks

• There can be choices in Section A and B. Section C will have a compulsory question.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

CIA III (20 Marks)

Submission mode: Can be an individual assignment or a group assignment with an additional individual component.

ESE (50 Marks)

• Centralized exam.

• Section A: 1 X 15 marks Section B: 1x 15 marks Section C: 1 x 20 marks

• There can be choices in Section A and B. Section C will have a compulsory question.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

Attendance (5 Marks)

Taken from KP

This course will allow students to explore the connection between language, culture, and ecology. This connection can be evident through the shared interest between the three. With its various units, this course will acquaint students with an understanding of the connection between indigenous knowledge and language, the ecology of language evolution, biocultural and linguistic diversity, linguistic landscape, ethnobiology and the Connection Between Language Ecology and Identity. This course aims towards providing insights on how language shapes our understanding of the natural world, how cultural beliefs and linguistic practices impact ecological systems, and how together these influence the status of any language in a culture’s linguistic ecosystem. Through readings, discussions, and assignments, students will gain a deeper understanding of the complex relationships between language, culture, and ecology. They will understand how ecological and cultural concepts and contexts are expressed and negotiated through language. The course also allows students to understand how language shapes our understanding of the world around us and vice-versa through the debates around language rights, multilingualism, regionalism, globalisation, language threats, language endangerment and death. The course is designed towards fulfilment of the national need for language sustainability which serves towards accommodating human ecocentric values, through its focus on acquainting students with an understanding of the role played by ecological validity, language planning, language policy, language documentation and revitalization in curbing language threat and loss to ensure maintenance of language ecology.

This unit informs students about what constitutes indigenous knowledge and how language shapes our perception and understanding of the natural world. It provides an understanding of linguistic terminologies used to understand the intersection between language, Knowledge and ecosystem. The unit focuses on cross-cutting issues related to biocultural diversity and ecosystem, and the ways in which language can influence our relationship with these and vice versa. The unit also focuses on the historical and social context of linguistic diversity in India, including the diverse language families and linguistic regions. overall, it sets a foundation for the course, introducing students to the broader area of global importance i.e. language ecology. It allows students to understand the ecological context of language evolution. Towards the end, the unit focuses on establishing connections between language, culture and ecology to understand how different ecological systems influence the development of languages and cultures and how language reflects cultural beliefs and practices related to the environment.

1.    The Ecology of Language evolution
2.    Indigenous Knowledge and Language
3.    Biocultural Diversity
4.    Linguistic Diversity in India
5.    Biosphere, Noosphere, Semiosphere and Logosphere
6.    Linking Language, Culture and Ecology

This unit focuses upon highlighting the importance of Language ecology. Language ecology as an area of study explores the ways in which language can be used to promote environmental awareness, conservation, and sustainable practices. It recognizes that language is not only a means of communication, but also a reflection of culture, history, and identity, and that it plays a critical role in shaping our attitudes and behaviors towards the environment. This unit tries to acquaint students with an understanding of linguistic landscape and ethnobiology and its importance in understanding language ecology. The linguistic landscape refers to the visible and tangible aspects of language use in public spaces, including signs, billboards, and graffiti. Ethnobiology, on the other hand, is the study of the relationship between people and the natural environment, including the knowledge and practices that different cultures have developed to interact with their surroundings. This unit also explores the relationship between language and identity through the lenses of human ecocentric values, focusing on how language practices are connected to the construction and negotiation of identities. As a first step towards sustainability, this unit also allows students to understand the importance of ecological validity in maintenance of Language ecology.

1.    Understanding the Connection Between Language Ecology and Identity
2.    What is a Linguistic Landscape?
3.    What is Ethnobiology?
4.    Importance of Ecological Validity in maintenance of Language ecology

This unit provides an overview of what counts as sustainability efforts with reference to language preservation and planning at a national level. Language sustainability refers to the capacity of a language to adapt and evolve to meet the changing needs of its speakers, while also preserving its cultural and linguistic heritage. It is important because languages are not only a means of communication but also carry cultural, social, and historical significance in understanding human values. In many cases, languages are endangered due to a variety of factors such as globalization, economic pressures, and cultural assimilation. Ensuring linguistic sustainability involves promoting language use and literacy, developing skills related to utilising language resources and tools, and encouraging language learning and education. It also involves recognizing and respecting linguistic diversity and promoting language rights, such as the right to use one's own language in education, government, and other public contexts. The unit is designed with an aim to acquaint students with a deeper understanding of the phenomena of language shift and maintenance, language endangerment and death, and the role of language planning in maintaining linguistic diversity.

1.    Language Rights: Understanding the Debate in India
2.    Language Threat: Multilingualism, Regionalism, Globalisation and Other Factors
3.    Minority language, Language Endangerment and Death
4.    Language Maintenance and Shift
5.    Language Policy and Planning

This unit focuses on case studies of language documentation and revitalization efforts in India, with an emphasis on
understanding the complex issues and challenges involved in maintaining linguistic diversity. Students will understand the different
factors that contribute to language loss, such as globalization, urbanization, and cultural assimilation, as well as the various strategies
that are being used to revitalize endangered languages. Through a combination of theoretical readings and case studies, students will
gain a deeper understanding of the importance of language diversity and the role of language documentation and revitalization in
preserving cultural heritage.

1. Language Documentation and Revitalization: Perspectives and challenges
2. Case Study: Under-Resourced Languages and documentation in India, a case of Munda language.
https://www.youtube.com/watch?v=MyB-bcwpNx0
3. Case Study: Examining the case of Maithili, a minority language spoken in India to understand the challenges of language
endangerment and the importance of language documentation.
https://www.academia.edu/18482331/Language_Endangerment_and_Language_Documentation_with_special_reference_to_Mait

Gladwin, T., & Sarason, S. B. (1994). “Linguistics and Culture”. In The Handbook of Linguistics (pp. 325-339). John Wiley & Sons, Inc.

Maffi, L. (2001). On Biocultural Diversity: Linking Language, Knowledge, and the Environment. Smithsonian Institution Press.

Mody, P. (2008). “India as a linguistic area”. In Annual Review of Anthropology, 37(1), 169-184. https://doi.org/10.1146/annurev.anthro.37.081407.085211

Gopalakrishnan, R. (2019). “The Linguistic Landscape of Indian Cities”. In Journal of Linguistic Geography, 7(1), 1-19.

Joseph, J. E. (2004). Language and identity: National, ethnic, religious. Palgrave Macmillan.

Khare, R. S. (2018). “Ethnobiology in India: A review”. In Current Science, 115(12), 2230-2239.

Kramsch, C. (2011). Why Language Ecology Matters. Modern Language Journal, 95(2), 190-193.

Thompson, S. (Director). (2006). Why save a language [Video]. YouTube. https://www.youtube.com/watch?v=x7BLBUS1IXc

UNESCO. (2003). Safeguarding linguistic diversity: An urgent challenge for sustainable development. UNESCO.

Berkes, F., & Folke, C. (eds.). (1998). Linking Social and Ecological Systems: Management Practices and Social Mechanisms for Building Resilience. Cambridge University Press.

Dasgupta, P. (2006). Language policies and lesser-known languages in India. In R. Singh, K. Bhaskar Rao, & L. U. Joshi (Eds.), The yearbook of South Asian languages and linguistics 2006 (pp. 1-26). Berlin/New York: Mouton de Gruyter. https://www.academia.edu/37423294/Language_policies_and_lesser_known_languages_in_India

Fishman, J. A. (1991). “Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages”. In Multilingual Matters.

Hinton, L. (2014). “Environmental sustainability and language sustainability”.In Language Documentation & Conservation, 8, 35-47.

Mohanty, A. K. (2006). Multilingualism, language policy, and education in India. Springer.

May, S. (2014). Language Rights: Moving the Debate Forward. Multilingua, 33(1-2), 161-172.

Zograf, G., & Pandey, A. K. (2019). “Language diversity and planning in India”. In Current Issues in Language Planning, 20(1), 1-5.

Panda, B. K. (2019). “Language documentation and revitalization in India: Perspectives and challenges”. In S. Roy & S. S. Ray (Eds.), The Routledge Handbook of Contemporary India (pp. 315-327). Routledge.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Eckert, P., & McConnell-Ginet, S. (2013). Language and gender. Cambridge: Cambridge University Press.

Hill, J. H. (2008). “Language, race, and white public space”. In American Anthropologist, 100(3), 680–689

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Ahearn, L. M. (2012). Living language: An introduction to linguistic anthropology. Malden, MA: Wiley-Blackwell.

Guiney Yallop, J. J. (2015). Language and ecology: Developing a new metaphor. Routledge.

• Centralized exam.

• Section A: 1 X 15 marks Section B: 1x 15 marks Section C: 1 x 20 marks

• There can be choices in Section A and B. Section C will have a compulsory question.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

CIA III (20 Marks)

Submission mode: Can be an individual assignment or a group assignment with an additional individual component.

ESE (50 Marks)

• Centralized exam.

• Section A: 1 X 15 marks Section B: 1x 15 marks Section C: 1 x 20 marks

• There can be choices in Section A and B. Section C will have a compulsory question.

• Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

Attendance (5 Marks)

Taken from KP

Ethnography can be understood as a mode of experience, a method of research and a form of storytelling that interacts with ways of producing knowledge. It refers to the field-based study of human communities and the process of writing about them. This course provides an active introduction to ethnography and its practice with a “hands-on” ethnographic exercise based on the student's local and regional background. It delves into the principles and practices of ethnographic research methods and helps students explore the history and key concepts of ethnography, ethical considerations in research, and various data collection techniques such as participant observation and interviews.

By learning about the ethnographic methods, students will acquire the critical tools, and professional ethics and develop skills necessary for researching the social and cultural aspects of their society. It also aims to explore questions such as those of power, participation, the role of points of view, perspectives of the ethnographer etc. underlying the varied complex ethnographic processes. By the end of the course, students will have gained a comprehensive understanding of ethnographic research and the skills necessary to conduct and present their own ethnographic studies.

(Note: For each unit, the instructor may choose a selection of 4-5 texts according to the class dynamics, research interests and research plans)

The unit introduces students to ethnography, provides the background for doing ethnographic work and describes methods employed by fieldworkers in local, regional, national and global settings. The unit helps in understanding challenges related to gender, caste, sustainability and human values when they are in the field.

1.What is ethnography?

2.How to be an ethnographer in one’s own society?

3.Ethnographic Approaches to language and culture

4.Ethnographic Research Methods

5.Defining the Field and the Object of Study

Drawing on the methods and practice of collecting ethnographic data, this unit is based on the practical aspects of working in the field. It starts with introducing the students to positioning themselves while they find their points of entry in the field and then trains them in various methods of working in the field across different locales and from varied perspectives. This unit provides students with hands-on practice with local and regional communities and thus helps them develop fieldwork- related skills. The field working skills development in this unit also fosters employability.

1.Process and Methods of Fieldwork

2.Positioning the Self; Negotiating Ethics of Entry; The IRB

3.Participant Observation; Interviewing

4.Collaborative and participatory ethnography

5.Unstructured and semi-structured interviewing

6.Taking Field notes; Reflexivity.

7.Fieldworking in Rural India and Urban India

8.Fieldworking in terms of researching space, researching language and researching people

: This unit discusses ethical and political questions that ethnographers grapple with as they engage in field research, including issues of responsibility, accountability and commitment as well as dilemmas that arise due to gender, race, class and other (mis)alignments in the field. It will introduce students to different aspects related to power hierarchies and violence in society, helping them understand how to navigate these issues when they encounter them during their field experiences.

