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1 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MSA131 | CLASSICAL SOCIAL THEORIES | Core Courses | 4 | 4 | 100 |
MSA132 | GENDER STUDIES | Core Courses | 4 | 4 | 100 |
MSA133 | SOCIAL RESEARCH METHODS | Core Courses | 4 | 4 | 100 |
MSA134 | APPROACHES TO THE STUDY OF INDIAN SOCIETY | Core Courses | 4 | 4 | 100 |
MSA135 | SOCIAL DEMOGRAPHY | Core Courses | 4 | 4 | 100 |
2 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MAIS291 | INTERNATIONAL ORGANIZATIONS | Discipline Specific Elective | 4 | 4 | 100 |
MCN291 | ECOLOGY AND MEDIA DISCOURSES | Discipline Specific Elective | 4 | 4 | 100 |
MSA231 | ADVANCED SOCIAL THEORIES | Core Courses | 4 | 4 | 100 |
MSA232 | SOCIAL STATISTICS | Core Courses | 4 | 4 | 100 |
MSA233 | QUALITATIVE RESEARCH METHODS | Core Courses | 4 | 4 | 100 |
MSA234 | CORPORATE SOCIOLOGY | Core Courses | 4 | 4 | 100 |
MSA291 | CORPORATE SOCIAL RESPONSIBILITY | Discipline Specific Elective | 4 | 4 | 100 |
3 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MSA331 | SOCIAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MSA332 | SOCIOLOGY OF CHANGE AND DEVELOPMENT | Core Courses | 4 | 4 | 100 |
MSA333 | SOCIOLOGY OF HEALTH | Core Courses | 4 | 4 | 100 |
MSA334 | CULTURE AND POLITICS | Core Courses | 4 | 4 | 100 |
MSA335 | PUBLIC RELATIONS | Core Courses | 4 | 4 | 100 |
MSA381 | DISSERTATION - I | Skill Enhancement Course | 0 | 2 | 50 |
MSA382 | INTERNSHIP | Skill Enhancement Course | 0 | 4 | 100 |
4 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MSA431 | SOCIAL WELFARE ADMINISTRATION AND NGO MANAGEMENT | Core Courses | 4 | 4 | 100 |
MSA432 | SOCIOLOGY OF MEDIA | Core Courses | 4 | 4 | 100 |
MSA433 | SOCIAL GERONTOLOGY | Core Courses | 4 | 4 | 100 |
MSA441B | SOCIOLOGY OF DIASPORA | Core Courses | 4 | 4 | 100 |
MSA441C | HUMAN RIGHTS AND SOCIOLOGY OF LAW | Core Courses | 4 | 4 | 100 |
MSA481 | DISSERTATION II | Skill Enhancement Course | 0 | 2 | 50 |
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Department Overview: | |
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. | |
Mission Statement: | |
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 | |
Introduction to Program: | |
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 Objective: | |
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 | |
Assesment Pattern | |
QUESTION PAPER PATTERN FOR MID SEMESTER EXAMINATION (MSE) MSE is carried out as a two-hour paper, carrying 25 marks. Section I Essay Questions 10 x 1=1Section One compulsory question for 10 Marks II Essay Questions 20 x 2=40 This section will have a total of three questions out of which Two to be answered. Each question carries twenty marks and hence a total of 40 Marks.
QUESTION PAPER PATTERN FOR END SEMESTER EXAMINATION (ESE)
ESE is conducted as a three hour paper which carries 50 per cent weightage. Examination is conducted out of 100 marks and later reduced to 50 marks 5 Essays 20 x 5 = 100 There will be a total of 8 questions of which any 5 have to be answered. Each question carries 20 marks.
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Examination And Assesments | |
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 |
MSA131 - CLASSICAL SOCIAL THEORIES (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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 :
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Course Outcome |
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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. |
Unit-1 |
Teaching Hours:10 |
Nature of Sociological Perspectives
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1. Sociological perspectives: Introduction 2. Concepts, theories and paradigms 3. Theory and Social Reality
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Unit-2 |
Teaching Hours:10 |
Structural Functionalism
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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
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Unit-3 |
Teaching Hours:15 |
Conflict Theory
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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
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Unit-4 |
Teaching Hours:15 |
Symbolic Interactionism
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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
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Unit-5 |
Teaching Hours:10 |
Social Exchange Perspective
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1. Structural Exchange theory of Peter M. Blau 2. Exchange Network Theory of Richard Emerson
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Text Books And Reference Books:
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.
