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1 Semester - 2017 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
FOC112 | SKILL DEVELOPMENT | - | 2 | 2 | 100 |
MECS131 | CULTURAL DEBATES | - | 4 | 4 | 100 |
MECS132 | POETRY | - | 4 | 4 | 100 |
MECS133 | INTRODUCTION TO CULTURAL STUDIES | - | 4 | 4 | 100 |
MECS141 A | POSTWAR POETRY | - | 4 | 4 | 100 |
MECS141 B | ENGLISH AND/IN INDIA | - | 4 | 4 | 100 |
MECS161 A | A SURVEY OF COLONIAL AND PRE-COLONIAL INDIA | - | 4 | 4 | 100 |
MECS161 B | CULTURAL PSYCHOLOGY | - | 4 | 4 | 100 |
2 Semester - 2017 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MECS231 | READING CULTURE: INTERDISCIPLINARY PERSPECTIVES | - | 4 | 4 | 100 |
MECS232 | NARRATIVE | - | 4 | 4 | 100 |
MECS233 | DRAMA | - | 4 | 4 | 100 |
MECS241 A | CLASSICAL DRAMA | - | 4 | 4 | 100 |
MECS241 B | POPULAR CULTURE IN INDIA | - | 4 | 4 | 100 |
MECS261 A | INDIAN AND TRANSPERSONNAL PSYCHOLOGY | - | 4 | 4 | 100 |
MECS261 B | DIGITAL CULTURE AND ETHICS | - | 4 | 4 | 100 |
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Introduction to Program: | ||||||
The Masters of Arts programme in English with Cultural Studies aims to provide an interdisciplinary perspective on literary and cultural texts and contexts. The papers offered provide contemporary perspectives on understanding literature and culture within contemporary and emerging frameworks and paradigms in cultural studies. Texts and ideologies selected for study are aimed at creating discursive spaces within as well as outside the classroom that encourage learners to investigate the contexts in which they live. In keeping with Christ University?s vision of excellence, this course is up to date with the latest theories and application skills in the fields of literary and cultural studies. | ||||||
Assesment Pattern | ||||||
Assessment Pattern
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Examination And Assesments | ||||||
Assessment Pattern
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FOC112 - SKILL DEVELOPMENT (2017 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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This course ensures that the students have the necessary skills that a psychology graduate should have once they graduate out of the program. This course ensures that the students are on par with the students from various international colleges and universities, thereby widening their horizons when it comes to further research or higher education options. |
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Course Outcome |
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Unit-1 |
Teaching Hours:4 |
Goal setting
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Definition of a goal; Types of goal; Goal setting; Evaluation of goal setting plan | |
Unit-2 |
Teaching Hours:4 |
Ethics in Research
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Introduction to Ethics; The Need for Ethics; Universal and Culture Specific Ethical guidelines | |
Unit-3 |
Teaching Hours:4 |
Process Appraisal
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Introduction to proposal development; Appraisal of the situation; Identification of obstacles and identifying ways to deal with them; Coming up with effective options. | |
Unit-4 |
Teaching Hours:4 |
Effective Writing Skills
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Effective organization of writing; Usage of language tools; APA guidelines in writing; Citations and References | |
Unit-5 |
Teaching Hours:4 |
Online Resources
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Exposure to various online resources; Practice on the layout of various web resources; Hands on training to effectively use those resources and evaluation of actual usage. | |
Unit-6 |
Teaching Hours:4 |
Abstract Writing
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What is an abstract? Purpose of writing an abstract; Components of an abstract; Sample abstracts | |
Text Books And Reference Books: . | |
Essential Reading / Recommended Reading . | |
Evaluation Pattern Students will be evaluated in every session and accordingly they will be marked. | |
MECS131 - CULTURAL DEBATES (2017 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 is compulsory core course that shall provide a survey of key debates in the field of Cultural Studies. The course aims to introduce students to the interdisciplinary nature of the domain of cultural studies and also that polemics is fundamental to the field of study. Structured around four important domains, the course closely looks at problematizing representations of genres, nation, identities and truth.
Course Objectives:
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Course Outcome |
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Learning Outcomes: At the end of the course, students would be able to: |
Unit-1 |
Teaching Hours:15 |
Literary Cultures and the Critical Turn
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This module introduces students to debates surrounding ‘literature’ and cultures of literatures/letters. The objective of the unit is to help students understand the problematics of genres, nomenclatures, and categories and develop a critical aesthetic and a bent of mind to approach aspects of culture. The unit will also look at the critical turn and the emergent cultures of reading, especially in the digital age.
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Unit-2 |
Teaching Hours:15 |
Nation and Representation
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This module introduces key debates surrounding the idea of the nation. An important debate the unit will deal with is the contested nature of nation and nationalism.
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Unit-3 |
Teaching Hours:15 |
Politics of Identity/ies
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This module shall introduce students to the politics of identities as an important debate in this technological era. It will also trace this aspect as an important point of discussion within cultural studies
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Unit-4 |
Teaching Hours:10 |
Post-Truth / Post-truth
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This unit will introduce students to some pertinent cultural debates surrounding theory and the ideas of post-truth / Post-Truth.
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Unit-5 |
Teaching Hours:5 |
Student Seminar
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Students have to work on any key cultural debate to produce a ‘working paper’ by reading any contemporary cultural space. Students can work in tandem with the Cultural Studies course and organise a preliminary student seminar where all students will present their ideas to a constituted panel of experts. Will be a complete student initiative and can be graded for CIA. | |
Text Books And Reference Books: A Textbook compilation of all prescribed essays/texts | |
Essential Reading / Recommended Reading Althusser, Louis. On Ideology. Verso Books, 2008. Barthes, Roland. Mythologies. Vintage, 1993. Grossberg, Lawrence. “Cultural Studies in the Future Tense”. Duke UP, 2010. Martin, Fran, ed. Interpreting Everyday Culture. Arnold Publishers, 2003. Rampley, Matthew, ed. Exploring Visual Culture: Definitions, Concepts, Contexts. Edinburgh UP, 2005.