1. Ethnography and the Native; Subjectivity in the Field

2. positionality and Power

3.Colonialism and Anthropology

4.Social Responsibility and Anthropology

5.Violence and Ethnography; Gender, Caste etc.

This unit will help students understand how to analyse their data and translate the varied material that they may have gathered in the field into a written research work. It helps them understand how local and regional data can be incorporated into research work that is globally acceptable. The unit helps in developing writing skills and fosters employability.

1.Analysing qualitative data

2.Processing Fieldnotes

3.Writing Up and Sharing Ethnography

4.Ethnographer as a Storyteller

Geertz, C. (1973). “Thick description: Toward an interpretive theory of culture.” In The interpretation of cultures (pp. 4-30). New York: Basic Books.

Gupta, A., & Ferguson, J. (1997). Discipline and practice: ‘The field’ as site, method, and location in anthropology. In

Anthropological Locations: Boundaries and Grounds of a Field Science (pp. 1-46). University of California Press. Harris, M. (1976). History and significance of the emic/etic distinction. Annual Review of Anthropology, 5, 329–350.

Schensul, J. J., & LeCompte, M. D. (2012). Specialized Ethnographic Methods: A Mixed Methods Approach. Lanham, MD: AltaMira Press.

Weiss, R. S. (1995). Learning from Strangers: The Art and Method of Qualitative Interview Studies. New York: Free Press.

Fife, W. (2005). Doing fieldwork: Ethnographic Methods for Research in Developing Countries and Beyond. Springer..

Heath, S. B., & Street, B. V. (2008). On ethnography: Approaches to language and literacy. New York: Teachers College Press. Srinivas, M. N., Ramaswamy, E. A., & Shah, A. M. (2004). The Fieldworker and the Field: Problems and Challenges in Sociological Investigation. Oxford University Press.

Srivastava, V. K. (2005). Methodology and Fieldwork (Oxford in India Readings in Sociology and Social Anthropology) (1st ed.). Oxford University Press.

Sunstein, B. S., & Chiseri-Strater, E. (2011). FieldWorking: Reading and Writing Research. Bedford St. Martin’s.

Weiss, Robert S. (1995). Learning from Strangers: The Art and Method of Qualitative Interview Studies. New York: Free Press. Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw. (2011). Writing Ethnographic Fieldnotes, 2nd Edition. Chicago: University of Chicago Press.

Narayan, K. (1993). How Native Is a “Native” Anthropologist? American Anthropologist, 95(3), 671-686. Behar, R. (1996). The Vulnerable Observer: Anthropology That Breaks Your Heart. Boston, MA: Beacon Press.

Smith, L. T. (1999). Colonizing knowledges (Chapter 3). In L. T. Smith, Decolonizing methodologies: Research and indigenous peoples (58-77). London & New York: Zed Books.

Fine, M., Weis, L., Weseen, S., & Wong, L. (2003). For whom? Qualitative research, representations, and social responsibilities. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research: Theories and issues (pp. 167-208). Thousand Oaks, CA: Sage Publications.

Hurston, Z. N. (2019). Barracoon: The Story of the Last “Black Cargo.” New York, NY: Amistad.

Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes (2nd ed.). Chicago: University of Chicago Press.

Heath, S. B., & Street, B. V. (2008). On ethnography: Approaches to language and literacy. New York: Teachers College Press.

Schensul, Jean J. and Margaret D. LeCompte. (2012). Specialized Ethnographic Methods: A Mixed Methods Approach. Lanham, MD: AltaMira Press.

Weiss, Robert S. (1995). Learning from Strangers: The Art and Method of Qualitative Interview Studies. New York: Free Press.

Ewick, Patricia, and Susan S. Silbey. 1995. “Subversive Stories and Hegemonic Tales: Toward a Sociology of Narrative.” Law & Society Review 29(2): 197-226.

Malinowski, Bronislaw. 1922. “Introduction: The Subject, Method and Scope.” Argonauts of the Western Pacific. London: Routledge. Pp. 1-26.

Marcus, G. E. (2008). The end(s) of ethnography: Social/cultural anthropology's signature form of producing knowledge in transition. Cultural Anthropology, 23(1), 1–14.

Ingold, T. (2008). Anthropology is not ethnography. Proceedings of the British Academy 154: 69-92

Heath, S. B., & Street, B. V. (2008). On ethnography: Approaches to language and literacy. New York: Teachers College Press.

Heath, S. B., & Street, B. V. (2008). On ethnography: Approaches to language and literacy. New York: Teachers College Press. Cassell, J. (1980). Ethical principles for conducting fieldwork. American Anthropologist, 82(1), 28– 41.

Fine, G. A. (1993). Ten lies of ethnography: Moral dilemmas of field research. Journal of Contemporary Ethnography, 22(3), 267–294.

Thorne, B. (1980). “You still takin' notes?” Fieldwork and problems of informed consent. Social Problems, 27(3), 284–297. Levy, Robert I. and Douglas W. Hollan (2015). Person-centered interviewing and observation. In H. R. Bernard & C. C. Gravlee (Eds.), Handbook of Methods in Cultural Anthropology (Second Edition, pp. 313–342). Lanham, MD: Rowman & Littlefield.

Spradley, J. (1979). The Ethnographic Interview. New York: Holt, Rinehart and Winston.

McDermott,R.P.,&Varenne,H.(1996).Culture,development,disability.InR.Jessor,A.Colby&R.A.Shweder(Eds.), Ethnography and human development (pp. 101-126). Chicago, IL: University of Chicago Press.

Contreras,R.(2013).Introduction.InTheStickupKids:Race, Drugs,Violence,andtheAmericanDream(pp.1-32). Berkeley, CA: University of California Press.

Berry,M.,ChávezArgüelles,C.,Cordis,S.,Ihmoud,S.,&VelásquezEstrada,E.(2017).TowardaFugitiveAnthropology: Gender, Race, and Violence in the Field. Cultural Anthropology, 32, 537-565.

Geertz,C.(1973).ThickDescription:TowardanInterpretiveTheoryofCulture.InTheInterpretationofCultures(pp.3-30). New York, NY: Basic Books.

Nader,L.(2013).EthnographyasTheory.InCultureandDignity:DialoguesBetweentheMiddleEastandtheWest(pp.51-79).

 West Sussex, England: John Wiley & Sons Ltd.

Bernard, H. R. (1988). Research Methods in Cultural Anthropology (p. 117). Newbury Park, CA: Sage.

Rosaldo,R.(1988).Ideology,Place,andPeoplewithoutCulture.CulturalAnthropology,3(1),77-87.Springer.

Course Description & Objectives:This course offers an introduction to a few dimensions of Publishing, literary and academic and provides a foundation for students who might be interested in pursuing a career in the publishing industry. It is a hands-on course, where students will be expected to develop and execute individual or group publishing projects.In addition to the practical dimensions, it also offers a conceptual understanding of the history of the book, reading publics and politics, censorship that operates in the industry, the politics of language, identities, gender and nationalism and the history of publishing in various Indian languages and the role of indie- publishing in the country with a view towards sustainable practices and engagements. The course will include a seminar organised by students with the guidance of the course coordinator to organise a seminar/conference cum workshop by industry professionals, to garner an inside understanding of how the industry works within the country in terms of local, regional, national and also global trends. It also includes field trips (if/when possible) to publishing houses, book shops, printing presses and literary festivals. Students are also encouraged to find internships in publishing houses to gain hands-on knowledge of the same.

The course is conceptualized with the following objectives:

●To provide an overview of the publishing industry and its various elements.

●To give students a hands-on experience of the different components of publishing through class exercises, field visits, assignments and self-sought internships.

●To provide a fundamental understanding of the different skills and competencies required for a publishing career.

This unit provides an introduction to publishing as an international industry, as well as independent publishing in India. It looks at international industry reports to help gain familiarity with major publishing houses in English and the branches and units/brands through which they operate internationally. This will enable students to develop an overview of publishing in India – local, regional and national and also the larger global publishing industry. It will examine the nature of a profession in publishing and the relevance of publishing in a world that is overwhelmingly digitised.

1.The publishing industry in general

2.International publishing and its subsidiaries in Asia and India

3.Publishing in India – Local, regional and national contexts

4.Digital Publishing and its reach

5.Publishing post-Covid

6.Sustainable practices in Publishing: Implications for the traditional and the Digital contemporary

: Students will be introduced to various genres of publications like magazines, journals, newspapers, books and also categories of publishing like that of books for children, young adult and adult. It will look into types of publishing meant for leisure, literary and academic. The section will address the diversity in publishing and the dominant thematic and politics involved in the publication processes; the politics of critics’ awards and other nuances of international, national and regional prizes instituted for writing and publications. It will also delve into the nature of publishing by examining the dominant issues around which publishing revolves like that of gender, caste, race, environment and sustainability.

1.Genres of Publications

2.Publishing for children and young adults and adults

3.Literary publishing

4. Academic Publishing

5.Publishing/publication awards

6.The nature and politics of publishing

This unit will equip students with an understanding of the various units within a publishing house. It will also introduce the students to basic editing and copy-editing skills and style sheets used in publishing aligned with international publishing standards and ethical practices in the industry. It will enable students through ‘industry’ visits to familiarise themselves, whenever and wherever possible, to the axes of production, dissemination and consumption of publications and their specific interventions with respect to professional and human values. Students will be encouraged to organise/visit literature festivals and visit a local, regional or national publishing house to consolidate their familiarity and thereby experience the processes in the journey of a book/ article / journal etc.

1.Departments in a publishing house and functions of each unit

2.Editing and Copy-editing

3.Distribution, Exhibition and Marketing

4.Case studies around literary festivals

5.Case studies around ‘celebrity authors

6.Printing, book design, graphic design

This unit will introduce students to copyright laws in India and abroad, censorship and bans on books across different regional, national, global and historical contexts. It will focus on publishing rights for translations, adaptations, transformative work, images, out of copyright manuscripts, and revenue-sharing models between various stake-holders. It will also examine wider social issues around censorship, freedom of expression, and publishing ethics. This unit will also address possibilities within digital publishing, different revenue models and possibilities of collaborative publication. The notion of publishing will be extended from text-based books to include podcasts, audio-books, as well as publishing in the video format.

1.Copyright Laws

2.Censorship and Bans

3.Collaborative publishing: Nature and skills

4.Piracy, Copyleft and Creative Commons

5. Online publishing and online publishing platforms

6.Self-publishing: Need, skills, tools

7.Digital Archiving and Digital Libraries

Association of Publishers of India and EY-Parthenon. (May 2021). Value proposition of the Indian publishing: Trends, challenges, and future of the industry. EY-Parthenon, Ernst and Young.

Dean, J., et. al. (2013) “Materialities of independent publishing,” New Formations, 78: pp. 157-78.