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Essential Reading / Recommended Reading
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.
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Evaluation Pattern Evaluation Pattern
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
Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks | |
MSA132 - GENDER STUDIES (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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:
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Course Outcome |
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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. |
Unit-1 |
Teaching Hours:10 |
Concepts for studying men and women
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Unit-2 |
Teaching Hours:20 |
Feminist Theories
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1. Liberal Feminism and Marxist Feminism
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Unit-3 |
Teaching Hours:10 |
Gender Stereotypes
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Unit-4 |
Teaching Hours:10 |
Gender and the Work Sphere (Field Exposure)
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Unit-5 |
Teaching Hours:10 |
Gender & Society: Applications of Gender Stereotypes
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Text Books And Reference Books:
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.
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Essential Reading / Recommended Reading
Kimmel, M S. (2010). The Gendered Society, (4thed.), 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. | |
Evaluation Pattern
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
Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks | |
MSA133 - SOCIAL RESEARCH METHODS (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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 |
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Course Outcome |
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By the end of the course: ● 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. |
Unit-1 |
Teaching Hours:20 |
Social Research: An Introduction
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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
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Unit-2 |
Teaching Hours:15 |
Steps in Social Research, Research Design and Sampling
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Sampling: Probability and Non-Probability -Types; Merits & Limitations. | |
Unit-3 |
Teaching Hours:10 |
Data Collection
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Unit-4 |
Teaching Hours:15 |
Data Processing & Presentation
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Text Books And Reference Books: Andres, L. (2012). Designing and Doing Survey Research. London: Sage. Babbie, E. (2002). The Basics of Social Research. London: Wadsworth Publications. Bryman, A. (2012). Social Research Methods (4thed.). 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. | |
Essential Reading / Recommended Reading Kerlinger, F.N.(2004). Foundations of Behavioural Research. Delhi, Surjeet Publications. 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. | |
Evaluation Pattern Evaluation scheme: § 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 | |
MSA134 - APPROACHES TO THE STUDY OF INDIAN SOCIETY (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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:
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Course Outcome |
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This course will enable the learner to: ▪ 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 |
Unit-1 |
Teaching Hours:20 |
Caste
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Unit-2 |
Teaching Hours:10 |
Village Studies
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Unit-3 |
Teaching Hours:10 |
Religion
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Unit-4 |
Teaching Hours:10 |
Family and Kinship
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Unit-5 |
Teaching Hours:10 |
Tribe
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Text Books And Reference Books: Cohn, B. S. (2017). Notes on the History of the Study of Indian Society and Culture. In Structure and change in Indian society(pp. 3-28). Routledge. 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. | |
Essential Reading / Recommended Reading Cohn, B. S. (2017). Notes on the History of the Study of Indian Society and Culture. In Structure and change in Indian society(pp. 3-28). Routledge. 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. | |
Evaluation Pattern The evaluation pattern is as follows: · 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 | |
MSA135 - SOCIAL DEMOGRAPHY (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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:
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Course Outcome |
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Learning Outcomes: By the end of this course, students will be able to: |
Unit-1 |
Teaching Hours:15 |
Social Demography: An Introduction
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1. A brief introduction to the discipline 2. Characteristics of the Population: Size, Structure and Composition 3. Demographic processes 4. Sources of Data | |
Unit-2 |
Teaching Hours:15 |
Theoretical Perspectives
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1. Pre Malthusian Theories 2. Malthusian Theory 3. Marxian Perspective 4. Demographic Transition | |
Unit-3 |
Teaching Hours:25 |
Population Processes
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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
3. Mortality and Morbidity a. Measuring mortality b. Differentials with special emphasis on India: Rural-urban, age, gender, class, caste, region and religion. | |
Unit-4 |
Teaching Hours:5 |
Areas of Application
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1. Population Policies 2. Population and Poverty 3. Healthcare and Planning | |
Text Books And Reference Books:
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. | |
Essential Reading / Recommended Reading
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. | |
Evaluation Pattern The evaluation pattern is as follows:
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
Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks | |
MAIS291 - INTERNATIONAL ORGANIZATIONS (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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Unit-1 |
Teaching Hours:15 |
Introduction
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Definition, Characteristics and Classification of international organizations, Theories of International Organizations | |
Unit-2 |
Teaching Hours:10 |
HISTORICAL PROGRESSION OF IO'S
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Origins of International Institutions; Treaty of Westphalia, Congress of Vienna, League of Nations, Evolution of Bretton wood Institutions.