Rorty, Richard. Achieving our Country: Leftist Thought in Twentieth Century America. Harvard UP, 1999. | |
Evaluation Pattern Mid Semester Examination: Section A (10X2=20 marks) Section B (15X2 = 30 marks)
End Semester Examination: Section A (10X2=20 marks)
Section B (15X2 = 30 marks) | |
MECS132 - POETRY (2017 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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This course aims to introduce postgraduate learners to advanced approaches to reading poetry, with the integration of literary readings and interdisciplinary perspectives, particularly with reference to the role of poetry in cultural studies. It is hoped that the reading of poetry through different media—inclusive of emerging media in the digital era – will underscore the significance of critical thinking and autonomous engagement with texts, both of which are skills crucial to our time. |
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Course Outcome |
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Learners will be able to: · Understand the different cultural and socio-political factors responsible for the creation of such works of art · Examine poetry from a variety of contexts and approaches and · Develop critical insights into engaging with poetry and its relevance to real-world contexts. |
Unit-1 |
Teaching Hours:10 |
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Understanding Poetry
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Unit 1: Understanding Poetry 10 hours · Naomi Shihab Nye, “Kindness” · Academy of American Poets: Why Poetry Matters Now · Wislawa Szymborska - Nobel Lecture: The Poet and the World · Bean and Chasar, Poetry After Cultural Studies (2011) – Extracts · Adorno, “Two Essays on Poetry and Society” · Amitava Kumar, “Poetry for the People” (from Poetry and Cultural Studies: A Reader) · Auden, “Musée des Beaux Arts” + Eagleton Chapter 1: Poetry and Criticism | |||||||||||
Unit-2 |
Teaching Hours:15 |
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Innovations: Form and its Subversion
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Unit 2: Innovations: Form and its Subversion 15 hours · Shakespeare, Iambic Pentameter, and the Hendecasyllable: Sonnet 20 (“A woman’s face with nature’s own hand”) · Marlowe, “The Passionate Shepherd to His Love” + Raleigh, “The Nymph’s Reply to the Shepherd” · Emily Dickinson—Inventing the Uncanny · Whitman—“The verse that is free” (Chapter from Mary Oliver, The Poetry Handbook) · Eliot, “The Wasteland” · Wallace Stevens, “Thirteen Ways of Looking at a Blackbird” · John Donne, “For Whom the Bell Tolls” · Walcott, “The Sea is History” · Tricia Rose, “Black Texts/Black Contexts” | |||||||||||
Unit-3 |
Teaching Hours:10 |
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Poetry and Storytelling
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Unit 3: Poetry and Storytelling 10 hours · Soliloquy—“Hamlet” or “Macbeth” · Ana Castillo, Watercolour Women, Opaque Men: A Novel in Verse (Extracts) · Coleridge, “The Rime of the Ancient Mariner”/“Christabel” · Keats, “The Eve of St Agnes” · The dramatic monologue: Browning | |||||||||||
Unit-4 |
Teaching Hours:10 |
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Poetry in Translation
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Unit 4: Poetry in Translation 10 hours · Dipesh Chakraborty, “Nation and Imagination” (from Poetry and Cultural Studies: A Reader) · Faiz Ahmed Faiz, “Don’t Ask Me for That Love Again” and “City of Lights”; Marxism in poetry · Neruda or Borges—Selected poems · Amrita Pritam, “I Call upon Varis Shah Today” · Lal Ded, selected vaakhs from I, Lalla · Czeslaw Milosz, “City without a Name” · Malaka Badr, “Alexandria” | |||||||||||
Unit-5 |
Teaching Hours:8 |
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Gender and Queer Poetics
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Unit 5: Gender and Queer Poetics 8 hours · Eve Kosofsky Sedgwick, “A Poem is Being Written” (from Poetry and Cultural Studies: A Reader) · Audre lorde, “Poetry is Not a Luxury” (from Poetry and Cultural Studies: A Reader) · Maya Angelou, “And Still I Rise” · Carol Ann Duffy, Selected poems · Kamala Das, Selected poems · Sylvia Plath, “Daddy” · Adrienne Rich, Selected poems · Allen Ginsberg, “Sunflower Sutra” · Agha Shahid Ali, “The Veiled Suite” | |||||||||||
Unit-6 |
Teaching Hours:7 |
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Poetry and the Contemporary World
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Unit 6: Poetry and the Contemporary World 7 hours · Zofia Burr, “Of Poetry and Power: Maya Angelou on the Inaugural Stage” (from Poetry and Cultural Studies: A Reader) · Hoskote, “Ghalib at the Winter of the Last Revolt” · Pandaemonium: Visual text + Keats, Threshold States (Extract from the Letters) + Richard Holmes, Coleridge as an “Orphan of the Storm” (Extract from Coleridge: early Visions) · Bob Dylan—music and poetry · Nayyirah Waheed, “Salt” · Jeet Thayil, “Not remembering” · Sarah Kay, performance poetry | |||||||||||
Text Books And Reference Books:
Damon, Maria and Livingston, Ira.Poetry and Cultural Studies: A Reader. Chicago: University of Illinois Press, 2009. | |||||||||||
Essential Reading / Recommended Reading
Arana, R. Victoria. W.H. Auden's Poetry: Mythos, Theory, and Practice. Cambria Press, 2009. Bean, Heidi R. And Chaser, Mike. Poetry After Cultural Studies. University of Iowa Press, 2011. Croft, Barbara L. Stylistic Arrangements: A Study of William Butler Yeats' A Vision, Bucknell University Press, 1987. Eagleton, Terry. How to Read a Poem. Malden, Mass: Blackwell Publishers, 2007. Firchow, Peter Edgerly. W.H. Auden: Contexts for Poetry. University of Delaware Press, 2002. Fisher, William J. The American Literature of the Nineteenth Century: An Anthology. New Delhi Eurasia Publishing House Pvt Ltd, 1970. King, Bruce. Modern Indian Poetry in English. New Delhi: Oxford University Press, 1987. Print. McDiarmid, Lucy. Saving Civilization: Yeats, Eliot, and Auden Between the Wars. CUP Archive, 1984. Oliver, Mary. The Poetry Handbook: A Prose Guide to Writing and Understanding Poetry. New York: Harcourt Brace & Company, 1994. Parthasarathy, R. ed., Ten Twentieth Century Indian Poets, Delhi: Oxford University Press, 1976. | |||||||||||
Evaluation Pattern
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MECS133 - INTRODUCTION TO CULTURAL STUDIES (2017 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course Description
During the 2014 edition of the Muziris Biennale, the walls of Fort Kochi were splashed with extremely idiosyncratic graffiti paintings by an anonymous artist who goes by the quirky moniker, “Guess Who”. These doodles liberally spiced up with political wit attempted a capricious melding- of Bob Marley, Jimi Hendrix and Michael Jackson conjured up in the bodies of the Carnatic music trio; Heath Ledger’s Joker in the vidooshaka’s costume typical of Koodiyattam; Marx and Engels meditating like Sankara and his disciple; Colonel Sanders busy making dosas at a local wayside shop etc., thereby staging a cultural encounter of the East and the West in ways that mutually comment on each other. If as John Berger puts it in his iconic work, Ways of Seeing, “the relation between what we see and what we know is never settled”, how does one understand culture, a word at once passed off as self-explanatory and yet remains elusive in spite of its frenzied currency in contemporary usage. Cultural Studies is a comparatively young area of research and teaching that brings in new perspectives to our notions regarding ‘texts’ and ‘meanings’ and therefore to the study of literatures, cultures and societies. This course seeks to pool together theoretical tools and critical perspectives to interrogate cultural texts of multiple kinds like, advertisements, films, television, newspaper and internet texts and so on that saturate our lives. Course Objectives: The course seeks to equip students to
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Course Outcome |
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Unit-1 |
Teaching Hours:5 |
Early Ruminations
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Barthes, Roland (1957). "Myth Today". Williams, Raymond, (1958) "Culture is Ordinary" from The Everyday Life Reader. Walter Benjamin (1968) "The Work of Art in the Age of Mechanical Reproduction," in Hannah Arendt (ed) Illuminations | |
Unit-2 |
Teaching Hours:10 |
Theory
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“Introduction.” The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 1-25. Hall, Stuart. (1980). "Encoding/Decoding" extract in NilanjanaGupta.ed. CulturalStudies I Agamben, Giorgio. “What is an apparatus?” What is an Apparatus and Other Essays. Stanford: Stanford UP, 2009, 1-24. Eric Hobsbawm (1983)"Inventing Traditions," The Invention of Traditions. Ella Shohat "From Eurocentrism to Polycentrism," Unthinking Eurocentrism:Multiculturalism and the Media Arjun Appadurai. Excerpt from Modernity at Large: Cultural Dimensions of Globalization.