Vaughan, S. S. (1983). The Community of the Book. Daedalus, 112(1), 85–115. http://www.jstor.org/stable/20024837

Santana-Acuna, Á. (2020). The publishing industry modernizes. In Ascent to Glory: How One Hundred Years of Solitude Was Written and Became a Global Classic (pp. 40–72). Columbia University Press. http://www.jstor.org/stable/10.7312/sant18432.6

Gupta, S. (2012). Indian “Commercial Fiction” in English, the Publishing Industry and Youth Culture. Economic and Political Weekly, 47(5), 46–53. http://www.jstor.org/stable/41419848

Taxel, J. (2002). Children’s Literature at the Turn of the Century: “Toward a Political Economy of the Publishing Industry.” Research in the Teaching of English, 37(2), 145–197. http://www.jstor.org/stable/40171621

Gilley, J. (2016). Feminist Publishing/Publishing Feminism: Experimentation in Second-Wave Book Publishing. In J. Harker & C. K. Farr (Eds.), This Book Is an Action: Feminist Print Culture and Activist Aesthetics (pp. 23–45). University of Illinois Press. http://www.jstor.org/stable/10.5406/j.ctt17t75xc.5

Hutton, R. (2015). A Mouse in the Bookstore: “Maus” and the Publishing Industry. South Central Review, 32(3), 30–44. http://www.jstor.org/stable/44016904

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Malik, R. (2008). Horizons of the Publishable: Publishing in/as Literary Studies. ELH, 75(3), 707–735. http://www.jstor.org/stable/27654631

Butcher, J. (2007). Butcher’s copy editing: The Cambridge handbook for editors, copy-editors and proofreaders. 4th edn. Cambridge University Press, London.

Vassallo, P. (2001). Protect your r.e.p.! Revise, edit, proofread. Etc: A review of general semantics, 58(1), 100–105.

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Mitchell, C., & Schiff, L. (2016). Publishing Pedagogy: The Institutional Repository as Training Ground for a New Breed of Academic Journal Editors. In B. B. Callicott, D. Scherer, & A. Wesolek (Eds.), Making Institutional Repositories Work (pp. 191–208).

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Flood, Z. C. (2016). Antitrust Enforcement in the Developing E-Book Market: Apple, Amazon, and the Future of the Publishing Industry. Berkeley Technology Law Journal, 31(2), 879–904. https://www.jstor.org/stable/26377775

Volokh, E. (2012). Freedom for the press as an industry, or for the press as a technology? From the framing to today. University of Pennsylvania Law Review, 160(2), 459–540. http://www.jstor.org/stable/41511285

Bradley, J., Fulton, B., & Helm, M. (2012). Self-Published Books: An Empirical “Snapshot.” The Library Quarterly: Information, Community, Policy, 82(2), 107–140. https://doi.org/10.1086/664576

Marker, G. (1985). Censorship. In Publishing, Printing, and the Origins of the Intellectual Life in Russia, 1700-1800 (pp. 212–232).

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Corbett, S. (2011). Creative Commons Licences, the Copyright Regime and the Online Community: Is there a Fatal Disconnect? The Modern Law Review, 74(4), 503–531. http://www.jstor.org/stable/20869091

Hall, G. (2008) Digitise this Book: The Politics of New Media, or why we need open access now, University of Minnesota Press, Minnesota.

Luey, B. (2009). The Organization of the Book Publishing Industry. In D. P. Nord, J. S. Rubin, & M. Schudson (Eds.), A History of the Book in America: Volume 5: The Enduring Book: Print Culture in Postwar America (pp. 29–54). University of North Carolina Press. http://www.jstor.org/stable/10.5149/9781469625836_nord.7

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This course serves as an introduction to the form of life writing and will provide students with navigating new and emerging narrative directions that this form of writing has begun to take. The fundamental objective of the course is to foreground the contexts in which the speaking human subject forges writing. It includes a variety of autobiographies, self-narratives, and memoirs that provide new ways of engaging with the narrativization of the human question in literary works. The course includes a range of works, and the instructor can choose to do specific texts from each unit in the course. This course comprises a practice-based component that is conceptualised to familiarise students with content production and publication in the field and would enable employability and create entrepreneurship opportunities for the students.

●Recognise the determining role of the self in narrative production,

●Analyse life writing as a genre and engage with various mechanics of writing

●Evaluate the cultural contexts of the production and reception of life writings

●Expose students to content production and publishing practices in the field

:Thisunitintroducessomeofthediscoursesrelatedto authorship,selfhood,representationandthedivisionbetweenfactand fiction.Itprovidesanoverviewofhowthegenreevolvedoveraperiodoftimeandintroducesvariousframesthroughwhichthenarratives oftheselfcanbeengaged.Theunitcomprisespractice-basedcomponentsand,therefore,wouldbetakensimultaneouslywithotherunits across the semester by conducting guest lectures and hands-on workshops on the creative project the students would be taking as part of thecourse.Theunitalsoaims tofamiliarisestudentswithcontentproductionandpublicationinthefieldthatwouldenableemployability and create entrepreneurship opportunities.

:Theunitengageswiththenotionsofnormativebodyandpathologicalbodyandhowquestionsofsustainability,capitalism, medical ethics and ecology informs the discourse related to the narratives on health and diseases. Through a series of readings, the unit providesaninsightintovariousmodesinwhichtheconstructionofselfisinformedbythenotionofthepresenceandabsenceofanormal healthy body. The writing style and approaches adopted in various readings in the unit would also serve as frames that can be adopted while practising writing about the body, health and diseases

The unit explores how the various structures of society like class, caste, religion and gender intersect to inform the construction of self. The unit focuses on how community identity plays a significant role in shaping the notion of the self in these select narratives.Thewritingstyleandapproachesadoptedinvarious readings intheunitwouldalsoserveasframesthatcanbeadoptedwhile practising writing about the notion of the self-informed by various social structures and community identities.

The unit explores how the experience of living and being part of the city, a region, nation, and ecology can inform the construction of the self. Through a series of readings, the unit provides an insight into various modes in which various spaces play an instrumental role in the development and shaping of the self. The writing style and approaches adopted in various readings in the unit would also serve as frames that can be adopted while practising writing about the experiences of the spaces and their role in informing individual and collective notions of the self.

Hands-on workshops and Guest Lectures.

Stitches by David Small

If I had to tell it Again by Gayathri Prabhu

Tangles: The Story of Alzheimer’s, My Mother, and Me

Atul Gawande Being Mortal

I want to Destroy Myself by Mallika Amar Sheikh

Coming out as Dalit by Yashica Dutt

Antharjanam: Memoirs of a Namboodiri Woman by Devaki Nilayamgode

Anderson, L. (2010). Autobiography. Routledge.

Dutt, Y. (2019). Coming Out as Dalit. Aleph Book Company.

Nilayamgode, D. (2011). Antharjanam: Memoirs of A Namboodiri Woman: Memoirs of A Namboodiri Woman. Oxford University Press.

Shaikh, M. A. (2016). I Want to Destroy Myself: A Memoir. (J. Pinto, Trans.). Speaking Tiger.

Istanbul by Orhan Pamuk

Unbowed by Wangari Maathai

Persepolis by Marjane Satrapi

Anderson, L. (2010). Autobiography. Routledge. Maathai, W. (2007). Unbowed: A Memoir. Anchor. Pamuk, O. (2006). Istanbul. Faber & Faber.

Satrapi, M. (2008). Persepolis. RHUK.

Wagner-Eglehaaf, Martina. Ed. (2019). Handbook of Autobiography/Auto-Fiction. DE.

Anderson, L. (2010). Autobiography. Routledge.

Gawande, A. (2014). Being Mortal: Medicine and What Matters in the End. Metropolitan Books. Leavitt, S. (2012). Tangles: A Story About Alzheimer's, My Mother, and Me. Skyhorse. Small, D. (2010). Stitches: A Memoir. W. W. Norton & Company.

Gawande, A. (2014). Being Mortal: Medicine and What Matters in the End. Metropolitan Books.

Brockmeier, Jens and Donald A. Carbaugh. (2001). Narrative and Identity: Studies in Autobiography, Self and Culture. John Benjamin’s Publishing Company

Huddart, David. (2008). Postcolonial Theory and Autobiography. Routledge.

Submission mode.

This course has been conceptualized in order to introduce students to the area of popular culture studies within academia. It will trace the trajectories and concerns that determine this area and also the field of study in general. It will specifically acquaint the students and help them engage with forms of popular culture in India and help them read these popular culture forms as ‘texts’ – signifying systems that produce meanings in specific ways. It will look at the politics of the production, dissemination and consumption of these texts. This course will engage the students in the politics of production, distribution and dissemination of ideologies within and without popular cultures in the Indian sub-continent and other Asias. It will trace the development and politics of popular cultural forms within these spaces. It will help students recognize the politics involved in creating content for mass consumption and understand the theoretical and academic debates that surround popular culture studies. The course aims to locate the development of local, regional and national texts within the larger Asian spaces and the globe at large. The course aims to develop critical and analytical thinking in students pertaining to the everyday, touch upon socio-cultural models of sustainability and human engagements within the personal and the public by tracing the operations of the ‘popular’ and the politics of it. Decoding popular culture artefacts will help students understand the way in which questions of gender, race, class, sustainability can be examined and evaluated through popular discourses. The course through textual engagements, class discussions, individual and group assignments aim to develop analytical skills, critical thinking, creativity and initiative among students. This course will enable students to develop keen insights on the way in which popular culture impacts and informs our daily lives. With a focus on the theoretical and practical aspects of popular culture, the course will equip the students with critical thinking analytical skills along with communication skills that can be professionally used in media management, academic research and a variety of other areas.

: The unit aims to introduce students to the politics of the popular and the development of popular culture studies within academia. Contextualising the development of the discipline within western academia and Euro-centric models, the unit will attempt to construct a context for Asian academic engagements with popular culture. It will also critically examine the sustainable practices and human creativity that determine popular culture across the globe and the popular’s engagement with the social and the collective.

1.Discourses on the notion of the ‘popular’

2.Populism / Popular

3.Intersectionalities that determine the ‘popular’

4.The politics of canon formation vis-à-vis the ‘truly’ popular.

5.Popular culture in India

6.Popular culture in Asia

This unit will locate the ‘popular’ as part of our everyday lives, nuanced and imbricating us within its whorl. The section will examine theoretical engagements on the everyday and aspects that constitute it from leisure, politics and entertainment and how they operate within various spaces in Asia like India, Pakistan, China, Sri Lanka, Malaysia, South Korea, North Korea, Japan, Thailand and Philippines among others covering aspects like shopping, reality tv, television serials, walking, leisure, street food, shopping physical and e-sports. This unit will enable students to examine and critique the everyday from perspectives of gender, ethics and sustainability.

1.Introducing the ‘everyday’

2.Street food and fashion

3.Television and viewership

4.Sports and e-sports

5.Leisure as a commodity

6.Comics culture – Graphic narratives, graphics journalism, manga, cartoons.

This unit will engage the student in examining concepts of folk and folk culture within the larger Asian context and will enable them to situate the intersections of caste, race, religion, gender and other in their day-to-day operations. The section will problematize and enable analysis and critique of aspects of folkloristics within academic spaces, the politics of its popularity and the problematics of heritage and cultural tourism as it exists within the commodity circuit at present while signalling the importance of folk and indigenous cultures.

1.Folk and folk cultures

2.Food Cultures

3.Music and Folk Music

4.Folklore and Folk narratives

5.Reconfiguring festivals and nationalism

6.Indigenous cultures and appropriation

7.Handicrafts, culture and museumization

8. Commodifying ‘folk’ and Folk Tourism

: This section will help students situate the ubiquitous and inescapable social media landscape we operate within. It will engage with ideas of space and place as reconstituted by these public-private and surveilled spaces and what it does to create our sense of selves and identities within the social media or virtual worlds we occupy. The section will look at the way in which Asian cultures, popular culture and art forms have become glocalised and commodified for consumption within the digital. It will analyse and critically examine the intersections of gender, class, race etc that operate within these domains and locate the problematics and possibilities of these spaces through self-created and disseminated artefacts to understand and critique the politics and nature of the production, dissemination and consumption of popular culture.

