Syllabus for
Master of Arts (Applied Sociology)
Academic Year  (2021)

The Masters Programme in Applied Sociology is conceived as a course providing a sound theoretical base for the understanding of contemporary social phenomena in conjunction with the skills necessary to apply this knowledge in various fields such as in the Government sector, Human Resources, NGO sector, Research and Project Management. The course provides equal importance to classical and contemporary theories on one hand and a number of special fields of empirical Sociological studies on the other. This program balances course s which offer a strong grounding in theory and methods with others which impart skills.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Apply disciplinary principles, evaluate aspects of social reality, and conduct academic inquiry.

PO3: Recognize and examine the social structures underlying our society and how they shape our existence.

PO4: Reflect upon and analyse lived experiences with reflexivity.

PO5: Apply analytical and scientific thinking to conceptualise, design and execute research projects.

PO6: Demonstrate technical skills in terms of handling data, working with various research related software.

PO7: Communicate effectively and collaborate as members or leaders in teams in multidisciplinary settings.

PO8: Engage with the community effectively using expertise drawn from the discipline.

PO9: Undertake initiatives that encourage equity and inclusive growth.

PO10: Recognize and respect plurality and different value systems, including one?s own.

PO11: Use ethical values, aligned with the values of the University, in academic initiatives.

PO12: Demonstrate awareness of local, regional, national and global needs

The course teacher would decide the internal assessment matrix to be adopted for a given subject and would incorporate them in the course plan for validation which will be circulated among the students in the beginning of each semester. 

Overview of Assessment patterns for internship 

1.                     Reflective weekly Journal                           040 marks

2.                     Report on Internship                                   030 marks

3.                     Presentation                                                010 marks

4.                     Viva                                                            020 marks       

                 Total                                                          100 marks

OVERVIEW OF ASSESSMENT PATTERN FOR DISSERTATION:

III SEMESTER

1.                  Proposal                                            20 marks

2.                  Proposal Presentation                       10 marks

3.                  Colloquium I                                           20 marks

                     Total                                                      50 marks

IV SEMESTER

1.                  Colloquium II                                          10 marks

2.                  Dissertation                                            30 marks

3.                  Viva                                                        10 marks         

                    Total                                                       50 marks   

Course Description:This course aims at making students capable of appreciating theory from a historical perspective and trace continuities in the accumulation of knowledge. It helps them to understand theory as systematically organized, law-like propositions about society that can be supported by evidence. This course covers an important phase in the development of sociological theories when the three fundamental traditions i.e. Structural Functionalism, Conflict Theory and Interactionist Theory took shape. It also introduces the students to the major proponents of these traditions.

Course Objectives :

• To orient the students to the broad spectrum of the theoretical discourses in Sociology.

• To provide foundational understanding of the sociological paradigms

• To help students comprehend the contemporary world through the lense of theories

1.      Sociological perspectives: Introduction

2.      Concepts, theories and paradigms

3.      Theory and Social Reality

1.      Structural Functionalism: Emergence

a.       Comte, Spencer, Durkheim

2.      The Analytical Functionalism of Talcott Parsons

3.      The structure of Social Action

4.      The Empirical Functionalism of R. K Merton

a.       Merton’s Paradigm for Functional analysis

5.      Applications of functional analysis

1.      Conflict as a perspective: the contribution of Karl Marx

2.      The Dialectical conflict theory of Dahrendorf

3.      The conflict Functionalism of Lewis Coser

4.      Conflict Sociology – Randal Collins

1.      Introduction

2.      Weber, Social Action, Ideal Type

3.      Cooley- Looking Glass Self

4.      Mead – Development of Self

5.      Blumer – Sociological Analysis of the Variable

1.      Structural Exchange theory of Peter M. Blau

2.      Exchange Network Theory of Richard Emerson

1.      Abraham M, F.(2008).Modern Sociological Theory. NewYork: Oxford University Press.

2.      Birks, M. (2011). Grounded Theory: A Practical Guide. Los Angeles: Sage.

3.      Collins, R. (1997). Theoretical Sociology. Jaipur: Rawat Publications.

4.      Joas, H. (2009). Social Theory: Twenty Introductory Lectures. New York: CUP

5.      Jonathan, H T. (1987). Structure of Sociological Theory. Jaipur: Rawat Publications.

6.      Parsons, T. (1964). Social Structure and Personality. Free Press.

7.      Ritzer, G. (1988). Contemporary Sociological Theory. New Jersey: MGH.

8.      Smelser, N. J. (1959). Social Change in the Industrial Revolution. London: Routledge.

1.      Allan, K. (2011). A Social Lens an Invitation to Social and Sociological Theory. Los Angeles: Sage.

2.      Baldwin, J.D (1986). George Herbert Mead: A Unifying Theory for Sociology. New Delhi:Sage.

3.      Becker, H. (1971). Sociological Work: Method and Substance. Allen Lane.

4.      Furedi, F. (2013). Authority: A Sociological History. New York: CUP

5.      Jones, P. (2005). Introducing Social Theory.  Cambridge: Polity Press.

6.      Visvanathan, S. (2009). Structure and Transformation: Theory and Society in India. New Delhi: OUP.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: This is a programme focused on understanding the impact of gender on the world around us and on power hierarchies that structure it. It is important therefore to build awareness about these issues into the academic curriculum. This will enable students to critically engage with their lived reality and also empower them with the necessary tools for building a more gender just and egalitarian society.

Course Objectives: 

• to familiarize students with the dynamics of gender and its related key issues

• to orient students towards major theoretical perspectives connected with gender

• to  help them understand the politics of gender in the real world

• to critically analyse the deeper implications of gender inequality in society

1. Defining Gender
2. Feminist Methodology

1.      Liberal Feminism and Marxist Feminism

1. Radical Feminism and Socialist Feminism
2. Postcolonial/Multicultural Feminism
3. Existentialist Feminism 
4. Third Wave Feminism

1. Social Constructions of Gender : Natural and Social Inequalities
2. Femininity and Masculinity
3. Gender and Social Institutions

1. Gender and Power
2. Gender and the Economy
3. The Intersection of Gender and Class
4.  Gender and Development - Constraints in Development Polices
5. Gender on the International agenda

1. Gender and Religion
2. Gender and Law
3. Gender and health
4. Women, environment and ecology

 Pal.M, P. b. (2011). Gender and Discrimination. New Delhi : Oxford University Press.

Ray, R. (2012). Handbook of Gender. New Delhi : Oxford University .

Tapan, B. (2007). Human Rights and Environment. New Delhi : Viva Books Private Limited.

John, Mary E. (2008). Women’s Studies in India: A Reader. New Delhi:Penguin Books.

      Jackson, Stevi & Jackie Jones (ed). (1998). Contemporary Feminist Theories, Edinburgh: University Press

      Kamla Bhasin. (1994). Patriarchy. New Delhi: Kali for Women.

Kimmel, M S. (2010). The Gendered Society, (4^thed.), Oxford University Press.

Kristof, N., & Wu Dunn, S. (2009) Half the Sky, Vintage Press. Chapter 7

Leonhardt, D. (2006), Gender Pay Gap, Once Narrowing, Is Stuck in Place. The New York Times.

Parrot, A. and Cummings, N. (2006) Forsaken females: The global brutalization of women, Rowman and Littlefield. Chapter 1.

Roscoe, W. (1992) Zuni Man/Woman. University of New Mexico Press. Chapter 1

Towle, E. B, & Morgan, L. M (2002) Romancing the Transgender Native: Rethinking the Use of the "Third Gender" Concept GLQ: A Journal of Lesbian and Gay Studies, 8, (4) 469-497.

Radha Kumar. (1998). History of Doing, Kali for Women.

Butler, Judith (1990). Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: This course seeks to train students to conceptualize and carry out social research. It introduces students to the various stages of research, equipping them with the necessary skills to collect data, analyze data and present the findings in a report format.

 Course Objectives: This course aims 

●        To introduce students to the methodological complexities in  sociological research

●        To inculcate a capacity to conceptualize and conduct social research projects

●        To acquire the technical expertise to execute a research project

1. Philosophical Roots of Social Research-Positivism, Interpretivism, Critical theory.
2. Social Research:  Meaning – Objectives – Types- Induction-deduction.
3. Different Types of research :

a.       Based on the nature of research question- Exploratory – Descriptive –Explanatory-       Experimental.

b.      Based on the strategy- Quantitative and Qualitative

c.       Based on the outcome- Pure and Applied, Action and participatory, evaluative

4. Reliability and Validityin Research and Ethical concerns in social research

1. Research Problem: Identification and Formulation, General Objectives and Specific Objectives –concept-variable - hypotheses
2. Review of Literature
3. Research Design: Meaning – Purpose- types : Survey Designs- Cross sectional and Longitudinal, Case Study, Comparative and Experimental           

Sampling: Probability and Non-Probability -Types; Merits & Limitations.

1. Types of Data: Primary and Secondary, Quantitative and Qualitative, Sources of Data
2. Methods for Data Collection: Census-Survey, Ethnography or Participant observation, Focus Group Discussion
3. Tools for Data Collection: Questionnaire–Interview-Participant Observation, content analysis.

1. Steps in Data Processing: Checking – Editing – Coding –  Tabulation
2. Methods of Data Analysis: Using Descriptive and Inferential statistics, Qualitative data analysis- Grounded theory and Analytic Induction
3. Data Presentation: Tables & Diagrams, Narratives 
4. Research Report: Structure & Components

Babbie, E. (2002). The Basics of Social Research. London: Wadsworth Publications.