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Unit-3 |
Teaching Hours:10 |
Space, Time, Cities
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De Certeau, Michel. ”Walking in the city.” The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 151-160. Soja, Edward. “History: geography: modernity.” The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 135-150. Feld, Steven. “Waterfalls of Song: An Acoustemology of Place Resounding in Bosavi, Papua New Guinea.” Senses of Place. Ed. Steven Feld and Keith Basso. New Mexico: School of American Research, 1996. 91-136. Sen, Jai. “Other Worlds, Other maps: Mapping the Unintended City”. An Atlas of Radical Cartography. Los Angeles: Journal of Aethetics and Protest Press, 2007. Dube, Saurabh. “Mapping Oppositions: Enchanted Spaces and Modern Places.”
Unbecoming Modern: Colonialism, Modernity, Colonial Modernities. Eds. SaurabhDube and IshitaBannerji-Dube. New Delhi: Social Science P, 2006. 76-94. | |
Unit-4 |
Teaching Hours:15 |
The Body in Culture
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Butler, Judith (1990) “Performativity’s Social Magic.” Bourdieu, A Critical Reader. Sedgwick, Eve Kosofosky. “The Beast in the Closet: James and the Writing of Homosexual Panic”.Epistemology of the Closet. U of California Press, 1990. Connell, R W "Hegemonic Masculinity: Rethinking the Concept," in Gender &Society, Vol. 19, No. 6, December 2005. P.829-859. Gilroy, Paul “There ain’t no black in the Union Jack” The Cultural Politics of Race and Nation Patricia Hill Collins. “Mammies, Matriarchs, and Other Controlling Images”. Black feminist thought: Knowledge, Consciousness, and the Politics of Empowerment. New York: Routledge, 2000. Bordo, Susan. “Whose Body Is This? Feminism, Medicine, and the Conceptualization of Eating Disorders.” Unbearable Weight: Feminism, Western Culture, and the Body. Berkeley, U of California P, 1993. 45-70.
Guru, Gopal. “Archaeology of Untouchability”. The Cracked Mirror. New Delhi: OUP, 2012. | |
Unit-5 |
Teaching Hours:10 |
The Reel and the ?Real? in Culture
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Kluge, Alexander, "On Film and the Public Sphere," New German Critique24/25, Autumn, 1981 — Winter 1981. (pp. 206-220). Kustritz, Anne. (2003). Slashing the romance narrative. The Journal of American Culture.26(3), 371-384. Creed, Barbara. “The Castrating Mother: Psycho”. The Monstrous Feminine: Film, Feminism, Psychoanalysis. New York: Routledge, 1993. Tejaswini Niranjana. “Interrogating Whose Nation: Tourists and Terrorists in Roja” ChandrimaChakraborty. Bollywood Motifs: Cricket Fiction and Fictional Cricket. Bollywood Motifs
Visual Text- Fandry | |
Unit-6 |
Teaching Hours:10 |
Leisure and Culture
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Bourdieu, Pierre. “Distinction: a Social Critique of the Judgement of Taste”. Cambridge: Harvard UP, 1984, 1-34. Engin, H.B. (2013) Barbied Dreams, Barbied Lives: On our backs, in the attics of our memories, on the shelves’ International Journal of Social Inquiry, Vol 6 (2) p18-37. Allen, Matthew Harp. “Rewriting the Script for South Indian Dance.” TheDramaReview 41.3 (1992): 63-100. Mukhopadhyay, Bhaskar. “Between Elite Hysteria and Subaltern Carnivalesque:Street-Food and Globalization in Calcutta”. The Rumour of Globalization: Desecrating the Global from Vernacular Margins. CUP, 2012. Weidman, Amanda. “Can the Subaltern Sing? Music, Language and the Politics of Voice”. Singing the Classical, Voicing the Modern. Durham: Duke, 2006.
Rushkoff, Douglas. “Apocalypto”. Present Shock: Where Everything Happens Now. New York: Penguin, 2013. | |
Text Books And Reference Books: · Barker, Chris.Cultural Studies: Theory and Practice 3rd ed. Los Angeles: Sage,2008. · During, Simon. The Cultural Studies Reader. New York: Routledge, 2007. · Storey, John. An Introduction to Cultural Theory and Popular Culture. Virginia:Pretence Hall, 1997. | |
Essential Reading / Recommended Reading · Storey, John, Cultural Theory and Popular Culture: A Reader. Harlow: Pearson, 2006.
· Milner, Andrew & Jeff Browitt. Contemporary Cultural Theory: An Introduction. London: Routledge, 2006. | |
Evaluation Pattern CIA -1 (20 Marks) Midsemester Exam (50 Marks) CIA-2 (20 Marks) Final Exam (50 Marks) | |
MECS141 A - POSTWAR POETRY (2017 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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Scholars have theorised that World War II necessitated the development of postmodernism. In poetry, post-World War II writers engaged with form and meaning in ways that had rarely been explored in earlier times. As we move into an era of human history in which violence is ubiquitous and our definitions of self, the nation, and the world require serious thought and revision, we offer Postwar Poetry as a unique module that reflects contemporary concerns and leads learners to reflect critically on issues intrinsic to their identities, lives, and communities.
