Course Catalog

This course acquaints the student with some key moments in the poetry of nineteenth-century Europe and America. We begin with the English romantics, exploring the romantic engagement with nature, the self, and the tantalizing promise of political revolution. Next, we encounter some distinctively American poetic strains such as the transcendentalist and the gothic. Finally, we return to Europe, to Browning’s dramatic monologue and the French Symbolists, where we witness the early stirrings of the twentieth-century preoccupation with the craft of poetry. Unit 1: The Romantics: Nature and the Imagination Primary Texts: William Wordsworth: “The Daffodils”, “Lines Composed a Few Miles above Tintern Abbey” S. T. Coleridge:”Kubla Khan”, “The Ancient Mariner” Secondary Texts: William Wordsworth, “Preface to Lyrical Ballads” 4 weeks The Romantics: The Age of Enlightenment Primary Texts: William Blake: London, Tyger P. B. Shelley: Ode to the West Wind Secondary Texts: Thomas Paine: “The Rights of Man” 3 weeks Unit 2: Nineteenth Century American Poetry Primary Texts: Walt Whitman: “Crossing Brooklyn Ferry” Emily Dickinson: “I heard a Fly buzz - when I died”, “Because I could not stop for Death”, “The Soul selects her own society”, and other selections from Complete Poems Secondary Texts: Henry David Thoreau, Conclusion of Walden Emily Dickinson, Letters of Emily Dickinson 4 weeks Unit 3: Precursors to Modernist Poetry Primary Texts: Robert Browning: “My Last Duchess”, “The Bishop Orders His Tomb” Charles Baudelaire: “To a Passerby”, “Le Crépuscule du soir [Evening Twilight]”, (from The Flowers of Evil translated by William Aggeler) Secondary Texts: “The Flaneur” from The Writer of Modern Life by Walter Benjamin 3 weeks Evaluation Three assignments, one on each unit (2500 words each) Class participation

The Fingers Remember – Aditi Rao (Yoda Press) Ms Militancy - Meena Kandasamy (Navayana) The Country Without a Post Office – Agha Shahid Ali (Penguin Books) The Rebel's Silhouette: Selected Poems - Faiz Ahmed Faiz, Tr. Agha Shahid Ali (University of Massachusetts Press) In Another Country - Rafiq Kathwari (Doire Press) This Number Does Not Exist – Mangalesh Dabral, Tr. Various (Poetrywala)

Course outline:  What is critical reading, thinking and writing? This course aims to inculcate ideas and skills of how to write a coherent, lucid and at the same time, a competently argued piece of text. Our set notions, beliefs and assumptions will be challenged throughout this course through close and analytical reading of several texts. This course will investigate ways to deal with complicated texts from varied disciplines and seek out methods of unravelling the mysteries of those texts through rigorous writing and verbal discussions. The key idea of this course is to provide a springboard for students to tackle textual readings in their further studies. This is a writing intensive class. Three modules which will be taught are- Personal essay, position paper and research essay.  You will write three final papers over the course of the semester-Each final paper will reflect the module. Expect a workshop like atmosphere in the class, where you will be required to revise or discuss a draft every single week. Peer reviews, group discussions and class participation are the cornerstones of this course.    The readings will include among others, essays by: George Orwell "Shooting an Elephant"; Anita Jasraj "Circus"; James Baldwin "Notes of a native son"; Bodhisattwa Kar "Imagining post- indian Histories" ; Yogendra Yadav and Suhas Palshikar "Ten theses on State Politics in India.

Academic Writing Hybrid

Advanced Creative Writing Level III - Prose

Course description not available.

Advanced Macroeconomics

Advanced Microeconomics

The course will attempt to examine the social relevance of art and the role of the artist. The successes and failures of art and activism and the use of art as a tool for social and political change will be discussed following assigned readings and by examining relevant art works and projects. It could involve travelling to realize in situ projects. The students develop their practice benefiting from one on one critiques with the mentors as well as joint student critiques. Intra and inter school cross-disciplinary collaborations will be encouraged.

