BA (H) ENGLISH (2019-20) Course Code: BHEN 101: Indian ...… · BA (H) ENGLISH (2019-20) Course...

BA (H) ENGLISH

(2019-20)

Course Code: BHEN 101: Indian Classical Literature

SEMESTER I

Credits 5

L.T.P

4.1.0.

Course Outcomes:

After completion of the course students will be able to:

C01 Comprehend basic concepts of Vedic age, post Sangam period.

C02 Understand traditional dramatic literature and performance traditions in ancient India.

C03 Acquaint with Mahabharata: evolution of Hinduism and its relations with other

religions.

C04 Interpret and implement the concept and theory of Rasas (flavor of aesthetics).

C05 Critically analyze the theory of Dharma: Hindu moral law.

C06 Relate to religious, philosophical and ethical teachings.

UNIT 1:

KalidasaAbhijnanaShakuntalam, translation of .B. Chandra Rajan, in Kalidasa: The Loom of

Time(New Delhi: Penguin, 1989).

UNIT 2:

Vyasa ‘The Dicing’ and ‘The Sequel to Dicing, ‘The Book of the Assembly Hall’, , in The

Mahabharata: tr. and ed. J.A.B. van Buitenen (Chicago: Brill, 1975) pp. 106–69.

UNIT 3:

The Temptation of Karna’, Book V ‘The Book of Effort’ in The Mahabharata: tr. and ed.

J.A.B. van Buitenen (Chicago: Brill, 1975) pp. 106–69.

UNIT 4: Bharat Natya Shastra Bharata, Natyashastra, tr. Manomohan Ghosh.

UNIT 5:

Ilango Adigal ‘The Book of Banci’, in Cilappatikaram: The Tale of an Anklet, tr. R.

Parthasarathy (Delhi: Penguin, 2004) book 3.

Class Presentations Topics from the books above :

• The Indian Epic Tradition: Themes and Recensions

• Classical Indian Drama: Theory and Practice

• Alankara and Rasa

• Dharma and the Heroic

Readings:

1. Bharata, Natyashastra, tr. Manomohan Ghosh, vol. I, 2nd edn (Calcutta: Granthalaya,

1967) chap. 6: ‘Sentiments’, pp. 100–18.

2. IravatiKarve, ‘Draupadi’, in Yuganta: The End of an Epoch (Hyderabad: Disha,

1991) pp. 79–105.

3. J.A.B. Van Buitenen, ‘Dharma and Moksa’, in Roy W. Perrett, ed.,

IndianPhilosophy, vol. V, Theory of Value: A Collection of Readings (New York:

Garland,2000) pp. 33–40.

4. Vinay Dharwadkar, ‘Orientalism and the Study of Indian Literature’, in

Orientalismand the Postcolonial Predicament: Perspectives on South Asia, ed. Carol

A.Breckenridge and Peter van der Veer (New Delhi: OUP, 1994) pp. 158–95.

5. KalidasaAbhijnanaShakuntalam, translation of . Chandra Rajan, in Kalidasa: The

Loom of Time(New Delhi: Penguin, 1989).

Course Code: BHEN 102: European Classical Literature (CC) SEMESTER I

Credits 5

L.T.P

4.1.0.

Course Outcomes:


C01 Comprehend basic features of the Epics.

C02 Analyze the theory of Oedipus, Oedipus complex and psychoanalytical understanding

of Sigmund Freud’s concept of interpretation of dreams.

C03 Conceptualize the ancient political system in democratic societies.

C04 Form a clear idea of constructive social criticism through Satire.

C05 Analyze the dramatic forms in the theatre of classical Greece.

C06 Enhance and acquire the overall understanding of European Classical Literature.

UNIT 1:

Homer The Iliad, tr. E.V. Rieu (Harmondsworth: Penguin,1985).

UNIT 2:

Sophocles Oedipus the King, tr. Robert Fagles in Sophocles: The Three Theban

Plays (Harmondsworth: Penguin, 1984).

UNIT 3:

Plautus Pot of Gold, tr. E.F. Watling (Harmondsworth: Penguin, 1965).

UNIT 4:

Ovid Selections from Metamorphoses ‘Bacchus’, (Book III), ‘Pyramus and Thisbe’ (Book

IV), ‘Philomela’ (Book VI), tr. Mary M. Innes (Harmondsworth: Penguin, 1975).

UNIT 5:

Horace Satires I: 4, in Horace: Satires and Epistles and Persius: Satires, tr. Niall Rudd

(Harmondsworth: Penguin, 2005).

Class Presentations Topics from the books above:

• The Epic

• Comedy and Tragedy in Classical Drama

• The Athenian City State

• Catharsis and Mimesis

• Satire

• Literary Cultures in Augustan Rome

Readings:

Aristotle, Poetics, translated with an introduction and notes by Malcolm Heath, (London:

Penguin, 1996) chaps. 6–17, 23, 24, and 26.

1. Plato, The Republic, Book X, tr. Desmond Lee (London: Penguin, 2007). 2. Horace, Ars Poetica, tr. H. Rushton Fairclough, Horace: Satires, Epistles and Ars

Course Code: BHEN 201: Indian Writing in English (CC)

SEMESTER II

Credits 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognize the characteristics of characteristics of Indian writing in English.

C02 Apprehend stylistic influence from the local language construction and its Indianized

context.

C03 Understand and analyse contemporary political scenario.

C04 Critically analyze the conflict between tradition and modernity.

C05 Evaluate the familial relationship of the domestic world and various family

relationships in detail.

C06 Discover the substance of Indian writing in English: how it evokes colonial

legacies on contemporary societies.

UNIT 1:

R.K. Narayan Swami and Friends

UNIT 2:

Anita Desai: In Custody

UNIT 3:

H.L.V. Derozio: ‘Freedom to the slave’, ‘The Orphan Girl’

Kamala Das: ‘Introduction My Grandmother’s House’

Nissim Ezekiel:‘Enterprise’ ‘The Night of the Scorpion’

Robin S. Ngangom:The Strange Affair of Robin S. Ngangom’ ‘A Poem for Mother

UNIT 4:

Mulk Raj Anand ‘Two Lady Rams’

Salman Rushdie ‘The Free Radio’

UNIT 5:

Rohinton Mistry ‘Swimming Lesson’

Shashi Despande ‘The Intrusion’


• Themes of Indian English poetry.

• Indian English Literature and its Readership

• Themes and Contexts of the Indian English Novel

• The Aesthetics of Indian English Poetry

• Modernism in Indian English Literature

Readings:

1. Raja Rao , Foreword to Kanthapura (New Delhi: OUP, 1989) pp. v–vi.

2. Salman Rushdie, ‘Commonwealth Literature does not exist’, in ImaginaryHomelands

(London: Granta Books, 1991) pp. 61–70.

3. Meenakshi Mukherjee, ‘Divided by a Common Language’, in The Perishable Empire

(New Delhi: OUP, 2000) pp.187–203.

4. Bruce King, ‘Introduction’, in Modern Indian Poetry in English (New Delhi: OUP, 2nd

edn, 2005) pp. 1–10.

Course Code: BHEN 202: British Poetry and Drama 14th to 17th Century (CC)

SEMESTER II

Credit 5

L.T.P.

4.1.0.

Course Outcomes:


C01 Recognize the role of women in 14th Century.

C02 Comprehend Renaissance Humanism in all its manifestations as a response to ‘narrow

pedantry’: associated with utilitarian approach.

C03 Analyze with the Elizabethan and Jacobean dramatic writings and learn about

blank verse.

C04 Critically analyze Shakespeare’s plays and relate to the emotional realities of his

characters that transcend time and underscore the universal appeal of his story

telling.

C05 Evaluate the socio-political and economic conditions during the reign of three

successive kings- Edward III, Richard II and Henry IV.

C06 Discover the importance of British literature (14 -17century) and assess the role of

literature in edification of the society.

UNIT 1:

Geoffrey Chaucer:The Wife of Bath’s in the Prologue.

UNIT 2:

Edmund Spenser Selections from Amoretti: Sonnet LXVII ‘Like as a huntsman...’ Sonnet

LVII ‘Sweet warrior...’, Sonnet LXXV ‘One day I wrote her name...’

John Donne ‘The Sunne Rising’, ‘Batter My Heart’, ‘Valediction: forbidding mourning’

UNIT 3:

Christopher Marlowe Doctor Faustus

UNIT 4:

William Shakespeare Macbeth

UNIT 5:

William ShakespeareTwelfth Night


• Renaissance Humanism

• The Stage, Court and City

• Religious and Political Thought

• Ideas of Love and Marriage

• The Writer in Society

• Spiritual Crisis : Christopher Marlowe

Suggested Readings:

1. Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in ThePortable

Renaissance Reader, ed. James Bruce Ross and Mary Martin McLaughlin(New York:

Penguin Books, 1953) pp. 476–9.

2. John Calvin, ‘Predestination and Free Will’, in The Portable Renaissance Reader, ed.

James Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp.

704–11.

3. Baldassare Castiglione, ‘Longing for Beauty’ and ‘Invocation of Love’, in Book 4 of

The Courtier, ‘Love and Beauty’, tr. George Bull (Harmondsworth: Penguin, rpt.1983) pp.

324–8, 330–5.

4. Philip Sidney, An Apology for Poetry, ed. Forrest G. Robinson (Indianapolis: Bobbs-

Merrill, 1970) pp. 13–18.

Course Code : BHEN 301: American Literature ( CC )

SEMESTER III

Credit 5

L.T.P.

4.1.0

Course Outcomes:


C01 Understand social realism in American literature which encompasses the period after

the civil war to the turn of the century.

C02 Comprehend the common themes in American literature: the great journey, the

loss of innocence, the great battle and revenge.

C03 Evaluate Gothic genre which dealt with questions of death, decomposition and

mourning.

C04 Analyze literary works to formulate concept of personal and social American identity.

C05 Evaluate the use of folklore in the American novels as a medium of expression of

sensibilities and to maintain a connection to the past literature.

C06 Apply the understanding of culture, genre and literary history of America in research

work.

UNIT 1:

Tennessee Williams The Glass Menagerie

UNIT 2:

Toni Morrison Beloved

UNIT 3:

Mark Twain The Adventures of Huckleberry Finn.

UNIT 4:

Edgar Allan Poe‘The Purloined Letter’ F. Scott Fitzgerald ‘The Crack-up’

UNIT 5:

Anne Bradstreet ‘The Prologue’

Walt Whitman Selections from Leaves of Grass: ‘O Captain, My Captain’, ‘Passage to India’

(lines 1–68)

Alexie Sherman Alexie: ‘Crow Testament’ ‘Evolution’


• The American Dream

• Social Realism and the American Novel

• Folklore in the American Novel

• Black Women’s Writings

• Forms in American Poetry

Suggested Readings:

1. Hector St John Crevecouer, ‘What is an American’, (Letter III) in Letters from

anAmerican Farmer (Harmondsworth: Penguin, 1982) pp. 66–105.

Frederick Douglass, A Narrative of the life of Frederick Douglass (Harmondsworth:

Penguin, 1982) chaps. 1–7, pp. 47–87.

2. Henry David Thoreau, ‘Battle of the Ants’ excerpt from ‘Brute Neighbours’, in

Walden (Oxford: OUP, 1997) chap. 12.

3. Ralph Waldo Emerson, ‘Self Reliance’, in The Selected Writings of Ralph

WaldoEmerson, ed. with a biographical introduction by Brooks Atkinson (New York:

TheModern Library, 1964).

4. Toni Morrison, ‘Romancing the Shadow’, in Playing in the Dark: Whiteness and

Literary Imagination (London: Picador, 1993) pp. 29–39.

Course Code: BHEN 303: British Romantic Literature (CC)

SEMESTER III

Credit 5

L.T.P

4.1.0.

Course Outcomes:

After completing the course students will be able to:

C01 Recognize the importance of imagination and reason as necessary components of

creativity in British Romantic poetry.

C02 Comprehend Romanticism with emphasis on the individual, the imaginative, the

visionary and the transcendental.

C03 Develop an understanding of the Romantic period as a major social change in

England during 1798-1832.

C04 Critically analyze Gothic as the precursor to the rise of Romanticism.

C05 Evaluate the complete transformation of society due to the influence of French

revolution.

C06 Appreciate nature as a source of healthy emotion and ideas.

UNIT 1:

William Blake ‘The Lamb’, ‘The Chimney Sweeper’ (from The Songs of Innocence and The

Songs ofExperience), ‘The Tyger’ (The Songs of Experience), 'Introduction’ to The Songs of

Innocence

Robert Burns ‘A Bard’s Epitaph’ ‘Scots WhaHae’

UNIT 2:

William Wordsworth ‘Tintern Abbey’ ‘Ode: Intimations of Immortality’

Samuel Taylor Coleridge ‘Kubla Khan’ ‘Dejection: An Ode’

UNIT 3:

Lord Byron ‘Childe Harold’: canto III, verses 36–45 (lines 316–405); canto IV, verses 178–

86 (lines 1594–674)

Percy Bysshe Shelley‘Ode to the West Wind’ ‘Ozymandias’ ‘Hymn to Intellectual Beauty’

UNIT 4:

John Keats ‘Ode to a Nightingale’, ‘To Autumn’ ‘On First Looking into Chapman’s Homer’

UNIT 5:

Mary Shelley Frankenstein


• Reason and Imagination

• Conceptions of Nature

• Literature and Revolution

• Supernaturalism

• Lyrics and Odes

• Sensuousness

Suggested Readings:

1. William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry, ed.

Harold Bloom and Lionel Trilling (New York: OUP, 1973) pp. 594–611.

2. John Keats, ‘Letter to George and Thomas Keats, 21 December 1817’, and ‘Letter to

Richard Woodhouse, 27 October, 1818’, in Romantic Prose and Poetry, ed. Harold

Bloom and Lionel Trilling (New York: OUP, 1973) pp. 766–68, 777–8.

3. Jean-Jacques Rousseau, ‘Preface’ to Emile or Education, tr. Allan

Bloom (Harmondsworth: Penguin, 1991).

4. . Samuel Taylor Coleridge,Biographia Literaria, ed. George Watson

(London:Everyman, 1993) chap. XIII, pp. 161–66.

Course Code: BHEN 302: British Poetry and Drama 17th- 18th Century (CC)

SEMESTER III

Credit 5

L.T.P

4.1.0.

Course Outcomes:


C01 Define the characteristics Epic and Mock epic.

C02 Understand the evolution of Parliamentary government and the new restrictions on the

monarchy in 17th century England.

C03 Develop a deeper knowledge of works of Aphra Behn as a literary role model for the

later generations of women authors.

C04 Critically examine the clash between the king and Parliament over the issue of

religion.

C05 Evaluate the superiority of men over women within both the household and public

sphere.

C06 Construct their critical thinking skills to explore themes of political satire, social

upheaval and reversal of personal status in the literary works of 17th-18th century.

UNIT 1:

John Milton Paradise Lost: Book 1

UNIT 2:

John Webster The Duchess of Malfi

UNIT 3:

Aphra BehnThe Rover

UNIT 4:

Alexander Pope The Rape of the Lock

UNIT 5:

Andrew Marvell ‘To His Coy Mistress’, ‘The Garden’, ‘Bermudas’.


• Religious and Secular Thought in the 17th Century

• The Stage,The State and the Market

• The Mock-epic and Satire

• The comedy of manners

• Machiavelli tragedy

Suggested Readings:

1. The Holy Bible, Genesis, chaps. 1–4, The Gospel according to St. Luke, chaps. 1–7

and 22–4.

2. Niccolo Machiavelli, The Prince, ed. and tr. Robert M. Adams (New York: Norton,

1992) chaps. 15, 16, 18, and 25.

3. Thomas Hobbes, selections from The Leviathan, pt. I (New York: Norton,

2006) chaps. 8, 11, and 13.

4. John Dryden, ‘A Discourse Concerning the Origin and Progress of Satire’, in

TheNorton Anthology of English Literature, vol. 1, 9th edn, ed. Stephen Greenblatt

(NewYork: Norton 2012) pp. 1767–8.

Course Code: BHEN 401: British Literature: 18th Century (CC)

SEMESTER IV

Credit 5

L.T.P.

4.1.0.

Course Outcomes:


C01 Define the comedy of manners that satirizes the manners and affectations in the 17

century England.

C02Comprehend Enlightenment as a time of great innovation and evolution.

C03Apply the concept of allegory in today’s scenario.

C04 Analyze Neoclassicism as an artistic movement that draws inspiration from the

classical art and culture of classical antiquity.

C05 Understand the trajectory of growth of English novel.

C06 Generate knowledge of the central themes and issues in the study of 18th century

British literature.

UNIT 1:

William Congreve The Way of the World

UNIT 2:

Jonathan Swift Gulliver’s Travels (Books III and IV)

UNIT 3:

Samuel Johnson ‘London’

Thomas Gray ‘Elegy Written in a Country Churchyard’

UNIT 4:

Laurence Sterne The Life and Opinions of Tristram Shandy, Gentleman

UNIT 5:

Bernard Mandeville‘An Enquiry into the Origin of Moral Virtue’ [including the

Introduction], in The Fable of the Bees, ed. F. B. Kaye (Oxford: Clarendon, 1957), vol. 1, pp.

39-57


• Transitional poetry

• Restoration Comedy

• The country and the city

• Four wheels of English Novels

• Allegry as a weapon of satire.

Readings:

1. Jeremy Collier, A Short View of the Immorality and Profaneness of the English Stage

(London: Routledge, 1996).

2. Daniel Defoe, ‘The Complete English Tradesman’ (Letter XXII), ‘The Great Law

of Subordination Considered’ (Letter IV), and ‘The Complete English Gentleman’, in

Literature and Social Order in Eighteenth-Century England, ed. Stephen

Copley(London: Croom Helm, 1984).

3. Samuel Johnson, ‘Essay 156’, in The Rambler, in Selected Writings: Samuel

Johnson, ed. Peter Martin (Cambridge, Mass.: Harvard University Press, 2009) pp.194–7;

Rasselas Chapter 10; ‘Pope’s Intellectual Character: Pope and Dryden Compared’, from

The Life of Pope, in The Norton Anthology of English Literature, vol. 1, ed. Stephen

Greenblatt, 8th edn (New York: Norton, 2006) pp. 2693–4, 2774

Course Code: BHEN 402: Popular Literature (CC)

SEMESTER IV

Credit 5

L.T.P

4.1.0.

Course Outcomes:


C01 Define the genre of Graphic novel and distinguish it from comic books.

C02 Comprehend the genre of Nonsense literature.

C03 Experiment with the difference between canonical and popular literature.

C04 Analyze the creative tension between the didactic and the imaginative in Children’s

Literature.

C05 Evaluate the themes of religion, sexuality, gender and identity crisis.

C06 Apply their knowledge of Children’s Literature from fairy tales to orally transmitted

materials.

UNIT 1:

Lewis Carroll Through the Looking Glass

UNIT 2:

Agatha Christie The Murder of Roger Ackroyd

UNIT 3:

ShyamSelvaduraiFunny Boy

UNIT 4:

DurgabaiVyam and Subhash VyamBhimayana: Experiences of Untouchability/

Autobiographical Notes on Ambedkar (For the Visually Challenged students)

UNIT 5:

Art SpiegelmanMaus I: A Survivor's Tale: My Father Bleeds History


• The growing interest in popular literature.

• The Canonical and the Popular

• Caste, Gender and Identity

• Ethics and Education in Children’s Literature

• Sense and Nonsense

• The Graphic Novel

Readings:

1. ChelvaKanaganayakam, ‘Dancing in the Rarefied Air: Reading Contemporary Sri Lankan

Literature’ (ARIEL, Jan. 1998) rpt, Malashri Lal, Alamgir Hashmi, and Victor J. Ramraj,

eds., Post Independence Voices in South Asian Writings (Delhi: Doaba Publications, 2001)

pp. 51–65.