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Course Outcome |
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Students will be able to: · become familiar with the basic history of poetry in the period 1945-the present. · begin to understand the place of poetry within the cultural market during this period; · discover the main trends and authors of this time; and · develop critical insights into engaging with poetry of this period. |
Unit-1 |
Teaching Hours:10 |
Unit I
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· Bishop, North & South, A Cold Spring, Questions of Travel; Vendler, “Elizabeth Bishop”, Geography III · Brooks, A Street in Bronzeville Annie Allen, The Bean Eaters, In the Mecca, To Disembark, “Interview with Ida Lewis” Baker, “The Florescence of Nationalism in the 1960s and 1970s” | |
Unit-2 |
Teaching Hours:10 |
Unit II
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· Olson, “The Kingfishers” and “Projective Verse” · Davenport, “Charles Olson” · Duncan, “Poem Beginning with a Line by Pindar” Altieri, “Introduction” and “Symbolist and Immanentist Modes of Poetic Thought” from “Enlarging the Temple” | |
Unit-3 |
Teaching Hours:10 |
Unit III
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· Ginsberg, “Howl” · Rich, “Diving Into the Wreck”, “The Dream of a Common Language”, “Writing as Re-Vision” · Ashbery, “Clepsydra,” “The Double-Dream of Spring” · O’Hara, “Meditations in an Emergency,” “The Day Lady Died,” “You are Gorgeous and I’m Coming,” “To the Film Industry in Crisis” Bloom, “John Ashbery: The Charity of the Hard Moments” · Perloff, “Barthes, Ashbery, and the Zero Degree of Genre” Ashbery, Self-Portrait in a Convex Mirror, “Daffy Duck in Hollywood” | |
Unit-4 |
Teaching Hours:10 |
Unit IV
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· Bernstein, Controlling Interests, “Semblance” · Bob Perelman, “Language Writing and Literary History” from “The Marginalization of Poetry” · Fredric Jameson, “Postmodernism, or, The Cultural Logic of Late Capitalism” Moss, Tokyo Butter. | |
Unit-5 |
Teaching Hours:20 |
Unit V
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· Faiz Ahmed Faiz, The Rebel’s Silhouette · Anna Akhmatova · Carol Ann Duffy · John Burnside, from “A Lie about My Father” · Agha Shahid Ali, “The Country without a Post Office” Ali, Introduction to “Ravishing (Dis)Unities” · Rukmini Bhaya Nair, Ayodha Cantos · Ranjit Hoskote, “The Cartographer’s Apprentice” Seth, Golden Gate | |
Text Books And Reference Books:
Required Texts
· Elizabeth Bishop, The Complete Poems
· Gwendolyn Brooks, Blacks
· Allen Ginsberg, Howl
· Adrienne Rich, The Dream of a Common Language
· John Ashbery, The Mooring of Starting Out: The First Five Books of Poetry
· John Ashbery, Self-Portrait in a Convex Mirror
· Charles Bernstein, Controlling Interests
· C.D. Wright, Deepstep Come Shining
· Thylias Moss, Tokyo Butter
· Carol Ann Duffy
· John Burnside
· Agha Shahid Ali, The Country without a Post Office
· Agha Shahid Ali, Ravishing (Dis)Unities
· Michael Ondaatje, The Collected Works of Billy the Kid
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Essential Reading / Recommended Reading
· Vikram Seth, Golden Gate
· Rukmini Bhaya Nair, Ayodha Cantos
· Faiz Ahmed Faiz, The Rebel’s Silhouette
· Anna Akhmatova
· Pablo Neruda
· Czeslaw Milosz
· Ranjit Hoskote, “The Cartographer’s Apprentice”
· Handouts of poems by other authors
· Critical essays—will be provided by course facilitator.
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Evaluation Pattern
Testing Pattern CIA 1: 20 Marks
CIA 2:- MSE: 50 marks (Weightage 25%) CIA 3: 20 Marks
ESE: 50 marks (Weightage 30%)
Pattern: MSE and ESE
Section A: 2 x 10 = 20 (Conceptual + Application)
Section B: 1 x 15 = 15 (Conceptual + Application)
Section C: 1 x 15 = 15 (Application)
Total marks = 50
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MECS141 B - ENGLISH AND/IN INDIA (2017 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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This course is an introductory survey of English in India. It aims to unravel the social life of English amidst the politics of language in India. •To create a disciplinary awareness of English in India •To familiarize with the social life of English in India •To understand the politics of language in India |
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Course Outcome |
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Learners will have an understanding of politics of language. Learners will be able to critically appreciate the role of English in Indian social and political life. Learners will be able to trace the history of English in India. |
Unit-1 |
Teaching Hours:15 |
English in disciplines
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This unit provides a brief overview and survey of the development of English as a discipline 1. Terry Eagleton “The Rise of English” 2. Gayathri Spivak “The Burden of English” 3. Satish Poduval, “To be in Eng. Lit., Now That … the Voyage Out” 4. Ania Loomba “Teaching the Bard in India” 5. Padmakumar M M et al, “Narrativising an English Department” from Artha: Journal of Social Sciences, Christ University Centre for Publications 5(3), 2016
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Unit-2 |
Teaching Hours:15 |
English and Colonization
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This unit provides a survey of the modes of English transmission in India during colonization. Readings from colonial documents would be central to understanding the debates in this unit Charles Grant; Macaulay’s Minute (vis-à-vis Chandra Bhan Prasad; Guha “Macaulay’s Minute Revisited” in The Hindu) Wood’s Despatch; Roy’s letter to Lord Amherst Gauri Vishwanathan Masks of Conquest
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Unit-3 |
Teaching Hours:15 |
English and Caste
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This unit introduces the social life of English in India especially in the context of caste. It will aim to bring forth debates regarding English and caste M, Dasan, “Englishing Dalits: Problems and Perspectives” Rita Kothari “Caste in a Casteless Language: English as a language of Dalit Expression” Probal Dasgupta “Sanskrit, English and Dalits” EPW, 35 (16), 2000.
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Unit-4 |
Teaching Hours:15 |
English and Cosmopolitanism in India
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Selections from Chutneyfying Hinglish by Rita Kothari “Towards Global Englishes and World Englishes” from Suman Gupta’s Philology and Global English Studies Sea of Poppies by Amitav Ghosh
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Text Books And Reference Books: Ghosh, Amitav. Sea of Poppies, Penguin, 2008. Kothari, Rita and Snell, Rupert (ed). Chutnefying English: The Phenomenon of Hinglish, Penguin, 2011. Tharu, Susie. Subject to Change: Teaching Literature in the Nineties. Orient Longman, 1998. | |
Essential Reading / Recommended Reading Ghosh, Amitav. Sea of Poppies, Penguin, 2008. Joshi, Svati. Rethinking English: Essays in Literature, Language, History. OUP, 1994. Kothari, Rita and Snell, Rupert (ed). Chutnefying English: The Phenomenon of Hinglish, Penguin, 2011. Marathe, Sudhakar and Mohan G. Ramanan. Provocations: The Teaching of English Literature in India. Orient Longman, 1994. Mukherjee, Alok. This Gift of English: English Education and the Formation of Alternative Hegemonies in India. Orient Blackswan, 2009. Rajan, Rajeshwari Sunder. Lie of the Land: English Literary Studies in India. OUP, 1992. Tharu, Susie. Subject to Change: Teaching Literature in the Nineties. Orient Longman, 1998. Trivedi, Harish and Devendra Kohli. The Heritage of English. Macmillan, 1995. --Colonial Transactions: English Literature and India, Manchester University Press, 1993. Uma, Alladi et al. English in the Dalit Context, Orient Blackswan, 2014.