Bryman, A. (2012). Social Research Methods (4^thed.). New York: OUP.

Cresswell, J. (2009). Research Designs.  New Delhi: Sage Publications.

Goode, W. & Paul K. H. (1981). Methods in Social Research. New York: McGraw Hill.

Hammersley, M. (2012). Ethics in Qualitative Research. New Delhi: Sage.

Packer, M. (2011). The Science of Qualitative Research. New York: CUP.

Wheeldon, J. (2012). Visualizing Social Science Research: Maps, Methods and Meaning. Los   Angeles: Sage.

Young, P. (1996). Scientific Social Survey and Research. New York: Prentice Hall.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: This course focuses on the development of sociology in India, its relationship to colonial anthropology, Orientalism and Indology and the approaches that emerged in Indian sociology over the years. It introduces the learner to the counter influences of power and knowledge especially during the time of colonialism. The paper begins with an introduction to the theoretical foundations of empirical, structural, Marxist and subaltern approaches to the study of Indian society. It then introduces a number of seminal works in various areas of study such as the study of caste, family, village and tribe in India which have utilized these different perspectives. The readings for most of these units will be shared in class.                        

Course Objectives: 

• To introduce students to the dynamics of Indian Society

• To help them have thorough knowledge about the different approaches to study Indian Society

• To familiarize them with the structural and non structural issues connected with Indian society 

• To apply this understanding in studying about the contemporary social scenario.

1. Indological perspective

2. Structural functionalist perspective: M.N.Srinivas

3. Conflict perspective: Kathleen Gough, Thorner

4. Structuralist perspective: Dumont

5. Subaltern Perspective with reference to Dalit critiques

1. Indological perspective (Concept of self-sufficient little republics)

2. Structural functionalist perspective: M.N. Srinivas

3. Conflict perspective: Kathleen Gough, Beteille, Daniel Thorner

4. Structuralist perspective: Dumont

5. Subaltern Perspective

1. Indological perspective: Weber, William Jones and Max Muller,

2. Structural functionalist perspective: M N Srinivas

3. Conflict perspective

4. Structuralist perspective: Veena Das and Uberoi

5. Subaltern Perspective: Kancha Illiah

1. Indological perspective: Morgan, Maine, Rivers

2. Structural functionalist perspective: Iravati Karve

3. Conflict perspective with reference to the feminist critiques of the family

4. Structuralist perspective: Levi Strauss, Trautman and Dumont

5. Subaltern Perspective with reference to Dalit critiques

1. Indological perspective: Rivers

2. Structural functionalist perspective: N K Bose

3. Subaltern Perspective: Ramachandra Guha, Tanika Sarkar 

Desai, A. R. (1994). Rural sociology in India. Popular Prakashan.

Desai, A. R. (2005). Social Background Of Indian Nationalism (6Th-Edn). Popular Prakashan.

Guha, R. (Ed.). (1997). A subaltern studies reader, 1986-1995. U of Minnesota Press.

Gupta, D. (Ed.). (1992). Social stratification (p. 15). Bombay, India: Oxford University Press.

Said, E. (1978). Orientalism: Western representations of the Orient. New York: Pantheon.

Srinivas, M. N. (2009). The Oxford India Srinivas. New Delhi: Oxford University Press.

Desai, A. R. (1994). Rural sociology in India. Popular Prakashan.

Desai, A. R. (2005). Social Background Of Indian Nationalism (6Th-Edn). Popular Prakashan.

Guha, R. (Ed.). (1997). A subaltern studies reader, 1986-1995. U of Minnesota Press.

Gupta, D. (Ed.). (1992). Social stratification (p. 15). Bombay, India: Oxford University Press.

Said, E. (1978). Orientalism: Western representations of the Orient. New York: Pantheon.

Srinivas, M. N. (2009). The Oxford India Srinivas. New Delhi: Oxford University Press.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: Social Demography attempts to study the population, its size, structure, characteristics and the processes operating within it, using a sociological perspective. This course attempts to introduce the students to this discipline and enable them to understand the impact that society and its various institutions have on the population and its demographic processes. The course will cover the characteristics of the population and tools used to measure and study the same, such as the Census of India, theories of population, the various population processes and an examination of the changes in the policies relating to population over the past 50 years in India. It also enables the student to comprehend the significance of demography in diverse areas such as public planning and policy, market research, healthcare and politics.

Course Objectives: 

• To gain an understanding of the demographic processes that impact the growth and development of society
• To analyse the theoretical orientation of scholars regarding population studies
• To enable students to understand the dynamics of population processes
• To develop frameworks suitable for areas like policy framing and development related to population

1.       A brief introduction to the discipline

2.       Characteristics of the Population: Size, Structure and Composition

3.       Demographic processes

4.       Sources of Data

1.       Pre Malthusian Theories

2.       Malthusian Theory

3.       Marxian Perspective

4.       Demographic Transition

1.       Fertility and Fecundity                                                                   

a.       Measuring Fertility

b.       Theories of Fertility

c.        Differentials with special emphasis on India: Rural-urban, age, gender, class, caste, region and religion

2.       Migration                                                                              

1. Measuring Migration
2. Theories of Migration
3. Migration Patterns – streams of migration
4. Impact of Migration, both at the place of origin and the place of  destination
5. Diaspora

3.       Mortality and Morbidity                                                        

a.       Measuring mortality

b.       Differentials with special emphasis on India: Rural-urban, age, gender, class, caste, region and religion.

1.       Population Policies

2.       Population and Poverty

3.       Healthcare and Planning

1.      Bhende, A, and T Kanitkar.(1978/97).Principles of Population Studies. India: Himalaya Publishing House.

       Srinivasan, K. (2006). Population Policies and Family Planning Programmes in India: A Review and Recommendations. IIPS Newsletter.

       Weeks, J. (2011). Population: An Introduction to Concepts and Issues. Wadsworth Publishing Company, California.

Census of India Reports- (2011) at www.censusindia.net

http://www.chaf.lib.latrobe.edu.au/census/

https://www.cia.gov/library/publications/the-world-factbook/

Pathak, L.P. (1998).Population Studies (Chapters 1 and 2). India: Rawat.

Sahoo A.K, ed., (2007), Sociology of Diaspora, Jaipur Rawat Publications.

Sahoo, A K, Kadekar, L N., ed. (2012), Global Indian Diaspora: History, culture, and identity, Jaipur Rawat Publications. 

Tumbe, C. (2016). Missing men, migration and labour markets: Evidence from India. Indian Journal of Labour Economics, 58(2), 245-267.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

The goal of this course is to help the students develop a theoretical understanding of international organizations (IOs) and the global problems they attempt to address. Upon completion of the course, students should be able to articulate the leading explanations within political science for why IOs exist, controversies surrounding IOs in the context of international relations theory, why they are thought to help solve global problems, and the major challenges IOs face in meeting their objectives.

Definition, Characteristics and Classification of international organizations, Theories of International Organizations

Origins of International Institutions; Treaty of Westphalia, Congress of Vienna, League of Nations, Evolution of Bretton wood Institutions.

United Nations, Principle structures of United Nations, Reform of United Nation.

EU, BRICS, SCO, GCC, SAARC ASEAN, BIMSTEC.

Politics of Foreign Aid and Development by International Financial Institutions, WTO: Issues and Reforms.

Issues of Global Governance: Peace and Security, Human Rights, Environment. Role of Non- State Actors. Challenges to global governance- Legitimacy, Accountability, Effectiveness

1. Margaret Karns and Karen Mingst, International Organizations: The Politics and Process of Global Governance. Boulder: Lynne Reinner Publishers. 2009

2. Clive Archer, International Organizations, 3^rd edn.London.Routledge.2011

3. Michael Barnett and Martha Finnemore, Rules for the World: International Organizations in Global Politics. Ithaca: Cornell UP. 2004

4. Paul Kennedy, The Parliament of Man: The Past, Present, and Future of the United Nations. Toronto: Harper Collins. 2006

5. Thomas D. Zweifel, International Organizations and Democracy: Accountability, Politics, and Power, Lynne Rienner Publishers.2006.

6. Inis Claude Jr. From Swords into Ploughshares: The Problems and Progress of International Organization, 4^th edn, New York Random House.

7. Thomas G Weiss and Sam Daws (eds) The Oxford Handbook on the United Nations, New York, Oxford University Press.2007.

1. Margaret Karns and Karen Mingst, International Organizations: The Politics and Process of Global Governance. Boulder: Lynne Reinner Publishers. 2009

2. Clive Archer, International Organizations, 3^rd edn.London.Routledge.2011

3. Michael Barnett and Martha Finnemore, Rules for the World: International Organizations in Global Politics. Ithaca: Cornell UP. 2004

4. Paul Kennedy, The Parliament of Man: The Past, Present, and Future of the United Nations. Toronto: Harper Collins. 2006

5. Thomas D. Zweifel, International Organizations and Democracy: Accountability, Politics, and Power, Lynne Rienner Publishers.2006.

6. Inis Claude Jr. From Swords into Ploughshares: The Problems and Progress of International Organization, 4^th edn, New York Random House.

7. Thomas G Weiss and Sam Daws (eds) The Oxford Handbook on the United Nations, New York, Oxford University Press.2007.

1.     CIA I – Class Test / Assignment / Presentation – 10%

2.     CIA II – Mid Semester Examination – 25%

3.     CIA III – Research Topic – 10%

4.     Attendance – 05%

5.     End Semester Examination – 50% 

Rampant exploitation of natural resources, increasing levels of pollution, intensifying human-animal conflicts, climate emergency, etc. have made ecology one of the prime subjects of discussion in recent decades. While engagements with ecology are most often taken up from a life sciences perspective, there is a felt need to approach ecology from a humanities and social sciences perspective. This course addresses that need. After laying the terms and concepts in the field as the foundation, the course progresses to engage with some of the key issues in the domain and ends with some of the media texts on ecology.