 Agri-food systems: Work and technology in contemporary Asia Asia’s agri-food systems have evolved over time with global food regime transitions. During the 20th century, some Asian countries have become developed countries, while the majority are still defined as developing, marked by a major share of their workforce engaged in agriculture. This course explores how these agri-food systems have changed. It discusses features of regime changes; like changes in the international state system, new international divisions of labour and trade, changing relationships between agriculture and industry – especially the technological and environmental changes in farm production, forms of capital and accumulation, and new environmental and economic tensions between and within food regimes. In the 21st century Asia’s national governments make decisions for agriculture, food security and technological change and industrialisation. These decisions prompt new questions about the theories of structural transformation, the much desired Lewis path, fossil fuel dependent industrial agriculture and the new global order of agricultural crises, poverty, unemployment,  hunger and malnutrition.  Does Asian agriculture offer opportunities to reform global agri-food regimes, and address some pressing national and international employment problems?    

This course is meant to be an indicative survey of 20th century American literature. The genres include novels, memoirs and poetry, and major issues explored in this course are crisis of American self-identity in the long 20th century, race and the afterlife of slavery, colonialism and neo-colonialism, and experimentation of genre within American literature. Unit I F. Scott. Fitzgerald, The Great Gatsby 4 weeks Alice Walker, The Colour Purple 4 weeks Unit 2: Nonfiction Sherman Alexie, The Absolutely True Diary of a Part-Time Indian 2 weeks Unit 3: Poetry Allen Ginsberg, ‘Howl’, ‘A Supermarket in California’, ‘America’ Elizabeth Bishop, ‘Arrival at Santos’, ‘Crusoe in England’, ‘One Art’, ‘Questions of Travel’ 3 weeks Unit 4: Short Stories Junot Diaz, ‘How to date a browngirl (black girl, white girl or halfie)’ Raymond Carver, ‘A small, good thing’ Ernest Hemingway, ‘A clean, well-lighted place’ 1 week Background Readings Zora Neale Hurston, ‘How It Feels To Be Coloured Me’ James Baldwin, ‘Notes of a Native Son’ Joan Didion, "Slouching Towards Bethlehem" Vine Deloria, ‘Indian Humor’ Evaluation Class Participation Mid-term assignment (1500 words) Final assignment (2500 words)

This course seeks to equip students from the humanities and especially the social sciences with methods which they might fruitfully deploy when engaging with problems related to culture. The course is made up of four units . The first comprises a set of readings that engage with one of the central problems in the analysis of modern culture : the deeply ambiguous role of technology in the production of culture . The second unit will address another cultural effect of modern capitalism – its capacity to produce desire. The third and fourth sections focus on recent methodological breakthroughs that have unfolded in the key domains of women’s and post-colonial studies. Unit 1: Culture and Industrial Capitalism Theodor Adorno, ‘Culture Industry Reconsidered’ in The Culture Industry – selected essays on mass culture. Edited and with an introduction by J. M. Bernstein, London, Routledge, 1991, pp. 98-106. Walter Benjamin, “The Work of Art in the Age of its Technological Reproducibility ” in Walter Benjamin, Selected Writing 1935- 1938 , Harvard University Press, 2002,pp 101-134 3 weeks Unit 2: Desire of the insubstantial “On the fetishism of commodities” From Capital Vol. 1, Part 1, Chapter 1, Section 4. Freud ,“Fetishism” from the Complete Psychological Works of Sigmund Freud . J. Strachey tras. Hogarth Press, pp 147-57 Jean Baudrillard,The System of Objects Verso, 1966 4 weeks Unit 3: Gendering Cultural Studies Donna Haraway, “A Cyborg Manifesto: Science, Technology, and Socialist Feminism in the Late Twentieth Century” in Simians, Cyborgs and Women: The Reinvention of Nature. Routledge: New York, 1991, 149-181. Gloria Anzaldua, "How To Tame a Wild Tongue." in Borderlands/La Frontera: The New Mestiza. Aunt Lute Books: San Francisco. 1999, 75-86. bell hooks, “Gangsta culture" in We Real Cool: Black Men and Masculinity. Routledge: New York, 2004, 15-31. Supplementary Readings Linda Zerelli, "We Feel Our Freedom': Imagination and Judgment in the Thought of Hannah Arendt" Political Theory 33, No. 2 (April 2005): 158-188. Moira Weigel" Further Materials Towards A Theory of The Man Child" The New Inquiry. July 9, 2013. Wendy Brown, "Freedom and the Plastic Cage." in States of Injury: Power and Freedom in Late Modernity. Princeton University Press; New York. 1995, 3-29. 4 weeks Unit 4: Post-colonial Cultural Studies Gayatri Chakraborty Spivak, "Moving Devi" in Other Asias. Blackwell Publishing: Oxford, 2003, 178-208. Rajeswari Sunderajan, “The Ameena Case” in The Scandal Of The State: Women: Law and Citizenship in the Postcolonial State. Duke University Press; Durham, 2003, 45-71. Supplementary Readings Dipesh Chakraborty, “Of Garbage, Modernity and the Citizen's Gaze." in Habitations of Modernity: Essays in The Wake of Subaltern Studies. University of Chicago Press: Chicago, 2002, 65-79. Bill Ashcroft, “Sugar and slavery” in MSF Dias ed. Legacies of Slavery: Comparative Perspectives. Cambridge Scholars Publishing: Newcastle, UK, 2008, 108-125. 3 weeks Evaluation. Evaluation in this course will be continuous and conducted throughout the semester. The object of evaluation will be to test a student’s knowledge of the material taught through the course and the development of her analytical, critical and writing abilities. A final grade will be awarded on the basis of written presentations in seminars, participation in seminars and a 2,000 words term paper to be submitted at the end of the course. The course instructor may also set a short written examination to test the student’s knowledge of the texts taught.