2. Sumathi Ramaswamy, ‘Introduction’, in Beyond Appearances?: Visual Practices

andIdeologies in Modern India (Sage: Delhi, 2003) pp. xiii–xxix

3. Leslie Fiedler, ‘Towards a Definition of Popular Literature’, in Super Culture:American

Popular Culture and Europe, ed. C.W.E. Bigsby (Ohio: Bowling GreenUniversity Press,

1975) pp. 29–38.

4. Felicity Hughes, ‘Children’s Literature: Theory and Practice’, English Literary History,

vol. 45, 1978, pp. 542–61.

Course Code: BHEN 403: Women’s Writing (CC)

SEMESTER IV

Credit 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognize the confessional mode in women’s writing.

C02 Comprehend confessional writing as a reaction to the depersonalized poetry of

Modern poets.

C03 Analyze the foundational feminist and gender theories.

C04 Critically analyze historical patriarchy in modern times as a socially

conditioned belief system presenting itself as a necessity.

C05 Evaluate the issues of race, caste and gender in women’s writing.

C06 Apply cognitive skills to feminist issues.

UNIT 1:

Emily Dickinson ‘I cannot live with you’ , ‘I’m wife; I’ve finished that’

Sylvia Plath ‘Daddy’ ‘Lady Lazarus’

Eunice De Souza ‘Advice to Women’ , ‘Bequest’

UNIT 2:

Alice Walker The Color Purple

UNIT 3:

Charlotte Perkins Gilman ‘The Yellow Wallpaper’

Katherine Mansfield ‘Bliss’

Mahashweta Devi ‘Draupadi’, tr. Gayatri Chakravorty Spivak (Calcutta: Seagull, 2002)

UNIT 4:

Mary Wollstonecraft A Vindication of the Rights of Woman (New York: Norton, 1988)

chap. 1, pp. 11–19; chap. 2, pp. 19–38.

UNIT 5:

Ramabai Ranade ‘A Testimony of our Inexhaustible Treasures’, in PanditaRamabaiThrough

Her Own Words: Selected Works, tr. Meera Kosambi (New Delhi: OUP,2000) pp. 295–324.

Rassundari Debi Excerpts from Amar Jiban in Susie Tharu and K. Lalita, eds., Women’s

Writing in India, vol. 1 (New Delhi: OUP, 1989) pp. 191–2.


• The Confessional Mode in Women's Writing

• Sexual Politics

• Race, Caste and Gender

• Social Reform and Women’s Rights

Readings:

1. Virginia Woolf, A Room of One's Own (New York: Harcourt, 1957) chaps. 1 and 6.

2. Simone de Beauvoir, ‘Introduction’, in The Second Sex, tr. Constance Borde and

ShielaMalovany-Chevallier (London: Vintage, 2010) pp. 3–18.

3. Kumkum Sangari and Sudesh Vaid, eds., ‘Introduction’, in Recasting

Women:Essays in Colonial History (New Delhi: Kali for Women, 1989) pp. 1–25.

4. Chandra Talapade Mohanty, ‘Under Western Eyes: Feminist Scholarship and

Colonial Discourses’, in Contemporary Postcolonial Theory: A Reader, ed. Padmini

Mongia (New York: Arnold, 1996) pp. 172–97.

Course Code: BHEN 501: British Literature 19th Century (CC)

SEMESTER V

Credit 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognize the basic characteristics of Victorian Novel.

C02 Understand the complexities of the relation between the poet and the speaker in the

genre of dramatic monologue.

C03 Apply the basic characteristics of pre Raphalite movement in analyzing poetic text.

C04 Examine how Jane Austen defies the view of an ideal marriage as one based on

financial stability and social equality

C05 Evaluate the terrible effects of Industrialization: human beings treated as simple

instruments of production.

C06 Discover the deplorable condition of the poor and ill-treatment of children in

work houses in the 19th century.

UNIT 1:

Jane AustenPride and Prejudice

UNIT 2:

Charlotte Bronte Jane Eyre

UNIT 3:

Charles Dickens Hard Times

UNIT 4:

Alfred Tennyson ‘The Lady of Shalott’, ‘Ulysses’, ‘The Defence of Lucknow’

Robert Browning ‘My Last Duchess’ , ‘The Last Ride Together’ , ‘Fra Lippo Lippi’

UNIT 5:

Christina Rossetti‘The Goblin Market’


• Stormy Sisterhood.

• The 19th Century Novel

• Marriage and Sexuality

• The Writer and Society

• Faith and Doubt

• The Dramatic Monologue

Readings:

1. Karl Marx and Friedrich Engels, ‘Mode of Production: The Basis of Social Life’,

‘The Social Nature of Consciousness’, and ‘Classes and Ideology’, in A Reader in

MarxistPhilosophy, ed. Howard Selsam and Harry Martel (New York:

InternationalPublishers,1963) pp. 186–8, 190–1, 199–201.

2. Charles Darwin, ‘Natural Selection and Sexual Selection’, in The Descent of Man in

The Norton Anthology of English Literature, 8th edn, vol. 2, ed. Stephen

Greenblatt(New York: Northon, 2006) pp. 1545–9.

3. John Stuart Mill, The Subjection of Women in Norton Anthology of English Literature,

8th edn, vol. 2, ed. Stephen Greenblatt (New York: Norton, 2006) chap. 1, pp. 1061–9.

Course Code: BHEN 502: Modern European Drama (CC)

SEMESTER V

Credits 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognize the theme of incomprehensibility resulting from the inadequacy of

language and breakdown of meanings.

C02 Comprehend the influence of realism in Henrik Ibsen’s play.

C03 Apply the idea of existentialism in today’s times.

C04 Examine absence, emptiness and unresolved mysteries as central features in many

Absurdist plots.

C05 Assess how the contemporary idea of the tragic no longer bears the form of

classical tragedy.

C06 Discover the fundamental difference between Epic Theatre and Dramatic Theatre.

UNIT 1:

Henrik Ibsen Ghosts

UNIT 2:

Bertolt BrechtThe Good Woman of Szechuan

UNIT 3:

Samuel Beckett Waiting for Godot

UNIT 4:

Eugene Ionesco Rhinoceros

UNIT 5:

Harold Pinter Birthday Party


• Politics, Social Change and the Stage

• Text and Performance

• European Drama: Realism and Beyond

• Tragedy and Heroism in Modern European Drama

• The Theatre of the Absurd

Readings:

1. Constantin Stanislavski, An Actor Prepares, chap. 8, ‘Faith and the Sense of Truth’,

tr. Elizabeth Reynolds Hapgood (Harmondsworth: Penguin, 1967) sections 1, 2, 7, 8, 9,

pp. 121–5, 137–46.

2. Bertolt Brecht, ‘The Street Scene’, ‘Theatre for Pleasure or Theatre for Instruction’,

and ‘Dramatic Theatre vs Epic Theatre’, in Brecht on Theatre: The Development ofan

Aesthetic, ed. and tr. John Willet (London: Methuen, 1992) pp. 68–76, 121–8.

3. George Steiner, ‘On Modern Tragedy’, in The Death of Tragedy (London: Faber,

1995) pp. 303–24

Course Code: BHEN 601: British Literature: Early 20th Century (CC)

SEMESTER VI

Credit 5

L.T.P

4.1.0.

Course Outcomes:


C01 Describe the vanguard culture during the formative years of Modernism.

CO2 Understand the techniques of stream of consciousness which parallels a character’s

internal thoughts.

C03 Apply the knowledge of Postmodernism as a stylistic and ideological tool to

understand the nuances of literature.

C04 Critically analyze literary modernism as a self-conscious break with the traditional

ways of writing.

C05 Evaluate the revolutionary changes in the social and domestic role of women.

C06 Design and explore variegated range of disciplines from anthropology,

comparative literature and literary criticism for sharpening research methodology

UNIT 1:

Joseph Conrad Heart of Darkness

UNIT 2:

D.H. Lawrence Sons and Lovers

UNIT 3:

Virginia Woolf Mrs Dalloway

UNIT 4:

W.B. Yeats ‘Leda and the Swan’ ‘The Second Coming’ ‘No Second Troy’ ‘Sailing to

Byzantium’

UNIT 5:

T.S. Eliot ‘The Love Song of J. Alfred Prufrock’ ‘Sweeney among the Nightingales’ ‘The

Hollow Men’


• Modernism,

• Post-modernism and non-European Cultures

• The Women’s Movement in the Early 20th Century

• Psychoanalysis and the Stream of Consciousness

• The Uses of Myth

• The Avant Garde

Readings:

1. Sigmund Freud, ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The Structure of

the Unconscious’, in The Modern Tradition, ed. Richard Ellman et. al. (Oxford: OUP,

1965) pp. 571, 578–80, 559–63.

2. T.S. Eliot, ‘Tradition and the Individual Talent’, in Norton Anthology of

EnglishLiterature, 8th edn, vol. 2, ed. Stephen Greenblatt (New York: Norton,

2006) pp.2319–25.

3. Raymond Williams, ‘Introduction’, in The English Novel from Dickens to

Lawrence (London: Hogarth Press, 1984) pp. 9–27.

Course Code: BHEN 602: Post- Colonial Literatures (CC)

SEMESTER VI

Credit 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognize the problems and consequences of the decolonization of a country.

C02 Demonstrate an awareness of the ambiguities and complexities of post-colonial

discourse.

C03 Apply the role of literature in perpetuating and challenging cultural

imperialism.

C04 Analyze the concept of literary representation and modes of representation: magic

realism and social realism.

C05 Evaluate how race, class, gender and identity are presented and problematized in post-

colonial works.

C06 Discover issues related to post-colonial theory including language, globalization,

nationalism, hybridity and diaspora.

UNIT 1:

Chinua Achebe Things Fall Apart

UNIT 2:

Gabriel Garcia Marquez Chronicle of a Death Foretold

UNIT 3:

Bessie Head ‘The Collector of Treasures’

Ama Ata Aidoo ‘The Girl who can’

Grace Ogot ‘The Green Leaves’

UNIT 4:

Pablo Neruda ‘Tonight I can Write’ ,‘The Way Spain Was’

Derek Walcott ‘A Far Cry from Africa’ ‘Names’

UNIT 5:

David Malouf ‘Revolving Days’ ‘Wild Lemons’

Mamang Dai ‘Small Towns and the River’ ‘The Voice of the Mountain’


• De-colonization, Globalization and Literature

• Literature and Identity Politics

• Writing for the New World Audience

• Region, Race, and Gender

• Postcolonial Literatures and Questions of Form

Readings:

1. Franz Fanon, ‘The Negro and Language’, in Black Skin, White Masks, tr. Charles

Lam Markmann (London: Pluto Press, 2008) pp. 8–27.

2. Ngugi waThiong’o, ‘The Language of African Literature’, in Decolonising the

Mind (London: James Curry, 1986) chap. 1, sections 4–6.

3. Gabriel Garcia Marquez, the Nobel Prize Acceptance Speech, in Gabriel

GarciaMarquez: New Readings, ed. Bernard McGuirk and Richard Cardwell

(Cambridge:Cambridge University Press, 1987).

SYLLABUS OF DISCIPLINE SPECIFIC ELECTIVES

Course Code: BHEN 503 A : Modern Indian Writing in English Translation

SEMESTER V

Credits 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognize the ethnic and linguistic diversity of India.

C02 Comprehend Translation Studies as a discipline and the theories associated with \a

distinct western bias.

C03 Apply the study of English as the adoption of western scientific technique which

influenced life and literature in India.

C04 Examine the role of literature for the purpose of arousing public awareness about

national and social issues.

C05 Evaluate Progressive Writers’ Association and other similar outfits that came up

with many regional languageoutput.

C06 Discover how the language of tradition and modernity has been the dominant idiom

that has sought to capture the “essence” of both the Indian nation and the Indian

woman.

UNIT 1:

Premchand ‘The Shroud’, in Penguin Book of Classic Urdu Stories, ed. M. Assaduddin

(New Delhi: Penguin/Viking, 2006).

IsmatChugtai ‘The Quilt’, in Lifting the Veil: Selected Writings of IsmatChugtai, tr. M.

Assaduddin (New Delhi: Penguin Books, 2009).

Gurdial Singh ‘A Season of No Return’, in Earthy Tones, tr. Rana Nayar (Delhi: Fiction

House, 2002).

Fakir Mohan Senapati ‘Rebati’, in Oriya Stories, ed. Vidya Das, tr. KishoriCharan Das

(Delhi: Srishti Publishers, 2000).

UNIT 2:

Rabindra Nath Tagore ‘Light, Oh Where is the Light?' and 'When My Play was with thee', in

Gitanjali: A New Translation with an Introduction by William Radice (New Delhi: Penguin

India, 2011).

G.M. Muktibodh ‘The Void’, (tr. Vinay Dharwadker) and ‘So Very Far’, (tr. Tr. Vishnu

Khare and Adil Jussawala), in The Oxford Anthology of Modern Indian Poetry, ed. Vinay

Dharwadker and A.K. Ramanujam (New Delhi: OUP, 2000).

UNIT 3:

Amrita Pritam ‘I Say Unto Waris Shah’, (tr. N.S. Tasneem) in Modern Indian Literature: An

Anthology, Plays and Prose, Surveys and Poems, ed. K.M. George, vol. 3 (Delhi: Sahitya

Akademi, 1992).

ThangjamIbopishak Singh ‘Dali, Hussain, or Odour of Dream, Colour of Wind’ and ‘The

Land of the Half-Humans’, tr. Robin S. Ngangom, in The Anthology of Contemporary Poetry

from the Northeast (NEHU: Shillong, 2003).

UNIT 4:

Dharamveer Bharati AndhaYug, tr. Alok Bhalla (New Delhi: OUP, 2009).

UNIT 5:

G. Kalyan Rao Untouchable Spring, tr. Alladi Uma and M. Sridhar (Delhi: Orient

BlackSwan, 2010)

Suggested Topics and Background Prose Readings for Class Presentations Topics :

• The Aesthetics of Translation

• Linguistic Regions and Languages

• Modernity in Indian Literature Caste, Gender and Resistance

• Authenticity in translated works.

Readings:

1. Namwar Singh, ‘Decolonising the Indian Mind’, tr. Harish Trivedi, Indian Literature, no.

151 (Sept./Oct. 1992).

2. B.R. Ambedkar, Annihilation of Caste in Dr. Babasaheb Ambedkar: Writings and

Speeches, vol. 1 (Maharashtra: Education Department, Government of Maharashtra, 1979)

chaps. 4, 6, and 14.

3. Sujit Mukherjee, ‘A Link Literature for India’, in Translation as Discovery (Hyderabad:

Orient Longman, 1994) pp. 34–45.

4. G.N. Devy, ‘Introduction’, from After Amnesia in The G.N. Devy Reader (New Delhi:

Orient BlackSwan, 2009) pp. 1–5.

Course Code: BHEN 503 B : Partition Literature

SEMESTER V

Credits 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognize Partition literature with regards to the sufferings of the people of twin

countries.

C02 Comprehend the impact of partition on literature as a cultural,political andsocial

rupture.

C03 Apply theliterary theme of partition to inspire creative outpourings by budding

writers.

C04 Analyze partition as the source of widespread violence and displacement and as an

ongoing source of trauma that continues to shape ethnic and national identities.

C05 Evaluateliterature’s vital role in preserving events in collective memory, and

interpreting the implications for posterity.

C06 Generate a critical understanding of theforces of communalism, class divide and

patriarchy.

UNIT 1:

Intizar Husain, Basti, tr. Frances W. Pritchett (New Delhi: Rupa, 1995).

UNIT 2:

Amitav Ghosh, The Shadow Lines.

UNIT 3:

DibyenduPalit, ‘Alam's Own House’, tr. Sarika Chaudhuri, Bengal Partition Stories: An

Unclosed Chapter, ed. Bashabi Fraser (London: Anthem Press, 2008) pp. 453– 72.

ManikBandhopadhya, ‘The Final Solution’, tr. Rani Ray, Mapmaking: Partition Stories from

Two Bengals, ed. Debjani Sengupta (New Delhi: Srishti, 2003) pp. 23–39.

UNIT 4:

Sa’adat Hasan Manto, ‘Toba Tek Singh’, in Black Margins: Manto, tr. M. Asaduddin (New

Delhi: Katha, 2003) pp. 212–20.

LalithambikaAntharajanam, ‘A Leaf in the Storm’, tr. K. Narayana Chandran, in Stories

about the Partition of India ed. Alok Bhalla (New Delhi: Manohar, 2012) pp. 137–45.

UNIT 5:

Faiz Ahmad Faiz, ‘For Your Lanes, My Country’, in In English: Faiz Ahmad Faiz, A

Renowned Urdu Poet, tr. and ed. Riz Rahim (California: Xlibris, 2008) p. 138.

Jibananda Das, ‘I Shall Return to This Bengal’, tr. Sukanta Chaudhuri, in Modern Indian

Literature (New Delhi: OUP, 2004) pp. 8–13.

Gulzar, ‘Toba Tek Singh’, tr. Anisur Rahman, in Translating Partition, ed. Tarun Saint et. al.

(New Delhi: Katha, 2001) p. x.

Topics Class Presentation:

• Colonialism, Nationalism, and the Partition

• Communalism and Violence

• Homelessness and Exile

• Women sufferings in Partition

Background Readings and Screenings:

1. Ritu Menon and KamlaBhasin, ‘Introduction’, in Borders and Boundaries (New Delhi:

Kali for Women, 1998).

2. Sukrita P. Kumar, Narrating Partition (Delhi: Indialog, 2004).

3. Urvashi Butalia, The Other Side of Silence: Voices from the Partition of India (Delhi: Kali

for Women, 2000).

4. Sigmund Freud, ‘Mourning and Melancholia’, in The Complete Psychological Works of

Sigmund Freud, tr. James Strachey (London: Hogarth Press, 1953) pp. 3041–53.

Course Code: BHEN 503 C : Literature of the Indian Diaspora

SEMESTER V

Credits 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognizethe importance ofDiasporic or expatriate writing occupying a place of

great significance between countries and cultures.

C02 Comprehend thetheoretical formulation being generated by the works of diasporic

writers.

C03 Apply the knowledgetore-discover the commonality and inclusiveness of India.

C04 Examinediasporic literature in a broader perspective to help understand various

cultures.

C05 Evaluate the chief characteristic features of the diasporic writings such as the quest

for identity, uprooting and re-rooting, insider and outsider syndrome, nostalgia,

nagging sense of guilt etc.

C06 Discoverdiasporic opinion to break through the past alienation and isolation which

caused much injustice and abuse of human rights.

UNIT 1:

M. G. Vassanji The Book of Secrets (Penguin, India)

UNIT 2:

V.S Naipaul A House for Mr. Biswas

UNIT 3:

Rohinton Mistry A Fine Balance ( Alfred A Knopf)

UNIT 4:

Meera Syal Anita and Me (Harper Collins)

UNIT 5:

Jhumpa Lahiri The Namesake (Houghton Mifflin Harcourt)

Class Presentations Topics:

• The Diaspora

• Nostalgia

• Hybridity

• Alienation

Suggested Readings:

1. “Introduction: The diasporic imaginary” in Mishra, V. (2008). Literature of the Indian

diaspora. London: Routledge

2. “Cultural Configurations of Diaspora,” in Kalra, V. Kaur, R. and Hutynuk, J. (2005).