1. Glossary: Ecology, Environment, Ecosystem, Biosphere, Biome, Habitat, Niche, Vegetarianism, Anthropocentrism, Speciesism, Conservation, Biocentrism, Gia Theory, Deep Ecology, Bioregionalism, Ecopsychology, Virtual Water

2. The Ecology of Affluence and the Southern Challenge (Excerpts from Environmentalism: A Global History)

This unit is a platform that enables the entrant to pick up key vocabulary, and attain conceptual clarity regarding the discourse of ecology.

1. Four Frames of Relating to Nature: Nature for Itself, Nature despite People, Nature for People, People and Nature 

2. William Cronon's The Trouble with Wilderness; or, Getting Back to the Wrong Nature

3. Changing Natures: A Democratic and Dynamic Approach to Biodiversity Conservation by Kartik Shankar, Meera Anna Oommen and Nitin Rai

4. Excerpts from Nature in the City by Harini Nagendra

This unit presents some of the key discourses on nature that circulate both in the popular and in the theoretical domains.

1. The Food Crises: Hunger via Corporate-Controlled Trade chapter from Making Peace with the Earth by Vandana Shiva

2. Pollution: Addressing Pollution in Urban Rivers: Lessons from the Vrishabhavathy River in Bengaluru by Priyanka Jamwal and Sharachchandra Lele (excerpts from Transcending Boundaries: Reflecting on Twenty years of Action and research at ATREE)

3. Excerpts from the Madhav Gadgil and Kasturirangan Reports

This unit presents some of the prime ecological concerns that haunt our lives and a few contexts that are detrimental in deciding the course of our earth’s ecological well-being.

1. The Great Derangement: Climate Change and the Unthinkable - History (Chapter II)

2. How Much should a Person Consume? (excerpts from How much should a person consume?: Thinking through the environment. )

This unit highlights how our finite world is plundered by indiscriminate looting and infinite demands.

1. A one-day trip to a forest (Excerpts from My Husband and Other Animals to be discussed on the occasion)

2. Visit to ATREE/ Bhoomi College/ Environment specific-NGO/ Ecologically-stressed area in Bangalore 

Field visits are to enable the student to gain an experiential sense of biodiversity, forest life, eco initiatives and ecological stress.

1. Conservation Conversations E3: Science and Conservation

2. Human-Animal Conflict: Gaur in My Garden by Rita Banerjee 

3. The Hunt - BBC Series

4. Mongabay Explores Sumatra: Omens and optimism for orangutans - Podcast

This Unit exhibits how the media could play a proactive role in promoting ecological awareness. 

1. ALTERNATIVE FUTURES: India Unshackled. AUTHORSUPFRONT Publishing, 2018.

2. Students should start following news that is environment-centric. One should also follow websites like conservationindia.org, mongabay.org, etc.

• I CIA: Students need to identify a local ecological crisis, document it and identify means of addressing it. (10 marks)

• II CIA- Mid Sem: Centralised exam (25 marks)

• III CIA - Students need to identify a problem in the domain of ecology and make a research proposal. (10 marks)

• End Sem: Centralised exam (50 marks)

Students are expected to have an understanding of the underlying principles of Neo Marxism, Phenomenology, Ethnomethodology, Structuralism and post structural theories through the contributions of respective theorists. The applicability of these theories in understanding contemporary social reality is also emphasised. The objectives are

• To introduce the various schools of thought 
• To know the major theorists and their contributions

1.        Background and origin

a.      Gramsci – Role of Ideology, Hegemony

b.      Lukacs – Class Consciousness, Reification

2.        Habermas – Theory of Communicative Action, Public sphere.

1.      Emergence of Phenomenological Thought - Husserl’s contributions - Life world and Subjectivity

2.      Alfred Schutz and Common sense world and inter subjectivity

3.      Social Construction of Reality - Peter Berger &Thomas Luckman -

4.      Social Construction of Marital Reality – Peter Berger and Hansfried Kellner (1964)

1.      Origins of Ethnomethodology,

2.      Garfinkel’s Ethnomethodology

3.      Goffman’sDramarturgical approach  

4.      Criticism of Ethnomethodology

1.      Influence of Structural Linguistics- Saussure

2.      Levi Strauss: Structural Analysis

3.      Althusser –  Structural Marxism

4.      Anthony Giddens: Structuration Theory; Agency structure debate

5.      Bourdieu – Field, Habitus and Social Capital.

6.      Foucault – Power and Knowledge.

 Best, S & Kellner, D. (1999). Post Modern Theory: Critical Interrogation. London: Mac Millan Publications.

 Giddens, Anthony. (1987). Social Theory and Modern Sociology. Stanford: Sanford University Press.

 Harrington, A. (2005). Modern Social Theory: An Introduction. New York: OUP.

 Ritzer, G. (2011). Sociological Theory (8^th ed.). New York: Mc Grow Hill.

 Seidman S. (1994). The Postmodern Turn. London: Cambridge Publications.

 Swingewood, A. (2000). Short History of Sociological Thought:

 Turner, J., Contemporary Sociological Theory (2012) SAGE Publications, Inc.

 Ritzer, George. (2000). Blackwell companion to Major contemporary social scientiss. USA: Blackwell

 Mills, Sara (2007). Michel Foucault. London: Routledge.

Lawler S., (2007) Identity: Sociological Perspectives, (1^st ed.), Polity Publications.

Morris, L. (2006), Rights : Sociological Perspectives,(1^st ed.), Routledge Publications.

Vannini P., Waskul D., Gottschalk S. (2011), The Senses in Self, Society and Culture : A Sociology of the Senses, Routledge Publications.

Wilcox, M. M., (2012), Religion in Today’s World, Routledge Publications.

CIA 2 -25 MArks

CIA 3 -10 MArks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description:This course seeks to develop the necessary statistical competence with the students in order to make them to acquire with the necessary skills to undertake quantitative analysis of data. Apart from basic statistical tools and measures, students will also be trained in the use of SPSS software for data analysis.

Course Objectives:

• To introduce students to Quantitative Sociology with special emphasis on methods and social statistics

• To use social statistics to quantify and analyse the different aspects of social reality.

• To learn technical skills to manage quantitative data

1.      Meaning, Nature, Characteristics, Functions

2.      Relevance and Scope of Social Statistics

3.      Limitations of Statistics

4.      Sociology and Social Statistics

1.      Meaning, Nature, Purpose

2.      Kinds of Central Tendency: Mean (Arithmetic & Geometric) – Median – Mode

3.      Merits and Limitations

4.      Significance of Central Tendency in Social Research

5.      Measures of Dispersion- Meaning, Nature, Purpose

6.      Kinds of Dispersion: Range, Mean Deviation, Standard

7.      Deviation, Quartile Deviation.

8.      Merits and Demerits of each Measurement.

9.      Significance of dispersion in Social Research

1.      Correlation:

a.      Types – Means of Computing Correlation and Interpretation.

b.      Karl Pearson’s Coefficient of Correlation, (Spearman’s) Rank Correlation.

2.      Tests of Significance

a.      Chi-Squar, ‘t’ Test, ‘F’ Test.

b.      Importance of Correlation and Tests of Significance in Social Research.

1.      Meaning – Scope for the Application of SPSS

2.      Role of SPSS in Social Research

3.      Application of SPSS in Social Research

4.      Practical Application Classes

1.      Argyrous, G. (2011). Statistics for Research with a Guide to SPSS. London: Sage.

2.      Babbie, E. (2000). Adventures in Social Research. London: Sage,

3.      Blalock, H. M. (1985). Social Statistics, London: McGraw-Hill.

4.      Bryman, A., & Duncan, C. (1999). Quantitative Data Analysis with SPSS Release 8 for Windows. London: Rutledge.

5.      Gupta, S. C. (1996). Fundamentals of Statistics. Delhi: Himalaya Publishing House.

6.      Khalid M M. (2012). Advanced Statistical Methods in Economics. New Delhi: Advanced Research Publications.

7.      Majumdar P. K. (2002). Statistics: A tool for Social Sciences, Jaipur: Rawat Publishers.

8.      Wilcox, R. R. (2011). Modern Statistics for the Social and Behavioral Sciences. London: Tylor & Francis.

1.      Timothy, J., and O’Leary L. (1995). Microcomputing. New York: McGraw-Hill.

2.      Tolwer. R. et.al. (2000). Microsoft Office 2000. New York: Addison Wesley.

3.      Walker, J. et.al. (2013). Understanding Statistics for the Social Sciences, Criminal Justice and Criminology. Burlington: Jones & Bartlett.

4.      Yadav, S. S., & K.N.S. Yadav. (1995). Statistical Analysis for Social Sciences. Manak Publications.

CIA 2 -25 Marks Mid Sem Exam

CIA 3 -10 Marks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: This course offers a general introduction to the qualitative methods in social research. It looks at the philosophical traditions of qualitative research, its strategies, data collection, data analysis and reporting. The students will also be exposed to the methodology to conduct Action research.

Course Objectives:

●        To introduce students to the larger array of methodological paradigms in social research

●        To help them connect between methods and theories while consolidating research projects

●        To expose them to the multiple genres in social research including conceptual, empirical and action research.