1.YouTube, Vimeo, Dailymotion

2.Digital Fandoms and Celebrity Cultures

3.Open Source, Torrents and Digital Archives

4.Art and Aesthetics in the Age of Digitization

5.Cyberspace, Surveillance and Security

6.Online Shopping

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Laukkanen, S. (2018). Holy Heritage: Identity and Authenticity in a Tibetan Village. In C. Maags & M. Svensson (Eds.), Chinese Heritage in the Making: Experiences, Negotiations and Contestations (pp. 195–220). Amsterdam University Press. https://doi.org/10.2307/j.ctt2204rz8.11

Stanley, N., & Chung, S. K. (1995). Representing the past as the future: the shenzhen chinese folk culture villages and the marketing of Chinese identity. Journal of Museum Ethnography, 7, 25–40. http://www.jstor.org/stable/40793563

Orr, I. C. (1974). Puppet Theatre in Asia. Asian Folklore Studies, 33(1), 69–84. https://doi.org/10.2307/1177504

Punathambekar, A. & S. Mohan, eds. (2019). Global digital cultures: Perspectives from South Asia. U of Michigan Press, Michigan. Lim, K. H., Leung, K., Sia, C. L., & Matthew K. O. Lee. (2004). Is eCommerce Boundary-Less? Effects of Individualism-Collectivism and Uncertainty Avoidance on Internet Shopping. Journal of International Business Studies, 35(6), 545–559. http://www.jstor.org/stable/3875238

Wallach, B. (2015). Shopping. In A World Made for Money: Economy, Geography, and the Way We Live Today (pp. 1–36). University of Nebraska Press. https://doi.org/10.2307/j.ctt1d98bxx.4

Sacks, S. (2018). Disrupters, Micro-innovators, and Thieves. In Disruptors, Innovators, and Thieves: Assessing Innovation in China’s Digital Economy (pp. 9–19). Center for Strategic and International Studies (CSIS). http://www.jstor.org/stable/resrep22410.7

Lulu, F., & Luethje, B. (2019). Taobao Villages: Rural E-Commerce and Low-End Manufacturing in China. East-West Center. http://www.jstor.org/stable/resrep25001

Deo, A. (2022). Oral traditions in the aural public sphere: digital archiving of vernacular musics in North India. In G. Born (Ed.), Music and Digital Media: A planetary anthropology (pp. 135–176). UCL Press. http://www.jstor.org/stable/j.ctv2pzbkcg.9

Booth, G. (2015). Copyright Law and the Changing Economic Value of Popular Music in India. Ethnomusicology, 59(2), 262–287. https://doi.org/10.5406/ethnomusicology.59.2.0262

Caswell, M., Cifor, M., & Ramirez, M. H. (2016). “To Suddenly Discover Yourself Existing”: Uncovering the Impact of Community Archives. The American Archivist, 79(1), 56–81. http://www.jstor.org/stable/26356700

Gaur, , R. C. (2011). Development of the Digital Repository of Indian Cultural Heritage Initiatives at the Indira Gandhi National Centre for the Arts. Art Documentation: Journal of the Art Libraries Society of North America, 30(2), 56–62. http://www.jstor.org/stable/41244066

Tipton, F. B. (2002). Bridging the Digital Divide in Southeast Asia: Pilot Agencies and Policy Implementation in Thailand, Malaysia, Vietnam, and the Philippines. ASEAN Economic Bulletin, 19(1), 83–99. http://www.jstor.org/stable/25773710

Müller, K. (2021). Using Digital Archives: Online Encounters, Stories of Impact and Postcolonial Agendas. In Digital Archives and Collections: Creating Online Access to Cultural Heritage (Vol. 11, pp. 163–197). Berghahn Books. https://doi.org/10.2307/j.ctv29sfzfx.11

Caswell, M. (2014). Seeing Yourself in History: Community Archives and the Fight Against Symbolic Annihilation. The Public Historian, 36(4), 26–37. https://doi.org/10.1525/tph.2014.36.4.26

Mahapatra, S. (2021). Digital Surveillance and the Threat to Civil Liberties in India. German Institute of Global and Area Studies (GIGA). http://www.jstor.org/stable/resrep31794

Jacobsen, E. K. U. (2012). Unique Identification: Inclusion and surveillance in the Indian biometric assemblage. Security Dialogue, 43(5), 457–474. http://www.jstor.org/stable/26301931

Santos, K. M. L. (2019). Disrupting Centers of Transcultural Materialities: The Transnationalization of Japan Cool through Philippine Fan Works. Mechademia: Second Arc, 12(1), 96–117. https://doi.org/10.5749/mech.12.1.0096

Morimoto, L. (2019). (Trans)Cultural Legibility and Online Yuri!!! on Ice Fandom. Mechademia: Second Arc, 12(1), 136–159. https://doi.org/10.5749/mech.12.1.0136

Gerritsen, R. (2019). Keeping in control: The figure of the fan in the tamil film industry. In Intimate Visualities and the Politics of Fandom in India (pp. 55–84). Amsterdam University Press. https://doi.org/10.2307/j.ctvr0qr1v.6

Zhou, E. L. (2017). Dongfang Bubai, Online Fandom, and the Gender Politics of a Legendary Queer Icon in Post-Mao China. In M. Lavin, L. Yang, & J. J. Zhao (Eds.), Boys’ Love, Cosplay, and Androgynous Idols: Queer Fan Cultures in Mainland China, Hong Kong, and Taiwan (1st ed., pp. 111–128). Hong Kong University Press. https://doi.org/10.2307/j.ctt1rfzz65.11

Jacobs, A. S. (2016). Celebrity. In Epiphanius of Cyprus: A Cultural Biography of Late Antiquity (1st ed., pp. 31–64). University of California Press. http://www.jstor.org/stable/10.1525/j.ctt1c6v9h7.6

Louie, K. (2012). Popular Culture and Masculinity Ideals in East Asia, with Special Reference to China. The Journal of Asian Studies, 71(4), 929–943. http://www.jstor.org/stable/23357427

Nayar, P.K. (2009). Seeing stars: Spectacle, society and Celebrity Culture. Sage Publications, New Delhi.

Pal, J. (2019). The Making of a Technocrat: Social Media and Narendra Modi. In A. PUNATHAMBEKAR & S. MOHAN (Eds.), Global Digital Cultures: Perspectives from South Asia (pp. 163–183). University of Michigan Press. http://www.jstor.org/stable/j.ctvndv9rb.11

Abbott, J. (2012). Social media. In N. Kersting, M. Stein, & J. Trent (Eds.), Electronic Democracy (1st ed., pp. 77–102). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctvddzwcg.7

Willems, W. (2014). Beyond Normative Dewesternization: Examining Media Culture from the Vantage Point of the Global South. The Global South, 8(1), 7–23. https://doi.org/10.2979/globalsouth.8.1.7

Goodnow, T. (2016). The Selfie Moment: The Rhetorical Implications of Digital Self Portraiture for Culture. In A. Benedek & Á. Veszelszki (Eds.), In the Beginning was the Image: The Omnipresence of Pictures: Time, Truth, Tradition (pp. 123–130). Peter Lang AG. http://www.jstor.org/stable/j.ctv2t4cns.14

Both Fantasy and Science Fiction (SF) developed as a genre of popular culture and literature and became a part of academic engagements post the critical and cultural change. It brings to the fore within academia marginal and decentred narratives. Both fantasy and science fiction operate on the cusp of the intersections of the human, the environment, and technology and create discursive spaces that deal with aspects of ethics, every day, culture and nature. The course evaluates the relevance of providing spaces for dystopian and utopian heterotopic realities and how the populace engages and decodes the embedded meanings within the texts in regional, national and global contexts and provides students with skill sets to examine their own lived realities and spaces. The course engages with literary, visual and spatial texts and contexts to enable students to do so.

The course aims to:

Engage with the characteristics of the Science Fiction and Fantasy genres.

provide a critical understanding of key thematic concepts prominently featured in Science Fiction and Fantasy texts.

Enable discussions on popular representations and engagements within the two genres.

Create discussions in and around the politics of the popular within which these genres operate.

This unit will deal with the key developments in science fiction and fantasy as a discipline and examine the relevance of the genres in academia. It will enable students to analyse and evaluate the general thematics and politics that operate within the genres in a global context. It will examine the history of the genre in terms of its evolution and the politics of sustainability that underpin these genres.

1.What is Science Fiction?

2.What goes as a Fantasy Narrative?

3.Intersections of science fiction and fantasy

4.Science Fiction Studies and Studies in Fantasy Narratives

This unit will equip the student with critical skills to evaluate the nature and politics of the real within the domains of fantasy and science fiction. It will examine the manner in which the real and reality are constituted within the interstices of imagination and rationality and problematics of the human mind to constantly recreate the horrifying ‘other’. Texts within units will deal with class, gender and environment within larger national and global contexts.

1.The politics of the real in science fiction and fantasy

2.Utopias and Dystopias

3.Race, Gender, Environment in Science Fiction and Fantasy

4. Horror in science fiction and fantasy: Encountering the real/other

The unit will enable students to engage in global contemporary discourses and concerns of humans with technology and develop critical reading skills through the lens of gender, environment, disabilities and other human values.  

1. Understanding the Posthuman 

2. Concerns around AI and Technology in everyday lives 

3. Ethics and Technology

This unit will introduce students to the politics of fandom and the close ties of popular culture and consumption of narratives of science fiction and fantasy across the world. The unit will enable developing skills to identify the aesthetics and stylistics of the genres- through writing techniques, and animation and CGI-enabled visualising of the grand spaces and technologies imagined often in the genre. The influence of fan culture on the genres and vice versa and the recreation of these narratives through Cosplay across the globe also enables a better understanding of the developments in human interest and ways of consumption.

1.Fandom and Fan fiction and its influence

2.Aesthetics of the genres

3.Cosplay and Performing in Popular Culture

Pohl, F. (1997). The study of science fiction: A modest proposal. Science Fiction Studies, 24(1), 11–16. http://www.jstor.org/stable/4240572

Kroeber, K. (1988). Science Fiction vs. Fantasy. In Romantic fantasy and Science fiction (pp. 9–30). Yale University Press. https://doi.org/10.2307/j.ctt211qvp7.4

Fredericks, S. C. (1978). Problems of Fantasy. Science Fiction Studies, 5(1), 33–44. http://www.jstor.org/stable/4239155 Gunn, J. (1996). Teaching Science Fiction. Science Fiction Studies, 23(3), 377–384. http://www.jstor.org/stable/4240544

Barve, A.B., Gandhi, A., & Prasad, A., directed. (2018). Tumbadd. Eros International et. al.

Hughes, R., & Wheeler, P. (2013). Introduction Eco-dystopias: Nature and the Dystopian Imagination. Critical Survey, 25(2), 1–6. http://www.jstor.org/stable/42751030

Dickinson, D. (2020). Science Fiction: ‘Anything believed gains a measure of reality.’ In Make-Believe: God in 21st Century Novels (pp. 44–60). The Lutterworth Press. https://doi.org/10.2307/j.ctv10vm0xz.6

Ekman, S. (2016). Urban Fantasy: A Literature of the Unseen. Journal of the Fantastic in the Arts, 27(3 (97)), 452–469. http://www.jstor.org/stable/26321148

Coppula,D.(1998).ArtificialIntelligence:WhereScienceFictionMeetsReality.ASEEPrism,7(6),18–23. http://www.jstor.org/stable/24156831

 Select Episodes from Levy. S., & Cohen, D., producers. (2016-2024). Stranger Things. Monkey Massacre Productions and 21 Laps Entertainment, US. 