Diaspora & hybridity. London: Sage Publications.

3. “The New Empire within Britain,” in Rushdie, S. (1991). Imaginary Homelands. London:

Granta Books.

Course Code: BHEN 504 A: Travel Writing

SEMESTER V

Credits 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognize thecommon trait of travelogues: they are personal renderings of

relevant information related to the narrator’s travel experience.

C02 Comprehend vivid descriptions, illustrations, historical background, and possibly

maps and diagrams with reference to travel writing.

C03 Apply the literary value of travelogues to their experience of travelling abroad by

enhancingintellectual and philosophical considerations.

C04 Distinguish the works of travel writing from genres likeromance, action adventure,

fantasy, mystery, detective fiction.

C05 Evaluate the tropes of journey: a movement in space which can lead to discovery,

alterity and identity in travel writing.

C06 Discover how literary theorists have questioned the literary value of such an

enterprise as a travelogue.

UNIT 1:

Ibn Batuta: ‘The Court of Muhammad bin Tughlaq’, Khuswant Singh’s City Improbable:

Writings on Delhi, Penguin Publisher

Al Biruni: Chapter LXIII, LXIV, LXV, LXVI, in India by Al Biruni, edited by Qeyamuddin

Ahmad, National Book Trust of India

UNIT 3:

Mark Twain: The Innocent Abroad (Chapter VII , VIII and IX) (Wordsworth Classic Edition)

Ernesto Che Guevara: The Motorcycle Diaries: A Journey around South America (the

Expert, Home land for victor, The city of viceroys), Harper Perennial

UNIT 4:

William Dalrymple: City of Dijnn (Prologue, Chapters I and II) Penguin Books

Rahul Sankrityayan: From Volga to Ganga (Translation by Victor Kierman) (Section I to

Section II) Pilgrims Publishing

UNIT 5:

Nahid Gandhi: Alternative Realties: Love in the Lives of Muslim Women, Chapter ‘Love,

War and Widow’, Westland, 2013

Elisabeth Bumiller: May You be the Mother of a Hundred Sons: a Journey among the

Women of India, Chapters 2 and 3, pp.24-74 (New York: Penguin Books, 1991)

Topics Class Presentations:

• Travel Writing down the ages

• Western and Eastern Travelogues

• Significance of travel writings

• Techniques of travelogues

Suggested Readings:

1. Susan Bassnett, ‘Travel Writing and Gender’, in Cambridge Companion to Travel Writing,

ed. Peter Hulme and Tim Young (Cambridge: CUP,2002) pp, 225-241

2. Tabish Khair, ‘An Interview with William Dalyrmple and Pankaj Mishra’ in Postcolonial

Travel Writings: Critical Explorations, ed. Justin D Edwards and Rune Graulund (New York:

Palgrave Macmillan, 2011), 173-184

3. Casey Balton, ‘Narrating Self and Other: A Historical View’, in Travel Writing: The Self

and The Other (Routledge, 2012), pp.1-29 4. Sachidananda Mohanty, ‘Introduction: Beyond

the Imperial Eyes’ in Travel Writing and Empire (New Delhi: Katha, 2004) pp. ix –xx.

Course Code: BHEN 504 B : Autobiography

SEMESTER V

Credits 5

L.T.P

4.1.0.

Course Outcomes:


C01 Recognize the structures of biography and autobiography as distinct forms of

literature.

C02 Comprehend biographical and autobiographical texts with reference to historical and

cultural contexts.

C03 Apply critical concepts used in analyzing autobiography, memoir, testimonial and

autobiographical fiction.

C04 Compare and contrast the ways in which a perceiving, living individual (the

"subject") is treated in biography, autobiography, and other literary genres such as

poetry, fiction, and journalism.

C05 Evaluate the roles that argument, rhetoric, fiction, photography, aesthetics, and

evidence play in the composing process of biography and autobiography.

C06 Discover how an author's own ideology shapes reality in an autobiography or

biography, including how it raises questions about truth, factuality, objectivity, and

subjectivity.

UNIT 1:

Jean-Jacques Rousseau’s Confessions, Part One, Book One, pp. 5-43, Translated by Angela

Scholar (New York: Oxford University Press, 2000).

UNIT2:

Benjamin Franklin’s Autobiography, pp.5-63, Edited by W. Macdonald (London: J.M. Dent

and Sons, 1960).

UNIT 3:

M. K. Gandhi’s Autobiography or the Story of My Experiments with Truth, Part I Chapters II

to IX, pp. 5-26 (Ahmedabad: Navajivan Trust, 1993).

Annie Besant’s Autobiography, Chapter VII, Atheism As I Knew and Taught It, pp. 141- 175

(London: T. Fisher Unwin, 1917).

UNIT 4:

BinodiniDasi’s My Story and Life as an Actress, pp. 61-83 (New Delhi: Kali for

Women,1998).

A. Revathi’s Truth About Me: A Hijra Life Story, Chapters One to Four, pp. 1-37 (New

Delhi: Penguin Books, 2010.)

UNIT 5:

Richard Wright’s Black Boy, Chapter 1, pp. 9-44 (United Kingdom: Picador, 1968).

SharankumarLimbale’s The Outcaste, Translated by Santosh Bhoomkar, pp. 1-39 (New

Delhi: Oxford University Press, 2003)

Suggested Topics Class Presentations:

• Biography autobiography

• Self and society

• Role of memory in writing autobiography

• Autobiography as resistance

• Autobiography as rewriting history

Suggested Readings:

1. James Olney, ‘A Theory of Autobiography’ in Metaphors of Self: the meaning of

autobiography (Princeton: Princeton University Press, 1972) pp. 3-50.

2. Laura Marcus, ‘The Law of Genre’ in Auto/biographical Discourses (Manchester:

Manchester University Press, 1994) pp. 229-72.

3. Linda Anderson, ‘Introduction’ in Autobiography (London: Routledge, 2001) pp.117.

4. Mary G. Mason, ‘The Other Voice: Autobiographies of women Writers’ in Life/Lines:

Theorizing Women’s Autobiography, Edited by Bella Brodzki and Celeste Schenck (Ithaca:

Cornell University Press, 1988) pp. 19-44.

Course Code: BHEN 504 C : Science fiction & Detective Literature

SEMESTER V

Credits 5

L.T.P

4.1.0.

Course Outcomes:


C01 Define the relationship between humans and technology.

C02 Understand the split between "high" and "low" literature and its significance in

modern culture.

C03 Apply their knowledge of literary themes covered in this course to the assigned texts

in classroom discussion.

C04 Analyze examples of detective fiction in view of their thematic and formal features.

C05 Evaluate the aspects of Science Fiction literature that define it as a unique genre.

C06 Generate knowledge of the history of detective fiction, including different types of

detective fiction and their various social and cultural contexts.

UNIT 1:

Wilkie Collins The Woman in White

UNIT 2:

Arthur Conan Doyle The Hound of the Baskervilles

UNIT 3:

Raymond Chandler The Big Sleep

UNIT 4.

H.R.F. Keating Inspector Ghote Goes by Train

UNIT 5:

Agatha Christie The Murder of Roger Ackroyd

Suggested Topics for Class Presentation:

• Growth of detective fiction

• Constructions of Criminality

• Cultural Stereotypes in Crime Fiction

• Prospects of Science fiction

• Crime Fiction and Ethics

• Trends in Science fiction

Suggested Readings :

1. J. Edmund Wilson, ‘Who Cares Who Killed Roger Ackroyd?’, The New Yorker, 20 June

1945.

2. George Orwell, Raffles and Miss Blandish, available at:

<www.georgeorwell.org/Raffles_and_Miss_Blandish/0.html>

3. W.H. Auden, The Guilty Vicarage, available at: <harpers.org/archive/1948/05/theguilty-

vicarage/>

4. Raymond Chandler, ‘The Simple Art of Murder’, Atlantic Monthly, Dec. 1944, available

at: <http://www.en.utexas.edu/amlit/amlitprivate/scans/chandlerart.html

SYLLABUS OF GENERIC ELECTIVES

Course Code: BHEN 104 A : GOVERNANCE: ISSUES AND CHALLENGES

SEMESTER I

Credits 4

L.T.P

3.1.0

Courses Outcomes:

After completing this course the students will be able to-

CO1-Recognize the importance of the concept of governance in the context of a globalizing

world, environment, administration, development.

CO2- Understand the concepts and different dimensions of governance, highlighting the

major debates in the contemporary times.

CO3- Utilize the understanding of governance to enquire into the various good governance

initiatives introduced in India.

CO4- Analyze the changing dimensions of development in the present context and the role

played by good governance in it.

CO5- Evaluate the governance framework in both its philosophical and operational

dimensions

CO6- Devise ways to generate the skills required to overcome the challenges of governance

in the present era.

UNIT I

STRUCTURE AND PROCESS OF GOVERNANCE: Indian model of democracy, party

politics and electoral behavior, democracy through good governance, changing dimensions of

development, strengthening democracy through good governance

UNIT II

GOVERNMENT AND GOVERNANCE: CONCEPTS: Role of state in the era of

globalization, state and civil society

UNIT III

ENVIRONMENTAL GOVERNANCE: Human-environment interaction, green

governance, sustainable development

UNIT IV

LOCAL GOVERNANCE: Democratic decentralization, new social movements

understanding the political significance of media and popular culture in governance

UNIT V

GOOD GOVERNANCE INITIATIVES IN INDIA: BEST PRACTICES: E Governance,

citizens charter & right to information,corporate social responsibility

SUGGESTED READINGS

GOVERNMENT AND GOVERNANCE: CONCEPTS

• B. Chakrabarty and M. Bhattacharya, (eds.) The Governance Discourse. New Delhi:

Oxford University Press,1998

• Surendra Munshi and Biju Paul Abraham [eds.] , Good Governance, Democratic

Societies And Globalisation, Sage Publishers, 2004

• United Nation Development Programme , Reconceptualising Governance, New York,

1997 Carlos Santiso, Good Governance and Aid Effectiveness: The World Bank and

Conditionality

• Johns Hopkins University, The Georgetown Public Policy Review ,Volume VII,

No.1, 2001

• Vasudha Chotray and GeryStroker , Governance Theory: A Cross Disciplinary

Approach, Palgrave Macmillan ,2008

• J. Rosenau, ‘Governance, Order, and Change in World Politics’, in J. Rosenau, and E.

Czempiel (eds.) Governance without Government: Order and Change in World

Politics, Cambridge: Cambridge University Press ,1992

• B. Nayar (ed.), Globalization and Politics in India. Delhi: Oxford University Press,

2007 pp.218-240.

• Smita Mishra Panda , Engendering Governance Institutions: State, Market And Civil

Society, Sage Publications,2008

• NeeraChandhoke, State And Civil Society Explorations In Political Theory , Sage

Publishers,1995

GOVERNANCE AND DEVELOPMENT

• B. C. Smith, Good Governance and Development, Palgrave, 2007

• World Bank Report, Governance And Development, 1992

• P. Bardhan, ‘Epilogue on the Political Economy of Reform in India’, in The Political

Economy of Development in India. 6th edition, Delhi: Oxford University Press, 2005

• J. Dreze and A. Sen, India: Economic Development and Social Opportunity. New

Delhi: Oxford University Press, 1995

• Niraja Gopal Jayal[ed.], Democracy in India, Oxford University Press, 2007

ENVIRONMENTAL GOVERNANCE

• Ramachandra Guha, Environmentalism: A Global History, Longman Publishers, 1999

• J.P. Evans, Environmental Governance, Routledge , 2012

• Emilio F. Moran, Environmental Social Science: Human - Environment interactions

and

• Sustainability, Wiley-Blackwell, 2010

• Burns H Weston and David Bollier, Green Governance: Ecological Survival, Human

Rights, and the Law of the Commons, Cambridge University Press, 2013

• Bina Agarwal, Gender And Green Governance , Oxford University Press, Oxford,

2013

• J. Volger, ‘Environmental Issues’, in J. Baylis, S. Smith and P. Owens (eds.)

Globalization of World Politics, New York: Oxford University Press, 2011, pp. 348-

362.

• Heywood, Global Politics, New York: Palgrave, 2011, pp. 383-411.

• N. Carter, The Politics of Environment: Ideas, Activism, Policy, Cambridge:

Cambridge University Press, 2007, pp. 13-81.

LOCAL GOVERNANCE

• Pranab Bardhan and DilipMookherjee, Decentralization And Local Governance In

Developing Countries: A Comparative Perspective, MIT Press, 2006

• T.R. Raghunandan, Decentralization And Local Governments: The Indian

Experience, Readings On The Economy, Polity And Society, Orient Blackswan, 2013

• Pardeep Sachdeva, Local Government In India, Pearson Publishers, 2011

• P. de Souza, (2002) ‘Decentralization and Local Government: The Second Wind of

• Democracy in India’, in Z. Hasan, E. Sridharan and R. Sudarshan (eds.) India’s Living

Constitution: Ideas, Practices and Controversies, New Delhi: Permanent Black, 2002

• Mary John, ‘Women in Power? Gender, Caste and Politics of Local Urban

Governance’, in Economic and Political Weekly, Vol. 42(39), 2007

GOOD GOVERNANCE INITIATIVES IN INDIA: BEST PRACTICES

• Niraja Gopal Jayal, Democracy and the State: Welfare, Secularism, and Development

in Contemporary India, Oxford University Press, 1999

• ReetikaKhera[ed.], The Battle for Employment Guarantee, Oxford University

Press,2011

• Nalini Juneja, Primary Education for All in the City of Mumbai: The Challenge Set By

Local Actors' , International Institute For Educational Planning, UNESCO : Paris,

2001

• Maxine Molyneux and ShahraRazavi , Gender, Justice, Development, and Rights ,

Oxford University Press, 2002

• Jugal Kishore, National Health Programs of India: National Policies and Legislations,

Century Publications, 2005

• Jean Drèze and Amartya Sen, India, Economic Development and Social Opportunity,

Oxford University Press, 1995

Course Code: BHEN 104 B : POLITICS OF GLOBALISATION

SEMESTER I

Credit 4

L.T.P

3.1.0

Courses Outcomes:

After completing this course the students will be able to-

CO1- Recognize the political perspective on the notion of globalization.

CO2- Understand the process of globalization within a political framework

CO3- Utilize the knowledge of the various anchors and dimensions of globalization in

discussion forums

CO4- Analyze the influence of globalization on the politics of developing countries

CO5- Evaluate the functioning of different International organizations like the WB and IMF

CO6-Create new viewpoints on the issues and processes of globalization

UNIT I

Concept of Globalization: Globalization debate; for and against.

UNIT II

Approaches to understanding globalization: Liberal approach, Radical approach

UNIT III

International Institutions/Regimes: World Bank Group, International Monetary Fund, World

Trade Organization

UNIT IV

Issues in Globalization: Alternative Perspectives on its nature and character, critical

dimensions: economic, political and cultural, globalization and demise of the nation state

UNIT V

Globalization and Politics in developing countries: state, sovereignty and the civil society,

social movements in developing nations

Suggested Reading:

1. Anthony Giddens, The Globalizing of Modernity.

2. Arjun Appadurai, Modernity at Large: Cultural Dimensions of Globalisation, University of

Minnesota Press, 1996.

3. David E. Korten, NiconorPerlas and Vandana Shiva (ed.), International Forum of

Globalisation.

4. Deepak Nayyar (ed.) Governing Globalisation: Issues and Institutions, Oxford University

Press, 2002.

5. Held, David and Anthony Mc grew (ed.), The Global Transformation Reader: An

introduction to the Globalisation Debate, 2nd Cambridge, Polity Press, Blackwell Publishing.

6. Jagdish Jagdish Bhagwati, In defense of Globalisation, Oxford University Press, 2004.

7. John Stopford, Multinational Corporations, Foreign Policy, Fall, 1998

8. Joseph E Stiglitg, Globalisation and its discontents.

9. Keohane Rebert and Joseph S. Nye Jr., Globalisation: What is new, what is not.

10. Kofi Annan, The politics of Globalisation,

11. Marc Lindenberg and Coralie Bryant, Going Global: Transforming Relief and

Development NGOs, Bloomfield, Kumarian Press.

12.Noreena Hertz, The silent take over: Global Capitalism and the death of Democracy,

Praeger, 2000.

13. Nye Joseph S and John D. Donanu (ed.) Governance in a Globalizing World, Washington

dc, Brookings.

14. Nye Jr. Joseph S, Globalisation and American Power.

15.Pilpin Robert, The National State in the Global Economy.

16. Samuel Huntington, the clash of Civilizations and the Remaking of world order.

17. Stanley Hoffman, Clash of civilizations,

18. Tyler Cowen, Creative Destruction: How Globalisation is changing the world’s culture,

New Jersey, Princeton University Press, 2000.

Additional Reading

1. Brahis John and Steeve Smith (ed.) The Globalisation of World Politics: An Introduction

to International Relations, Oxford University Press, 2001.

2. John Clark (ed.), Globalising Civic Engagement: Civil Society and Transnational Action,

London, Earthscan, 2003.

3. Sanjeev Khagram, James Riker and KorthrxuSikkink (ed.) Restructuring WorldPolitics:

Transnational Social Movements, MN, University of Minnesota Press, 2002.

4. Bernard Hoelkman and Michel Kostecki, the Political Economy of the WorldTrading

System: From GATT to WTO, New York, OUP,

Course Code: BHEN 204 A: CONTEMPORARY POLITICAL ECONOMY

SEMESTER II

Credits 4

L.T.P

3.1.0.

Course Outcomes:

Course Outcomes:

After completing this course the students will be able to:

CO1- Describe different theoretical approaches in the study of political economy.

CO2- Interpret the history of the evolution of the modern capitalist world and trace the

development to today’s concept of globalization.

CO3- Utilize the knowledge of WTO to understand its relation to the present day working of

transnational corporations.

CO4- Analyze the important contemporary problems, debates and issues like media,

environment, arms trade and industry.

CO5- Assess the current politics and changes in the world economy.

CO6- Generate a skillful approach towards how the contemporary issues should be

addressed.

UNIT I

Approaches to Political Economy: Classical Liberalism, Welfarism, Neo-liberalism and

Gandhian approach

UNIT II

Capitalist Transformation: European feudalism and transition to capitalism

UNIT III

Challenges to Globalization: Transnational corporations, non-governmentalorganizations

(their role in development), IBRD, ADB, AIIB

UNIT IV

Issues in Development: Human development index -- education, health, housing,

transportation and communication, big dams and environmental concerns, military: global

arms industry and arms trade

UNIT V

Development Dilemmas: IT revolution and debates on sovereignty, gender, racial and

ethnic problems, migration

SUGGESTED READING:

Approaches to Political Economy:

a. Classical Liberalism

• Arblaster, A. (2006) ‘The Rise and Decline of Western Liberalism’ in Lal, D.

Reviving the Invisible Hand: The Case for Classical Liberalism in the Twentyfirst

Century. Princeton: Princeton University Press, pp. 1- 8, 17- 30, and 48- 51.

b. Marxism

• Mandel, E. (1979) An Introduction to Marxist Economic Theory. New York:

Pathfinder Press, 3rd print, pp. 3-73.

c. Welfarism

• Kersbergen, K.V. and Manow, P. (2009) Religion, Class Coalition and Welfare State.

Cambridge: Cambridge University Press, chapters 1 and 10, pp. 1-38; 266-295

• Andersen, J. G. (ed.) (2008) 'The Impact of Public Policies' in Caramani, D

Comparative Politics. Oxford: Oxford University Press, ch 22, pp. 547- 563

d. Neo-liberalism

Harvey, D. (2005) A Brief History of Neo-liberalism. Oxford: Oxford University Press, pp. 1-

206.

e. Gandhism

• Ghosh, B.N. (2007) Gandhian Political Economy: Principles, Practice and Policy.