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Evaluation Pattern 1. Write a report on comparing the politics of Language in pre- and post-independence in India. (20 Marks) Application of theoretical models discussed in the class. Word Limit: 2000 2. The pair of papers represents on-going debates in the field. Read the papers, explain the position of the authors in the first paper, and read the reaction in the second paper. Do you feel both papers make valid points (which?) and after a critical reading, who would you agree with most? 1. Rita Kothari “Caste in a Casteless Language: English as a language of Dalit Expression” 2. Probal Dasgupta “Sanskrit, English and Dalits” EPW, 35 (16), 2000. Evaluation will be done as per the rubrics for the assessment. Word limit: 3000
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MECS161 A - A SURVEY OF COLONIAL AND PRE-COLONIAL INDIA (2017 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 course intends to introduce the learner to the basic themes and historiographical debates in Indian history. It is designed to give the learner a brief overview of the multiple narratives of the ‘Indian past’. The intention of the course is to make the student aware of the complexities in reconstructing the past of a nation and to enable the learner to problematize the past as a non-monolithic entity.
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Course Outcome |
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The course will enable the learner to frame research questions and problematize the past. It will also enable them to understand the transitions that has marked the past(s) of India , hence providing context to the multiple literary traditions and trends in Indian writing and thought. |
Unit-1 |
Teaching Hours:8 |
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About Indian History
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a) Framing the region – India, Bhārata, Hindustan, Āryāvarta ? b) History and Identity c) Narrating the past – sources, periodization; multiple pasts | |||||||||||||||||||||
Unit-2 |
Teaching Hours:16 |
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Approaches to Early India
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a) Archaeological dilemmas – Indus Valley Civilization – The State Conundrum in History b) Social formation and their transitions - Vedic Age – The Aryan Debate- Historiographical Challenges c) Religion and State in Early India –Mauryas, Guptas and the Colās | |||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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An Introduction to Medieval India
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a) Time as a construct - The Early medieval phase in North and South India b) Indian Feudalism? c) Revisiting the Empire: The Sultanate and the Mughals The Indian Ocean and its many histories | |||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Framing the Nation
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a) Mapping the world – Colonialism and Imperialism-The Early Modern World –Spread of education –census and survey b) Challenges and Critiques - Early resistance movements and colonial responses Imagining the nation –Gandhiji, Ambedkar, Nehru and Jinnah | |||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
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Other Histories
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a) Gender as a theme and analytical tool b) Dissent as a framework – lower class and caste movements c) From the fringes – Tribal histories, partition narratives, history and oral tradition, history and folklore | |||||||||||||||||||||
Text Books And Reference Books: Romila Thapar, Early India,; From the Origins to AD 1300, 2003 Irfan Habib , Essays in Indian History;Towards a Marxist Perception, 2002 Ranajit Guha, ed., A Subaltem Studies Reader, 1997 Bipan Chandra, Nationalism and Colonialism in Modern India, 1979 Kumkum Roy, ed., Insights and Interventions; Essays in honour of Uma Chakravarti,2011
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Essential Reading / Recommended Reading Shereen Ratnagar, Understanding Harappa; Civilization in the Greater Indus Valley,2001 R. S. Sharma, Material Culture and Social Formations in Ancient India,1983. Thomas Trautmann, The Aryan Debate, Debates in Indian History and Society,2007 R.S. Sharma, Indian Feudalism (circa 300 – 1200), 1980 Bipan Chandra, Nationalism and Colonialism in Modern India, 1979. Roy, K., ed. Women in Early Indian Societies, 1999 Suvira Jaiswal, Caste: Origin, Function and Dimensions of Change, 1998. B.D.,Chattopadhyaya, Representing the Other? Sanskrit Sources and the Muslims (eight to fourteenth century),1998 Ronald B Inden, Imagining India, 1990 C .B.Asher and C. Talbot, eds. India before Europe, 2006 R.M.Eaton, Essays on Islam and Indian History, 2000 G Michell and J.M.Fritz. New Light on Hampi: Recent Research at Vijayanagar, 2001 Muzaffar Alam, The Languages of Political Islam in India, c.1200-1800, 2004. Ruby Lal, Domesticity and Power in the Early Mughal World, 2005. Athar Ali, Mughal India, Studies in Polity, Ideas, Society & Culture, New Delhi,2006 | |||||||||||||||||||||
Evaluation Pattern CIA - Evaluation Pattern
Mid Semester Examination
End Semester Examination
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MECS161 B - CULTURAL PSYCHOLOGY (2017 Batch) | |||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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The course offers research orientation on various cultural issues in global context and provides an understanding of the culture and psychological processes. Sensitivity towards the importance of an interdisciplinary approach in psychology is generated. |
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Course Outcome |
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Course Objectives and Learning Outcomes |
Unit-1 |
Teaching Hours:10 |
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Introduction to Culture and Psychology
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Culture- Definition- Importance, Interface between Psychology and Culture; Cultural difference; Culture and Human Behavior, Ethics and Emics; Scope of Cultural Psychology. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Enculturation and Developmental Process
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Enculturation and Socialization, Sensitive periods for Cultural Socialization, Childhood Experiences Differences across Culture, Culture, Parenting and Families, Culture and Peers, Culture and Educational System. Culture and Temparament, Culture and Attachment, Cognitive Development and Culture. Morality religion and justice. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Culture, Self, Identity and Personality
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Self as an organizing construct in Behavioural Science and Social Science. Self as a psycho social dynamic processing system. Culture and Self, Culture self esteem and self enhancement, Culture and Identity. Culture and Personality. Motivation and Culture. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Cultural influence on Cognition, Perception and Emotions
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Reasoning styles, Analytic and holistic thinking, Creative Thinking, Attention, Attribution, Talking and Thinking, Lingustic Relativity, Variation of Emotional Experience across Culture, Emotion and Language, Cultural variation in subjective wellbeing and happiness. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Culture and Society