Gibson, W. (2019). Neuromancer (1984). In Crime and Media (pp. 86-94). Routledge.

Clayton, J. (2013). The Ridicule of Time: Science Fiction, Bioethics, and the Posthuman. American Literary History, 25(2), 317–343. http://www.jstor.org/stable/43817572. 

Frelik, P. (2017). “On Not Calling a Spade a Spade”: Climate Fiction as Science Fiction. Amerikastudien / American Studies, 62(1), 125–129. http://www.jstor.org/stable/44982311

De Witt Douglas Kilgore. (2010). Difference Engine: Aliens, Robots, and Other Racial Matters in the History of Science Fiction. Science Fiction Studies, 37(1), 16–22. http://www.jstor.org/stable/40649582

Russ, J. (1975). Towards an Aesthetic of Science Fiction. Science Fiction Studies, 2(2), 112–119. http://www.jstor.org/stable/4238932 

Southard, B. (1982). The Language of Science-Fiction Fan Magazines. American Speech, 57(1), 19–31. https://doi.org/10.2307/455177

Re, , V. (2017). The Monster at the End of This Book: Metalepsis, Fandom, and World Making in Contemporary TV Series. In M. Boni (Ed.), World Building (pp. 321–342). Amsterdam University Press. https://doi.org/10.2307/j.ctt1zkjz0m.21

WOOLEY, C. A. (2001). Visible Fandom: Reading the X-files Through X-Philes. Journal of Film and Video, 53(4), 29–53. http://www.jstor.org/stable/20688369

Kustritz, A. (2016). “They All Lived Happily Ever After. Obviously.”: Realism and Utopia in Game of Thrones-Based Alternate Universe Fairy Tale Fan Fiction. Humanities, 5(2), 43. MDPI AG.

Retrieved from http://dx.doi.org/10.3390/h5020043

Peirson-Smith, A. (2013). Fashioning the fantastical self: An examination of the cosplay dress-up phenomenon in Southeast Asia. Fashion Theory, 17(1), 77-111.

Bereit, V. F. (1969). The Genre of Science Fiction. Elementary English, 46(7), 895–900. http://www.jstor.org/stable/41386588.

Bertetti, P. (2017). Building Science-Fiction Worlds. In M. Boni (Ed.), World Building (pp. 47–61). Amsterdam University Press. https://doi.org/10.2307/j.ctt1zkjz0m.5

Cheyne, R. (2019). Fantasy: Affirmation and Enchantment. In Disability, Literature, Genre: Representation and Affect in Contemporary Fiction (pp. 109–134). Liverpool University Press. https://doi.org/10.2307/j.ctvsn3pp7.8

Derleth, A. (1952). Contemporary Science-Fiction. College English, 13(4), 187–194. https://doi.org/10.2307/371850

Liu Cixin, Translated by Holger Nahm, & Translated by Gabriel Ascher. (2013). Beyond Narcissism: What Science Fiction Can Offer Literature. Science Fiction Studies, 40(1), 22–32. https://doi.org/10.5621/sciefictstud.40.1.0022

Richard T. Rodríguez. (2015). Fantasy. Critical Ethnic Studies, 1(1), 95–100. https://doi.org/10.5749/jcritethnstud.1.1.0095

Sinfield,A.(2004).Fantasy.InOnsexualityandpower(pp.32–53).ColumbiaUniversityPress. http://www.jstor.org/stable/10.7312/sinf13408.6

Wolfe, G. K. (1986). Critical Terms for Science Fiction and Fantasy: A Glossary and Guide to Scholarship. Greenwood

AaronSantesso.(2014).FascismandScienceFiction.ScienceFictionStudies,41(1),136–162. https://doi.org/10.5621/sciefictstud.41.1.0136

Baker, D. (2012). Why We Need Dragons: The Progressive Potential of Fantasy. Journal of the Fantastic in the Arts, 23(3 (86)), 437–459. http://www.jstor.org/stable/24353086

Connor Pitetti. (2017). Uses of the End of the World: Apocalypse and Postapocalypse as Narrative Modes. Science Fiction Studies, 44(3), 437–454. https://doi.org/10.5621/sciefictstud.44.3.0437

Cornils, I. (2020). Utopian/Dystopian Writers and Utopian/Dystopian Fiction. In Beyond Tomorrow: German Science Fiction and Utopian Thought in the 20th and 21st Centuries (NED-New edition, pp. 46–60). Boydell & Brewer. https://doi.org/10.2307/j.ctv105bc2g.8 Hughes, R. (2013). The Ends of the Earth: Nature, Narrative, and Identity in Dystopian Film. Critical Survey, 25(2), 22–39. http://www.jstor.org/stable/42751032

Walter, M. (2019). Landscapes of loss: the semantics of empty spaces in contemporary post-apocalyptic fiction. In C. J. Campbell, A. Giovine, & J. Keating (Eds.), Empty Spaces: Perspectives on emptiness in modern history (pp. 133–150). University of London Press. http://www.jstor.org/stable/j.ctvp2n2r8.13

Schmeink, L. (2016). The Anthropocene, the Posthuman, and the Animal. In Biopunk Dystopias: Genetic Engineering, Society and Science Fiction (pp. 71–118). Liverpool University Press. http://www.jstor.org/stable/j.ctt1ps33cv.6. 

Symposium on Science Fiction and Globalization. (2012). Science Fiction Studies, 39(3), 374–384. https://doi.org/10.5621/sciefictstud.39.3.0374

Black, R. W. (2009). Online fan fiction, global identities, and imagination. Research in the Teaching of English, 397-425. Jamison, A. (2013). Fic: Why fanfiction is taking over the world. BenBella Books, Inc.

Katyal, S. K. (2006). Performance, property, and the slashing of gender in fan fiction. Am. UJ Gender Soc. Pol'y & L., 14, 461.

Rahman, O., Wing-Sun, L., & Cheung, B. H. M. (2012). “Cosplay”: Imaginative self and performing identity. Fashion Theory, 16(3), 317- 341.

Wood, J. (2006). Filming fairies: popular film, audience response and meaning in contemporary fairy lore. Folklore, 117(3), 279-296.

Cities have emerged as some of the most vibrant and challenging sites in the modern world, and India is no exception to this. This course will introduce students to city narratives across a range of mediums, including literature, cinema, visual arts, and architecture. It will enable students to engage with cities as a product of the imagination and real sites that urban planners, residents and travellers negotiate in various ways. This multidisciplinary course aims to provide a comprehensive understanding of cities and urban spaces at different scales, from the local to the global. Through the lens of cultural studies, students will explore how urban studies intersect with issues at the national and global levels. The course will highlight the ways in which travel, migration, displacement, and exile shape narratives and identities at each of these scales. By engaging with representations of city life across multiple mediums and forms, students will gain insight into how various factors shape the urban environment and construct the identities of those who inhabit it. Furthermore, the course will also examine how human values, environmental concerns, and issues of sustainability intersect with the urban landscape. The course will function like a precursor to the capstone project on ‘Cultural Mapping’ by introducing the students to specific cases of urban entrepreneurship ventures that are addressing specific urban needs.

: This unit introduces the concept of a city and explores different approaches towards studying cities from local, regional, national, and global perspectives, focusing on social skills towards sustainability, inclusivity, cooperative coexistence, conflict management and inclusive communication. Students will develop critical thinking, research, and analytical skills as they examine the social, economic, and environmental factors that shape cities and their sustainability. The instructor may choose any four texts for detailed discussion, and the other three can be assigned as asynchronous tasks.

1.concept of a city

2.cities from local, regional, national, and global perspectives

3.sustainability, inclusivity, cooperative coexistence, conflict management and inclusive communication in city context

4.Questions shaping cities and identities

The Modernity & Cosmopolitanism unit explores the tension between national and global identities and the role of sustainability in shaping a cosmopolitan worldview. Students develop critical thinking and communication skills as they examine the interconnectedness of diverse cultures and engage with complex global issues from local, regional, and national perspectives. By the end of the unit, students will be able to articulate the value of a sustainable and inclusive approach to global citizenship. The instructor may choose to select chapters from Robert Fine and one of the novels from Zac O’Yeah. The rest are mandatory.

Topics:

1.Modernity

2.Cosmopolitanism and national -global identities

3.interconnectedness of diverse cultures

4.global citizenship

: This unit explores the relationship between gender and urban spaces, examining how national and global discourses pertaining to culture and social norms influence the experiences of men and women in cities. Through this unit, students will develop skills in critical thinking, analysis of gender dynamics, and understanding the intersections of gender and place. The unit will help students develop employability skills relevant to media industry, content production, NGO works, archival and documentation works, publishing industry, and social entrepreneurship.

Topic:

1.gender and urban spaces

2.Gendered experiences of spaces

3.intersections of gender, identity, performativity, and place

4.social entrepreneurship

: This unit sheds light on the often-ignored aspects of a city, both at the regional and national levels, with a focus on sustainability and the environment. Through a narrative perspective, students will develop skills to critically examine issues such as urban sprawl, gentrification, and unequal access to resources, among others. Students will develop skills to work towards social entrepreneurship, digital media production, creative industry, and curatorial practices.

Topics:

1.Unintended City and its politics and desires

2.narrative perspective of city

3.urban sprawl, gentrification, and unequal access to resources, and related urban conflicts/crisis/issues

4.Cultural productions of the city spaces

Foucault, M. (2000). “Space, Power, and Knowledge” (R. Hurley, Trans.). In J. D. Faubion & P. Rabinow (Eds.),

Power: Essential Works of Michel Foucault 1954-1984 (pp. 349-364). New Press.

Mazumdar, R. (2007). “Introduction: Urban Allegories”. In Bombay Cinema: An Archive of the City (pp. xvii- xxxvii). University of Minnesota Press.

Mumford, L. (1937). What is a city? Architectural Record, 82(5), 59-62.

Nandy, A. (2000). “Time Travel to a Possible Self: Searching for the Alternative Cosmopolitanism of Cochin”. In

Japanese Journal of Political Science, 1(2), 295-327. https://doi.org/10.1017/S1468109900002061

Prakash, G. (2002). “The Urban Turn”. In G. Lovink & S. Sengupta (Eds.), Sarai Reader 2002: Cities of Everyday Life

(pp. 2-7).

Wirth, L. (1969). “Urbanism as a Way of Life”. In R. Sennett (Ed.), Classic Essays on the Culture of Cities (pp. 143- 164). Prentice-Hall.

Fine, R. (2007). Cosmopolitanism. Routledge.

Kaikini, J. (2020). No Presents Please: Mumbai Stories (T. Niranjana, Trans.). Catapult. {Selections}

Niranjana, T. (2020). Musicophilia in Mumbai: Performing Subjects and the Metropolitan Unconscious. Duke University Press. {Selections}

O'Yeah, Z. (2016). Hari - A Hero for Hire. Pan Macmillan.

O'Yeah, Z. (2015). Mr Majestic - The Tout of Bengaluru. Pan Macmillan.

Srinivasaraju, S. (2012). Pickles from Home: The Worlds of a Bilingual. Navakarnataka Publications Private Limited.

{Selections}

Antony, I. Cecilia'ed | Indu. https://www.induantony.com/cecicia-ed

Niranjana, T. (2020). Musicophilia in Mumbai: Performing Subjects and the Metropolitan Unconscious. Duke University Press.