1.      Defining qualitative research, nature and goals.

2.      The Basic principles & methodological stances associated with Qualitative Research.

3.      Historical development of qualitative research. 

4.      Traditions of qualitative research- Grounded theory approach/Phenomenology/narrative/ethnography/discourse

1.        Theory and concepts

2.        Literature Review

3.        Framing Research problem

4.        Operationalisation and conceptualisation

5.        Setting and population appropriateness

6.        Sampling strategies

7.        Data collection & organisation

8.        Data analysis, report and dissemination

      9.    Reliability, Validity and Ethical Issues 

1.      Qualitative interviewing

2.      Focus Group Interviewing

3.      Historiography & Oral Tradition

4.      Case Studies 

5.      Content Analysis

1.        Meaning, characteristics

2.        Identifying the research question(s)

3.        Gathering information based on action research requirements and its distinctiveness

4.        Analyzing and interpreting the information

5.        Sharing the results with the participants

6.        The Action Researcher’s role and the reflexive role

7.        Types of Action Research

1.   Berg, L.B. (2001).Qualitative Research Methods for the Social Sciences (4^th edition). Boston: Allyn and Bacon.

Charmaz, K. (2014). Constructing Grounded Theory. New Delhi: Sage.

Creswell, J.W. (2007).Qualitative Inquiry and Research Design: Choosing among Five Approaches (2^nded.). Thousand Oaks CA: Sage.

Geertz, C.  (1973). The Interpretation of Cultures. New York: Basic Books.

Given, L.M. (2008).The Sage Encyclopedia of Qualitative Research Methods.Los Angeles: Sage.

Hammersley, M. (2013).What is Qualitative Research?. London: Bloomsbury.

Tracy, J.S. (2013).Qualitative Research Methods. West Sussex: Wiley-Blackwell.

Uwe, F. (2007).Designing Qualitative Research.London: Sage.

Willis, J. W. (2007). Fundamentals of Qualitative Research: Interpretive and Critical Approaches. New Delhi: Sage. 

1.      David, S. (2006). Qualitative Research: Theory, Method and Practice. London: Sage

Denzin, N and Y Lincoln. (2005). The Handbook of Qualitative Research. CA: Sage

Glassner, Barry and Rosanna Hertz. (2003). Our studies, ourselves: sociologists' lives and work. New York: Oxford University Press

Maxwell, J. A. (2005). Qualitative Research Design: An Interactive Approach. Thousand Oaks: Sage.

CIA 2 -25 Marks Mid Sem Exam

CIA 3 -10 Marks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: This course provides a comprehensive analysis of individual and group behaviour in organizations and the basic tenets of Human Resource Management. Its purpose is to provide knowledge and understanding of how organizations can be managed more effectively and at the same time enhance the quality of employees work life.

Course Objectives: This course provides: 

- An understanding of the fundamentals of organizational behaviour and demonstrate how various theoretical frameworks and concepts can be applied to better understand real-life situations

- An understanding of the different concepts related to Human Resource Management

- An orientation for the students to the needs of human resource management and its associated practices with special emphasis on India

- A critical understanding of how the sociological perspectives have shaped the area

- The ability to critically examine the functions of and processes involved in Human Resource Management

- Development of the interpersonal competencies necessary for working effectively with members of the highly diverse global workforce

1. Definition, Objectives and Goals
2. Approaches to the study of management:

               a)   Classical School-Scientific Management, Administrative Theory, Neo-Classical- Parker Follet (group influences), Elton Mayo (Human Motivation)
               b)   Modern Approaches- Systems Theory, Contingency theory, Mckinsey’s Framework (independent organizational factors)

 1. Organizational culture

     a. Global context
     b. Indian context (Field exposure to HR units

2. Formal and Informal Relations
3. Motivation and performance

a. Content Theory: Maslow’s Hierarchy of Needs
b. Process Theory: Vroom’s Expectancy
c. Equity Theory of employee motivation

1. Leadership: Meaning, Theories and Styles of leadership
2. Employee counselling: Types and Steps; Designing Motivational Strategies
3. Cohesiveness and Decision making techniques
4. Team work and team performance

1.         Recruitment and Selection Procedures

2.         Training and Performance enhancement techniques

3.         Performance Management  System

                a.       Appraisal : Rewards and Recognition

                b.       Stress Management Techniques

Alvesson, M. (2012). Understanding organizational culture. Sage.

Armstrong, M., & Taylor, S. (2014). Armstrong's handbook of human resource management practice. Kogan Page Publishers.

Bhattacharyya D.K (2009). Organizational Behavior, Oxford University Press, UK.

Cameron, K. S., & Quinn, R. E. (2011). Diagnosing and changing organizational culture: Based on the competing values framework. John Wiley & Sons.

Kondalkar, V. G. (2007). Organisational behaviour. New Age International Pvt. Ltd., Publishers.

Stredwick, J. (2013). An introduction to human resource management. Routledge.

Will be shared in class

CIA 2 -25 Marks Mid Sem Exam

CIA 3 -10 Marks

Attendance - 5 Marks

End Semester Exam 50 Marks

This course introduces the idea of CSR from a conceptual, historical and theoretical perspective and also addresses the ongoing debates. Detailed analysis of the policies and frameworks related to CSR implementation in India is made considering the employability of CSR professionals. While discussing the scope of CSR for sustainable development, references will be made to SDG goals.

1.      CSR: Definition, Concepts, Elements of Social Responsibility

2.      History and Evolution of CSR (International)

3.      History and Evolution of CSR (India)

4.      CSR in Global Context - International Legal Instrument and Guidelines

1.      Normative Theories: Corporate Social Performance Theory, Fiduciary Capitalism Theory, Stakeholder Theory, Corporate Citizenship Theory.

2.      Instrumental Theories and Approaches: Maximisation of shareholder value, strategies for competitive advantage and cause-related marketing.

3.      CSR - critique

1.      CSR and Issues in Economy and Social Development

2.      CSR and Environmental Issues

3.      CSR and  Labour Related Issues

4.      Ethical and Governance Issues related to CSR

5.      Corporate Citizenship and Brand building

1.      Evolution of Indian CSR Framework -Pre Companies Bill 2012

2.      Companies Act 2013

3.      CSR implementation – Agencies, Models & Best practices

4.      Case Studies (Field Exposure /workshop)

Crane, A. (ed.). (2008). The Oxford handbook of Corporate Social Responsibility.Oxford Handbooks Online.

Crowther, D., &Guler A. (2008).Corporate Social Responsibility.Ventus Publishing House.

GoI (2011).National Voluntary Guidelines. New Delhi: Ministry of Corporate Affairs.

GoI (2013).Companies Act. New Delhi: Ministry of Corporate Affairs.

Maira, A.(2013). India’s 2% CSR Law.Economic and Political Weekly, 48 (38)

Mele, D., &Garriga, E. (2004).Corporate Responsibility Theories: Mapping the Territory. In Journal of Business Ethics. 51-71. Netherlands: Kluwer Academic Publishers.

Bob &Hartsuikar. (2007). Theory of CSR:  Its Evolutionary Path and Road Ahead.Oxford :Blackwell.

Brammer, S., Jackson &Matton. (2012). Corporate Social Responsibility And Institutional Theory: New Perspectives On Private Governance. Socio-Economic Review.3-28.

Burchell, J. (2008). The Corporate Social Responsibility Reader. New York: Routledge.

Mullerat, R. (2010).  International Corporate Social Responsibility: the role of corporations in the economic order of the 21^st century. Austin: Aspen Publishers

Prasad, K. (2009).  Corporate Governance. New York: Prentice Hall India.

Rodrigues &Branco. (2007). Positioning Stakeholder Theory within the Debate on Corporate Social Responsibility. Electronic Journal of Business Ethics and OrganisationalStudies.12(1).

Steiner, J. F & Steiner, G. A. (2009).Business, Government and Society (12^thed.). New York: McGraw Hill.

Sundar, P. (2013). Business and community: The Story of Corporate Responsibility in India. New York: Sage

CIA 2 -25 Marks Mid Sem Exam

CIA 3 -10 Marks

Attendance - 5 Marks

End Semester Exam 50 Marks

Course Description: The paper emphasizes sociological work in the field; in particular, the effect of larger social-structural conditions on individuals and groups, and introduces theories/perspectives from both microsociology and macrosociology on topics ranging from identification of one’s self and with regard to collective behavior.

Course Objectives:

To introduce students to the different perspectives of social psychology
To help them understand the interconnections between psychology and sociology
To gain knowledge about the idea of self, identity and subjectivity
To introduce students to the dynamics of human behaviour in society

1.  Social Psychology: Nature – Scope - Features

2.   Perspectives in Sociological Social Psychology: Social Interactionism - The Sociological Imagination

   Interrelationship between Sociology and Social Psychology

1.       Developing the Self: Stages of Development - The Role of the Other

2.       The Life Course: The Sociology of Childhood - Adult Socialization

3.       Agents of Socialization - Group Processes and Socialization

4.       Finding Socialization in Group Processes - Social Structure and Deviant Behavior

5.       Assessing the Effects of Socialization

1.       Attitudes, Values and Behaviour: Nature – Characteristics

2.       Construction of Attitudes - Dimensions

3.       Linking Attitudes and Behaviour: Prejudice – Discrimination

4.       Changing Prejudicial Attitudes

1.       Collective Behavior: Meaning – Characteristics

2.       Theories of Collective Behavior: Mass Hysteria Theory - Emergent Norm Theory – Contagion Theory

3.       Types & Varieties of Collective Behavior: Crowd and Public – Public Opinion – Propaganda - Mass Hysteria – Rumors - Social Movements

4.       Behavior during collective events

Allport,G.W.(1937).  Personality, a Psychological Interpretation. New York: Henry Holt andCo.