Ashgate

Publishing Limited, pp. 21- 88.

II. Capitalist Transformation

a. European Feudalism and transition to Capitalism

• Phukan, M. (1998) The Rise of the Modern West: Social and Economic History of

Early Modern Europe. Delhi: Macmillan India, (ch.14: Transition from Feudalism to

Capitalism), pp. 420- 440.

b. Globalization: Transnational Corporations

• Gilpin, R. (2003) Global Political Economy: Understanding the International

Economic Order. Hyderabad: Orient Longman, pp. 278- 304.

• Kennedy, P. (1993) Preparing for the Twentieth Century. UK: Vintage, Ch. 3

• Gelinas, J. B. (2003) Juggernaut Politics- Understanding Predatory Globalization.

Halifax,

• Fernwood, Ch.3. Available from: www.globalpolicy.org

World Trade Organization

• Gilpin, R. (2003) Global Political Economy: Understanding the International

Economic Order. Hyderabad: Orient Longman, Ch. 8, pp. 196- 233.

Non-governmental Organizations (Their role in development)

• Prasad, K. (2000) NGOs and Social-economic Development Opportunities. New

Delhi: Deep & Deep, ch. 1, 2, 3, 5.

• Fisher, J. (2003) Non-governments – NGOs and the Political Development in the

Third World. Jaipur: Rawat, ch. 1, 4, 6.81

III. Issues in Development:

(i) Culture: Media and Television Mackay, H. (2004) ‘The Globalization of Culture’ in Held,

D. (ed.) A Globalizing World? Culture, Economics and Politics. London: Routledge, pp. 47-

84 Tomlinson, J. (2004) ‘Cultural Imperialism’ in Lechner, F. J and Boli, J. (eds.) The

Globalization Reader. Oxford: Blackwell, pp. 303- 311.

(ii)Big dams and Environmental Concerns

• Lechner, F. J and Boli, J. (eds.) (2004) The Globalization Reader. Oxford: Blackwell,

pp. 361-376 and 398- 404.

• Held, D. and Mcrew, A. (eds.) (2000) The Global Transformations Reader.

Cambridge: Polity Press, pp. 374- 386.

• Singh, S. (1997) Taming the Waters: The Political Economy of Large Dams in India.

New Delhi: Oxford University Press, pp. 133- 163, 182- 203, 204- 240.

(iii) Military: Global Arms Industry and Arms Trade

• Kesselman, M. (2007) The Politics of Globalization. Boston: Houghton Mifflin

Company, pp.330- 339.

(iv) Knowledge Systems:

• Marglin, S. (1990) ‘Towards the Decolonisation of the Mind’ in Marglin, S. and

Marglin, F. A.(eds.) Dominating Knowledge: Development, Culture and Resistance.

Oxford: Oxford University Press, pp. 1- 28.

IV. Globalization and Development Dilemmas:

(i) IT revolution and Debates on Sovereignty

• L. Lechner, F. J and Boli, J. (eds.) (2004) The Globalization Reader. Oxford:

Blackwell, pp. 211- 244.

• Held, D. and Mcrew, A. (eds.) (2000) The Global Transformations Reader.

Cambridge: Polity Press, pp. 105-155.

• Omahe, K. (2004) ‘The End of the Nation State’, L. Lechner, F. J and Boli, J. (eds.)

The Globalization Reader. Oxford: Blackwell, ch. 29. Glen, J. (2007) Globalization:

North-South Perspectives. London: Routledge, ch.6.

• Sen, A. (2006) Identity and Violence: Illusion and Destiny. London: Penguin/Allen

Lane, ch.7, pp. 130-148.

(ii) Gender

• Berkovitch, N. (2004) ‘The Emergence and Tranformation of the International

Women’s

• Movements’ in L. Lechner, F. J and Boli, J. (eds.) The Globalization Reader. Oxford:

Blackwell,ch.31, pp. 251- 257.

• Steans, J. (2000) ‘The Gender Dimension’ in Held, D. and Mcrew, A. (eds.), The

Global

• Transformations Reader. Cambridge: Polity Press, ch.35, pp. 366- 373.

• Tickner, J. A. (2008) ‘Gender in World Politics’ in Baylis, J.,Smith, S. & Owens, P.

(eds.)Globalization of World Politics, 4th edn., New Delhi: Oxford University Press,

ch.15.

(iii) Racial and Ethnic Problems

• Kesselman, M. and Krieger, J. (2006) Readings in Comparative Politics: Political

Challenges and Changing Agendas. Boston: Houghton Miffin Company, pp. 243- 254

and 266- 276.

(iv) Migration

• Arya, S. and Roy, A. (eds.) Poverty Gender and Migration. New Delhi: Sage, Ch. 1

Kesselman, M. (2007) The Politics of Globalization. Boston: Houghton Mifflin

Company, pp. 450- 462.

• Nayyar, D. (ed.) (2002) Governing Globalization. Delhi: OUP, pp. 144- 176.

Course Code: BHEN 204 B : UNITED NATIONS AND GLOBALCONFLICTS

SEMESTER II

Credit 4

L.T.P

3.1.0.

Course Outcomes:


CO1 –Recognize the importance of United Nations and its role in multilateral engagements.

CO2 - Understand the organizational structure and the political processes of the UN and its

evolution since 1945.

CO3 – Utilize the knowledge to critically interpret the role of United Nations in resolving

global conflicts.

CO4- Analyze the performance of the UN and the processes of reforming the organization in

the context of the contemporary global system and the major conflicts since the World War.

CO5- Evaluate the contemporary global issues and provide solutions keeping in mind the

principles and goals of the UN.

CO6- Produce valuable inputs regarding global conflicts at various organizational and

decision-making levels.

Unit I The United Nations

(a) An Historical Overview of the United Nations

(b) Principles and Objectives

Unit IIStructures and Functions: General Assembly; Security Council, and Economic and

Social Council; the International Court of Justice, the Secretariat and the specialised agencies

(International LabourOrganisation [ILO], United Nations Educational, Scientific and Cultural

Organisation [UNESCO], World Health Organisation [WHO], and UN programmes and

funds: United Nations Children’s Fund *UNICEF+, United Nations Development

Programme [UNDP], United Nations Environment Programme [UNEP], United Nations

High Commissioner for Refugees [UNHCR])

Unit IIIPeace Keeping,

Peace making and enforcement, peace building and responsibility to protect, millennium

development goals

Unit IV Major Global Conflicts since the Second World War

(a) Korean War

(b) Vietnam War

(c) Afghanistan Wars

(d) Balkans: Serbia and Bosnia

Unit V

Assessment of the United Nations as an International Organisation: Imperatives of

reforms and the process of reforms

Essential Readings

I. The United Nations (a) An Historical Overview of the United Nations

• Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson

Education, pp. 39-62.

• Goldstein, J. and Pevehouse, J.C. (2006) International relations. 6th edn. New Delhi:

Pearson, pp. 265-282.

• Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium.

London:Continuum, pp. 1-20.

• Gareis, S.B. and Varwick, J. (2005) The United Nations: an introduction.

Basingstoke:

Palgrave, pp. 1-40.

• Gowan, P. (2010) ‘US: UN’, in Gowan, P. ‘A calculus of power: grand strategy in the

twenty-first century. London: Verso, pp. 47-71.

• Baylis, J. and Smith, S. (eds.) (2008) The globalization of world politics. an

introduction to international relations. 4th edn. Oxford: Oxford University Press, pp.

405-422.

• Thakur, R. (1998) ‘Introduction’, in Thakur, R. (eds.) Past imperfect, future

uncertain: The UN at Ffifty. London: Macmillan, pp. 1-14.

(b) Principles and Objectives

• Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction.

Basingstoke:

Palgrave, pp. 15-21.

(c) Structures and Functions:


London:Continuum, pp. 21-141.


Education,pp. 119-135.

(d) Peace Keeping, Peace Making and Enforcement, Peace Building and Responsibility

to

Protect

• Nambiar, S. (1995) ‘UN peace-keeping operations’, in Kumar, S. (eds.) The United

Nations at fifty. New Delhi, UBS, pp. 77-94.

• Whittaker, D.J. (1997) ‘Peacekeeping’, in United Nations in the contemporary world.

London: Routledge, pp. 45-56.

• White, B. et al. (eds.) (2005) Issues in world politics. 3rd edn. New York: Macmillan,

pp. 113-132.

(e) Millennium Development Goals


Education, pp.264-266.

• Sangal, P.S. (1986) ‘UN, peace, disarmament and development’, in Saxena, J.N.

et.al.United Nations for a better world. New Delhi: Lancers, pp.109-114.

• Baxi, U. (1986) ‘Crimes against the right to development’, in Saxena, J.N. et.al.

United

Nations for a better world. New Delhi: Lancers, pp.240-248.

• Ghali, B.B. (1995) An agenda for peace. New York: UN, pp.5-38.

• United Nations Department of Public Information. (2008) The United Nations Today.

New York: UN.

II. Major Global Conflicts since the Second World War

(a) Korean War

• Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson


• Armstrong, D., Lloyd, L. and Redmond, J. (2004) International organisations in

world politics.3rd edn. New York: Palgrave Macmillan, pp. 42-43.


Education, pp. 64-65 and 172-173.

(b) Vietnam War



• Baylis, J. and Smith, S. (eds.) (2008) The globalization of world politics. an

introduction to international relations. 4th edn. Oxford: Oxford University Press, pp.

562-564.

(c) Afghanistan Wars

• Achcar, G. (2004) Eastern cauldron. New York: Monthly Review Press, pp. 29-45

and 234- 241.

• Achcar, G. (2003) The clash of barbarisms: Sept. 11 and the making of the new world

disorder. Kolkata: K.P. Bachi& Co., pp. 76-81.

• Prashad, V. (2002) War against the planet. New Delhi: Leftword, pp. 1-6. Ali, T.

(ed.) (2000) Masters of the Universe. London: Verso, pp. 203-216.



(d) Balkans: Serbia and Bosnia

• Ali, T. (ed.) (2000) Masters of the Universe. London: Verso, pp. 230-245 and 271-2

• Kaldor, M. and Vashee, B. (eds.) (1997) New wars. London: Wider Publications for

the UN University, pp. 137-144 and 153-171.

• Viotti, P.R. and Kauppi, M.V. (2007) International relations and world politics-

security, economy, identity. 3rd edn. New Delhi: Pearson Education, pp. 470-471.

• Goldstein, J.S. (2003) International relations. 3rd edn. Delhi: Pearson Education, pp

45-51.



III. Political Assessment of the United Nations as an International Organisation:

Imperatives of Reforms and the Process of Reforms

• Roberts, A. and Kingsbury, B. (eds.) (1994) United Nations, Divided World. 2nd edn.

Oxford: Clarendon Press, pp. 420-436.


London: Continuum, pp. 196-223 and 295-326.

• Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction.

Basingstoke:

Palgrave, pp. 214-242.


Education,pp. 91-112.

Additional Readings

• Claude, I. (1984) Swords into plowshares: the progress and problems of international

organisation. 4th edn. New York: Random House.

• Dodds, F. (ed.) (1987) The way forward: beyond the agenda 21. London: Earthscan.

• Rajan, M.S., Mani, V.S and Murthy, C.S.R. (eds.) (1987) The nonaligned and the

United Nations. New Delhi: South Asian Publishers.

• South Asia Human Rights Documentation Centre. (2006) Human rights: an overview.

New Delhi: Oxford University Press. Anan, K. (1997) Renewing the United Nations:

A Programme for Survival. General Assembly Document: A/51/950; 14 July 1997.

Available from:

http://daccessdds.un.org/doc/UNDOC/GEN/N97/189/79/1MG/n9718979.pdf, Open

Element (accessed on 13 October 2011).

Course Code: BHEN 304 A : Gandhi and the Contemporary World

SEMESTER III

Credits 4

L.T.P

Course Outcome:


CO1- Describe Gandhian Thought and its impact on our lives.

CO2- Understand Gandhi in the global frame, elaborate Gandhian thought and examine its

practical implications.

CO3- Apply the teachings of Gandhi in the India of modern times and try to deal with the

questions of women’s issues, untouchability, etc

CO4- Analyze the advancements in popular culture and the way in which it perceives the

Gandhian Thought.

CO5- Critically evaluate Gandhi’s legacy and the relevance of his thoughts in today’s world.

CO6- Generate an overall ethical approach towards the modern day civilization and

development.

UNIT I

Introduction M.K.Gandhi, Gandhian Thought: Theory and Action : Theory of

Satyagraha

b. Satyagraha in Action, Peasant Satyagraha, Kheda and the Idea of Trusteeship, Temple

Entry and Critique of Caste, Social Harmony: 1947and Communal Unity

UNIT II

Gandhi’s Legacy: Tolerance: Anti - Racism Movements (Anti - Apartheid and Martin

Luther King), The Pacifist Movement, Women’s Movements

UNIT III

Gandhi on Modern Civilization and Ethics of Development: Conception of Modern

Civilization and Alternative Modernity, Critique of Development:

UNIT IV

Gandhi and the Idea of Political: Swaraj, Swadeshi, Gandhigiri: Perceptions in Popular

Culture

UNIT V

Gandhi and modern India: Nationalism, Communal unity .Women’s Question,

Untouchability

Activities

Topic 1

• Reading of primary texts:- M K Gandhi Chapter VI and XIII “ Hind Swaraj”

Navjeevan Trust, Ahmedabad, 1910

• A site visit to any on-going developmental project preferably in NCT Delhi by

students and submission of report on Environmental law Violation and Resistance by

People in a Gandhian Way.

Topic 2

• Reading of primary texts:- M K Gandhi Chapter XII&XIII, “ Satyagraha in South

Africa, Navjivan Trust, Ahmmedabad, 1928, pp. 95-107

• A Report followed by presentation on functioning of Cooperative and Community

engagement for example Amuland/or SEWA in Gujarat to understand Trusteeship and

its relevance

Topic 3

• Movie Screenings (Movies like Lage RahoMunna Bhai, Gandhi by Richard

Attenborough and Student’s Participation in reviewing/discussing the movie from a

Gandhian perspective or Cultural engagement of Students with Gandhian Ideas

through Staging of a street play.

Topic 4

• Student Visit to Any Gandhian Institution in Delhi like, Gandhi Darshan and Smiriti

to understand on-going Gandhian work and programme and interacting with

Gandhian activists.

SUGGESTED READINGS

I. Gandhi on Modern Civilization and Ethics of Development

• B. Parekh, (1997) ‘The Critique of Modernity’, in Gandhi: A Brief Insight, Delhi:

Sterling Publishing Company, pp. 63-74.

• K. Ishii, (2001) ‘The Socio-economic Thoughts of Mahatma Gandhi: As an Origin of

Alternative Development’, Review of Social Economy. Vol. 59 (3), pp. 297-312.

• D. Hardiman, (2003) ‘Narmada BachaoAndolan’, in Gandhi in his Time and Ours.

Delhi: Oxford University Press, pp. 224- 234.

• A Baviskar, (1995) ‘The Politics of the Andolan’, in In the Belly of the River: Tribal

Conflict Over Development in the Narmada Valley, Delhi: Oxford University Press,

pp.202-228.

• R Iyer, (ed) (1993) ‘Chapter 4’ in The Essential Writings of Mahatma Gandhi, New

Delhi: Oxford University Press.

• R. Ramashray, (1984) ‘Liberty Versus Liberation’, in Self and Society: A Study in

Gandhian Thought, New Delhi: Sage Publication.

II. Gandhian Thought: Theory and Action

• B. Parekh, (1997) ‘Satyagrah’, in Gandhi: A Brief Insight, Delhi: Sterling Publishing

Company, pp. 51-63.

• D. Dalton, (2000) ‘Gandhi’s originality’, in A. Parel (ed) Gandhi, Freedom and Self-

Rule, New Delhi: Lexington Books, pp.63-86.

• D. Hardiman, (1981) ‘The Kheda Satyagraha’, in Peasant Nationalists of Gujarat:

Kheda

District, 1917-1934, Delhi: Oxford University Press, pp. 86-113.

• J. Brown, (2000) ‘Gandhi and Human Rights: In search of True humanity’, in A. Parel

(ed) Gandhi, Freedom and Self-Rule, New Delhi: Lexington Books, pp. 93-100.

• R. Iyer, (2000) ‘Chapter 10 and 11’, in The Moral and Political Thought of Mahatma

Gandhi, New Delhi: Oxford University Press, pp. 251-344

• P. Rao, (2009) ‘Gandhi, Untouchability and the Postcolonial Predicament: A Note’.

Social Scientist. Vol. 37 (1/2). Pp. 64-70.

• B. Parekh, (1999) ‘Discourse on Unsociability’, in Colonialism, Tradition and

Reform: An Analysis of Gandhi's Political Discourse, New Delhi: Sage Publication.

• D. Hardiman, (2003) ‘Fighting Religious Hatreds’, in Gandhi in His Time and Ours.

Delhi: Oxford University Press.

III. Gandhi’s Legacy

• D. Hardiman, (2003) ‘Gandhi’s Global Legacy’, in Gandhi in His Time and Ours.

Delhi: Oxford University Press, pp. 238-283.

• Manimala, (1984) ‘ZameenKenkar? Jote Onkar: Women’s participation in the

Bodhgaya

• struggles’, in M. Kishwar and R. Vanita (eds) In Search of Answers: Indian Women’s

Voices from Manushi, London: Zed Press.

• M. Shah, (2006) ‘Gandhigiri; A Philosophy of Our Times’, The Hindu Available at

http://www.hindu.com/2006/09/28/stories/2006092802241000.htm,

• Ghosh and T. Babu, (2006) ‘Lage RahoMunna Bhai: Unravelling Brand ‘Gandhigiri’,

Economic and Political Weekly, 41 (51), pp. 5225 – 5227.

• H. Trivedi (2011) ‘Literary and Visual Portrayal of Gandhi’, in J Brown and A Parel

(eds) Cambridge Companion to Gandhi, Cambridge University Press 2011, pp. 199-

218.

IV. Gandhi and the Idea of Political

• P. Chatterjee, (1986) ‘The Moment of Maneuver’, in Nationalist Thought and the

Colonial World: A derivative discourse?, Delhi: Zed Books.

• Indian Council for Historical Research (1976) ‘The Logic of Gandhian Nationalism:

Civil Disobedience and the Gandhi – Irwin Pact, 1930-31’, Indian Historical Review,

Available at http://www.ichrindia.org/journal.pdf, Accessed: 18.04.2013.

• D. Dalton, (1996) ‘Swaraj: Gandhi’s Idea of Freedom’, in Mahatma Gandhi: Selected

Political Writings, USA: Hackett Publishing, pp. 95-148.

• Parel (ed.) (1997) ‘Editor’s Introduction’, in Gandhi, Hind Swaraj and Other Writings

Cambridge: Cambridge University Press.

• Baviskar, (1995) ‘National Development, Poverty and the environment’, in In the

Belly of the River: Tribal Conflict Over Development in the Narmada Valley, Delhi:

Oxford University Press, pp. 18-33.

• Parekh, (1997) ‘Religious Thought’, in Gandhi: A Brief Insight, Delhi: Sterling

Publishing Company.

• R. Iyer, (1993) The Essential Writings of Mahatma Gandhi, New Delhi: Oxford

University Press, pp. 299-344; 347-373.

• S. Sarkar, (1982) Modern India 1885-1947, New Delhi: Macmillan, pp. 432-39.

• R. Iyer, (2001) The Moral and Political Thought of Mahatma Gandhi, New Delhi:

Oxford University Press. pp. 344-358.