{Selections}

Phadke, S., Khan, S., & Ranade, S. (2011). Why Loiter?: Women and risk on Mumbai streets. Penguin Books India.

Vanita, R. (2012). Gender, sex, and the city: Urdu Rekhti poetry in India, 1780-1870 (p. 1). New York: Palgrave Macmillan. Varma, R. (1998). “UnCivil lines: Engendering citizenship in the postcolonial city”. In NWSA Journal, 32-55.

Cities of Sleep with Shaunak Sen - YouTube. (n.d.). Retrieved March 2, 2023, from https://www.youtube.com/watch?v=Xyij- Sykc28

Dass, M. (2016). Outside the Lettered City: Cinema, Modernity, and the Public Sphere in Late Colonial India. Oxford University Press, USA.

Nigam, A. (2002). “Theatre of the Urban: The Strange Case of the Monkey Man”. In G. Lovink & S. Sengupta (Eds.), Sarai Reader 2002: Cities of Everyday Life (pp. 22-30).

Rao, U., & Sonti, G. (2013). Our Metropolis. https://www.ourmetropolis.in/ Sundaram, R. (2009). Pirate Modernity: Delhi's Media Urbanism. Routledge

Vasudevan, R. S. (2014). “The Exhilaration of Dread: Genre, narrative form and film style in contemporary urban action films”. In Occasional Paper, (22), 175-184.

Redfield, R., & Singer, M. (1969). “The Cultural Role of Cities”. In R. Sennett (Ed.), Classic Essays on the Culture of Cities (pp. 206- 233). Prentice-Hall.

Weber, M. (1969). “The Nature of the City”. In R. Sennett (Ed.), Classic Essays on the Culture of Cities (pp. 23-46). Prentice-Hall.

Course Description & Objectives:Identity as a complex entity must be understood as a ‘sign’ in a typical sense of semiotics. An entity that is an amalgamation of socio-psychological factors that are not immediately visible or discoverable in any solid manner. The overt and covert expression/identification of identity is both a political and a social phenomenon and is enacted through various kinds of signs. Language, being a complex socio-cognitive phenomenon, works as the most prominent sign in order to express or identify identity. A systematic and close observation tells us its role in the formation, enaction and sustenance of power; its role in various kinds of marginalization like inaccessibility of resources both material and immaterial; its role in the identity shift/convergence, etc. It is not only a tool but the process itself, therefore, a systematic study of the language in terms of its structure and discourse reveals the socio-psychological complexities of society. In the course, we’ll try to see the interaction of language with the issues that are most pertinent in the formation and deliberation of identity like education, colonization, politics, caste and class, multilingualism, modernity, etc. The course presumes that various kinds of identity (national, global, gender, caste, class) and their application rests and is maintained majorly by signs, the carrier and markers of boundaries. It aims to develop skills like writing, research, and analytical skills as well as social and multicultural skill.

The unit aims to introduce the concept of ‘linguistic identity’, and the various aspects which can be studied as components of Identity as an essential component of human values. The unit explores some of the theoretical and interdisciplinary approaches towards the concept. It takes instances of regional and national identities to talk about the conflict and co-operations between linguistic identities.

1.Linguistic identity

2.Sub-linguistic nationalism in India

3.Language and identity

The unit explores language education policies in post-colonial India and the socio-political position of different languages to understand their roles in the formation of identity. Through different articles, the politics of production, transmission and dissemination of knowledge is traced and analysed.

4.Colonialism and language encounters

5.Multilingualism

6.Language and Globalization

7.Colonial Linguistic and Educational Policies

The unit explores the interaction between components like cultural landscape and psychodynamics informed by the ascribed identity. The unit identifies various linguistic and cultural signs and builds on the methodology of how to study these signs in order to evaluate the fluid aspect of identity related to cross-cutting issues like gender, class and caste.

8.Society, culture and language

9.Caste and language

: The unit locates the position of the English language along with the accessibility of capital and symbolic resources in 

the formation and sustenance of identity in the Indian context. How globalization as a factor permeates the overall understanding 

of hybrid or multi-lingual/cultural identity. The unit explores the usage of some of the global signs in millennials in order to 

analyse hybrid identity.

10.Indo-Anglian: Connotations and Denotations

11.Understanding a multilingual franca approach in international business studies

12.Globalisation and crisis of cultural identity

13.Language policies, multilingualism and cultural diversity

Coupland, N. (2007). Style: Language variation and identity. Cambridge University Press. (Chapter 1).

Pattanayak, D. P. (1991). “Linguistic and Religious Identity in India”. India International Centre Quarterly, 18(4), 101-106. Sandhu, P., & Higgins, C. (2016). “Identity in post-colonial contexts”. In The Routledge handbook of language and identity, 179-194. Routledge

Grant, Charles. Wood’s Despatch; Roy’s letter to Lord Amherst

Mohanty, A. K. (2006). “Multilingualism of the unequals and predicaments of education in India: Mother tongue or other tongue”.

Imagining multilingual schools, 262-283.

Spivak, G. C. (2013). An aesthetic education in the era of globalization. Harvard University Press.

Vaish, V. (2005). “A peripherist view of English as a language of decolonization in post-colonial India”. Language policy, 4, 187- 206

Edwards, J. (2009). Language and identity: An introduction. Cambridge University Press. 53-72.

Gumperz, J. J. (1958). “Dialect differences and social stratification in a North Indian Village 1”. American anthropologist, 60(4), 668- 682.

Keim, I. (2007). “Socio-cultural identity, communicative style, and their change over time: A case study of a group of German- Turkish girls in Mannheim/Germany”. Language Power and Social Process, 18, 155.

Kothari, R. (2013). “Caste in a Casteless Language? English as a Language of' Dalit's Expression”. Economic and Political Weekly, 60-68.

Prasad, C. B. (2006). Hail English, the Dalit goddess. Sat, 9, 50pm.

Sharma, S. K. (2018). “Indo-Anglian: Connotations and Denotations”. East European Journal of Psycholinguistics, 5(1), 45-69. 

Janssens, M., & Steyaert, C. (2014). “Re-considering language within a cosmopolitan understanding: Toward a multilingual franca 

approach in international business studies”. Journal of International Business Studies, 45, 623-639.

Kaul, V. (2012). “Globalisation and crisis of cultural identity”. Journal of Research in International Business and Management, 2(13), 

341-349.

Lo Bianco, J. (2010). “The importance of language policies and multilingualism for cultural diversity”. International Social Science 

Journal, 61(199), 37-67.

Jones, L. (2016). “Language and gender identities”. In The Routledge handbook of language and identity, 236-250. Routledge.

Tollefson, J. W. (Ed.). (2012). Language policies in education. London and New York: Routledge. Viswanathan, G. (2014). Masks of conquest: Literary study and British rule in India. Columbia University Press.

Kumar, A. (2010). “Understanding Lohia's Political Sociology: Intersectionality of Caste, Class, Gender and Language”. Economic and Political Weekly, 64-70.

Viswanathan, G. (2014). Masks of conquest: Literary study and British rule in India. Columbia University Press.

Fought, C. (2006). Language and ethnicity. Cambridge University Press.

Nortier, J., & Svendsen, B. A. (Eds.). (2015). Language, youth and identity in the 21st century: Linguistic practices across urban 

spaces. Cambridge University Press.

Greene, R. L. (2011). You are what you speak: Grammar grouches, language laws, and the politics of identity. Random House Digital, 

Inc.

This course introduces the cultural and political discourses around disability, by examining disability as a historical, social, and cultural construction, in order to understand the relationship between power and symbolic meaning. It encourages students to view disability as a phenomenon of embodied difference. Fundamental cultural concepts of ‘putting things into order’, for instance normality and deviance, health and illness, physical integrity and subjective identity, will be discussed from a critical point of view. This course will introduce students to the key critical concepts, debates, and questions of practice in the emerging academic field of disability studies.

Drawing on scholarship in public policy, sociology, history, psychology, anthropology, cultural studies, literature, biomedical ethics, and other fields, students will be introduced to the moral, medical, social, minority, and ecological models of disability. In addition, the course will explore the histories of particular communities of disabled persons; debate ethical questions concerning genetic testing, selective abortion, and disability therapies; study how social inequalities of class, race, nationality, sexuality, and gender are related to the lived experiences of the disabled; and learn from the literature and political discourse of disabled artists and activists. This course aims to contribute to the study of central themes of the Modern age: reason, human rights, equality, autonomy and solidarity in relation to social and cultural developments in global and local context.

This unit aims to introduce Cultural Disability Studies, its perspectives and scope through the seminal texts from the interdisciplinary field of Critical Disability Studies. The unit introduces the students to the foundational texts from global context to develop conceptual understanding of disability. This will prepare the students to understand the human values of people with disabilities. The foundational unit will help the students to get employment in academics and research. The selected texts provide an understanding of global and regional perspective on conceptual understanding of disability.

This unit introduces some of the theoretical models of Cultural and Literary Disability Studies to help the students to situate their research questions in relevant theoretical paradigms. Understanding the theoretical perspective from global and national level helps the student to recognise the human values of persons with disabilities. Understanding the perspective of disabilities can lead to working with disabled community to get disability justice.

This unit deals with how normative culture perceives disability through the texts that question normativity and ableism. Understanding of disability culture helps the student to get employed with NGOs working with people with disabilities

: This unit is introduced to understand the representations of disability in popular culture. The unit offers an introduction of prose and poetry written about and written by persons with disabilities that help them understand the human values of persons with disabilities. Understanding the prose and poetry written by persons with disabilities from global and national level help the student to recognise the human values of persons with disabilities. This unit also offers understanding of disability as a new angle to understand the vernacular literature from the Indian context. Understanding this unit will help the student to establish the human value of disability in Indian literature. This will help them to employ their learning in unearthing representation of disabilities in Indian literature.

Understanding the perspective of disabilities can lead to working with disabled community to publish and promote their work.

Linton, Simi. What is Disability Studies?

Waldschmidt, Anne. Disability Goes Cultural: The Cultural Model of Disability as an Analytical Tool.

Berressem, Hanjo. The Sound of Disability: A Cultural Studies Perspective

5.Anand, Shilpa. Historicising Disability in India: Questions of Subject and Method

Wilson, James and Cynthia Lewiecki-Wilson. Embodied Rhetorics: Disability in Language and Culture. Southern Illinois University Press. 2001.

Quayson, Ato. Aesthetic Nervousness. Introduction

Mitchell, David and Sharon Snyder. Narrative Prosthesis.

Ghai, Anita. Disability in the Indian context: post-colonial perspectives.

Campbell, Fiona Kumari. The Project of Ableism.

Kusters, Annelies. When Transport Becomes a Destination: Deaf Spaces and Networks on the Mumbai Suburban Trains

Kusters, Annelies. Boarding Mumbai Trains: The Mutual Shaping of Intersectionality and Mobility

Ghai, Anita., (ed). Disability in South Asia: Knowledge and Experience. Sage India, 2018

Mitchell, D., & Snyder, S. “Narrative Prosthesis and the Materiality of Metaphor.” In Narrative Prosthesis: Disability and the Dependencies Discourse (pp.7-64). Ann Arbor: University of Michigan Press. 2000.

Quayson, Ato, (ed.) Aesthetic Nervousness: Disability and the Crisis of Representation. New York: Columbia University Press, 2007.

