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

The Department of Sociology is one of the first departments to be established in Christ College. Post graduate studies at Christ College began in 1991 with the initiation of the MA programme in Sociology. Today the Department of Sociology also offers M.Phil and Ph.D programs. The goal of the Department of Sociology is to equip students with a critical, analytical ability by providing them theoretical and empirical exposure to various social realities. The Department offers an up-to-date curriculum which takes into account recent advancements in theory, methodology and contemporary social phenomena. The curriculum is supported with an innovative pedagogy which emphasises on interactive forms of teaching-learning process. The Department encourages research and focuses on providing its students with an atmosphere for rigorous academic and intellectual development.

Vision & Mission: Vision : To produce Socially Sensitive Sociologists Mission: - Enable serious engagement with the discipline - Nurture research skills - Incorporate Social Responsibility - Understand social realities - Engage effectively with the industry

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.

Program objectives: - Provide a sound foundation in Sociology, its theoretical frameworks and perspectives - Learn the Methods of Social Research - Encourage lateral and analytical thinking - Horne soft skills such as presentation skills and interpersonal skills - Promote management and administrative abilities By the end of the programme students should be able to: PO1. Disciplinary Knowledge: ? Exhibit competence in the discipline ? Analyze seminal pieces of work in the area ? Apply disciplinary principles to conduct academic inquiry ? Evaluate aspects of social reality using the principles of the discipline PO2.Critical Thinking: ? Recognize and examine the social structures underlying our society and how they shape our existence ? Reflect upon lived experiences with reflexivity ? Analyze and engage with their social surroundings, problematize and raise questions based on academic inquiry PO3. Research Skills ? Exhibit problem solving skills, reflective thinking ? Apply analytical and scientific thinking ? Demonstrate technical skills in terms of handling data, working with various research related software ? Conceptualize, design, and execute research project/s PO4. Communication and social Interaction: ? Communicate effectively across media in varied contexts ? Collaborate as members or leaders in teams in multidisciplinary settings ? Work in multicultural spaces PO5. Effective Citizenship: ? Act with an informed awareness of issues ? Engage with the community effectively using expertise drawn from the discipline ? Undertake initiatives that encourage equity and growth for all PO6. Ethics: ? Recognize and respect different value systems including one?s own, ? Take cognizance of the moral implications of our decisions ? Use ethical values aligned with the values of the University in academic initiatives PO7. Environment and Sustainability: ? Demonstrate awareness of local, regional, national, and global needs ? Engage with socio-cultural contexts ? Focus on the concerns of the environment and sustainability PO8. Self-directed and Life-long Learning: ? Engage in lifelong learning ? Work on strategies for career enhancement ? Adapt to changing professional and societal 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

By the end of the course:

Students will be able to understand social phenomena from different perspectives.

will be able to look at the contemporary happenings through a sociological eye.

will acquire with the skills and knowledge to understand social phenomena systematically without individual bias.

will be able to appreciate the scientific understanding of society over the commonsensical understanding of it.

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.

• 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 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 

• CIA 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
• 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

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

Course Learning Outcome: 

• Students will be able to demonstrate a capacity to seriously delve in gender related topics

• they will be able to incorporate gender as a major area of concern in their research topics, project areas etc.

• to develop a gender sensitive approach towards various facets of life

Students will become familiar with the social constructionist perspective on sex and gender and  will be familiar with how a society’s gender constructions affect people’s lives through processes like socialization, social control and stratification; they will also be able to read the inbuilt inequalities with different layers of social institutions.

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.

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 

• CIA 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
• 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 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 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

●        Students will be aware of the various philosophical standpoints on research.

●        They will acquire with the necessary skills to conceive and conduct sociological research.

●        Through various assignments, they will be able to demonstrate practical knowledge of conducting research.

●        This course will also help them to do their dissertation systematically during the fourth semester.

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 I is a 10 marks assignment and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.

§  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 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.

▪           Demonstrate their understanding of Indian society and social structure

▪           Explain the characteristics of the Indological, structural functionalist, conflict, structuralist and subaltern perspectives

▪           Analyse aspects of social structure using these different approaches to the study of Indian Society

▪           Evaluate the approaches used with respect to the study of Indian Society

▪           Evaluate the approaches used with respect to the study of Indian Society

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.

·  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: 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

Learning Outcomes:

By the end of this course, students will be able to:

• Examine the significance of Social Demography 
• Analyze the study of the population in India, population composition and the various processes involved 
• Apply theories related to demography to examine their application to demographic data
• Critically examine current policies relating to social demography

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.

• Continuous Internal Assessment or CIA constitutes a total of 50 marks. The distribution is as follows
• CIA I is a 10 marks assignment 
• CIA II is the 2 hour long Mid semester Examination conducted during August/January for 25 marks 

The pattern for the exam is as follows:

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

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

• CIA III also 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 that is for 50 marks

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

• To give an introduction to the conceptual and theoretical aspects of International Organization.
• To discusse the historical evolution of international organizations
• To familiarize students with the structure of United Nations and global financial institution.

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.

• Engage with ecological concerns from a Humanities and Social Sciences perspective

• Demonstrate interdisciplinary knowledge of ecology

• Analyse diverse contexts and concerns of ecology

• Sense the potential of media in spreading ecological awareness

• Exercise ecological consciousness

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

 understand the distinctive features of Modern Sociological perspectives.

 apply their knowledge of major sociological perspectives to the contemporary social context drawing on appropriate studies and research evidence. 

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 II - Mid semester Examination conducted for a total weightage of 25 marks

CIA III carries 10 marks 

ESE carries 50 Marks

Attendance - 5 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