• H. Coward, (2003) ‘Gandhi, Ambedkar, and Untouchability’, in H. Coward (ed)

Indian Critiques of Gandhi, New York: State University of New York Press, pp. 41-

66.

• J. Lipner, (2003) ‘A Debate for Our Times’, in Harold Coward (ed) Indian Critiques

of Gandhi, New York: State University of New York Press, pp. 239-58

• M. Gandhi, (1941) ‘Chapter 1, 2, 9, 15, and 16’, in Constructive Programme: Its

Meaning and Place, Ahmedabad: Navjivan Trust.

• R. Terchek, (1998) Gandhi: Struggling for Autonomy, USA: Rowman and Littlefield

Publishers.

• N. Dirks, (2001), ‘The Reformation of Caste: Periyar, Ambedkar and Gandhi’, in

Castes of Mind: Colonialism and the making of Modern India, Princeton: Princeton

University Press.

• R. Mukharjee, (ed) (1995), The Penguin Gandhi Reader, New Delhi: Penguin.

• T. Weber, (2006) 'Gandhi is dead, Long live Gandhi- The Post Gandhi Gandhian

Movement in India', in Gandhi, Gandhism and the Gandhians, New Delhi: Roli.

http://www.hindu.com/2006/09/28/stories/2006092802241000.htm

• Taneja, (2005) Gandhi Women and the National Movement 1920-1947, New Delhi:

Haranand Publishers.

• J. Brown, (2008) Gandhi and Civil Disobedience: The Mahatma in Indian Politics,

Cambridge: Cambridge University Press, 2008

• R. Ramashray, (1984) ‘What Beyond the Satanic Civilization?’, in Self and Society: A

Study in Gandhian Thought, New Delhi: Sage Publication.

Course Code: BHEN 304 B : Understanding Ambedkar

SEMESTER III

Credits 4

L.T.P

3.1.0.

Course outcomes:


CO1- Describe Ambedkar’s philosophical contributions towards Indian economy and class

question, sociological interpretations on religion, gender, caste and cultural issues.

CO2- Understand Ambedkar’s ideas and their relevance in contemporary India

CO3- Develop their creative thinking with a collective approach to understand ongoing

social, political, cultural and economic phenomena of the society.

CO4- Analyze the socio-political issues through a perspective that looks beyond caste.

CO5- Critically engage themselves with the existing social concerns, state and economic

structures and other institutional mechanisms.

CO6- Generate their own arguments by interrogating the ideas on politics such as concepts of

nation, state, democracy, law and constitutionalism.

Unit I. Introducing Ambedkar

a. Approach to Study Polity, History, Economy, Religion and Society

Unit II. Caste and Religion

a. Caste, Untouchability and Critique of Hindu Social Order

b. Religion and Conversion

Unit III. Women’s Question

a. Rise and Fall of Hindu Women

b. Hindu Code Bill

Unit IV. Political Vision

a. Nation and Nationalism

b. Democracy and Citizenship

Unit V. Constitutionalism

a. Rights and Representations

b. Constitution as an Instrument of Social Transformation

READING LIST

I. Introducing Ambedkar

• G. Omvedt, (2008) ‘Phule-Remembering The Kingdom of Bali’, Seeking

BegumpuraNavyana, pp. 159-184.

• M. Gore, (1993) The Social Context of an Ideology: Ambedkar’s Political and Social

Thought,Delhi: Sage Publication, pp. 73-122 ; 196-225.

• B. Ambedkar, (1989) ‘Annihilation of Caste with a Reply to Mahatma Gandhi’, in Dr.

Babasaheb Ambedkar Writings and Speeches: Vol. 1, Education Deptt.,

Governmentof Maharashtra, Mumbai, pp. 23-96.

• Additional Readings:

- E. Zelliot, (1996) ‘From Untouchable to Dalit: Essays on the Ambedkar Movement’,

in The Leadership of Babasaheb Ambedkar, Delhi: Manohar, pp. 53-78.

- G. Omvedt, Liberty Equality and Community: Dr. Ambedkar’s Vision of New Social

Order,Available at http://www.ambedkar.org/research/LibertyEquality.htm,

Accessed: 19.04.2013.

II. Caste and Religion

• The Untouchables Who were they and why they become Untouchables?, Available at

http://www.ambedkar.org/ambcd/39A.Untouchables%20who%20were%20they_why

%20they%20became%20PART%20I.htm, Accessed: 18.04.2013.

• B. Ambedkar, (1987) ‘The Hindu Social Order: Its Essential Principles’, in Dr.

Babasaheb Ambedkar Writings and Speeches: Vol. 3, Education Deptt., Government

ofMaharashtra, 1989, pp. 95-129.

• B. Ambedkar, (2003) ‘What way Emancipation?’, in Dr. Babasaheb Ambedkar

Writings and Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra,

Mumbai, pp-175-201.

Additional Readings:

• B. Ambedkar, (1987) ‘Philosophy of Hinduism’, in Dr. Babasaheb Ambedkar

Writings and Speeches, Vol. 3, Education Deptt., Government of Maharashtra,

Mumbai, pp-3-92.

E. Zelliot, (2013) ‘Ambedkar’s World: The Making of Babasaheb and the Dalit

Movement’, in The Religious Conversion Movement-1935-1956, Delhi, pp. 143-173.

III. Women’s Question

• S. Rege, (2013) ‘Against the Madness of Manu’, in B. R. Ambedkar’s Writings

onBrahmanical Patriarchy, Navyana Publication, pp. 13-59 ; 191-232.

• B. Ambedkar, (2003) ‘The Rise and Fall of Hindu Woman: Who was Responsible for

It?’, in Dr. Babasaheb Ambedkar Writings and Speeches Vol. 17- II, Education Deptt.,

Government of Maharashtra, Mumbai, pp. 109-129.


• B. Ambedkar, (1987) ‘The Women and the Counter-Revolution’, in Dr. Babasaheb

Ambedkar Writings and Speeches, Vol. 3, Education Deptt., Government of

Maharashtra,Mumbai, pp. 427-437.

P. Ramabai , (2013), The High Caste Hindu Woman, Critical Quest, Delhi.

IV. Political Vision

B. Ambedkar, (1991) ‘What Gandhi and Congress have done to the Untouchables’, in Dr.

Babasaheb Ambedkar Writings and Speeches, Education Deptt, Government of Maharashtra,

Vol.9, pp. 40-102; 181-198; 274-297.

• B. Ambedkar, (2003) ‘Conditions Precedent for the successful working of

Democracy’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III,

Education Deptt, Government of Maharashtra, Mumbai, pp. 472-486.

• G. Aloysius, (2009). Ambedkar on Nation and Nationalism, Critical Quest, Delhi. B.

R. Ambedkar, (2003), ‘I have no Homeland’, in Dr. Babasaheb Ambedkar Writings

andSpeeches Vol- 17, Education Deptt., Government of Maharashtra, Mumbai, pp-51-

58.


• B. Ambedkar, (2003), ‘Role of Dr. B. R. Ambedkar in Bringing The Untouchables on

the Political Horizon of India and Lying A Foundation of Indian Democracy’, in Dr.

BabasahebAmbedkar Writings and Speeches, Vol. 17-I, Education Deptt.,

Government of Maharashtra, Mumbai, pp-63-178.

• B. Ambedkar, (2003) ‘Buddhism paved way for Democracy and Socialistic Pattern of

Society’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education

Deptt., Government of Maharashtra, Mumbai, pp. 406-409.

• B. Ambedkar, (2003) ‘Failure of Parliamentary Democracy will Result in Rebellion,

Anarchy and Communism’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol.

17-III, Education Deptt., Government of Maharashtra, Mumbai, pp. 423-437.

• B. Ambedkar, (2003) ‘Prospects of Democracy in India’, in Dr. Babasaheb Ambedkar

Writings and Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra,

Mumbai, pp. 519-523.

• B. Ambedkar, (2003) ‘People cemented by feeling of one country, One Constitution

and One Destiny, Take the Risk of Being Independent’, in Dr. Babasaheb Ambedkar

Writings andSpeeches Vol. 17-III, Education Deptt, Government of Maharashtra,

Mumbai, pp. 13-59.

V. Constitutionalism

Ambedkar, Evidence before South Borough committee on Franchise, Available at

http://www.ambedkar.org/ambcd/07.%20Evidence%20before%20the%20Southborough%20

Committee.htm, Accessed: 19.04.2013.

• Constituent Assembly Debates, Ambedkar’s speech on Draft Constitution on 4th

November 1948, CAD Vol. VII, Lok Sabha Secretariat, Government of India, 3rd

Print, pp. 31-41.

• B. Ambedkar, (2013), States and Minorities, Delhi: Critical Quest.


• A. Gajendran, (2007) ‘Representation’, in S. Thorat and Aryama (eds.), Ambedkar in

Retrospect: Essays on Economics, Politics and Society, Delhi: Rawat Publishers, pp.

184-194.

• B. Ambedkar, (2003), ‘Depressed Classes against Second Chamber: Dr. Ambedkar on

Joint Parliamentary Committee Report Provision for Better Representation

Demanded’,

in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt, Government

of Maharashtra, Mumbai, pp. 231-243.

Course Code: BHEN 404 A : FEMINISM: THEORY AND PRACTICE

SEMESTER IV Credits 4

L.T.P

3.1.0

Course Outcome:


CO1- Perceive the various dimensions of Indian society, economy, culture and politics from a

gendered perspective

CO2- Have an informed understanding of the history of feminist struggles and the

contemporary debates surrounding feminism.

CO3-Compare, contrast, and critique various perspectives of feminist theory

CO4- Use feminist approach to think systematically about power and resistance in both

public and private relations.

CO5- Engage in analytical discussions on existing gender inequalities and the use of feminist

scholarship in devising the way forward.

CO6- Discover ways to broaden the traditional sphere of thinking and urge for societal

awakening to prioritize the gender question.

Unit I: Approaches to understanding Patriarchy

• Feminist theorising of the sex/gender distinction. Biologism versus social constructivism

• Understanding Patriarchy and Feminism

• Liberal, Socialist, Marxist, Radical feminism, New Feminist Schools/Traditions

Unit II: History of Feminism

• Origins of Feminism in the West: France, Britain and United States of America

• Feminism in the Socialist Countries: China, Cuba and erstwhile USSR

Unit III:Women’s Participation

Feminist issues and women’s participation in anti-colonial and nationalliberation movements

with special focus on India

Unit IV: The Indian Experience : Traditional Historiography and Feminist critiques. Social

Reforms Movement and position of women in India. History of Women’s struggle in India

• Family in contemporary India - patrilineal and matrilineal practices. GenderRelations in the

Family, Patterns of Consumption: Intra Household Divisions, entitlements and bargaining,

Property Rights

Unit V: Understanding Woman’s Work and Labour

Sexual Division of Labour, Productive and Reproductive labour, Visible - invisible work –

Unpaid (reproductive and care),Underpaid and Paid work,- Methods of computing women’s

work , Female headed households

Essential Readings

I. Approaches to understanding Patriarchy

• Geetha, V. (2002) Gender. Calcutta: Stree.

• Geetha, V. (2007) Patriarchy. Calcutta: Stree.

• Jagger, Alison. (1983) Feminist Politics and Human Nature. U.K.: Harvester Press,

pp. 25-350.

Supplementary Readings:

Ray, Suranjita. Understanding Patriarchy. Available at:

http://www.du.ac.in/fileadmin/DU/Academics/course_material/hrge_06.pdf

Lerner, Gerda. (1986) The Creation of Patriarchy. New York: Oxford University Press.

II. History of Feminism

•

Rowbotham, Shiela. (1993) Women in Movements. New York and London:

Routledge, Section I, pp. 27-74 and 178-218.

• Jayawardene, Kumari. (1986) Feminism and Nationalism in the Third World. London:

Zed Books, pp. 1-24, 71-108, and Conclusion.

• Forbes, Geraldine (1998) Women in Modern India. Cambridge: Cambridge University

Press, pp. 1-150.

Supplementary Readings:

• Eisentein, Zillah. (1979) Capitalist Patriarchy and the Case for Socialist Feminism.

New York: Monthly Review Press, pp. 271-353.

• Funk, Nanette & Mueller, Magda. (1993) Gender, Politics and Post-Communism.

New York and London: Routledge, Introduction and Chapter 28.

• Chaudhuri, Maiyatree. (2003) ‘Gender in the Making of the Indian Nation State’, in

Rege, Sharmila. (ed.) The Sociology of Gender: The Challenge of Feminist

Sociological Knowledge. New Delhi: Sage.

• Banarjee, Sikata. (2007) ‘Gender and Nationalism: The Masculinisation of Hinduism

and Female Political Participation’, in Ghadially, Rehana. (ed.) Urban Women in

Contemporary India: A Reader. New Delhi: Sage.

III. Feminist Perspectives on Indian Politics

• Roy, Kumkum. (1995) ‘Where Women are Worshipped, There Gods Rejoice: The

Mirage of the Ancestress of the Hindu Women’, in Sarkar, Tanika &Butalia, Urvashi.

(eds.) Women and the Hindu Right. Delhi: Kali for Women, pp. 10-28.

• Chakravarti, Uma. (1988) ‘Beyond the Altekarian Paradigm: Towards a New

Understanding of Gender Relations in Early Indian History’, Social Scientist, Volume

16, No. 8.

• Banerjee, Nirmala. (1999) ‘Analysing Women’s work under Patriarchy’ in Sangari,

Kumkum & Chakravarty, Uma. (eds.) From Myths to Markets: Essays on Gender.

Delhi: Manohar.

http://www.du.ac.in/fileadmin/DU/Academics/course_material/hrge_06.pdf

Additional Readings

• Gandhi, Nandita & Shah, Nandita. (1991) The Issues

Shinde, Tarabai (1993) ‘Stri-PurushTulna’, in Tharu, Susie & Lalita, K. (eds.) Women

Writing in India, 600 BC to the Present. Vol. I. New York: Feminist Press.

• Desai, Neera& Thakkar, Usha. (2001) Women in Indian Society. New Delhi: National

Book Trust.

Course Code: BHEN 404 B : Nationalism in India

SEMESTER IV

Credits 4

L.T.P

3.1.0

Course Outcomes:

Course Outcome:


CO1- Recognize the struggle of the Indian people against colonialism through different

theoretical perspectives that highlight its different dimensions.

CO2- Comprehend holistically the era of reformism and its criticisms.

CO3- Foster a link between the present day scenario and the past through an understanding of

various events that led to Partition and Independence of India.

CO4- Analyze the various historical events, the beginning of constitutionalism in India and

emergence of leaders like Mahatma Gandhi.

CO5- Evaluate the various conflicts and contradictions through different dimensions such as:

communalism, class struggle, caste and gender questions.

CO6- Explore how to generate the spirit of nationalism and its significance for the perception

of India as a nation in the modern world.

UNIT I: Approaches to the Study of Nationalism in India

Nationalist, Imperialist, Marxist, and Subaltern Interpretations

UNIT II: Reformism and Anti-Reformism in the Nineteenth Century

Major Social and Religious Movements in 19th century

UNIT III: Nationalist Politics and Expansion of its Social Base

a. Phases of Nationalist Movement: Liberal Constitutionalists, Swadeshi and the Radicals;

Beginning of Constitutionalism in India

b. Gandhi and Mass Mobilisation: Non-Cooperation Movement, Civil Disobedience

Movement, and Quit India Movement

c. Socialist Alternatives: Congress Socialists, Communists

UNIT IV: Social Movements

a. The Women’s Issues: Participation in the National Movement and its Impact

b. The Caste Issues: Anti-Brahminical Politics

c. Peasant, Tribals and Workers Movements

UNIT V: Partition and Independence

a. Communalism in Indian Politics

b. The Two-Nation Theory, Negotiations over Partition

___________________________________________________________________________

__

SUGGESTED READINGS:

I. Approaches to the Study of Nationalism in India

• S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India, New

Delhi: Orient Longman, pp. 184-191.

• R. Thapar, (2000) ‘Interpretations of Colonial History: Colonial, Nationalist, Post-

colonial’, in P. DeSouza, (ed.) Contemporary India: Transitions, New Delhi: Sage

Publications, pp. 25-36.

II. Reformism and Anti-Reformism in the Nineteenth Century

• S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India, New

Delhi: Orient Longman, pp.139-158, 234-276.

• Sen, (2007) ‘The idea of Social Reform and its Critique among Hindus of Nineteenth

Century India’, in S. Bhattacharya, (ed.) Development of Modern Indian Thought

andthe Social Sciences, Vol. X. New Delhi: Oxford University Press.

III. Nationalist Politics and Expansion of its Social Base

• S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India. New

Delhi: Orient Longman, pp. 279-311.

• S. Sarkar, (1983) Modern India (1885-1947), New Delhi: Macmillan,

• P. Chatterjee, (1993) ‘The Nation and its Pasts’, in P. Chatterjee, The Nation and its

Fragments: Colonial and Postcolonial Histories. New Delhi: Oxford University

Press, pp.76-115.

IV. Social Movements

• S. Bandopadhyay, (2004) From Plassey to Partition: A history of Modern India. New

Delhi: Orient Longman, pp. 342-357, 369-381.

• G. Shah, (2002) Social Movements and the State, New Delhi: Sage, pp. 13-31

V. Partition and Independence

• Jalal, and S. Bose, (1997) Modern South Asia: History, Culture, and Political

Economy. New Delhi: Oxford University Press, pp. 135-156.

• Nandy, (2005) RashtravadbanamDeshbhaktiTranslated by A. Dubey, New Delhi:

Vani Prakashan. pp. 23-33. (The original essay in English is from A. Nandy, (1994)

New Delhi: Oxford University Press, pp. 1-8.)

ADDITIONAL READINGS:B. Chakrabarty and R. Pandey, (2010) Modern Indian

Political Thought, New Delhi: Sage Publications.

• P. Chatterjee, (1993) The Nation and its Fragments: Colonial and Postcolonial

Histories, New Delhi: Oxford University Press.

• R. Pradhan, (2008) Raj to Swaraj, New Delhi: Macmillan (Available in Hindi).

• S. Islam, (2006) Bharat Mein AlgaovaadaurDharm, New Delhi: Vani Prakashan.

SYLLABUS OF ABILITY ENHANCEMENT ELECTIVE COURSES

Course Code: BHEN 105 A: Soft Skills

SEMESTER I

Credits 2

L.T.P

2..0.0

Course outcomes:


C01 Recognize the importance of assertiveness and the importance of saying ‘no’.

C02 Understand how to cope with stress by formulating strategies for handling stress more

effectively.

C03 Develop strategy to overcome nervousness, tension and speaking anxiety prior to any

presentation.

C04 Infer critical thinking & decision-making skills.

C05 Assess technical writing skills in professional settings.

C06 Discover solutions to common speaking hindrances including filler words,

eye-contact and monotonous voice.

UNIT 1:

Assertive Behaviour- Definition; Components of Assertive Behaviour; Important aspects of

Assertive Behaviour; Three basic types of Behaviour-Passive Behaviour; Aggressive

Behaviour; Assertive Behaviour; Importance of assertiveness. Anger management; Role Play;

Team Management; Leadership Skills

UNIT 2:

Stress Management:Concept; Nature and Dimensions of Stress;Stress: Its Effects; Causes and

Ways of Coping; Stress Management Tips; Relaxation Techniques Stress and Faith Healing

UNIT 3. Presentation - Planning and preparation; Presentation design; Objective; Structure;

Informative presentations; Persuasive presentations ; Visual support; Handouts; Delivery;

Methods of delivery; Rehearsal; Nerve control; voice; Non-verbal communication; Group

presentations; Team balance; Transitions; Evaluating the presentation.