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Unit-3 |
Teaching Hours:10 |
UNITED NATIONS INSTITUTIONS and WORLD
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United Nations, Principle structures of United Nations, Reform of United Nation. | |
Unit-4 |
Teaching Hours:10 |
Regional Organizations: Beyond the Nation-State
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EU, BRICS, SCO, GCC, SAARC ASEAN, BIMSTEC. | |
Unit-5 |
Teaching Hours:8 |
Foreign Aid and Development
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Politics of Foreign Aid and Development by International Financial Institutions, WTO: Issues and Reforms. | |
Unit-6 |
Teaching Hours:7 |
FUTURE OF GLOBAL GOVERNANCE
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Issues of Global Governance: Peace and Security, Human Rights, Environment. Role of Non- State Actors. Challenges to global governance- Legitimacy, Accountability, Effectiveness | |
Text Books And Reference Books:
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, 3rd 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, 4th 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. | |
Essential Reading / Recommended Reading
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, 3rd 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, 4th 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. | |
Evaluation Pattern SCHEME OF VALUATION 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% | |
MCN291 - ECOLOGY AND MEDIA DISCOURSES (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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By the end of the course the learner will be able to: 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 |
Unit-1 |
Teaching Hours:10 |
Introduction to Ecology
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This unit is a platform that enables the entrant to pick up key vocabulary, and attain conceptual clarity regarding the discourse of ecology. | |
Unit-2 |
Teaching Hours:10 |
The Idea of Nature
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This unit presents some of the key discourses on nature that circulate both in the popular and in the theoretical domains. | |
Unit-3 |
Teaching Hours:10 |
Ecology: Contexts, Concerns
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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. | |
Unit-4 |
Teaching Hours:10 |
Limits to Growth
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This unit highlights how our finite world is plundered by indiscriminate looting and infinite demands. | |
Unit-5 |
Teaching Hours:10 |
Field Visits
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Field visits are to enable the student to gain an experiential sense of biodiversity, forest life, eco initiatives and ecological stress. | |
Unit-6 |
Teaching Hours:10 |
Ecology and Media Discourses
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This Unit exhibits how the media could play a proactive role in promoting ecological awareness. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Students need to take four-levels of evaluation.
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MSA231 - ADVANCED SOCIAL THEORIES (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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
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Course Outcome |
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At the end of teh course students will be able to: 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. |
Unit-1 |
Teaching Hours:15 |
Neo Marxism & Critical Theory
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1. Background and origin a. Gramsci – Role of Ideology, Hegemony b. Lukacs – Class Consciousness, Reification 2. Habermas – Theory of Communicative Action, Public sphere. | |
Unit-2 |
Teaching Hours:10 |
Phenomenology : An Introduction
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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) | |
Unit-3 |
Teaching Hours:15 |
Ethnomethodological Challenge
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1. Origins of Ethnomethodology, 2. Garfinkel’s Ethnomethodology 3. Goffman’sDramarturgical approach 4. Criticism of Ethnomethodology | |
Unit-4 |
Teaching Hours:20 |
Introduction to Structuralism and Post Structuralism
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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. | |
Text Books And Reference Books: Appelrouth, S. & Edles, L Desfor. (2011). Sociological Theory in the Contemporary Era. New Delhi : Sage Publications. 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 (8th 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. | |
Essential Reading / Recommended Reading
Lawler S., (2007) Identity: Sociological Perspectives, (1st ed.), Polity Publications. Morris, L. (2006), Rights : Sociological Perspectives,(1st 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. | |
Evaluation Pattern CIA I carries 10 marks 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
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MSA232 - SOCIAL STATISTICS (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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:
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