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Interpersonal Attraction and Social Relationship, Culture, language and communication, Mate selection, Love and marriages across cultures, Culture on conformity, compliance and obedience, Culture and Intergroup relations, Culture and Aggression, Living in multicultural worlds. | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Heine, Steven J (2015) Cultural Psychology: Third International Student Edition: New York, W. W. Norton & Company | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Leary, M, R & Tangney, J, P (2012) Handbook of Self and Identity; New York: Guilford Press. Matsumoto D, Juang, L. (2016) Culture and Psychology: New York: Cengage Learning | |||||||||||||||||||||||||||||||
Evaluation Pattern CIA Evaluation pattern
Mid Semester Examination
End Semester Examination
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MECS231 - READING CULTURE: INTERDISCIPLINARY PERSPECTIVES (2017 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This paper in the second semester covers the concept of literary and cultural studies. It engages with the domains of cultures and their narratives that one engages with in the field of cultural studies. It attempts to situate cultural studies as an interdisciplinary field of theory and praxis and will enable students to understand with the problematic of culture and society. This course will enable students to
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Course Outcome |
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Students will be able to |
Unit-1 |
Teaching Hours:15 |
Literary Studies and Cultural Studies
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Literary Studies and Cultural Studies 15 hrs Richard Hoggart: From Uses of Literacy Susie Tharu and K. Lalita: “Empire, Nation and the Literary Text” Gayatri Chakraborty Spivak: from Death of a Discipline | |
Unit-2 |
Teaching Hours:15 |
Culture and History
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Culture and History Dipesh Chakrabarty: “Postcoloniality and the Artifice of History” Sumit Sarkar: “The Many Worlds of Indian History” Hayden White: From Tropics of Discourse: Essays in Cultural Criticism | |
Unit-3 |
Teaching Hours:10 |
Culture and Economy
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Unit III: Culture and Economy Lakshmi Subramanian: “Banias and the British: The Role of Indigenous Credit in the Process of Imperial Expansion in Western India in the Second Half of the Eighteenth Century” Rajat Kanta Ray: “Asian Capital in the Age of European Domination: The Rise of the Bazaar, 1800-1914' Amitav Ghosh: “Categories of Labour and the Orientation of the Fellah Economy” from The Imam and the Indian. | |
Unit-4 |
Teaching Hours:10 |
Culture and Society
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Culture and Society Clifford Geertz: “Thick Description: Toward an Interpretive Theory of Culture” James Clifford: “On Ethnographic Authority” | |
Unit-5 |
Teaching Hours:20 |
Culture and Law
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Culture and Law Rajni Kothari: ‘Caste in Indian Politics: Introduction’ G. Ram Reddy: G. Haragopal: The Pyraveekar: ‘’The Fixer’ in Rural India’ Veena Das: ‘The Figure of the Abducted Woman - The Citizen as Sexed’ Rosemary Coombs: “Contingent Articulations: A Critical Cultural Studies of Law” Pramod K Nayar: from Writing Wrongs: Cultural Construction of Human Rights | |
Text Books And Reference Books:
Compulsory Books:
If on a Winter’s Night a Traveller Time’s Arrow The Glass Palace | |
Essential Reading / Recommended Reading
Abbot, H. Porter. The Cambridge Introduction to Narrative. CUP. 2002. Cobley , Paul. Narrative. Routledge, 2001. Dorairaj. A. Joseph. Philosophical Hermeneutics. Satya Nilayam. 2011. Freeman, M. 'Mythical time , historical time, and the narrative fabric of the Self’ Narrative Inquiry 8 (1): 27-50, 1998. Genette, G. Narrative discourse Basil Blackwell, 1982. Jenkins, H. Textual Poachers: Television and Participatory Culture, Routledge, 1992. Kothari, Rita and Rupert Snell, eds. Chutnefying English: The Phenomenon of English. New Delhi: Penguin, 2011. Lothe ,J. Narrative in fiction and film : An Introduction Oxford University Press, 2000. Murray.Hamlet on the Holodeck: The Future of Narrative in Cyberspace,MIT Press, 1997. Nandy, Ashis. “Gandhi after Gandhi after Gandhi.” The little magazine. Vol. I: Issue 1. n.d. Web. 15 Jan 2013. Ong,W.J Orality and Literacy : The Technologies of the word, Methuen, 1982. Ricoeur, P. 'Narrative time' in W.J.T.Mitchell (ed.) On Narrative University of Chicago Press. 1981. Snyder, I.'Beyond the hype: reassessing hypertext' in Page to Screen: Taking Literacy in the electronic era, Routledge. 1998. Toker, I. Eloquent reticence: withholding information in fictional narrative. University press of Kentucky. 1993. | |
Evaluation Pattern
CIA 1: 20 marks MSE: Written Exam for 50 marks CIA 2: 20 Marks ESE: Written Exam for 50 Marks | |
MECS232 - NARRATIVE (2017 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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This course introduces students to the modes of narratives, both in its textual sense and beyond. The course aims to familiarize students with methods and approaches to reading and understanding aspects of narrative and narratology.
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Course Outcome |
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Objectives/Learning Outcomes: The paper attempts to make our students get a critical sense of |
Unit-1 |
Teaching Hours:10 |
Introducing Narrative
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Introducing Narrative
General Introduction to the Course
General Introduction to Narrative and Narratology from A. V. Ashok’s Narrative and Hours of Enchantment
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Unit-2 |
Teaching Hours:20 |
Reading Genres
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Reading Genres (20 hrs)
This unit introduces some modalities of reading genres both fiction and non-fiction from the point of view of the concepts discussed in Unit 1
If on a Winter’s Night a Traveller by Italo Calvino
Time’s Arrow: or The Nature of the Offence by Martin Amis
In an Antique Landby Amitav Ghosh
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Unit-3 |
Teaching Hours:10 |
Reading Disease
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Reading Disease (10 hrs) This module will introduce students to understanding the narrativisation of Health and Disease.
Selections from Cancer Journals by Audre Lorde Pramod Nayar. “Autobiogenography, Genomes and Life Writing” | |
Unit-4 |
Teaching Hours:10 |
Reading Violence
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Reading Violence (10 hrs) This module will introduce students to how violence is narrativised especially in the 20th and 21 century.
Ashis Nandy “The Ambivalent Homecoming of the Homopsychologicus” Veena Das, “Suffering, Legitimacy and healing: The Bhopal Case” Selections from Roma Chatterjee and Deepak Mehta. Living with Violence: An Anthropology of events and Everyday Life | |
Unit-5 |
Teaching Hours:10 |
Reading Archives
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Reading Archives (10 hrs) This module will introduce students to the narrativisation of archives and archival objects. A trip to the Government Musuem, Bangalore is a part of this module.