UNIT 4:

GD; Mock Interviews: Types; Techniques.

UNIT 5:

Technical Writing skills- Project report; Appraisal Reports; Technical proposals; feasibility

report

Suggested Readings:

1. Placement & personality development by KVSG Murali Krishna and KVKK Prasad

2. Effective Communication & soft skills: Strategies for success by Nitin Bhatnagar &

Mamata Bhatnagar

3. Advanced technical communication by Malti Agarwal

4. Question Bank For internal use.

5. Developing Soft Skills by Robert M.Sherfield, Rhonda J. Montgomery, Patricia G. Moody

6. Professional communication by Dr.RaaveeTirpathi

Course code: BHEN 105 B:Technical Writing

SEMESTER I

Credits 2

L.T.P

2.0.0

Course outcomes:


C01 Recognize the importance of effective use of written, oral and digital communication

modes geared to a range of business audiences.

C02 Demonstrate rules of grammar for enhancing intrapersonal and interpersonal skills.

C03 Implement correct vocabulary in their spoken and written English.

C04 Interrogate and assess the speaking patterns of self and others to excel in interviews

and extemporaneous speaking.

C05 Evaluate clear thinking and coherence in writing.

C06 Generate tips on making complicated information understandable to a variety of

readers.

UNIT 1: Writing Skills

1. Précis writing: Do’s and don’ts:

2. Paragraph Writing –Descriptive, Imaginative,

3. Analytical and informative

4. Essay writing(300 words)

UNIT 2:Advanced vocabulary

1. Idioms and phrases

2. Phrasal Verbs.

3. Technical words (jargons)

UNIT 3: Soft skills

1. Interviews- definition, purpose, preparation ,types, do’s and don’ts simulation

exercise

2. Extempore speaking: simulation exercises

3. Art of conversation in formal settings: simulation exercises

4. JAM session: simulation exercise

5. Group discussion: dos and don’ts, simulation exercise

UNIT 4 : Technical writing- I

1) Technical Report writing(Project report, feasibility report, research report)

2) Research paper writing(format, RM)

3) Technical Proposal writing(format, structure, types)

UNIT 5: Technical writing II

1) Principles of business correspondence

2) Drafting CVs , job application.

3) Presentation skills.

Practical Work:

• Mock interview sessions to be conducted as part of practical exercise. Giving students

the feedback of their limitations.

• Showing some good videos on interview, available on net.

• Making all students to deliver a talk of their choice. This must be done as a surprise

class task, to assess the speakers’ ability to speak. Corrections to be done without

discouraging the speakers.

• Group discussion sessions must be done regularly. Urge each student to give his/her

opinions on the subject being discussed. Let there be peer evaluation of the

performance. A lot marks at the end of each GD Session. This will encourage the

students to speak.

• Hold JAM competition at class level , Reward the good speakers and organize inter-

departmental sessions to encourage maximum participation. Every student must be

encouraged to speak in JAM.

Suggested Reading:

1. Professional communication by Rajhans Gupta- Pragati Prakashan

2. Professional communication by R.P. Singh –Oxford

3. Business communication by M.K. Sehgal and Vandana Khetrapal-excel books

4. Basic technical communication by Malti Agarwal- Krishna Educational

5. English in easy by Chetan Anand Singh- B.S.C Publication

6. Thesaurus- oxford publication

7. Pronunciation book on linguistics-oxford publication

8. English pronouncing dictionary by Daniel Jones-Cambridge university press

Course Code: BHEN 205 A: Film Studies

SEMESTER II

Credits 2

L.T.P

2.0.0.

Course Outcomes:


C01 Define and access primary and secondary sources relevant to the area of study.

C02 Demonstrate an understanding of key terms and concepts in film studies.

C03 Use contemporary technologies relevant to the completion of assessment tasks.

C04Analyse a range of significant films in relation to key questions in film studies.

C05 Detect logical and coherent arguments in essays, or create appropriate documents in

other genres, based on evidence.

C06 Generate criticism within an academic argument and engage in critical argument.

UNIT 1: The Developments of Narrative Cinema

• Fundamentals of Film Narrative

• Cinema of Narrative Integration ‘Classical Hollywood Cinema’

UNIT 2: Indian Popular Cinema

• Early Indian Cinema – Historical Approaches

• Popular Forms in the Post Colonial era

UNIT 3: Indian ‘New Wave’

• Characterizing the Indian ‘New Wave’

(A Representative Film of any one of the Directors: Mrinal Sen, Mani Kaul, Kumar

Shahani, Ketan Mehta, Adoor Gopalakrishnan)

UNIT 4:Globalization and ‘Bollywood’

• Theories of Globalization

• ‘Bollywood’: National media forms in Globalised Circuit

UNIT 5: Modernism and Avant Garde Sensibilities in Indian Film Form

• Concept of the Avant Garde and the Underground

• Critical debates on Indian ‘Art Cinema’ (The case of Satyajit Ray and Ritwik

Ghatak)

Suggested Readings:

1. Cook, David A. 1981. A History of Narrative Film. New York: Norton.

2. Hill, John, and Pamela Church Gibson. 1998. The Oxford Guide to Film Studies.

Oxford: Oxford University Press

3. Bondanella, Peter. 2001. Italian Cinema: From Neorealism to the Present. Continuum

International Publishing Group

4. Kavoori, Anandam P., and Aswin Punathambekar, eds. Global Bollywood. NYU

Press, 2008.

Course Code: BHEN 205 B: Creative Writing

SEMESTER II

Credits 2

L.T.P

2.0.0.

Course Outcomes:


C01 Describe and compare the literary features of a variety of genres across different

historical periods and cultures.

C02 Explain variety of genres, showing critical awareness of traditions,

aesthetics, prosody, and narrative techniques, paying particular attention to audience

and purpose.

C03 Apply and effectively use the conventions of the English language.

C04Analyse works of original literary art, from the early brainstorming stage to a polished,

final draft.

C05 Appraise ideas, form, and voice, as well as edit mechanics including grammar, syntax,

and punctuation.

C06 Create cover letters, queries, and other industry-specific materials for

professional submission of creative work to agents, editors, and publications.

UNIT 1:

What is Creative Writing Unit

UNIT 2:

The Art and Craft of Writing

UNIT 3:

Modes of creative Writing

UNIT 4:

Writing for the Media

UNIT 5:

Preparing for Publication

Recommended book:

1. Creative writing: A Beginner’s Manual by Anjana Neira Dev and Others, Published by

Pearson, Delhi, 2009.

Course Code: BHEN 205 C: Business Communication

SEMESTER II

Credits 2

L.T.P

2.0.0.

Course Outcomes:


C01 State the appropriate usage of informative business messages and write an

informative business message.

C02 Comprehend the importance of team-focused communication in business.

C03 Use various types of social media to build affinity with the customers and make their

brand stand out.

C04 Critically analyse ways to make information more accessible to your audience.

C05 Determinehow to effectively use charts, diagrams, and other graphics in business

messages and identify potential sources for these visual aids.

C06 Compose emails and memos intended for an audience within the same company or

team as the writer.

UNIT 1:

• Introduction to the essentials of Business Communication: Theory and practice

• Citing references, and using bibliographical and research tools

UNIT 2:

• Writing a project report

• Writing reports on field work/visits to industries, business concerns etc. /business

negotiations.

UNIT 3:

• Summarizing annual report of companies

• Writing minutes of meetings.

UNIT 4:

• E-correspondence

• Spoken English for business communication (Viva for internal assessment)

UNIT 5:

• Making oral presentations (Viva for internal assessment)

Suggested Readings:

1. Scot, O.; Contemporary Business Communication. Biztantra, New Delhi.

2. Lesikar, R.V. & Flatley, M.E.; Basic Business Communication Skills for Empowering the

Internet Generation, Tata McGraw Hill Publishing Company Ltd. New Delhi.

3. Ludlow, R. & Panton, F.; The Essence of Effective Communications, Prentice Hall Of

India Pvt. Ltd., New Delhi.

4. R. C. Bhatia, Business Communication, Ane Books Pvt Ltd, New Delhi

SYLLABUS OF ABILITY ENHANCEMENT COMPULSORY COURSES

Course Code: BHEN 103: English Communication

SEMESTER I

Credits 3

L.T.P

3.0.0

Course Outcomes:


C01 Describe correct sentence formation skills.

C02 Comprehend the unique qualities of professional writing style, such as sentence

C03 Apply the concepts of grammar.

C04 Analyse using adverbs effectively.

C05 Detect the effective use of lexical words in day to day conversation.

C06 Design your professional communicationinEnglish for successful business

interactions.

UNIT 1: Grammar

Parts of Speech: Noun, Pronoun, Preposition, Verbs, Adverbs, Adjectives, Conjunctions,

Interjection. Tenses, Auxiliary verbs, Modifiers, Voice.

UNIT 2: Vocabulary Skills

One Word Substitute, Synonyms/Antonyms, Homonyms, Indianism: common errors made in

English.

UNIT 3: Communication Skills

Introduction to communication: meaning, features, process, barriers, Non- verbal aspects of

communication (para language), Effective use of telephone with the use of protocol,

Etiquettes of telephone conversation

UNIT 4: Effective Handling Of Verbal Communication & Corporate Issues

Use of concept of small talks, Giving and receiving feedback, Handling complaints

effectively

UNIT 5: Written Communication

Principles of written communication,Memo writing, Notice, Report writing

Suggested Readings:

1. Michael Swan” Practice English Usage”, Oxford University press 3rd Edition (

Reprint 2006)

2. Chetananand Singh “ English is Easy ,BSC Publishers 2ND Edition ( Reprint ,2009)

3. Kavita Tyagi “ Basic Technical Communication , PHI learning 2012 revised edition.

4. Varinder Bhatia “ Business Communication , Khanna Book Publishers.

5. A.K Thakur “ Lucent General English , Lucent Publishers ( Reprint ,2009).

6. Fr. Lawrence Mandonca,” Applied English Grammar , Nova publications ( Reprint

2006).

Course Code: BHEN 203 : Environmental Studies

SEMESTER II

Credits: 3

L.T.P

3.0.0

Course Outcomes:


C01 Describe the human impacts on the environment.

C02 Understand the natural environment and its relationships with human activities.

C03 Implement facts, concepts, and methods from multiple disciplines and apply to

environmental problems.

C04 Critically analyse the research strategies, including collection, management,

evaluation, and interpretation of environmental data.

C05 Determine the advances in environmental sciences and technology to resolve issues and

anticipate implications.

C06 Design concepts to discover interactions between social and environmental processes.

UNIT 1: Environmental Science and Ecosystem

a. Definition of Environmental Science, multidisciplinary nature, Objective, scope and

importance.

b. Concept of an ecosystem, structure and function, energy flow, ecological succession, food

chains, food webs, ecological pyramids.

c. Introduction, types, characteristic features, structure and function of the following

ecosystem:

• Forest ecosystem

• Grassland ecosystem

• Desert ecosystem

• Aquatic ecosystems (ponds, streams, lakes, rivers, oceans, estuaries)

UNIT 2: Natural Resources and Biodiversity

a. Renewable and non- renewable resources. b. Natural resources and associated problems:

• Forest resources: Use and over-exploitation, deforestation, case studies, Timber

extraction, mining, dams and their effects on forests and tribal people.

• Water Resources: Use and over-utilization of surface and ground water, floods,

drought, conflicts over water, dams – benefits and problems, water conservation,

rainwater harvesting, watershed management.

• Mineral Resources: Use and exploitation, environmental effects of extracting and

using mineral resources, case studies.

• Food Resources: World food problems, Changes in landuse by agriculture and

grazing, Effects of modern agriculture, Fertilizer/ pesticide problems, Water logging

and salinity

• Energy Resources: Increasing energy needs, Renewable/ non renewable, Use of

Alternate energy sources, urban problems related to energy, Case studies

• Land resources: Land as a resource, land degradation, man-induced land-slides, Soil

erosion and desertification, wasteland reclamation

b. Role of an individual in conservation of natural resources, equitable use of resources for

sustainable lifestyles.

c. Definition of biodiversity, levels of biodiversity, value of biodiversity, threats to

biodiversity (habitat loss, poaching of wildlife, man-wildlife conflicts).

d. Biodiversity at global, national and local levels, India as a biodiversity nation,

biogeographical classification of India, hotspots of biodiversity.

e. Endangered and endemic species of India.

f. Conservation of biodiversity: In-situ and ex-situ conservation of biodiversity.

UNIT 3: Environmental Pollution

Definition, causes, effects and control measures of Air Pollution, water pollution, soil

pollution, marine pollution noise pollution, thermal pollution, nuclear hazards.Solid waste

Management: causes, effects and control measures of urban and industrial wastes. Role of an

individual in prevention of pollution, pollution case studies, pollution case studies

UNIT 4: Important Environmental and Social Issues, Management and Legislation

1. Climate change, global warming, acid rain, Ozone layer depletion, nuclear accidents and

holocaust. Case studies.

2. Sustainable development, Resettlement and rehabilitation of people (its problems and

concerns, case studies), Environmental ethics (issues and possible solutions), consumerism

and waste products.

3. Disaster management: floods, earthquake, cyclone and landslides.

4. Environment Protection Act, Air (Prevention and Control of Pollution) Act, Water

(Prevention and Control of Pollution) Act, Wildlife Protection Act, Forest Conservation Act.

5. Issues involved in enforcement of environmental legislation, Public Awareness

6. Population growth (variation among nation), Population explosion (family welfare

programme), 7.Environment and human health, human rights, value education, HIV/ AIDS,

Women and Child Welfare, Role of Information Technology in Environment and human

health, case studies.

UNIT 5: Field work

1. Visit to a local area to document environmental assets- river/ forest/ grasslands/ hill

/mountain

2. Visit to a local polluted site- Urban/ Rural/ Industrial/ Agricultural

3. Study of common plants, insects, birds

4. Study of simple ecosystems- pond, river, hill slopes, etc.

Suggested Readings:

1.…Joseph K. &Nagendran R.: Essentials of Environmental studies; Pearson Edition

2. Santra S. C., Environmental Science; Central Book Agency.

3. Dhameja, S. K.:Environmental Studies; Katson books.

4. Srivastava Smrti: Environmental Studies; Katson books.

5. Deswal, S. &Deswal A.: A Basic Course In Environmental Studies; Dhanpat Rai & Co.

SYLLABUS OF SKILL ENHANCEMENT COURSES

Course Code: BHEN 207: Career Skills-I

SEMESTER II

Credits 2

L.T.P

2.0.0

Course Outcomes:


C01 Recognize logically sound and well-reasoned argument.

C02 Understand the fallacies that can arise through the misuse of logic.

C03 Make use of this knowledge in competitive examinations.

C04 Examine the skills and strategies of a successful reader.

C05 Detect the real time data with the graphs for better comprehension.

C06 Create awareness in students for better social living.

UNIT 1:

Blood relation concepts including basic introduction, making a family tree, standard notations

and names for gender and relations. Discussion of different types of questions asked in blood

relations, their solutions and practice.

UNIT 2:

Basic concept and understanding of directions including the orientation of the 4 basic

directions of east, west, north and south. Understanding turns of different degrees towards

right, left, clockwise and anticlockwise.

UNIT 3:

Techniques of reading comprehension, practice of effective reading using concepts of theme,

central idea, contextual and tone of the passage. Practicing questions of reading

comprehension using contemporary passages.

UNIT 4:

Sentence Rearrangement, Vocabulary, Synonyms, Antonyms

UNIT 5:

Current Affairs (April 2017 onward)- Awards and Honours, Defense, Education, Obituary,

National and international events, Forensic, Juvenile, Justice Law, animal Ecology, General

Knowledge:Basic GK, Indian Politics, Indian Geography, Awards and Honours.

.

Suggested Readings:

1. R.S. Aggarwal, S. Chand, 'A Modern Approach to Verbal and Non-Verbal

Reasoning', Revised Edition, 2010

2. M.K. Pandey, BSC Publisher, 'Analytical Reasoning', 2009

Course Code: BHEN 306: Career Skills – II

SEMESTER III

Credits 2

L.T.P

2.0.0

Course Outcomes:








UNIT 1:

Classification of numbers, Rules of divisibility, Properties of remainders, LCM- HCF and

their applications, concept of the last digit, concept of alpha numerals, practice of questions

based on number system concepts

UNIT 2:

• Concept of percentage equivalent of fractions, Multiplication factor, Importance and

understanding of the base in calculations, concept and application of the successive

percentage rule

• Concept of profit, loss and discount and its application. Understanding and practice of

questions based on addition of impurity and unequal quantity buying and selling

concept.

• Concept and understanding of simple and compound interest and their difference,

Understanding CI as an application of the successive percentage change rule, Concept

of effective rate of interest and practice of all the types of problems in SI and CI.

UNIT 3:

Concept of ratio and proportion and its application. Concept, understanding and practice of

mixture and solutions including allegation and replacement of part of a solution.

UNIT 4:

• Concept of time, speed and distance, Understanding the direct and inverse relation in

the topic, average speed and its application, Understanding the concept and

application of relative speed and practice of problems based on trains, boats and

streams.

• Concept of time and work and its application based problems using the LCM method

for individual efficiencies and practice of problems based on group efficiencies.

UNIT 5:

• Concept, understanding of questions based on permutation and combination,

difference in the approach for different things and identical things

• Concept, understanding and practice of questions based on probability

Course Code: BHEN 405: Basics of Computer Application

SEMESTER IV

Credits 2

L.T.P

2.0.0

Course Outcomes:


C01 Remember the elements of the internet, Word, Excel, and PowerPoint across all three

applications.

C02 Demonstrate Microsoft Word tools to improve workflow, change page layout, and

add advance formatting.

C03 Use the computer for basic purposes of preparing personnel/business letters, viewing

information on internet (the web), sending mails etc.

C04 Analyze table styles and formatting.

C05 Detect spelling and grammar errors and also find and replace text.

C06 Create and format numbered and unnumbered lists and document from a template.

UNIT 1:

Knowing computer

Operating Computer using GUI Based Operating System

UNIT 2:

Understanding Word Processing

UNIT 3:

Elements of Electronic Spread Sheet

Using Spread Sheet

UNIT 4:

Communications and Collaboration

Making small presentation

UNIT 5:

Communicating using the Internet

WWW and web browsers

Course Code: BHEN 406: Career Skills -III

SEMESTER IV

Credits 2

L.T.P

2.0.0

Course Outcomes:








UNIT 1: Verbal Ability

Sentence Arrangement, Ordering of Words, Spotting Errors, Synonyms & Antonyms,

Selecting Words.

UNIT 2: Comprehension

Ordering of words and sentences, para fumbles, fill in the blanks.

UNIT 3: General Mental Ability

Series Completion, Analogy, Classification, Coding-Decoding, Blood relations, Direction

Sense Test, Alpha Numeric Sequence Puzzle, Time Sequence, Data Sufficiency.

UNIT 4: General Knowledge

Abbreviations & Acronyms, Important Days, Dates & events, First of everything, Awards

and Honors, Hierarchy of Indian Defense Services,

UNIT 5:General Awareness

Geography: capital, currencies, language. World affairs , Indian Constitution, Indian History,

Indian Economy, Indian Geography, Indian Politics, Religions, Universities, Books &

Authors.