Armistead, Nigel (Ed.). (1974). Reconstructing Social Psychology. Penguin Books.

Bhatia, H. (1970). Elements of Social Psychology. Bombay: Somaiyya Publications Pvt. Ltd.

David,Rohall Melissa Milkie&Jeffrey Lucas.(2010). Social Psychology-Sociological Perspectives.Delhi: Pearson.

Fox, Dennis, Prilleltensky, Isaac, & Austin, Stephanie (2009).Critical Psychology:An Introduction (2nd ed.). London: Sage Publications.

Kakar, Sudhir&Kakar, Katharina (2007). The Indians: Portrait of a People. New Delhi: Penguin Books.

Krech, D. and Richard.S.C.(1948). Theory and problems of Social Psychology. New York: McGrawHill Book Company Inc.

Mill, C.W. (2000). The Sociological Imagination.USA :OUP.

Sanderson.(2010). Social Psychology. New York: John Wiley.

Smith, J. (2012). Social Psychology: Revisiting the Classic Studies. Los Angeles: Sage.

Young, K.(2001). Handbook of Social Psychology. London: Routledge and Kegal Paul Ltd.

Gergen, K.J (2009) An Invitation to Social Construction. New Delhi: Sage Publications.

Ginsberg, M.(1969).Psychology of Society. London: University paperbacks.

Kinch, J.(1973). Social Psychology. New York: McGrawHill Book Company Inc.

Continuous Internal Assessment (CIA) constitutes a total of 50 percent. The distribution is as follows:

• CIA I is a 20 marks assignment that contributes to 10% of the final grade
• CIA II  carries 25  marks and is based on an assignment that is set for the course. This contributes to 10% of the final grade
• Attendance - Attendance carries 5 marks 

End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long 100 mark exam that contributes 50% of the final grade. The pattern for the exam is given below:

• Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks.

This paper intends to give a broad based overview of the conceptual framework of ‘Development’. It seeks to combine theoretical approaches with the reality at the grassroots.  This paper familiarizes the learner with the debates associated with development in India, its different models and the emerging focus on Sustainability.  The service learning component of the paper enables the students to engage with the issues that they are dealing with in their classrooms and to experience the work being done on the field.

This course will introduce 

• An understanding of the different concepts related to social change

• A critical understanding of development and sustainable development

• The ability to critically examine the role of social capital and community engagement in human development

• The ability to use Service Learning to understand and interrogate development programs being implemented through the work undertaken by them in an area of their choosing

1. Concept of social change

2. Concept of development, progress, growth

3. Concept of sustainable development

4. Component for Self Study: Reading of Schumacher’s Small is Beautiful, Selected essays

1. Theories of social change

2. Modernization theory

3. Dependency theory

4. Neo-liberalism

1. The Concept of social capital

2. Social capital in the creation of Human capital in India-Case studies Self Learning Unit

1. Rural and Urban Development strategies adopted by India

2. Factors contributing to effectiveness in sustainable development in India

3. Beneficiary participation in development projects

1. Case studies of failure in rural and urban development in India

2. Self Learning Unit

3. NREGA, Urban Renewal Missions

4. NGO’S, Voluntary Organizations

Ludden, D. (1992). India’s Development regime.

Drèze, J & A Sen. (1998). Economic Developments and Social Opportunities. New Delhi, Clarendon Press.

E. F. Schumacher, (1975/2009), Small is Beautiful: a study of economics as if people mattered Ruth Pearson.

Mc Michael.P. (1996). Development and Social change: A global perspective. California Thousand Oaks.

Roy,B. (2011) Learning from a Barefoot Movement. TED Talk

TED talks

Hozelitz. (1995). Aspects of Economic development, Chicago Press.

Mahatma Gandhi National Rural Employment Guarantee Act, 2005. (2013). Ministry of Rural Development, GOI

Zygmunt, B. (2002). Liquid Modernity. New Delhi, Polity Press.

Course Description: This Paper examines the social construction of health and illness that varies across societies. It endeavors to enable the student to understand how health and illness are defined, various methods of treatment and healthcare facilities. It provides an overview of global health systems, frameworks and the organization of healthcare systems in India. It also looks at the inequalities associated with health care and the implications of caste, class, gender on the same. The section on epidemics and pandemics provide a public health approach to Covid- 19.

Course Objectives:

●       To introduce the students to the sociological approaches of health

●       To help students conceptualize ‘health’ as a sociological phenomenon going beyond the biological notions

●       To understand the networks of public health institutions and the interventions of  state and non-state agencies

1. Health: Definition, indicators of health, Alma Ata declaration, health for all, Health and SDG
2. Medical and Social Models of health
3. Social Determinants of Health
4. Major health issues: communicable/non communicable/accidents/lifestyle related
5. Sociology of medicine and Sociology for medicine

1.      Sociological Approaches to Health & Illness: Functionalist (Parsonian); Marxist & Feminist approaches.

2.      Foucault’s Sociology of Health & Healthcare

3.       Medicine and the Body

a.       Zygmunt Bauman: consuming bodies – on the difference between fitness & health

b.      Merleau-Ponty

4.      Jurgen Habermas: Politics & morality in Health & Medicine

5.      Bourdieu: Impact of health & illness in the lifeworld

1. Evolution of Modern health system in India
2. Health administration in India
3. Medical pluralism
4. Issues : Access and utilization, pharmaceuticalisation, ethical aspects

1. Epidemics and Pandemics: Concepts, types

2. Zoonotic diseases

3. One Health; Manhattan principles

4. Public health approach to pandemics: A case study of Covid-19

Scambler, G.(2012).Contemporary Theorists for Medical Sociology. NewYork:Routledge.

Wainwright.(2008). Sociology of Health. London; Sage Publications.

Brown, A.V, (2004). Sustainability and Heath: Supporting Global Ecological Integrity in Public Health. London: Earthscan.

Coe, Rodney. (1970). Sociology of Medicine. New York: McGraw Hill,

Dalal.A.K &Subha Ray. (eds). (2005). Social Dimensions of Health. Delhi: Rawat.

Ernst, W. (2012).Mad Tales From the Raj.Delhi:Anthem Press.

Ghosh, B. (2000). Health Implications of Public Policy: Case Studies, Modules and Methodologies. Bangalore: India Capital Bureau.

Hanefeld, Johanna. (2015/2017). Globalization and Health.2^nd edition. New Delhi: Rawat

Harold J C. et.al.(2009). History of the Social Determinants of Health. Hyderabad: Orient Black Swan.

Illich, Ivan.(1977). The Limits to Medicine. New Delhi : Rupa

Klinoubol.K. (1999) Public Health development and Administration. New Delhi :Deep & Deep Publications.

Lee, L. M. (2010). Principles and Practice of Public Health Surveillance. Baltimore: John Hopkins University Press.

Madan, T.N.(1980).Doctors and Society – Three Asian Case Studies. Delhi: Vikas

Palit, C. (2005). History of Medicine in India. New Delhi: Kalpaz Publications.

Parsons, Talcott. (1951). ‘The Sick Role’, in The Social System.  Glencoe: The Free Press.

Pramukh. K. E. R. (2009). Health, illness and healing: Themes and issues in Medical Anthropology. New Delhi: Serials Publications.

Preker, S.A. (2004).  Innovations in Health Services Delivery: The Corporatization of Public Hospitals. Washington D C: The World Bank.

Rao, Sujatha. (2017). Do we Care? India’s Health System.Delhi: OUP

Scambler.G. (2002).Health and social change; A critical theory. Buckingham: Open University Press.

Sodani P R. (2010). Managing Quality in Health Care. Jaipur: Rawat Publications.

·  Continuous Internal Assessment or CIA constitutes a total of 50 percent. The distribution is as follows

oCIA I is a 20 marks assignment that contributes to 10% of the final grade

oCIA II is the 2 hour long 50 mark Mid semester Examination conducted during August/January for 25 % of the final grade 

The pattern for the exam is as follows:

Section A: This section has 1 compulsory question that carries 10 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 20 marks 

oCIA III also carries 20 marks and is based on an assignment that is set for the course. This contributes to 10% of the final grade

oAttendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long 100 mark exam that contributes 50% of the final grade for the course. The pattern for the exam is given below:

Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks

This course intends to provide students with a preliminary understanding of the deeper interconnections between culture and politics. It invites the student to engage with these two terms, culture and politics, and see how their interplay has larger implications for our perceptions of reality. Culture, a term often loaded with a sense of aesthetics and performance, is looked upon here as constituted within circuits of ideologies which are, time and again, heavily contested and given way to various claims. The course engages briefly with certain familiar paradigms as nationalism, modernity, state and so on to equip the student with a critical insight about their existence.

Course Objective:

●        To help student gain a basic understanding about the dynamic connections between culture and politics.

●        To introduce students to the larger discourses that permit

●        To introduce them to the networks of power and ideology in societies

Eagleton, T. (2000). The Idea of Culture. Malden, MA: Blackwell.

Greenfield, Liah. 2013. Mind, Modernity, Madness: the impact of culture on human experience. Cambridge: Harvard University Press.

Chatterjee, P. (1989). Colonialism, Nationalism, and Colonialized Women: The Contest in India. American Ethnologist, 16(4), 622-633. Retrieved from http://www.jstor.org/stable/645113

Chaterjee, Partha. (2012). “After Subaltern Studies”. EPW 47 (35). 44-49

Mani, L. (1987). Contentious Traditions: The Debate on Sati in Colonial India. Cultural Critique, (7), 119-156. doi:10.2307/1354153

Goldstein, L. (1957). On Defining Culture. American Anthropologist, 59(6), new series, 1075-1081. Retrieved from http://www.jstor.org/stable/666466

Phillipson, R. (2009). Linguistic imperialism continued. New York, NY: Routledge.