David Greetham, “Who’s in, Who’s Out: The Cultural Politics of Archival Exclusion” Gayathri Spivak, “The Rani of Sirmur: An Essay in Reading the Archives” | |
Text Books And Reference Books:
Abbot, H. Porter. The Cambridge Introduction to Narrative. CUP. 2002. Cobley , Paul. Narrative. Routledge, 2001. Dorairaj. A. Joseph. Philosophical Hermeneutics. Satya Nilayam. 2011. Freeman, M. 'Mythical time , historical time, and the narrative fabric of the Self’ Narrative Inquiry 8 (1): 27-50, 1998. Genette, G. Narrative discourse Basil Blackwell, 1982. Jenkins, H. Textual Poachers: Television and Participatory Culture, Routledge, 1992. Kothari, Rita and Rupert Snell, eds. Chutnefying English: The Phenomenon of English. New Delhi: Penguin, 2011. Lothe ,J. Narrative in fiction and film : An Introduction Oxford University Press, 2000. Murray.Hamlet on the Holodeck: The Future of Narrative in Cyberspace,MIT Press, 1997. Nandy, Ashis. “Gandhi after Gandhi after Gandhi.” The little magazine. Vol. I: Issue 1. n.d. Web. 15 Jan 2013. Ong,W.J Orality and Literacy : The Technologies of the word, Methuen, 1982. Ricoeur, P. 'Narrative time' in W.J.T.Mitchell (ed.) On Narrative University of Chicago Press. 1981. Snyder, I.'Beyond the hype: reassessing hypertext' in Page to Screen: Taking Literacy in the electronic era, Routledge. 1998. Toker, I. Eloquent reticence: withholding information in fictional narrative. University press of Kentucky. 1993. | |
Essential Reading / Recommended Reading
Abbot, H. Porter. The Cambridge Introduction to Narrative. CUP. 2002. Cobley , Paul. Narrative. Routledge, 2001. Dorairaj. A. Joseph. Philosophical Hermeneutics. Satya Nilayam. 2011. Freeman, M. 'Mythical time , historical time, and the narrative fabric of the Self’ Narrative Inquiry 8 (1): 27-50, 1998. Genette, G. Narrative discourse Basil Blackwell, 1982. Jenkins, H. Textual Poachers: Television and Participatory Culture, Routledge, 1992. Kothari, Rita and Rupert Snell, eds. Chutnefying English: The Phenomenon of English. New Delhi: Penguin, 2011. Lothe ,J. Narrative in fiction and film : An Introduction Oxford University Press, 2000. Murray.Hamlet on the Holodeck: The Future of Narrative in Cyberspace,MIT Press, 1997. Nandy, Ashis. “Gandhi after Gandhi after Gandhi.” The little magazine. Vol. I: Issue 1. n.d. Web. 15 Jan 2013. Ong,W.J Orality and Literacy : The Technologies of the word, Methuen, 1982. Ricoeur, P. 'Narrative time' in W.J.T.Mitchell (ed.) On Narrative University of Chicago Press. 1981. Snyder, I.'Beyond the hype: reassessing hypertext' in Page to Screen: Taking Literacy in the electronic era, Routledge. 1998. Toker, I. Eloquent reticence: withholding information in fictional narrative. University press of Kentucky. 1993. | |
Evaluation Pattern
CIA 1: 20 marks MSE: Written Exam for 50 marks CIA 2: 20 Marks ESE: Written Exam for 50 Marks | |
MECS233 - DRAMA (2017 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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This course engages students with the dramatic traditions and texts. It will trace the evolution of drama over the ages while also looking at the sub-genres of the dramatic form. The course will deal with texts of importance in different sub genres of drama. It will also focus on the aesthetic and the political dimensions of the art form. The objective of this paper is to attempt to help students
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Course Outcome |
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The course will enable students acquaint themselves with key dramatic texts from different sub-genres. It will lay the platform for further research for students interested in the drama and theatre. |
Unit-1 |
Teaching Hours:20 |
Tragedy
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Tragedy
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Unit-2 |
Teaching Hours:20 |
Comedy
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Comedy 20 Hrs
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Unit-3 |
Teaching Hours:10 |
Political Plays
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Political Plays
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Unit-4 |
Teaching Hours:10 |
Plays Based on Movements in Theatre
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Plays Based on Movements in Theatre
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Text Books And Reference Books:
Further Reading: Aristotle’s Poetics, Martin Esslin – Theatre of the Absurd, Antonin Artaud – Theater of Cruelty, Constantin Stanislavski – Essays from various texts. | |
Essential Reading / Recommended Reading
Further Reading: Aristotle’s Poetics, Martin Esslin – Theatre of the Absurd, Antonin Artaud – Theater of Cruelty, Constantin Stanislavski – Essays from various texts. | |
Evaluation Pattern CIA 1: 20 marks (20%) MSE: 50 marks (25%) CIA 3: 20 marks (20%) ESE: 50 marks (30%) | |
MECS241 A - CLASSICAL DRAMA (2017 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 course will familiarize students with classical drama through texts from ancient Greece, Latin Rome, Sanskrit texts as well as essays on various theatrical forms all over the pre-modern world. The course would provide the students first-hand experience of texts that are known to students mostly through their references in other texts. It also briefly looks at the unwritten and non-verbal dramatic traditions of the distant past. The objectives of this paper is to attempt to help students
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Course Outcome |
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Students will be equipped with a basic knowledge of the classical dramatic world. The readings of selected texts will help them evaluate the importance of the classics. Rather than depending on the opinions of other scholars students will form their independent views on the merits of classical dramatic traditions and texts. The course would also provide the necessary impetus for students desirous of studying classics for research. |
Unit-1 |
Teaching Hours:15 |
Greek Drama
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Greek Drama
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Unit-2 |
Teaching Hours:15 |
Roman Drama
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Roman Drama 10 Hrs
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Unit-3 |
Teaching Hours:15 |
Indian Dramatic Tradition
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Indian Dramatic Tradition
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Unit-4 |
Teaching Hours:15 |
Overview of Other Theatrical Traditions
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Overview of Other Theatrical Traditions
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Text Books And Reference Books: Prescribed plays | |
Essential Reading / Recommended Reading Prescribed plays | |
Evaluation Pattern
CIA: 70% including a Mid-Semester examination for 50 marks (5 essays each carrying 10 marks) ESE will be a written exam for 50 marks (5 essays each carrying 10 marks)
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MECS241 B - POPULAR CULTURE IN INDIA (2017 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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This course Popular Culture in India will introduce students to the area of popular culture studies within academia. It will trace the trajectories and concerns that determine this area and also the field of study in general. It will specifically acquaint the students and help them engage with forms of popular culture in India and help them read these popular culture forms as ‘texts’ – signifying systems that produce meanings in specific ways. It will look at the politics of the production, dissemination and consumption of these texts. The objective of this paper is to attempt to help students
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Course Outcome |
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Students are expected to historically understand popular culture studies, understand popular culture texts and be able to read and interpret popular culture ‘texts’ and problematize them. They are expected to understand these ‘texts’ as mediated and ideological formations. |
Unit-1 |
Teaching Hours:15 |
Popular Culture and Popular Culture Studies: General Perspectives
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Popular Culture and Popular Culture Studies: General Perspectives
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Unit-2 |
Teaching Hours:10 |
Situating Popular Culture in India
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Situating Popular Culture in India 10 Hrs
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Unit-3 |
Teaching Hours:10 |
Indian Cinema and Music
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Indian Cinema and Music
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Unit-4 |
Teaching Hours:5 |
Popular Culture of the Streets
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Popular Culture of the Streets
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Unit-5 |
Teaching Hours:20 |
Other Forms of Popular Culture
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Other Forms of Popular Culture 20 Hrs