Suggested Readings:

1.R.S. Aggarwal, S.Chand, 'A Modern Approach to Verbal and Non-Verbal Reasoning',

Revised Edition, 2010

2.M.K. Pandey, BSC Publisher, 'Analytical Reasoning', 2009

3.Disha Experts, Disha Publications, ‘The Mega Year Book 2017’, II Edition, 2016

4.Kiran Prakahsan, Kiran Prakahsan, ‘SSC Algebra, Trigonometry, Geometry

Course Code: BHEN 505: Entrepreneurship Development

SEMESTER V

Credits 2

L.T.P

2.0.0

Course Outcomes:


C01 Describe the role, success and survival of an entrepreneur.

C02 Illustrate and internalize the process of founding a startup and introducing new

products and service ideas.

C03 Build new ventures either as venture capitalists, consultants to new firms or in new

business development units of larger corporate.

C04 Analyze the entrepreneurial environment impacted by the social, economic, and

cultural conditions.

C05 Assess government policies that fund and manage entrepreneurship development

programs mainly for creating jobs.

C06 Design entrepreneurship development programs and harvest strategies as per the

requirement of the program.

UNIT 1: Early Career Dilemmas of an Entrepreneur

The Entrepreneur’s Role, Task and Personality

A Typology of Entrepreneurs: Defining Survival and Success

Entrepreneurship as a Style of Management

The Entrepreneurial Venture and the Entrepreneurial Organization, Factors affecting

entrepreneurship development

Role of Entrepreneurship in a developing economy

UNIT 2: Choosing a Direction

Opportunity recognition and entry strategies: New product, Franchising, Partial Momentum,

Sponsorship and Acquisition

The Strategic Window of Opportunity: Scanning, Positioning and Analyzing

Intellectual Property: Creation and Protection: Patents, Trademarks, Copyrights

UNIT 3:Opening the Window: Gaining Commitment

Gathering the Resources you don’t have

The Business Plan as an Entrepreneurial Tool

Financial Projections: how to do them the right way

Debt, Venture Capital and other forms of Financing, How venture capitalists (VCs) evaluate

and structure deals, Angel Financing and alternative source of finance for Entrepreneurs.

Sources of External Support

Developing Entrepreneurial Marketing: Competencies, Networks and Frameworks

UNIT 4: Closing the Window: Sustaining Competitiveness

Maintaining Competitive Advantage

The Changing Role of the Entrepreneur: Mid Career Dilemmas

Harvesting Strategies versus Go for Growth

UNIT 5: Social, economic and cultural conditions (operating environment)

Ethical and Environmental challenges

Case Studies of successful entrepreneurs and entrepreneurial ventures

Suggested Readings:

1. Entrepreneurship: A South Asian Perspective, Donald. F Kuratko& T.V Rao, Cengage

Learning Publications, 2012

2. Family Business, Ernesto J. Poza, 3rd ed., 2010

3. Entrepreneurship and Small Business Management, C.B Gupta and S.S Khanka, Sultan

Chand Publications, 2014

4. Entrepreneur Development, Taneja& Gupta, Galgotia Publishing Company, 2nd ed., 2012

Course Code: BHEN 506: PDP

SEMESTER V

Credits 2

L.T.P

2.0.0

Course Outcomes:


C01 Define what self-confidence is and why it's a skill that needs building.

C02 Understand the stages required to produce competent, professional writing through

planning, drafting, revising and editing.

C03 Apply the presentation skills.

C04 Analyze how personality affects career choices.

C05 Evaluate the process-oriented nature of communication as it relates to public speaking

through invention, organization, drafting, revision, editing, and delivering

C06 Design and display effective & engaging presentations.

UNIT 1

Believe in yourself:Meaning & definition of Personality & Attitude, Building confidence,

how to build self image? Meaning and Definition of Personality. Attitude Building

Personality Development: Self-Esteem- Symptoms-Advantages-Do’s And Don’ts to develop

positive self-esteem-Low Self –esteem-Symptoms-Personality having low self-esteem-

Positive and negative self-esteem.

UNIT 2:

Handling stage fear:public speaking, pressure handling skills

UNIT 3:

Exclusive to Indian English:Indianism

Unit 4

Writing: Tipsfor Technical Writing. Essay Writing

UNIT 5

Presentation Skills: Defining purpose, analysis of audience and locate, organizing contents.

Preparing an outline of the presentation. Visual aids, nuances of delivery, Body Language

and effective presentation.

Suggested Readings:

1.Spoken English for India by R.K Bansal and J.B Harrison- orient Longman

2.A special practical a English Grammar by Thomson And Martinet-Oxford University Press

3.Professional Communication by Malti Aggarwal

4.English Grammar, composition and correspondence by M.A Pink And A.E Thomas –S.

Chand and Sons. Word Power by Bum Rosen-Cambridge University Press

5.A Dictionary of Modern Usage –Oxford University Press

6.Verbal and Non-Verbal Reasoning By R.S Agarwal

SYLLABUS OF VALUE ADDED COURSES

Course Code: BHEN 305: Gender Sensitization

SEMESTER III

Credits 2

L.T.P

2.0.0.

Course Outcomes:


C01Describe the social construction of sex and gender.

C02Comprehend the notion of gender within the domain of family and community.

C03 Utilize the understanding of sexuality to interpret gender laws and rights.

C04 Examine the dynamics of gender through the intersections of caste, class, region and

and religion.

C05Determine the effectiveness of current gender laws that have direct bearing on gender

relations.

C06 Generate a gendered perspective in work and life and sensitize themselves towards the

issues related to gender and equality.

UNIT 1: Sex, Gender and Sexuality

Introduction to debates on the social construction of sex and gender

Cultural construction of masculinity and femininity

Understanding sexual preference as a right

UNIT 2: Gender, Family, Community and the State

Marriage, Domestic violence and related laws

UNIT 3: Gender Rights and the Law

Right to property, Personal laws, Violence against women, Sexual harassment, Rape

UNIT 4: Understanding Intersections of Gender: Caste, Class, Region, Religion and

Disability

UNIT 5: Contemporary Gender Issues

Suggested Readings:

The course will be based on exercises to be done in groups.

1. Sex and gender

1.1 Geetha, V. 2002. Gender. Calcutta: Stree

1.2. Menon, Nivedita. 2012. Seeing like a Feminist. New Delhi:

Zubaan/Penguin Books

1.3. Bhasin, Kamala. Patriarchy. New Delhi: Kali for Women

1.4. Murty, Laxmi and Rajshri Dasgupta. 2012. 'Our Pictures, Our Words

‐A Visual Journey Through The Women's Movement'. New Delhi:

Zubaan

1.5. Films:Being Male Being KotiDir: Mahuya Bandyopadhyay Many

People Many Desires Dir: T. Jayashree; Boys Don’t Cry Dir: Kimberley

Peirce

Suggested Assignments:

a) Discussion around any two of the above‐mentioned films. Students will be

asked to write a short essay on the pressures they feel of the experience in

performing masculinity or femininity.

b) Presentations and discussions based around the essays.

c) Role Play: Gender and its performance in everyday life. Students to form

smaller groups and present skits to address this issue creatively. This will be

followed by discussions.

2. Gender, Family, Community and the State

2.1. Shah, Chayanika et al. 2005. Marriage, Family and Community: A Feminist

Dialogue. Economic and Political Weekly February 19: 709 ‐722

2.2. Films: IzzatnagrikiAsabhyaBetiyanDir: Nakul Singh Sawhney

Suggested Assignments/Exercise:

a) Debate or discussion on „Is the family the site of love and care‟ or „Is the

family democratic?‟

33

b) Look at NSS/NFHS/Census Data and write notes on the themes of how you

can interpret the data

c) Writing exercise: Does a gendered division of labour in the household deny

women equal opportunities?

d) Visit to a women‟s shelter/Nari Niketan followed by short essays on the

experience and discussions based on the same.

e) Visit to a family court followed by discussions.

f) Role play: On how to address issues of gender discrimination within the

family.

3. Gender Rights and the Law

3.1. For all the laws relating to women please refer to the following resource:

http://ncw.nic.in/frmLLawsRelatedtoWomen.aspx

3.2. Films: Gulabi Gang Dir: Nishtha Jain; North Country Dir: Niki Caro; The

Accused Dir: Jonathan Kaplan


a) Debate on women‟s equal right to natal property.

b) Discussion on what consent means. Students to be presented with different

scenarios to enable them to problematise the notion of consent.

c) Writing exercise: Take up any one law relating to women and critically

examine one or two judgments pertaining to that law. This will be followed by

class presentations.

d) Reading of the Delhi University Ordinance against Sexual Harassment and

discussions around it.

e) Student projects (in smaller groups) on developing IEC material

(Information, Education, Communication) on the Delhi University Ordinance

against Sexual Harassment for students.

f) Discussion on section 377 of the Indian Penal Code.

g) Discussions on these laws with practicing lawyers.

34

4. Understanding Intersections of Gender, Caste, Class, Region, Religion

and Disability.

4.1. Tharu, S. and Niranjana, T. 1999. “Problems for contemporary theory of

gender” in Nivedita Menon, Gender and Politics in India. New Delhi: Oxford

University Press.

4.2. Ghai, Anita. (2003). (Dis)Embodied Form : Issues of Disabled Women.

New Delhi. Har‐Anand Publications. (Selected chapters)


a) Debate on the Women‟s Reservation in Parliament Bill.

b) Writing exercise: Identify any one culturally specific gender stereotypes in

the context of your own life and show how you negotiate it.

c) Visits and discussion in some women‟sorganisations/groups in Delhi, where

students will explore how organisations understand and negotiate these

intersections in the larger context of women‟s struggles, and struggles in the

women‟s movement.

d) Students can discuss posters of the women‟s movement from the book Murthy and

Dasgupta (2012) and be asked to design posters for a particularcampaign.

SYLLABUS OF INTER-DISCIPLINARY COURSES

Course code: BHEN 106 A : Youth, Gender and Identity

SEMESTER I

Credits: 2

L.T.P

2.0.0.

Course outcomes:


C01 Describe the various ways in which societies inhibit or promote cultural diversity.

C02 Understand the ways in which social construction of gender in different cultures

and socio-economic circumstances affects adolescent identities.

C03 Implement various sociological theories around youth identity, ethnicity and gender

and connect this in working for youth and community work.

C04 Compare the formation of youth identities and support their ideas with both research

and their own experiential learning.

C05 Evaluate why the issues of gender and gender based violence are controversial.

C06 Discover tools to mainstream gender, and to be an effective change-maker for

sustainable development.

UNIT 1: Introduction

a) Concepts of Youth: Transition to Adulthood, Extended Youth in the Indian context

b) Concepts of Gender: Sex, Gender Identity, Sexual Orientation, Gender Roles, Gender

Role Attitudes, Gender Stereotypes

c) Concepts of Identity: Multiple identities

UNIT 2:Youth and Identity

a) Family: Parent-youth conflict, sibling relationships, intergenerational gap

b) Peer group identity: Friendships and Romantic relationships

c) Workplace identity and relationships

d) Youth culture: Influence of globalization on Youth identity and Identity crisis

UNIT 3 Gender and Identity

a) Issues of Sexuality in Youth

b) Gender discrimination

c) Culture and Gender: Influence of globalization on Gender identity

UNIT 4:Issues related to Youth, Gender and Identity

a) Youth, Gender and violence

b) Enhancing work-life balance

UNIT 5: Youth and Gender

a) Changing roles and women empowerment

b) Encouraging non-gender stereotyped attitudes in youth

Suggested Readings :

1. Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall.

2. Baron, R.A., Byrne, D. & Bhardwaj. G (2010). Social Psychology (12th Ed).New

Delhi: Pearson.

Suggested Workshops:

• Adolescent problems

• Suicidal Ideation

Course code: BHEN 106 B : Legislative Practices and Procedures

SEMESTER I

Credits: 2

L.T.P

2.0.0.

Course outcomes:


C01 Recognize the significance of media monitoring for legislators and representatives.

C02 Understand the legislative processes in India at various levels and complex policy

issues.

C03 Utilize the elementary skills to be part of a legislative support team which would

expose them to real life legislative work.

C04 Analyze the understanding to appreciate the political process at different tiers of

governance.

C05 Apply the understanding to draft new legislations, track and analyze ongoing bills,

budget, make speeches and floor statements, write articles and press releases.

C06 Create and explore the possibilities of making legislative practices and procedures

work for a democracy.

UNIT 1:

Powers and functions of people’s representative at different tiers of governance:

Members of Parliament, State legislative assemblies, functionaries of rural and urban

localself - government from Zila Parishad, Municipal Corporation to Panchayat/ward.

UNIT 2:

Supporting the legislative process

How a bill becomes law, role of the Standing committee in reviewing a bill, legislative

consultants, amendments to a bill, the framing of rules and regulations,

UNIT 3:

Supporting the Legislative Committees: Types of committees, role of committees in

reviewing government finances, policy,programs and legislation,

UNIT 4:

Reading the Budget Document

Overview of Budget Process, Role of Parliament in reviewing the Union Budget, Railway

Budget, Examination of Demands for Grants of Ministries, Working of Ministries

UNIT 5:

Support in media monitoring and communication: Types of media and their significance

for legislators; Basics of communication in print andelectronic media.

Suggested Readings:

I. Powers and functions of people’s representative at different tiers of governance

• M. Madhavan, and N. Wahi, (2008) Financing of Election Campaigns PRS, Centre

for Policy Research, New Delhi, Available at:

• http://www.prsindia.org/uploads/media/conference/Campaign_finance_brief.pdf,

Accessed: 19.04.2013

• S. Vanka, (2008) Primer on MPLADS, Centre for Policy Research, New Delhi,

Available at

• http://www.prsindia.org/parliamenttrack/primers/mplads-487/,Accessed: 19.04.2013

• H. Kalra, (2011) Public Engagement with the Legislative Process PRS, Centre for

Policy

• Research, New Delhi, Available at:

http://www.prsindia.org/administrator/uploads/media/Conference%202011/Public%2

0Engagement%20with%20the%20Legislative%20Process.pdf, Accessed: 19.04.2013.

• Government of India (Lok Sabha Secretariat), (2009) Parliamentary Procedures

(Abstract Series), Available at http://164.100.47.132/LssNew/abstract/index.aspx,

Accessed: 19.04.2013

II. Supporting the legislative process

• Government of India, (Ministry of Parliamentary Affairs), (2009) Legislation,

Parliamentary Procedure, Available at

http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-09.htm,Accessed:

19.04.2013

• Government of India, (Ministry of Parliamentary Affairs) (2009), Subordinate

Legislation, Parliamentary Procedure, Available at:

http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-11.htm Accessed:

19.04.2013

• D. Kapur and P. Mehta, (2006) ‘The Indian Parliament as an Institution of

Accountability’, Democracy, Governance and Human Rights, Programme Paper

Number 23, United Nations

• Research Institute for Social Development, Available at:

http://www.unrisd.org/UNRISD/website/document.nsf/240da49ca467a53f80256b4f0

05ef245/8e6fc72d6b546696c1257123002fcceb/$FILE/KapMeht.pdf, Accessed:

19.04.2013

• O. Agarwal and T. Somanathan, (2005) ‘Public Policy Making in India: Issues and

Remedies’, Available at:

http://www.cprindia.org/admin/paper/Public_Policy_Making_in_India_14205_TV_S

OMANATHAN.pdf, Accessed: 19.04.2013

• B. Debroy, (2001) ‘Why we need law reform’ Seminar January.

III. Supporting the Legislative Committees

http://www.prsindia.org/uploads/media/conference/Campaign_finance_brief.pdf

http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-09.htm

• P. Mehta, ‘India’s Unlikely Democracy: The Rise of Judicial Sovereignty’, Journal of

• Democracy, Vol. 18(2), pp.70-83.

• Government link: http://loksabha.nic.in/; http://rajyasabha.nic.in/; http://mpa.nic.in/

• K. Sanyal, (2011) Strengthening Parliamentary Committees PRS, Centre for Policy

Research, New Delhi, Available

at:http://www.prsindia.org/administrator/uploads/media/Conference%202011/Strengt

hening %20Parliamentary%20Committees.pdf, Accessed: 19.04.2013

IV. Reading the Budget Document

• Celestine, (2011) How to Read the Union Budget PRS, Centre for Policy Research,

New

• Delhi, Available at http://www.prsindia.org/parliamenttrack/primers/how-to-read-

theunion-budget-1023/, Accessed: 19.04.2013

V. Support in media monitoring and communication

• G. Rose, (2005) ‘How to Be a Media Darling: There's No getting Away From It’,

State Legislatures, Vol. 31(3).

• N. Jayal and P. Mehta (eds), (2010)The Oxford Companion to Politics in India,

Oxford

• University Press: New Delhi, B. Jalan, (2007) India’s Politics, New Delhi: Penguin.

• Initiating Discussion on Various Type of Debates in Rajya Sabha, Available at

http://rajyasabha.nic.in/rsnew/publication_electronic/75RS.pdf, Accessed:

19.04.2013.

• Praxis of Parliamentary Committees: Recommendations of Committee on Rules

published by Rajya Sabha, available

at:http://rajyasabha.nic.in/rsnew/publication_electronic/Praxis.pdf,Accessed:

19.04.2013.

• S.J. Phansalkar, Policy Research in the Indian Context N. Singh, ‘Some Economic

Consequences of India’s Institutions of Governance: A Conceptual Framework’,

Available

at:http://econ.ucsc.edu/faculty/boxjenk/wp/econ_conseq_2003_rev2.pdf,Accessed:19.

04.2013.

• R. Guha, (2007), India After Gandhi, Macmillan: New Delhi.Parliamentary

Procedures (Abstract Series) published by Lok Sabha, Available at

http://164.100.47.132/LssNew/abstract/index.aspx, website: www.loksabha.nic.in,

Accessed: 19.04.2013.

Course Code: BHEN 106 C: Peace and Conflict Resolution

SEMESTER I

http://www.prsindia.org/administrator/uploads/media/Conference%202011/Strengthening

http://www.prsindia.org/administrator/uploads/media/Conference%202011/Strengthening

http://www.loksabha.nic.in/

Credits: 2

L.T.P

2.0.0.

Course outcomes:


C01 Recognize and familiarize with the historical background of various peace

movements.

C02 Understand the basis of conflict analysis, conflict resolution, conflict prevention, as

well as the historical and cultural context of organized violence.

C03 Utilize the knowledge to analyze principles used to resolve conflict, and to provide a

view of how peace and conflict resolution are being pursued today.

C04 Analyze the sources of war, social oppression and violence and the challenges of

promoting peace and justice internationally and domestically.

C05 Evaluate the developments within the field of peace and conflict studies and

perspective of the environment, gender, migration, and ethnicity.

C06 Produce more equitable, cooperative and nonviolent methods that can be used to

transform unjust, violent or oppressive world situations.