Khubchandani L M. (1975). “Language Planning in Modern India”, in Language Planning Newsletter, Honolulu, Hawaii: East-West Centre.

Loomba, A. (2005). Colonialism/postcolonialism (2nd ed.). London ; New York: Routledge.

Nayar, P. K. (2010). Postcolonialism: A guide for the perplexed. London ; New York: Continuum.

Chatterjee Partha 1993, ‘Nation and its fragments’ Oxford University Press, New Delhi.

Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education: Or World Wide Diversity and Human Rights? New Delhi: Orient Longman Publications.

Eagleton, Terry. (2016). Culture. London: Yale University Press.

Said, Edward. (1977). Orientalism.

Khumchandani L M. (1972). “Language Policy for a Plural Society”, In S. Saberwal (ed), Towards a Cultural Policy for India, Delhi: Vikas Publishing House.

Mallon, F. (2005). “Subalterns and the Nation”. Dispositio, 25(52), 159-178. Retrieved from http://www.jstor.org/stable/41491794

Spivak, Gayatri (1988). ‘Can the Subaltern Speak?’ in Cary Nelson and Lawrence Grossberg (eds) Marxism and the Interpretation of Culture, London: Macmillan, 1988. Retrieved rom http://jan.ucc.nau.edu/~sj6/Spivak%20CanTheSubalternSpeak.pdf on Dec 8, 2018

Kaviraj, Sudipto (1998). ‘On the structure of developing a Nationalist Discourse’ in Satya Murthy (ed) State and Nation in the context of Social Change’ Oxford University Press, New Delhi.

Chakrabarty, Dipesh. (1989). Rethinking Working class History: Bengal 1890-1940 (Delhi: Oxford University Press, 1989)

§  CIA II is the 2 hour long 25 mark Mid semester Examination (50 marks reduced to 25 mark weightage) conducted during August/January 

The pattern for the exam is as follows:

Section A: Attempt any 3 questions out of the 5/6 options given. Each question carries 5 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 10 marks

Section C: This section has 1 compulsory question that carries 15 marks

§  CIA III carries 10 marks and is based on an assignment that is set for the course. 

§  Attendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks

                      The pattern for the exam is given below:

Section A: Attempt any 6 questions out of the 9 options given. Each question carries 5 marks

Section B: Attempt any 4 questions out of the 6 options given. Each question carries 10 marks

                         Section C: Attempt any 2 questions out of the 3 options given. Each question carries 15 marks

Course Description: This paper will enable the students to undertake public relations research, planning and implementation. The students will also be familiarized with concerns surrounding ethics in public relations plans and be equipped to assess and evaluate different plans. Students will also engage with various styles strategies and tools of communication and assessment of its impact through the case studies and visits that the students are exposed to.

Course Objectives:

- To introduce students to the larger array of practice of Public Relations
- To help them connect between various social theories and the practice of Public Relation
- To expose them to the multiple steps involved in Public Relation practice and research.
- To introduce them to the role of Public Relations in various sectors
- To internalize the Public Relations skills for daily transactions

1. What is Public Relations? Meaning and Definitions
2. Basic elements of Public Relations, Nature, role and scope
3. Practicing Public Relations: - Public Relations as a tool of modern management, Writing Skills, Research Techniques, Communication Savvy
4. PR as distinct from other forms of Communication- PR and Publicity, Lobbying, Propaganda, Sales Promotion. Public Relations vs. Marketing and Advertising in the New Media World
6. Types of Public Relations – Strategic Counseling, Consumer Relations, Employee Relations, Community Relations, Relations with Special Publics, Investor/Donor Relations, Public Affairs and Government Relations, Special Events and Promotion, Media Relations, Crisis Communication
7. Historical Perspective-Industrial revolution-the beginnings of PR – Pioneers-Ivy Lee in America – Technological and media revolution in the Society- PR during First and Second World Wars – The Development of Indian PR, Early Phase, Professionalism, 8. Genesis and Growth of PRSI – Present status and Future of PR in India
Ethics and Public Relations-  Social Responsibility Code of Professional Standards for the practice of PR – IRSI – Code of Ethics

1.  Social Theory and Public Relations:
2. Weber –Legitimacy and legitimation in PR
3. Giddens –Structuration and Late Modernity Theory
4. Goffman – Dramaturgy –Impression management, framing, Footing and Face
5. Habermas – Communicative Action, COPR
6. Berger – A Social Constructionist Perspective on Public Relations and Crisis Communication
7.Bourdieu- Public Relations in Filed Struggles: Habitus, Field and Capital
8.Foucauldian Perspectives of Public Relations – Transforming Discourse and Mapping Social Change, Managing the 9.Power/Knowledge and Truth Aspects of Relationships
10.Feminist Theory of PR

1. The PR Planning:
             Phase 1: Research –Analyzing the Situation, Analyzing the Organization, Analyzing the Publics  
             Phase 2: Strategy- Establishing Goals and Objectives, Formulating Action and Response Strategies, Developing the Message Strategy
            Phase 3: Tactics- Selecting Communication Strategies, Implementing the Strategic Plan
            Phase 4: Evaluation –Evaluating the Strategic Plan

1. Communication skills and styles – Media Relations, Organizing Press Conferences/Meets, Press Releases/ Briefs, Rejoinders etc.
2. Media Relations management (Selection of Media and Reaching out to its various Publics )
-- Traditional Media as a PR tool – Types – Advantages - Role of traditional Media in rural India.
-- Outdoor media as a PR tool – Hoardings – Posters – Transit media – Bus panels – Neon sings – Direct Mail – advantages
-- Social Media and Public Relations
 3. PR and Writing: Printed Literature, Newsletters, Position Papers/Opinion Papers and White Papers and Blogs

1. PR Agencies
2. Public Relations Practices: Case Studies
-- Employee Relations
--- Community Relations
-- Investors Relations
-- Consumer Relations
-- Media Relations
-- Government Relations
-- Crisis Management

1.     Daymon C.; (2002). Qualitative Research Methods in Public Relations and Marketing Communications, Immy Holloway.Routledge.

Cutlip, S.M, Allen H. Center, and Glen M. B. (2005). Effective Public Relations.Pearson Education.

Johnston J.; Zawawi C. (2009) Public Relations: Theory and Practice, Allen & Unwin, (3rded.)

Krishnamurthy S.; (2003) The Global Public Relations Handbook: Theory, Research, and Practice, DejanVerČiČ. Lawrence Erlbaum Associates.

Holtz, Shel. 1999. Public Relations on the Net. AMACOM- American Management Association, New York.

Seitel, Fraser P. & John Doorley. 2012. Rethinking Reputation: How PR Trumps Marketing and Advertising in the New Media World. Palgrave Macmillan USA.

Smith, Ron. 2014. Public Relations: The Basics. Routledge: London and New York (Special Indian Edition)

Ihlen, Oyvind, Betteke van Ruler and Magnus Fredriksson. 2009. Public Relations and Social Theory: Key Figures and Concepts. Routledge: London and New York.

1.      Lamb F. L; K. Brittain McKee (2005) Applied Public Relations: Cases in Stakeholder Management, Lawrence Erlbaum Associates.

Lattimore, D., Otis B., S.T. Heiman, and E. Toth. (2012). Public Relations: The Profession and the Practice.4e. McGraw-Hill.

Dilenschneider R. L. (2010). The AMA Handbook of Public Relations, American Management Association.

Bruning, S., D.; Ledingham, A.J. (2000). Public Relations as Relationship Management: A Relational Approach to the Study and Practice of Public Relations. Lawrence Erlbaum Associates.

Mickey, J. T. (2003) Deconstructing Public Relations: Public Relations Criticism. Lawrence Erlbaum Associates.

Continuous Internal Assessment or CIA constitutes a total of 50 percent. The distribution is as follows

oCIA I is a 20 marks assignment that contributes to 10% of the final grade

oCIA II is the 2 hour long 50 mark Mid semester Examination conducted during August/January for 25 % of the final grade 

The pattern for the exam is as follows:

Section A: This section has 1 compulsory question that carries 10 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 20 marks 

oCIA III also carries 20 marks and is based on an assignment that is set for the course. This contributes to 10% of the final grade

oAttendance - Attendance carries 5 marks 

End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long 100 mark exam that contributes 50% of the final grade for the course. The pattern for the exam is given below:

 Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks.

Masters dissertation is a first-hand opportunity for students to familiarise with the different facets of social research. Starting from proposal until the final dissertation the dissertation supervisor walks the student through the various stages of research including conceptualizing the research, stating the research problem and/or giving a hypothesis, literature review, methodology, collection and analysis of data.

 Masters dissertation is a first-hand opportunity for students to familiarise with the different facets of social research. Starting from proposal until the final dissertation the dissertation supervisor walks the student through the various stages of research including conceptualizing the research, stating the research problem and/or giving a hypothesis, literature review, methodology, collection and analysis of data. During the third semester, students are required to conceive a research topic, conceptualise it and work towards a research proposal. The proposal should reveal a clear plan of research and a neat lay out under all necessary headings. Researches of different variety are encouraged by the department including theoretical and applied, qualitative and quantitative, empirical and non-empirical, ethnographic and so on. Students should, depending upon the nature and character of research, chose their tools for collecting and interpreting data. The process culminates in the fourth semester with students preparing the final report in the form of a dissertation and giving an oral defence before the dissertation committee in an open platform.