Barounis, Cynthia. Cripping Heterosexuality, Queering Able-Bodiedness: Murderball,

Brokeback Mountain and the Contested Masculine Body.

Millett-Gallant, Ann. Sculpting Body Ideals: Alison Lapper Pregnant and the Public Display of Disability.

Kleege, Georgina. Blindness and Visual Culture: An Eyewitness Account.

Davis, Lennard. The Ghettoization of Disability: Paradoxes of Visibility and Invisibility in Cinema.

Thomson, Rosemarie Garland. Building a World with Disability in It.

Ellis, Katie. Our Moment in Time: The Transitory and Concrete Values of Disability Toys.

Anand, Shilpa. Translating rhetoricity and everyday experiences of disablement: the case of Rashid Jahan’s ‘Woh’

Dubey, Shubhra. Disability, Translation and Curriculum: A Case Study of Rangeya Raghav’s‘Goongey’.

Ferris, Jim. The Hospital Poems

Mukhopadhyay, Tito. Selected Poems

Sati and Prasad (ed.). Disability in Translation: The Indian Experience. Taylor and Francis. 2020.

Quayson, Ato, (ed.). Aesthetic Nervousness: Disability and the Crisis of Representation. New York: Columbia University Press, 2007.

Davis, L.J. The Disability Studies Reader, Routledge, 2013.

Davis, L.J. The Disability Studies Reader, Routledge, 2013.

Foucault, M. Madness and Civilization: A History Of Insanity In The Age Of Reason. Vintage Books 1988, c1965. Print.

James Wilson and Cynthia Lewiecki-Wilson, (eds.) Embodied Rhetorics: Disability in Language and Culture. Southern Illinois University Press, 2001.

This course has been conceptualized in order to introduce the learners to multiple aspects of curriculum designing with a specific focus on associated methods of pedagogical practices. The course will also cover educational tools and techniques pertaining to teaching English Studies courses. Through this course the learners will get introduced to the various aspects and practices in the educational industry, educational technology, and educational entrepreneurship ventures.

The course is designed to promote an in-depth understanding of the components leading to success and  pedagogic practices and to foster an understanding of the construction of pedagogic spaces. The course will act as a precursor to the Practice Teaching course in the next semester.

The students may be asked to complete the recommended MOOC as a course requirement. Learners are expected to develop some familiarity with some of the edu-tech tools and platforms by the end of the course. Case analysis and research will be used for this purpose.

This course is a mixture of theoretical and practical approaches, incorporating a theoretical understanding of multiple curriculum frameworks and pedagogic practices along with providing hands-on training for ideating innovative educational methods and practices, developing content for teaching in evolving contexts such as online, offline and hybrid modes, framing course plans based on specific objectives and outcomes, and identifying teaching-learning strategies that can be applied to specific classroom contexts and needs. 

The students may be asked to complete the recommended MOOC as a course requirement.

The course has been designed with the following objectives:

●To create awareness of multiple curriculum frameworks, pedagogic practices, assessment techniques, method and approaches that are in use in the academia and the industry

●To equip the learners with practical knowledge of evolving teaching practices, changing needs, growing possibilities, and innovations from the industry and market in the regional, national, and global scenarios.

●To develop an understanding of various socio-political factors at local, regional, national and global contexts that affect the construction of curriculum including technological advancements, changing socio-political interests, on-going discourses on the teaching-learning process, and the guiding principle behind popular practices and tools in teaching.

●To provide the learners with knowledge in the domain of curriculum development, teaching, and assessment which will lead towards employability in academia, education industry and entrepreneurial ventures.

●To foster innovation, professionalism, collegiality, and ethical and equitable practice in all students leading to sustainable practices and futuristic efforts.

This unit critically examines the main issues and concerns in India in the field of education in general and English education in particular. Besides trying to understand the gaps and challenges in the field of higher education in India, this unit also engages with innovations in the field of education, which can mitigate the gaps thereby paving way for more inclusive teaching practices keeping in mind various cross-cutting issues like gender, human values, professional ethics etc. 

Key Topics:

The Structure of Indian Education: Both longitudinal and cross-sectional analysis of the structure of Indian Education should be conducted in order to promote a better understanding of the same.

The Innovations in the field of Education: ICT, AV aids, Google Classrooms, Gamification, etc. to be discussed in detail.

Cases from Edu-tech industry are to be discussed: tools, platforms, approach, models etc.

Reflective and Inclusive Teaching Practices: The concepts of learner-centered pedagogy, heutagogy, mixed-ability learning groups etc. should be discussed.

Cases of on-going debates on education

Latest National Education Policy: its phylosophy, approach, suggestions, impact, and implications

Policies and reports on education from relevant bodies like UNICEF, ministry etc

Educational practices, approaches and philosophy of earlier ages.

Description: This unit focuses on understanding the prominent theories in the field of language education and tries to situate the popular methods of language teaching through the ages across various paradigms. This will enable the skill development of the learners to understand and use various teaching and learning methods and approaches. 

Key Topics:

Direct and Grammar Translation Method

Behaviorism and Audio-visual Teaching Method,

1Input Hypothesis and the Natural Method

Cognitivism and Communicative Teaching Method

Social constructivism and Critical thinking method

Skill-Based Instruction

The Post-Method Approach

The main objective of this unit is to develop a clear understanding of the various theories of curriculum and analyse the technical aspects involved in the construction of curriculum. This unit will not only lead to a theoretical understanding of various aspects of curriculum but the application of these theories to generate content for teaching thus providing skill development in the area of curriculum development and enable the possibility of employability. This unit will also enable the learners to understand the need to contextualize curriculum according to various local, national, and global needs and cross-cutting issues of gender, sustainability, etc. 

Key Topics:

Understanding curriculum: Various Curriculum Theories can be discussed to understand the process of development of curriculum. The politics behind the construction of the curriculum will also be addressed.

Writing Course Plans: The main emphasis is not only to learn how to write a course plan but how to incorporate knowledge, skills, and attitudes in the course outcomes. Bloom’s Taxonomy should be discussed in great detail in this context. 

Accountability, assessment policy, international assessment and vocational assessment to be discussed in detail.

The students will visit to nearby communities and schools to identify specific needs aiming at content development to cater to those needs.

Cases for analysis: Curriculum from different institutions, Curriculum structure/content from edu-tech industry, MOOC courses,  under-represented/marginalized instances

The main objective of this unit is to apply the theoretical knowledge gained over the previous units and develop skill-specific (e)content/ courses for target learners. The learners may actively seek the help of their respective mentors to identify the area in which content has to be developed and co-create the teaching modules. This unit will enable skill development among learners and enhance their employability in the field of education.

Key Topics:

Register Analysis, Error Analysis, and Need Analysis: Basic overview of these fields is to be developed in order to create a learner-centric module.

Learning Styles oriented teaching modules: Comprehensive understanding of learning styles to develop to construct effective teaching modules catering to all types of learners.

Content Creation: Hands-on exercises to develop the respective teaching modules to be conducted. The creation of the modules will follow the following steps: 

           A. Analysing important situational Factors  

           B. Identification of Learning Outcomes 

           C. Formulating Feedback and Assessment 

           D. Selecting Teaching and Learning Activities 

           E. Selecting effective teaching and learning strategies  

           F. Developing an effective grading system 

           G. Developing effective rubrics for grading

Chauhan, C. P. S. (2004). Modern Indian education: Policies, progress and problems. Kanishka Publishers.

All About Education Industry: Key Segments, Trends And Competitive Advantages: Link

The Future Of Education And Skills Education 2030 : Link

Chomsky, N. (1959). Review of Verbal Behaviour by B. Skinner. Language 35: P. 26-58.

Krashen, S. D. (1987). Principles and practice in second language acquisition. Second language pedagogy, 20. Oxford: Oxford University Press.

Richards, J. C., Theodore S. R. (2014). Approaches and methods in language teaching. Cambridge University press.

Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle Publishers.

Canagarajah, A. S. (2002). Globalization, methods, and practice in periphery classrooms. Globalization and language teaching. 134-150.

Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations, Link

Camilleri, Vanessa , Alexiei Dingli, Matthew Montebello (Eds.), AI in Education: A Practical Guide for Teachers and Young People, 2019. 

Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher. John Wiley & Sons.

Cases analysis: Reports of education from UNICEF, reports and policies on education from government bodies, market reports on education

Weisbrod, Burton A., Jeffrey P. Ballou and Evelyn D. Asc, An Introduction to the Higher Education Industry, Cambridge University Press

Bates, T. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/

Farrell, T. (2015). International perspectives on English language teacher education: innovations from the field. Springer Nature.

Fulcher, G., Fred D. (2007). Language testing and assessment. Routledge.

Richards, J. C. (2001). Curriculum development in language teaching. Ernst Klett Sprachen.

Slattery, P. (2012). Curriculum development in the postmodern era: Teaching and learning in an age of accountability. Routledge.

Bhatia, V. K. (2008). Genre analysis, ESP and professional practice. English for specific purposes 27(2), 161-174.

Corder, S. P. (1974). Error analysis. The Edinburgh course in applied linguistics 3. 122-131.

"Cultural Mapping: Bangalore" delves into the interdisciplinary field of Urban Studies, focusing on the local and regional dimensions of Bangalore, the pivotal IT hub in India. This course transcends traditional macro-narratives of urban growth, opting for an intimate exploration of the city through personal histories and everyday materialities. By highlighting individual stories, the course aims to weave a rich tapestry of narratives that capture the nuanced experiences of Bangalore's residents, reflecting the city's socio-cultural diversity.

Central to our inquiry is integrating human values and sustainability in urban development. Students will critically engage with urbanisation's environmental and social ramifications in Bangalore, fostering an appreciation for sustainable urban practices and human-centric approaches. The course emphasises the importance of research ethics, encouraging students to adopt ethical methodologies that respect the dignity and diversity of urban communities.

In alignment with the National Education Policy's emphasis on employability and skill development, this course will hone critical thinking, communication, and interdisciplinary research skills. Students will be encouraged to analyse the gender dynamics within urban spaces, understanding how urban development impacts different communities differently. Professional ethics will be a cornerstone of our exploration, ensuring students are equipped to conduct research responsibly and with integrity.

By the end of this course, students will gain a deeper understanding of Bangalore's urban landscape and develop the competencies needed to navigate and contribute to the complex challenges of contemporary cities. This project is a step towards nurturing socially conscious, ethically minded, and skilled individuals ready to make meaningful contributions to urban studies and beyond.

Objectives:

●To explore Bangalore's local and regional narratives, emphasising the city's rich cultural and social diversity.

●To critically examine sustainability and human values in the context of Bangalore's urban development.

●To understand the gender dynamics and professional ethics within urban studies, fostering a more inclusive and equitable approach to urban research.

●To develop interdisciplinary research skills, focusing on ethical research practices that respect the complexities of urban life.

●To enhance employability by equipping students with critical thinking, effective communication, and the ability to engage in ethical and human-centred urban design and research.

This unit provides an overview of the global practice of cultural mapping and its relevance in studying the cultural landscape of Bangalore. Students will develop skills in qualitative research methods, including ethnography and participatory mapping, and explore the sustainability of cultural practices and knowledge in the context of globalisation. 

1.Definition of cultural mapping and its importance in studying cities

2.Brief history of cultural mapping in urban studies

3.Techniques and methods for cultural mapping, including ethnography, participatory mapping, and archival research

4.Overview of the cultural landscape of Bangalore

Unit details: This unit provides a general overview of the concept of a city, examining its historical development and contemporary manifestations globally. Students will develop skills in analysing the social, economic, and political dynamics of urban spaces and explore the sustainability of urban development and planning in the context of globalisation. The unit will also look into understanding Bangalore’s growth into a cosmopolis in alignment with global changes.