UNIT 1:

International Peace and Conflict Resolution: Sources of War: International and Domestic

Issues and Trends

UNIT 2:

What is Conflict? - Introduction to International Conflict Resolution, International Conflict

Resolution Theory: Models developed by Johan Galtung, Joseph Montville, Morton Deutsch,

William Zartman, Levy Jack

UNIT 3:

Conflict resolution: Back ground of Various Peace Movements and Concepts, Principles

used to resolve conflict

UNIT 4:

Cross-border relationships between the world’s peaceful and war-torn zones (migration and

information flows, economic transactions, international rules and regulations, normative

concepts and political decisions)

UNIT 5:

Conflict Transformation: is Peace Possible? Resolve problems through conflict analyses

and instrumentation of peace concepts

Current perspective of peace and conflict resolution: Grass-roots level perspective on war

and Peace

Reading List:

Essential Readings

International Conflict Resolution: Sources of War: International and Domestic Issues

and

Trends

Kriesberg, Louis, Constructive Conflicts: From Escalation to Resolution, Rowman

& Littlefield, Maryland, 1998, pp. 58-150

Starkey, Boyer, and Wilkenfield, Negotiating a Complex World. Rowman

& Littlefield, Maryland, 1999, pp. 1-74

Desirable Readings:

Zartman, William (ed.), Collapsed States: The Disintegration and Restoration

of Legitimate Authority, Reiner, Boulder, 1995, pp. 1-14 and 267-273

Zartman, William &Touval, Saadia "International Mediation in the Post-Cold

War Era", in Crocker et al., Managing Global Chaos, USIP, 1996, pp. 445-461

Essential Readings

What is Conflict: Introduction to International Conflict Resolution

Zartman, William, "Dynamics and Constraints in Negotiations in Internal Conflicts",

in Zartman, William (ed), Elusive Peace: Negotiating an End to Civil Wars, The

Brookings Institution, Washington, 1995, pp. 3-29

Desirable Readings

Zartman, William (ed.), Collapsed States: The Disintegration and Restoration

of Legitimate Authority, Reiner, Boulder, 1995, pp. 1-14 and 267-273

Zartman, William &Touval, Saadia "International Mediation in the Post-Cold

War Era", in Crocker et al., Managing Global Chaos, USIP, 1996, pp. 445-461

Essential Readings

International Conflict Resolution Theory: Models developed by Johan Galtung,

Joseph Montville, Morton Deutsch, William Zartman, Levy Jack

Levy, Jack, "Contending Theories of International Conflict: A Levels-of-Analysis

Approach" in Crocker et al, Managing Global Chaos, USIP, 1995, pp. 3-24

Carr, Edward H., "Realism and Idealism," Richard Betts (ed), Conflict After the

Cold War, Boston: Simon & Schuster, 1994.

Desirable Readings

Carr, Edward H., "Realism and Idealism," Richard Betts (ed), Conflict After the

Cold War, Boston: Simon & Schuster, 1994.

Waltz, Kenneth N., "Structural Causes and Economic Effects," Richard Betts

(ed), Conflict After the Cold War, Boston: Simon & Schuster, 1994.

Conflict resolution: Back ground of Various Peace Movements and Concepts,

Principles used to resolve conflict

Essential Readings

Hampson, Fen Osler, Nurturing Peace, USIP, 1996, pp. 3-25

Galtung, Johan, There Are Alternatives: Four Roads to Peace and

Security, Nottingham, Spokesman, 1984, pp. 162-205

Desirable Readings

Galtung, Johan, Peace by Peaceful Means: Peace and conflict, Development

and Civilization, Sage, London, 1996, pp. 9-114

Galtung, Johan, The True Worlds: A Transnational Perspective, New York, Free

Press, 1980, pp. 107-149

Cross-boarder relationships between the world’s peaceful and war-torn zones

(migration and information flows, economic transactions, international rules and

regulations, normative concepts and political decisions)

Essential Readings

Kelman, Herbert C., "Interactive Problem Solving", in Fisher, Ronald J. (ed.)

Interactive Conflict Resolution, Syracuse University Press, 1997, pp. 56-74

Kritz, Neil J., "The Rule of Law in the Post-conflict Phase: Building a Stable Peace",

in Crocker et al, Managing Global Chaos, USIP, 1996, pp. 587-606

Desirable Readings

135

Galtung, Johan, "The Basic Need Approach", in Human Needs: a Contribution to

the Current Debate, Verlag, Cambridge, 1980, pp. 55-126

Saunders, Harold H., A Public Peace Process: Sustained Dialogue to Transform

Racial and Ethnic Conflicts, New York, 1999, pp. 1-80

Conflict Transformation: is Peace Possible: Resolve problems through conflict analyses

and instrumentation of peace concepts

Essential Readings

Galtung, Johan, There Are Alternatives: Four Roads to Peace and

Security, Nottingham, Spokesman, 1984, pp. 162-205

Galtung, Johan, "The Basic Need Approach", in Human Needs: a Contribution to

the Current Debate, Verlag, Cambridge, 1980, pp. 55-126

Desirable Readings



Galtung, Johan, The True Worlds: A Transnational Perspective, New York, Free

Press, 1980, pp. 107-149

Current perspective of peace and conflict resolution: Grass-roots level perspective on

war and Peace: Grass-roots level perspective on war and Peace

Essential Readings

Deutsch, Morton, The Resolution of Conflict: Constructive and Destructive

Processes, New Haven, Yale University Press, 1973, pp. 1-123



Desirable Readings

Zartman, William, "Dynamics and Constraints in Negotiations in Internal Conflicts",

in Zartman, William (ed), Elusive Peace: Negotiating an End to Civil Wars, The

Brookings Institution, Washington, 1995, pp. 3-29

Kelman, Herbert C., "Interactive Problem Solving", in Fisher, Ronald J. (ed.)

Interactive Conflict Resolution, Syracuse University Press, 1997, pp. 56-74

Course Code: BHEN 206 A: Democratic Awareness With Legal Literacy

SEMESTER II

Credits 2

L.T.P

2.0.0.

Course Outcomes:


C01 Recognize the structure and manner of functioning of the legal system in India.

C02 Understand the working of various institutions that comprise the legal system - the

courts, police, jails and the system of criminal justice administration.

C03 Apply the knowledge of the Constitution and laws of India to evaluate formal and

alternate dispute redressal (ADR) mechanisms that exist in India.

C04 Analyze the individual rights and be aware of one's duties within the legal framework;

and the opportunities and challenges posed by the legal system for different sections

of persons.

C05 Evaluate the democratic practices and how they transform the individuals as

responsible, aware and informed citizens.

C06 Discover practical applications of the acquired knowledge in the professional field of

law and policy analysis.

UNIT 1:

Outline of the Legal system in India: System of courts/tribunals and their jurisdiction in

India - criminal and civil courts, write jurisdiction, specialized courts such as juvenile courts,

Mahila courts and tribunals.

UNIT 2:

Role of the police and executive in criminal law administration, Alternate dispute

mechanisms such as lokadalats, non - formal mechanisms.

UNIT 3:

Brief understanding of the laws applicable in India: Constitution - fundamental rights,

fundamental duties, other constitutional rights and their manner of enforcement, with

emphasis on public interest litigation and the expansion of certain rights under Article 21 of

the Constitution.

UNIT4:

Laws relating to criminal jurisdiction - provision relating to filing an FIR, arrest, bail

search and seizure and some understanding of the questions of evidence and procedure in Cr.

P.C. and related laws, important offences under the Indian, Penal code, offences against

women, juvenile justice, prevention of atrocities on, Scheduled Castes and Scheduled Tribes.

Concepts like Burden of Proof, Presumption of Innocence, Laws relating to contract, property

and tenancy laws, Laws relating to dowry, sexual harassment and violence against women,

Laws relating to consumer rights, Laws relating to cyber crimes, Anti-terrorist laws:

implications for security and human rights

UNIT 5:

Principles of NaturalJustice: Fair comment under Contempt laws. Personal laws in India,

Pluralism and Democracy. Access to courts and enforcement of rights: Critical

Understanding of the Functioning of the Legal System Legal Services Authorities Act and

right to legal aid, ADR systems

CASE STUDY

Practical application:

What to do if you are arrested ; if you are a consumer with a grievance; if you are a victim of

sexual harassment; domestic violence, child abuse, caste, ethnic and religious discrimination;

filing a public interest litigation. How can you challenge administrative orders that violate

rights, judicial and administrative remedies.

Using a hypothetical case of (for example) child abuse or sexual harassment or any other

violation of a right, preparation of an FIR or writing a complaint addressed to the appropriate

authority.

Suggested exercises for students

1. Discuss the debates around any recent Ordinance, Bill or Act in Parliament.

2. How to file an FIR? In case there has been a theft in the neighbourhood how would

you file the first Hand Information Report?

3. Under what circumstances can detention and arrest become illegal?

4. Discuss any contemporary practice or event that violates the equality and protection

against discrimination laws.

5. Read Ordinance XV -D of University of Delhi and make a list of the kinds of conduct

that would qualify as sexual harassment.

6. Your friend has shared with you an incident of unwelcome verbal remarks on her by a

person of higher authority in your college, what would you do?

7 You have seen a lady in your neighbourhood being beaten up by her husband. Identify

the concerned Protection Officer in case you want to provide information about this

incident.

8. Read the Vishakha Guidelines as laid down by the Supreme Court and the Act against

sexual harassment at the workplace. Discuss what constitutes sexual harassment and

the mechanisms available for its redressal in your institution.

9 What is the procedure to file an RTI?

10. You bought a product from a nearby shop which was expired, the shop keeper

refused to return it. Use your knowledge of Consumer Protection Act to decide what you

do next?

11. What must you keep in mind as a consumer while making a purchase that may later

help you make use of Consumer Protection Act? (Hint- Should you ask for a Bill?)

12. In your surroundings have you witnessed any incident that would be considered

offensive under the SC and ST Act? Make a classroom presentation on it.

SUGGESTED READING

• Creating Legal Awareness, edited by Kamala Sankaran and Ujjwal Singh (Delhi:

OUP, 2007)

• Legal literacy: available amongst interdisciplinary courses on Institute of Life Long

Learning (Delhi University) Virtual Learning Portal namely vle.du.ac.in

Reading list for course on Legal Literacy

• Multiple Action Research Group, Our Laws Vols 1-10, Delhi. Available in Hindi also.

• Indian Social Institute, New Delhi, Legal Literacy Series Booklets. Available in Hindi

also.

• S.K. Agarwala, Public Interest Litigation in India, K.M. Munshi Memorial Lecture,

Second Series, Indian Law Institute, Delhi, 1985.

• S.P. Sathe, Towards Gender Justice, Research Centre for Womens' Studies, SNDT

• Women's University, Bombay, 1993.

• Asha Bajpai, Child Rights in India : Law, Policy, and Practice, Oxford University

Press,

• New Delhi,2003

• Agnes, Flavia Law and Gender Equality, OUP, 1997.

• Sagade, Jaga, Law of Maintenance: An Empirical Study, ILS Law College, Pune

1996.

• B.L. Wadhera, Public Interest Litigation - A Handbook, Universal, Delhi, 2003.

• Nomita Aggarwal, Women and Law in India, New Century, Delhi, 2002.

• P.C. Rao and William SheffiledAlternate Dispute Resolution: What it is and How it

Works, Universal Law Books and Publishers, Delhi, 2002

• V.N. Shukla's Constitution of India by Mahendra P. Singh, Eastern Book Co. 10th

edition 2001.

• Parmanand Singh, 'Access to Justice and the Indian Supreme Court', 10 & 11 Delhi

Law

• Review 156, 1981-82.

• J. Kothari, (2005) ‘Criminal Law on Domestic Violence’, Economic and Political

Weekly,

• Vol. 40(46), pp. 4843-4849.

• P. Mathew, and P. Bakshi, (2005) ‘Indian Legal System’, New Delhi: Indian Social

Institute.

• P. Mathew, and P. Bakshi, (2005) ‘Women and the Constitution’, New Delhi: Indian

Social Institute.

• N. Menon, (2012) ‘Sexual Violence’, in Seeing Like a Feminist, New Delhi: Zubaan

and

Penguin, pp. 113-146.

Rule of law and the Criminal Justice System in India

• Andrew, (1996) ‘Arbitrary Government and the Rule of Law’, in Arguing About the

Law,

• An Introduction to Legal Philosophy, Wordsworth, Boston., pp.3-19.

• SAHRDC, (2006) ‘Criminal Procedure and Human Rights in India’ in Oxford

Handbook of Human Rights and Criminal Justice in India- The system and

Procedure, New Delhi: Oxford University Press, pp.5-15.

• K. Sankaran and U. Singh, (2008) ‘Introduction’, in Towards Legal Literacy. New

Delhi: Oxford University Press, pp. xi – xv.

Laws relating to criminal justice administration

• Pandey, (2008) ‘Laws Relating to Criminal Justice: Challenges and Prospects’, in K.

• Sankaran and U. Singh, Towards Legal Literacy, New Delhi: Oxford University

Press, pp.61-77.

• SAHRDC, (2006)‘Reporting a Crime: First Information Report’, in Oxford Handbook

of Human Rights and Criminal Justice in India- The system and Procedure, New

Delhi: Oxford University Press, pp.16-26.

• SAHRDC, (2006) ‘Bail’, in Oxford Handbook of Human Rights and Criminal Justice

in India-The system and Procedure, New Delhi: Oxford University Press, pp.59-71.

• SAHRDC, (2006) ‘Detention’, in Oxford Handbook of Human Rights and Criminal

Justice in India- The system and Procedure. New Delhi: Oxford University Press,

Pp.72-84.

• P. Mathew, (2003) Your Rights if you are Arrested, New Delhi. Indian Social

Institute.

Equality and non-discrimination

• Gender Study Group, (1996) Sexual Harassment in Delhi University, A Report, Delhi:

University of Delhi.

• P. Mathew, (2002) The Law on Atrocities Against Scheduled Castes and Scheduled

Tribes, New Delhi: Indian Social Institute.

• K. Saxena, (2011) ‘Dalits’, in M. Mohanty et al., Weapon of the Oppressed, Inventory

of People’s Rights in India. Delhi: Danish Books, Pp.15-38

• K. Saxena, (2011) ‘Adivasis’, in M. Mohanty et al., Weapon of the Oppressed,

Inventory of People’s Rights in India, Delhi: Danish Books, Pp.39-65.

• S. Durrany, (2006) The Protection of Women From Domestic Violence Act 2005, New

Delhi: Indian Social Institute.

• V. Kumari, (2008) ‘Offences Against Women’, in K, Sankaran and U. Singh (eds.)

Towards Legal Literacy, New Delhi: Oxford University Press.

• P. D. Mathew,(2004)The Measure to Prevent Sexual Harassment of Women in Work

Place. New Delhi: Indian Social Institute.

• D. Srivastva, (2007) ‘Sexual Harassment and Violence against Women in India:

Constitutional and Legal Perspectives’, in C. Kumar and K. Chockalingam (eds)

Human Rights, Justice, and Constitutional Empowerment, Delhi: Oxford University

Press.

Empowerment

• S. Naib, (2013) ‘Right to Information Act 2005’, in The Right to Information in India,

New Delhi: Oxford University Press, Available at

• http://www.humanrightsinitiative.org/publications/rti/guide_to_use_rti_act_2005_Eng

• lish2012_light_Aspire.pdf.Bare Acts: Consumer Protection Act, 1986, Available at

http://chdslsa.gov.in/right_menu/act/pdf/consumer.pdf.

• Criminal law Amendment Act, 2013, Available at

http://egazette.nic.in/WriteReadData/2013/E_17_2013_212.pdf , Accessed:

10.04.2013.

• Protection of Women Against Domestic Violence Act, 2005, Available at

http://wcd.nic.in/wdvact.pdf.

Course Code: BHEN 206 B: Public Opinion and Survey Research

SEMESTER II

Credits 2

L.T.P

2.0.0

Course Outcomes:


C01 Describe the debates, principles and practices of public opinion polling in the context

of democracies, with special reference to India.

C02 Understand how to conceptualize and measure public opinion.

C03 Apply quantitative methods of research and analysis.

C04 Structure questionnaire to enhance interviewing skills and learn the technique of

question working and clarity.

C05 Evaluate quantitative data to generate logical interpretations.

C06 Generate skills to conduct surveys and polls and provide solutions for the proposed

problems.

UNIT 1: Introduction to the course

Definition and characteristics of public opinion, conceptions and characteristics,

debates about its role in a democratic political system, uses for opinion poll

UNIT 2: Measuring Public Opinion with Surveys: Representation and sampling

a. What is sampling? Why do we need to sample? Sample design.

b. Sampling error and non-response

c. Types of sampling: Non random sampling (quota, purposive and snowball

sampling); random sampling: simple and stratified

UNIT 3: Survey Research

a. Interviewing: Interview techniques pitfalls, different types of and forms of interview

b. Questionnaire: Question wording; fairness and clarity.

UNIT 4: Quantitative Data Analysis

a. Introduction to quantitative data analysis

b. Basic concepts: correlational research, causation and prediction, descriptive

and inferential Statistics

UNIT 5: Interpreting polls

Prediction in polling research: possibilities and pitfalls

Politics of interpreting polling

Reading List :

I. Introduction to the course

Essential Readings:

R. Erikson and K. Tedin, (2011) American Public Opinion, 8th edition, New York:

Pearson Longman Publishers,. pp. 40-46.

G. Gallup, (1948) A guide to public opinion polls Princeton, Princeton University Press,

1948. Pp. 3-13.

II. Measuring Public Opinion with Surveys: Representation and sampling

Essential Readings:

G. Kalton, (1983) Introduction to Survey Sampling Beverly Hills, Sage Publication.

Lokniti Team (2009) ‘National Election Study 2009: A Methodological Note’, Economic

and Political Weekly, Vol. XLIV (39)

126

Lokniti Team, (2004) ‘National Election Study 2004’, Economic and Political Weekly,

Vol. XXXIX (51).

‘Asking About Numbers: Why and How’, Political Analysis (2013), Vol. 21(1): 48-69,

(first published online November 21, 2012)

III. Survey Research

Essential Readings:

H. Asher, (2001) ‘Chapters 3 and 5’, in Polling and the Public: What Every Citizen

Should Know, Washington DC: Congressional Quarterly Press.

R. Erikson and K. Tedin, (2011) American Public Opinion, 8th edition, New York,

Pearson Longman Publishers, pp. 40-46.

IV. Quantitative Data Analysis

Essential Readings:

A. Agresti and B. Finlay, (2009) Statistical methods for the Social Sciences, 4th edition,

Upper saddle river, NJ: Pearson-Prentice Hall,

S. Kumar and P. Rai, (2013) ‘Chapter 1’, in Measuring Voting Behaviour in India, New

Delhi: Sage.

V. Interpreting polls

Essential Readings:

R. Karandikar, C. Pyne and Y. Yadav, (2002) ‘Predicting the 1998 Indian

Parliamentary Elections’, Electoral Studies, Vol. 21, pp.69-89.

M. McDermott and K. A. Frankovic, (2003) ‘Horserace Polling and Survey Methods

Effects: An Analysis of the 2000 Campaign’, Public Opinion Quarterly 67, pp. 244-264.


K. Warren, (2001) ‘Chapter 2’, in In Defense of Public Opinion Polling, Boulder:

Westview Press, pp. 45-80.

W. Cochran, (2007) ‘Chapter 1’, Sampling Techniques, John Wiley & Sons.

G. Gallup, (1948) A Guide to Public Opinion Polls. Princeton: Princeton University Press,

pp. 14-20; 73-75.

D. Rowntree (2000) Statistics Without Tears: an Introduction for Non Mathematicians,

Harmondsworth: Penguin.

Suggested Student Exercises:

1. Discussion of readings and Indian examples.

2. Groups of students to collect examples of and discuss various sample based studies

across many fields: e.g. consumer behaviour, unemployment rates, educational standards,

elections, medicinal trials etc.

3. Non-random sampling: The students have to identify one group of people or behaviour

that is unique or rare and for which snowball sampling might be needed. They have to

identify how they might make the initial contact with this group to start snowball rolling.

4. Give the students the electoral list of an area in Delhi (http://ceodelhi.gov.in).

The students have to draw a random sample of n number of respondents.

5. For this activity, working with a partner will be helpful. The class should first decide on

a topic of interest. Then each pair should construct a five-item self report questionnaire.

Of the five items, there should be at least one nominal response, one ordinal response

and one interval. After the common questionnaire is constructed putting together the

questions from everyone, working in pairs, the questionnaire should be administered on

10 different individuals.

6. Give the students a questionnaire from any public opinion survey and ask them to identify

the type of variables.

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