Students can opt to work on dissertations individually or in groups forming joint dissertations. Students who wish to work towards a joint dissertation should form groups with other students with similar interests, generate a common topic and approach the respective faculties. Faculty members intending to supervise such joint dissertations need to take prior approval of the Head of the Department (HOD). The HoD can take a decision depending upon factors involved such as the capacity of students, feasibility of the proposed topic, faculty expertise etc. Joint dissertations must possess higher standards and are expected to be published in good journals. Alternatively the department can also come up with a publication plan of its own if there are more good papers available in the same academic year. Such publications will have the student as the first authors and the faculty supervisor as the co-author.

OVERVIEW OF ASSESSMENT PATTERN:

III SEMESTER

1.                  Proposal                                                  20 marks

2.                  Proposal Presentation                              10 marks

3.                  Colloquium I                                          20 marks

                        Total                                            50 marks

Internship allows the students to enhance their learning by creating a space for them to apply and implement what they have learnt in their classrooms in the field. It thus enables practical learning for the students of Applied Sociology in the field of their choice.

The students will be expected to take up a 4 – 6 week Internship in a location of their choice. This internship is to be undertaken with an institution of their choice as the aim is to enhance the learning process and advance career goals. This internship can thus be taken up with an academic/research organization, an NGO or with the Corporate Sector. The students are encouraged to intern in the areas of Project planning and management, Human Resources, Corporate Social Responsibility or Global Citizenship, Public Relations, Administration, media and academic research. This internship has to have a minimum duration of 4 weeks.

1.                  Reflective weekly Journal                  040 marks

2.                  Report on Internship                         030 marks

3.                  Presentation                                     010 marks

4.                  Viva                                                 020 marks      

                           Total                                                                  100 marks

Course Description: This course provides a comprehensive and critical understanding of the welfare programmes, governmental legislations and civic responsibility in various fields of education, work, health, wellbeing etc.

Course Objectives: This course provides:

• Understanding of the role of the state and society in responding to global challenges in reference to social, economic and demographic changes.

• Analyzing the possibilities of legislations, involvement of non-governmental organisations and community development projects for the betterment of the society.

• Enabling students to identify areas of crisis in social lives of people and enumerate ways to support and service

1.

1.      Definition, Historical Development, Purpose, Principles, Functions. Areas-Central and State-       Ministries. Central Social Welfare Boards and other National Institutions. Changing concepts and practices of social welfare in relation to social, economic and industrial development. New Public Management: a paradigm shift                

1

1.      Social Welfare Models: The Familial Model, The Residual Model, The Mixed Economy Model, Model of State control. Social Welfare Programs:  Health & Family welfare, marriage   counseling,  Women and Children, Labor Welfare, Old age care, Welfare of Disabled, Disaster relief, Community development, Juvenile Justice. Global Universal policies: Organizations such as World Bank, WHO, UNICEF, UNDP and their role. Social Auditing and the role of civic society.

1.  NGO’s: Meaning, Definition, Types, Functions, Approaches and Models -Role of NGO’s in Community Development- Legal rational structure of Non-profit organizations -Income Tax Exemption Rules and Regulation - Resource Mobilization - Methods and Techniques of Fund Raising at International, National and Local Levels

1.    Practice of Human resources Management in NGO’s - Leadership in the NGO’s- Staffing, recruiting, induction and training- Project Dimensions –Need based assessment – Result based management – Logical Framework Approach (LFA) - Project Proposal - Project Planning Matrix - Project Cycle Management - Formulation of Projects Report - SWOC Analysis - Project Appraisal.

Sachdeva D.R; (2013) Social Welfare Administration in India, Allahabad, Kitab Mahal

Chaturvedi, T.N. and Chandra S. K. (ed) (1980): Social Administration, Development and Change, New Delhi, Indian Institute of Public Administration

David Lewis and N. Ravichandran (Eds.) 2008, NGOs and Social welfare: New Research Approaches., Rawat publications, New Delhi  

Ovasdi, J. M ( 2006) Management of Non-Governmental Organisations : towards a developed civil society. New Delhi : Macmillan

Chaudhari, D. Paul (1983) Social Welfare Administration, Delhi: Atma Ram & Sons

Goel, S.L. & Jain R. K. (1988) .Social Welfare Administration: Theory and Practice, Vol.- I & II, New Delhi: Deep and Deep Publications

Goel, B.B. (2002).Project Management: A Development Perspective, New Delhi: Deep & Deep Publication

Pruthi.Rajkumar (2000) Manual of Ngo`s - How to Manage, New Delhi Crest

Clifford F. Gray & Erik W. Larson. (2011). Project Management: The managerial process. Tata Mc Graw Hill.

Fabozzi, F., and Nevitt, P.K. (2006). Project financing (7thedition). London: Euromone.

1.    

Chandra, P.Projects - Planning, Analysis, Selection, Financing, Implementation and Review – CFM -TMH Professional series in finance.

Joel S.G.R Bhose. (2003). NGO’s and Rural Development Theory and Practice. New Delhi: Concept.

Julie Fisher. (2003). Non-Governments–NGO’s and the Political development of the Third World. New Delhi: Rawat.

Roy, S, M. (2002). Project Planning and Management:  Focusing on Proposal Writing. Secunderabad: CHAI.

Sarda and Patel. (1991).Handbook on Project appraisal and Follow-up - A practical Guide. Govind Prakashan.

Yescombe, E.R. (2002). Principles of project finance. San Diego, CA: Academic Press

·  Continuous Internal Assessment or CIA constitutes a total of 50 percent. The distribution is as follows

oCIA I is a 25  marks assignment.

oCIA II carries 20 marks and is based on an assignment that is set for the course. 

oAttendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long 100 mark exam that contributes 50% of the final grade for the course. The pattern for the exam is given below:

Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks

Course Description: This course introduces the students to the sociological interpretation of the media which they encounter every step of their way. This course will begin with an overview of what constitutes media and a brief history which will be followed by an analysis of popular culture and ideology and its intersection with the media which will include debates on the rise of global media. The course will culminate in a study on the media’s impact on Indian society such as through the portrayals of the minorities by the media.

Course Objectives: 

• To introduce the student to a sociological understanding of media

• To learn about the various theories related to media and Popular culture

• To have a critical understanding of medium of television in constructing identities and reinforcing dominant ideologies

• To acquire the ability to analyze youth subculture in the context of globalization, glocalization and localization

• To familiarize students with the ideologies and politics of imperialism, nationalism and gender in the context of film studies

1.       Introducing Sociology of Media and Communication

2.       Concepts: Mass Media, New Media (ICTs), Mass Culture and Popular Culture

1.       Theories of Mass Media and Communication: U&G, Effects studies, Cultural Studies to Reception Analysis

2.       Theories of media and popular culture: Marxism, Structuralism, Post-structuralism, Modernism, Post-modernism,

3.       The feminist media studies

1.       Audience and meaning construction

2.       Changing Identities and Emerging Conflicts

1.       Globalization,

2.       Localization,

3.       Glocalization: Music Video, Shopping Mall

1.       Utopia & dystopia

2.       Constructing national culture

3.       Popular Literature: Reading Romance Novels

4.       Gendered Responses

1.       Adorno and Horkheimer. (1993). ‘The Culture Industry’ in Simon During (ed.) The Cultural Studies Reader.  London and New York: Routledge,pp. 41-60.

2.       Ang, Ien. (1985). Watching Dallas: soap opera and the melodramatic imagination. London and New York: Routledge.

3.       Ang, Ien. & Seiter Joke Hermes. (1991). ‘Gender and/in Media Consumption’ in James Curran and Michael Gurevitch (ed.) Media, Culture and Society. London, New York, Sydney and Auckland: Edward Arnold Press, pp. 307-328.

4.       During, S. (1993). The Cultural Studies Reader.  London and New York: Routledge.

5.       Hall, S. (1993). ‘Encoding/ Decoding’, in Simon During (ed.) The Cultural Studies Reader.  London and New York: Routledge,pp. 90-105.

6.       Modleski,T. (1984). ‘Search for Tomorrow in Today’s Soap Opera’, in P. Marris and S.Thornham (ed.) Media Studies: a Reader. New York: New York University Press, pp-583-595.

7.       Monteiro, A and K.P. Jayasankar. (2000). ‘Between the Normal and the Imaginary: The Spectator- Self, the Other and Satellite Television in India’, in Ingunn Hagen and Janet Wasko (ed.) Consuming Audience?Production and Reception. Cresskill, New Jersey: Hampton Press Inc, pp.

8.       Monteiro, A. (1998). ‘Official television and unofficial fabrications of the self: The Spectator as Subject’ in AshisNandy (ed.) The Secret Politics of Our Desires: Innocence, Culpability and Indian Popular Cinema. New Delhi: Oxford, pp.157-207.

9.       Punwani, J. (1988). ‘The portrayal of women on Indian television’, in Rehana Ghadially (ed.) Women in Indian society. New Delhi: Sage Publication, pp. 224-232.

10.    Radway, J. (1984). Reading the Romance. Chapel Hill: University of North Carolina Press.

11.    Srinivas, S.V. (2003). ‘Film Culture, Politics and Industry’, in Seminar 525, pp. 47-51.

12.    Story, J. (1993). An Introductory Guide to Cultural Theory and Popular Culture. Athens: University of Georgia Press.

13.    Uberoi, P. (1994). Family, Kinship and Marriage in India. Delhi, Bombay, Calcutta, Madras: Oxford University Press. 