1.Historical development of cities

2.Contemporary urbanism

3.Urbanisation and globalisation

4.The future of cities

5.Cosmopolitanism and Bangalore.

: This unit explores the relationship between gender and urban spaces, examining how national and global discourses pertaining to culture and social norms influence the experiences of men and women in cities. Through this unit, students will develop skills in critical thinking, analysis of gender dynamics, and understanding the intersections of gender and place.

1.Overview of Bangalore's history from pre-colonial times to the present day

2.Analysis of the city's built heritage, including landmarks, monuments, and religious sites

3.Exploration of Bangalore's cultural diversity, including the contributions of various ethnic, linguistic, and religious groups

4.Examination of the impact of globalisation and urbanisation on Bangalore's cultural landscape

This unit sheds light on the often ignored aspects of a city, both at the regional and national levels, with a focus on sustainability and the environment. Through a narrative perspective, students will develop skills to critically examine issues such as urban sprawl, gentrification, and unequal access to resources, among others.

1. Analysis of Bangalore's contemporary cultural scene, including its art, music, film, and literature

2.Examination of the role of technology in shaping Bangalore's cultural landscape

3.Discussion of Bangalore's cultural industries, including the IT sector and the city's growing startup culture

4.Exploration of the challenges facing Bangalore's cultural institutions and practitioners

Foucault, M. (2000). Space, Power, and Knowledge (R. Hurley, Trans.). In J. D. Faubion & P. Rabinow (Eds.), Power: Essential Works of Michel Foucault 1954-1984 (pp. 349-364). New Press.  

Mazumdar, R. (2007). Introduction: Urban Allegories. In Bombay Cinema: An Archive of the City (pp. xvii-xxxvii). University of Minnesota Press.  

Mumford, L. (1937). What is a city? Architectural Record, 82(5), 59-62.  

Nandy, A. (2000). Time Travel to a Possible Self: Searching for the Alternative Cosmopolitanism of Cochin. Japanese Journal of Political Science, 1(2), 295-327. https://doi.org/10.1017/S1468109900002061

Prakash, G. (2002). The Urban Turn. In G. Lovink & S. Sengupta (Eds.), Sarai Reader 2002: Cities of Everyday Life (pp. 2-7).  

Wirth, L. (1969). Urbanism as a Way of Life. In R. Sennett (Ed.), Classic Essays on the Culture of Cities (pp. 143-164). Prentice-Hall.

Anjaria, J. S., & McFarlane, C. (2011). Urban Navigations: Politics, Space and the City in South Asia. Routledge. 

Leitner, H., Peck, J., & Sheppard, E. S. (2007). Contesting Neoliberalism: Urban Frontiers. Guilford Publications. 

Mitchell, D. (2000). Cultural Geography: A Critical Introduction. Wiley. 

Weber, M. (1969). The Nature of the City. In R. Sennett (Ed.), Classic Essays on the Culture of Cities (pp. 23-46). Prentice-Hall. 

Pani, N., Radhakrishna, S., & Bhat, K. G. (2008). Bengaluru, Bangalore, Bengaluru: Imaginations and Their Times. SAGE Publications. 

Redfield, R., & Singer, M. (1969). The Cultural Role of Cities. In R. Sennett (Ed.), Classic Essays on the Culture of Cities (pp. 206-233). Prentice-Hall. 

De, A. (2008). Multiple City: Writings on Bangalore. Penguin Books India. 

George, T. J. S. (2016). Askew: A Short Biography of Bangalore. Aleph. 

Nair, Janaki. (2005). The Promise of the Metropolis. OUP.

Pani, N., Radhakrishna, S., & Bhat, K. G. (2008). Bengaluru, Bangalore, Bengaluru: Imaginations and Their Times. SAGE Publications. 

Nisbett, N. (2020). Growing up in the Knowledge Society: Living the IT Dream in Bangalore. Taylor & Francis. 

Roy Chowdhury, S. (2021). City of Shadows: Slums and Informal Work in Bangalore. Cambridge University Press. 

Stallmeyer, J. C. (2010). Building Bangalore: Architecture and urban transformation in India’s Silicon Valley. Taylor & Francis. 

Willford, A. C. (2018). The Future of Bangalore’s Cosmopolitan Pasts: Civility and Difference in a Global City. University of Hawaii Press. 

Duxbury, N., Garrett-Petts, W. F., & Longley, A. (2018). Artistic Approaches to Cultural Mapping: Activating Imaginaries and Means of Knowing. Taylor & Francis. 

Duxbury, N., Garrett-Petts, W. F., & MacLennan, D. (2015). Cultural Mapping as Cultural Inquiry. Taylor & Francis. 

Pillai, J. (2022). Cultural Mapping: A Guide to Understanding Place, Community and Continuity (2nd Edition: Revised and Updated). Gerakbudaya. 

Anjaria, J. S., & McFarlane, C. (2011). Urban Navigations: Politics, Space and the City in South Asia. Routledge. 

Duxbury, N., Garrett-Petts, W. F., & Longley, A. (2018). Artistic Approaches to Cultural Mapping: Activating Imaginaries and Means of Knowing. Taylor & Francis. 

Duxbury, N., Garrett-Petts, W. F., & MacLennan, D. (2015). Cultural Mapping as Cultural Inquiry. Taylor & Francis. 

Pillai, J. (2022). Cultural Mapping: A Guide to Understanding Place, Community and Continuity (2nd Edition: Revised and Updated). Gerakbudaya

ESE Component 1 and 2 - 45

Attendance: 5

Total 100

"Cultural Mapping: Bangalore" delves into the interdisciplinary field of Urban Studies, focusing on the local and regional dimensions of Bangalore, the pivotal IT hub in India. This course transcends traditional macro-narratives of urban growth, opting for an intimate exploration of the city through personal histories and everyday materialities. By highlighting individual stories, the course aims to weave a rich tapestry of narratives that capture the nuanced experiences of Bangalore's residents, reflecting the city's socio-cultural diversity.

Central to our inquiry is integrating human values and sustainability in urban development. Students will critically engage with urbanisation's environmental and social ramifications in Bangalore, fostering an appreciation for sustainable urban practices and human-centric approaches. The course emphasises the importance of research ethics, encouraging students to adopt ethical methodologies that respect the dignity and diversity of urban communities.

In alignment with the National Education Policy's emphasis on employability and skill development, this course will hone critical thinking, communication, and interdisciplinary research skills. Students will be encouraged to analyse the gender dynamics within urban spaces, understanding how urban development impacts different communities differently. Professional ethics will be a cornerstone of our exploration, ensuring students are equipped to conduct research responsibly and with integrity.

By the end of this course, students will gain a deeper understanding of Bangalore's urban landscape and develop the competencies needed to navigate and contribute to the complex challenges of contemporary cities. This project is a step towards nurturing socially conscious, ethically minded, and skilled individuals ready to make meaningful contributions to urban studies and beyond.

Objectives:

●To explore Bangalore's local and regional narratives, emphasising the city's rich cultural and social diversity.

●To critically examine sustainability and human values in the context of Bangalore's urban development.

●To understand the gender dynamics and professional ethics within urban studies, fostering a more inclusive and equitable approach to urban research.

●To develop interdisciplinary research skills, focusing on ethical research practices that respect the complexities of urban life.

●To enhance employability by equipping students with critical thinking, effective communication, and the ability to engage in ethical and human-centred urban design and research.

Guidelines

Students are expected to adhere to the highest standards of academic integrity and rigour throughout the research paper writing process. Identification of the research area should be precise, with a clear justification for its relevance to the capstone project. The introduction must effectively set the context, presenting a strong thesis statement, and articulating precise research objectives and questions. A thorough literature review should critically analyse existing research, identifying gaps that the current study aims to address. Methodological rigour is paramount; the research design and methods must be well-justified, clearly described, and appropriately tailored to the research questions. Ethical considerations must be strictly followed, including timely submission of IRB forms and obtaining necessary approvals. Questionnaires and data collection tools should be specific, clear, and vetted by the project coordinator and three experts. Writing style should be clear, engaging, and free of jargon, with a logical flow between sections. Students are encouraged to be receptive to feedback, using it to continuously refine and improve their work. Adherence to the timeline is critical, ensuring that each component of the research paper is developed methodically and thoroughly, culminating in a polished and comprehensive final submission.

Submission Details:

Students are required to submit a comprehensive research paper and attend a final viva. The final research paper must include an introduction, literature review, methodology, results, discussion, and conclusion, and adhere to the specified formatting guidelines. The submission must be made by the end of Week 12. Additionally, students will present and defend their research findings in a viva session scheduled in Week 13. Attendance and active participation in the viva are mandatory, as it will form a significant part of the overall assessment. The final research paper and viva will be assessed based on clarity, rigour, coherence, and the ability to effectively communicate and defend the research findings.

MSE: 50

ESE 45

Attendance 5

"Cultural Mapping: Bangalore" delves into the interdisciplinary field of Urban Studies, focusing on the local and regional dimensions of Bangalore, the pivotal IT hub in India. This course transcends traditional macro-narratives of urban growth, opting for an intimate exploration of the city through personal histories and everyday materialities. By highlighting individual stories, the course aims to weave a rich tapestry of narratives that capture the nuanced experiences of Bangalore's residents, reflecting the city's socio-cultural diversity.

Central to our inquiry is integrating human values and sustainability in urban development. Students will critically engage with urbanisation's environmental and social ramifications in Bangalore, fostering an appreciation for sustainable urban practices and human-centric approaches. The course emphasises the importance of research ethics, encouraging students to adopt ethical methodologies that respect the dignity and diversity of urban communities.

In alignment with the National Education Policy's emphasis on employability and skill development, this course will hone critical thinking, communication, and interdisciplinary research skills. Students will be encouraged to analyse the gender dynamics within urban spaces, understanding how urban development impacts different communities differently. Professional ethics will be a cornerstone of our exploration, ensuring students are equipped to conduct research responsibly and with integrity.

By the end of this course, students will gain a deeper understanding of Bangalore's urban landscape and develop the competencies needed to navigate and contribute to the complex challenges of contemporary cities. This project is a step towards nurturing socially conscious, ethically minded, and skilled individuals ready to make meaningful contributions to urban studies and beyond.

Objectives:

●To explore Bangalore's local and regional narratives, emphasising the city's rich cultural and social diversity.

●To critically examine sustainability and human values in the context of Bangalore's urban development.

●To understand the gender dynamics and professional ethics within urban studies, fostering a more inclusive and equitable approach to urban research.

●To develop interdisciplinary research skills, focusing on ethical research practices that respect the complexities of urban life.

●To enhance employability by equipping students with critical thinking, effective communication, and the ability to engage in ethical and human-centred urban design and research.

Guidelines

This public output task is designed to assess students' ability to integrate their research findings from the capstone project into a dynamic and accessible digital growing archive. This assessment aims to evaluate their proficiency in creating a comprehensive, well organised and visually appealing website entry that effectively communicates their research insights to a broader audience. This assessment aims to evaluate not only the content quality but also the strategic use of interactive elements, infographics, and multimedia to enhance user engagement and understanding. Additionally, students are required to submit a detailed research report of 300-400 words outlining the scholarly foundations, methodologies, and critical analyses that inform their website entry.

Following guidelines to be taken into account while working on the public output