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Text Books And Reference Books: Compilation of prescribed texts. | |
Essential Reading / Recommended Reading
Shoma, Munshi: Remote Control: Indian Television in the New Millenium K Moti Gokulsing: Soft-Soaping Inida: The World of Indian Televised Soap Operas Asha Kasbekar: Popular Culture: India! Moti Gokulsing and Wimal Dissanayake: Popular Culture in a Globalised India | |
Evaluation Pattern
CIA: 70% including a Mid-Semester examination for 50 marks ESE will be a written exam for 50 marks | |
MECS261 A - INDIAN AND TRANSPERSONNAL PSYCHOLOGY (2017 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 course provides a brief outline to the Indian and transpersonal Psychological concepts. The course aims to provide student different perspectives of self development in physical, social and spiritual realm. The term Indian Psychology refers to the study of psychologically relevant materials in ancient Indian thought. Usually this term does not cover modern developments in Psychology in India. Indian Psychology is an approach to psychology that is based on ideas and practices that developed over thousands of years within the Indian sub-continent. Transpersonal psychology is a sub-field or "school" of psychology that integrates the spiritual and transcendent aspects of the human experience with the framework of modern psychology. It is also possible to define it as a "spiritual psychology". Appreciative understanding of the concepts in these two fields enables the student to do a better professional psychological practice. |
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Course Outcome |
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The course provides a brief outline to the Indian and transpersonal Psychological concepts. The course aims to provide student different perspectives of self development in physical, social and spiritual realm. The term Indian Psychology refers to the study of psychologically relevant materials in ancient Indian thought. Usually this term does not cover modern developments in Psychology in India. Indian Psychology is an approach to psychology that is based on ideas and practices that developed over thousands of years within the Indian sub-continent. Transpersonal psychology is a sub-field or "school" of psychology that integrates the spiritual and transcendent aspects of the human experience with the framework of modern psychology. It is also possible to define it as a "spiritual psychology". Appreciative understanding of the concepts in these two fields enables the student to do a better professional psychological practice. |
Unit-1 |
Teaching Hours:15 |
Definitions and Nature
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Definitions and Nature: (10 Hours) Indian, Transpersonal Psychology. Current research in Indian and Transpersonal Psychology. | |
Unit-2 |
Teaching Hours:15 |
Major schools of Indian psychology
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Major schools of Indian psychology: (15 Hours) Veda, Upanishad, Sankhya-Yoga, Nyaya- Vysheshya, Meemamsa, Vedanta, Ayurveda, Buddhism, Jainism, Sufism | |
Unit-3 |
Teaching Hours:15 |
Major schools of Indian psychology
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Major schools of Indian psychology: (15 Hours) Veda, Upanishad, Sankhya-Yoga, Nyaya- Vysheshya, Meemamsa, Vedanta, Ayurveda, Buddhism, Jainism, Sufism | |
Unit-4 |
Teaching Hours:15 |
Major schools of Indian psychology
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Major schools of Indian psychology: (15 Hours) Veda, Upanishad, Sankhya-Yoga, Nyaya- Vysheshya, Meemamsa, Vedanta, Ayurveda, Buddhism, Jainism, Sufism | |
Text Books And Reference Books:
Cornelissen M, Misra, & Varma (2010) Foundations of Indian Psychology Volume 1: Theories and Concepts: Pearson India Richard Dewey Mann (1984) The Light of Consciousness: Explorations in Transpersonal Psychology: Suny Press. | |
Essential Reading / Recommended Reading
Cornelissen M, Misra, & Varma (2010) Foundations of Indian Psychology Volume 1: Theories and Concepts: Pearson India Richard Dewey Mann (1984) The Light of Consciousness: Explorations in Transpersonal Psychology: Suny Press. | |
Evaluation Pattern
MSE/ESE Pattern: Section B: 1 x 15 = 15 (Conceptual + Application) Section C: 1 x 15 = 15 (Application) Total marks = 50 | |
MECS261 B - DIGITAL CULTURE AND ETHICS (2017 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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This course refers to patterns of behaviour used when on the Internet, sided both by law and personal philosophy. The majority of the emerging research illuminates how users engage with digital media, relatively little attention has been given to moral and ethical issues. Digital users use the internet primarily as a tool for both social interaction and information sharing, two acts that encompass the concepts of morality. Because the Internet functions as a global networking platform, it links people of various culture, age, gender and sexual preferences. This necessitates the need to examine the proper and improper ways of social interactions and sensitivities to those who do not share the same cultural and religious upbringing or opinion.
The digital space provides tools to modify, to inform or to keep information away (with ulterior motives). It can be used for propaganda or for a social cause. It can be used for security and for control and surveillance. The discourse around digital culture and ethics does not just narrow down to a battle between good and evil. The field of digital ethics also finds a common ground for what could be ‘acceptable’ in terms of digital conduct. This paper looks to understand ethical ambivalences and uncertainties, which are also equally significant. Moreover, the information age and emerging technologies are challenging and transforming about ideas about morality, privacy, friendship, social etiquette, freedom and democracy, and a host of other pertinent issues.
This course will draw on critical theories and case studies to address and understand these changing moral and ethical concerns of the information age.
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Course Outcome |
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1. Understanding basic ethical concerns of the information age focusing on digital morality and ethics 2. Equip students with changing perspectives on digital professional ethics, ethos and codes 3. Familiarize students with theories and practices of online cultural and political issues such as privacy, surveillance, hacktivism, freedom and democracy 4. Enable students to critically understand and appreciate online ethical issues, dilemmas and ambivalences to address personal and professional challenges and responsibilities in their future careers. |
Unit-1 |
Teaching Hours:20 |
Introduction to Ethics
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Introduction to Ethics 20 hours
· What is Ethics · Indian Ethics · What is online ethics? · Digital Media Ethics | |
Unit-2 |
Teaching Hours:20 |
Internet and Issues of Information Age
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Internet and Issues of Information Age 20 hours
Privacy in the Electronic Global Metropolis · Is Privacy a Universal Values · Gendered Privacy · Nativity · The privacy of the poor · Privacy is not privatization · Citizenship in Global Metropolis
Copying and Distributing via Digital Media · Copyright · Global Perspective | |
Unit-3 |
Teaching Hours:20 |
Anonymity and Digital Censorship
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Anonymity and Digital Censorship 20 hours
· E-Ethics and Generation Y attitudes · Internet related Misbehaviour · Ethics and Order on the Internet · Making Things Real · Hacktivism · Digital Democratization Politics | |
Unit-4 |
Teaching Hours:20 |
Digital Advertisement and Ethical Issues
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Digital Advertisement and Ethical Issues 20 hours · The “Missing Middle” · Rhetoric and Reality · How Wide a Gate? | |
Text Books And Reference Books:
1. Mass Communication in India. Keval J. Kumar 4th Edition, Jaico Publishing House. 2. The Culture of Connectivity. A Critical History of Social Media, Jose Van Dijck, Oxford University Press 3. Intercultural Communication. The Indian Context. Ramesh N.Rao and Avinsah Thombre, Sage Publications. | |
Essential Reading / Recommended Reading
1. Mass Communication in India. Keval J. Kumar 4th Edition, Jaico Publishing House. 2. The Culture of Connectivity. A Critical History of Social Media, Jose Van Dijck, Oxford University Press 3. Intercultural Communication. The Indian Context. Ramesh N.Rao and Avinsah Thombre, Sage Publications. | |
Evaluation Pattern
While lectures and case studies will be used to deliver the sessions, student projects also form an equally important component of pedagogy. Students are expected to go through the readings relevant for each lecture and class discussions.
· Small Group Video assignments (Assessing the ability of the students to locate appropriate media theories in their media ubiquity) · Mid Semester Exams · Individual Assignment · End Semester- 50 marks
Exam Pattern: Section B: 1 x 15 = 15 (Conceptual + Application) Section C: 1 x 15 = 15 (Application) Total marks = 50 |