14.    Uberoi, P. (1997). ‘Dharma and Desire, Freedom and Destiny: Rescripting the Man-Woman Relationship in Popular Hindi Cinema’, in Meenakshi Thapan (ed.) Embodiment: Essays on Gender and Identity. New Delhi: Oxford University Press, pp. 145-171.

15.    Uberoi, P.  (2001). ‘Imagining the Family: An Ethnography of viewing Hum Aapke Hain Kaun…’ in Rachel Dwyer and Christopher Pinney (ed.) Pleasure and the Nation: The History, Politics and Consumption of Public Culture in India. UK: Oxford University Press.

1.       Mankekar, P. (1999). Screening Culture, Viewing Politics. New Delhi: Oxford University Press.

2.       Mattelart, M. (1986). ‘Women and the Cultural Industry’, in Richard Collins et. al. (ed.) Media, Culture and Society: A Critical Reader. London, Beverly Hills, Newbury Park, New Delhi: Sage Publication, pp. 63-81.

3.       McQuail, D. (1987). Mass Communication Theory: An Introduction. London, Newbury Park, Beverly Hills, and New Delhi: Sage Publications.

Visual Texts:

1.       Dutt, G., Alvi, A., (1962), Sahib BibiAur Ghulam, [Motion Picture], India.

2.       Johanna Blakley: Social media and the end of gender (2011)

3.       Kavithalayaa Productions Pyramid, Mani Ratnam, (August 15, 1992), Roja[Motion Picture], India.

4.       Khan, A. & Khan, M., Gowariker, A, (June 15, 2001), Lagaan [Motion Picture], India.

5.       Rajshri Productions, Barjatya S.R. (August 5, 1994). Hum Aapke Hain Koun..! [Motion picture]. India.

6.       TED Talks on Cultural Theories

·  Continuous Internal Assessment or CIA constitutes a total of 50 percent. The distribution is as follows

oCIA I is a 20 marks assignment that contributes to 10% of the final grade

oCIA II is the 2 hour long 50 mark Mid semester Examination conducted during August/January for 25 % of the final grade 

The pattern for the exam is as follows:

Section A: This section has 1 compulsory question that carries 10 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 20 marks 

oCIA III also carries 20 marks and is based on an assignment that is set for the course. This contributes to 10% of the final grade

oAttendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long 100 mark exam that contributes 50% of the final grade for the course. The pattern for the exam is given below:

Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks

Course Description: According to the United Nations, in 2017 approximately 13 % of the world was over the age of 60. This is part of the demographic transition being experienced by countries across the world where the proportion of the population that is over 60 is increasing at a pace that is often faster than that experienced by all other age groups. This course introduces the learner to an emerging field in sociology, Social gerontology, which focuses on the social aspects of growing old.

Course Objectives: Through this course the learner will be able to:

• Understand the relevance of social gerontology
• Learn about the theories of ageing
• Understand the challenges being faced by an ageing population with special reference to India

1.      Introduction to Social gerontology

2.      Population processes, trends, and ageing

3.      Gerontology and Geriatrics  

1.      Pyscho- socio- economic context of ageing

2.      Theories of ageing

3.      Ageism and attitudes towards ageing

1.      Socio cultural context of ageing       

a.       Gerontophobia

b.      Retirement

c.       Changing family structures

d.      Feminization of ageing

2.      Wellbeing and chronic diseases

a.       Physical well being

b.      Alzheimer’s, dementia

 3.      Ageing and elder abuse

1. Role of the state and NGOs
2. National Policy on Older persons (NPOP), 1999
3. Maintenance and Welfare of Senior Citizens (MWPSC) Act, 2007

Government of India. (1999). National policy on older persons.

Government of India. (2007). Maintenance and Welfare of Senior Citizens (MWPSC) Act.

Ingle, G. K., & Nath, A. (2008). Geriatric health in India: concerns and solutions. Indian journal of community medicine: official publication of Indian Association of Preventive & Social Medicine, 33(4), 214-8.

Phillips, J. E., Ajrouch, K. J., & Hillcoat-Nallétamby, S. (2010). Key concepts in social gerontology. Sage.

Victor, C. (2004). The social context of ageing: A textbook of gerontology. Routledge.

 World Health Organization. (2011). Global health and ageing. Geneva: World Health Organization, 1-32.

• The distribution of the weightage of marks will be as follows:
• CIA 1: 25 Percentage
• CIA 2: 20 Percentage
• Attendance: 5 Percentage
• End Sem exam: 50 Percentage

• End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long 100 mark exam that contributes 50% of the final grade. The pattern for the exam is given below:

Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks.

Course Description:

In an increasingly globalized world, the study of diasporic populations is highly significant. The eighteen million strong Indian diaspora has become one of the largest and influential global communities today. This course attempts to introduce the students to the concept of diaspora and to the Indian diaspora in particular. It will begin with an examination of the term diaspora and look at the Theories associated with the study of the same. It will also examine the construction of the Indian diaspora and its representation in some forms of contemporary popular culture as well as at the interrelationship between India and her diaspora today.

 1.Diaspora: Meaning and implications 
 2. Migration, transnationalism, and diaspora

 1. Formation of the Indian diaspora

         -- Pre colonial India 
         -- Colonization and the Indian diaspora 
         -- Indian diaspora in the Post Independence Era: Migration to the Developed Countries, Middle East and West Asia
         -- Brain drain, brain gain, brain circulation 

2. Some Case Studies on the Indian diaspora with an emphasis on socio economic, cultural and linguistic profiles – The Indian diaspora in Britain, Canada, Trinidad and Mauritius

1. The Indian diaspora in Indian Cinema- A study of ‘The diaspora comes home: disciplining desire in ‘Dilwale Dulhaniya Le Jayenge’, ‘Pardes’, ‘Namesake, ‘Swades’ and other films 
2. Representation of the Indian diaspora in literature: Jhumpa Lahiri, web based resources, blogs

1. Impact of the diaspora on the Countries of Origin and the Host Countries
2. Indian Foreign Policy- Dual Citizenship, PIO
3. Impact of Emigration in India

--- Study of the impact of emigration in Kerala, Maharashtra, and Punjab
-- Remittances

Bauböck, R., & Faist, T. (2010). Diaspora and transnationalism: Concepts, theories and methods (p. 360). Amsterdam University Press. (Selected Essays)

Chatterji, J., & Washbrook, D. A. (Eds.). (2018). Bollywood's Empire: Indian Cinema and the Diaspora. In 1144320563 861126351 R. Dwyer (Author), Routledge handbook of the South Asian diaspora. London: Routledge.

Jayaram, N. (Ed). (2004). The Indian Diaspora: Dynamics of Migration. New Delhi: Sage.

Jayaram, N. (Ed). (2011). Diversities in the Indian Diaspora: Nature, implications, responses. New Delhi: OUP.

Jayawardena, C. (1968). “Migration and Social Change: A Survey of Indian Communities Overseas.” Geographical Review 58.3: 426-449.

Kapur, D. (2003). Indian diaspora as a strategic asset. Economic and Political Weekly, 445-448.

Lahiri, J. (1999). The Interpreter of Maladies. USA: Mariner Books.

Robertson, S.L. (2006) Brain drain, brain gain and brain circulation, in Globalisation, Societies and Education, 4:1, 1-5, DOI: 10.1080/14767720600554908

Safran, W. (1991). Diasporas in modern societies: Myths of homeland and return. Diaspora: A journal of transnational studies, 1(1), 83-99.

Sahoo, A. K., & Maharaj, B. (2006). Sociology of Diaspora: A Reader. India: Rawat Publications.

Tumbe, C. (2016, September). Migration and Remittances in India. Retrieved January 4, 2021, from https://www.eximbankindia.in/Assets/Dynamic/PDF/Publication-Resources/ ResearchPapers/54file.pdf

Uberoi, P. (2006). Freedom and Destiny: Gender, Family and Popular Culture in India (Chapter 6). New Delhi: OUP

Bates, C. (Ed). (2001). Community, Empire and Migration: South Asians in Diaspora. Orient Longman.

Dudrah, R K. (2006).Bollywood: Sociology goes to the Movies. New Delhi: Sage Publications.

Kadekar, L. N., Sahoo, A. K., & Bhattacharya, G. (Eds.). (2009). The Indian Diaspora: Historical and Contemporary Context: Essays in Honour of Professor Chandrashekhar Bhat. Rawat Publications.

Gautam, M K. (2013).Indian Diaspora: Ethnicity and Diasporic Identity. CARIM-India Project

Jain, R.K. Working Paper on the Indian Diaspora. 

Lal, B V. (2006). Encyclopedia of Indian Diaspora, OUP

Naipaul, S. (1976). The Adventures of Gurudeva and other Stories, Buffalo Books.

Overseas Indian Facilitation Centre. (2009). Remittances from Indian Diaspora: A Report

Course Description: The course provides an introduction to basic human rights philosophy, principles, instruments and institutions, and also an overview of current issues and debates in the field. The course also introduces the domain of sociology of law and its scope in modern India    

Course Objectives: The course introduces the students to the themes of human rights and sociology of Law

1. Concept of Human Rights. 

2. Historical background. 

3. Constitutional provisions

4. Human Rights and Community

5. Human Rights and the state

1. The domain and its scope

2. Law in Modern India

3. Law and Religious Identity

4. Law and basic rights (right to food, clothing, shelter, education and health.)

5. Law & natural resources

1. Law in Classical Theories

2. Law as a social space

3. Critical Legal Studies: Foucault

1. Women and Law

2. Children and Law

3. Law and Minorities

4. Dalits and Law

5. Tribes and law