This course designed for first year students of Sociology major is meant to introduce, in a preliminary way, the history of the discipline. It intends to this in two ways – on the one hand it will lay out the history, not in a linear fashion of a chronology but through the lens of its defining methodological principle – ethnography. On the other hand this course will lay out the contours of the discipline in the way it straddles the term Sociology and Social Anthropology, how we work with both in the world and how our empirical location of the global south allows for a particular understanding to emerge. The course content will work largely through ethnographies written and produced from early twentieth century to contemporary times. It will deal with ethnographies considered to be classical to ethnographies from a wide range of empirical locations including those of South Asia and women ethnographers and so forth. This course will begin with an introduction to some of the classical ethnographic inquiries not focusing on what they investigate per se but thinking about how one mode of inquiry in one part of world at a moment in time could be connected or read in conjunction with another mode of inquiry across time and space. This would enable students to grasp and understand the transition that a discipline can be marked with and how we work in acknowledgement of these shifts and transitions. The chief learning outcome of this course is for students to realise why we frame the discipline the way we do and how they should be aware of the transition of the discipline through the conceptual propositions it makes and think about the relevance of a discipline like social anthropology to investigate complex realities of the contemporary lived world.  

Anthropologists are increasingly investigating how climate change is effecting the social worlds we live in and our conceptions of the same. This is tied to the fact that the phenomenon of climate change is effecting our quotidian lives in multifarious ways which are often beyond our control even though climate change is recognized as an ‘anthropogenic’ (caused by human actions) phenomenon. This course will introduce students to the new but rich sub-discipline of the anthropology of climate change, by questioning how humans have become the center of public debate and international policy precisely as it remains unclear what the future world effected by climate change holds. This will be taken up by investigating how different communities are dealing with climatic effects on their everyday, how scientists/experts studying climate change are engaging with the issue at hand, how economies of the world are increasingly becoming imbrued in debates about emissions and access to natural resources and how the very conception of our social worlds is changing through entities like air pollution, weather and heat amongst others.   

Approaches to Art: Themes and Theories II

Applied Econometrics

Aquifers

This course focuses on understanding urbanism and urban settlements in the third millennium in Mesopotamia, Egypt and South Asia. The intention is to introduce the students to early urban developments and enable students to analyze urbanization, the physical and social forms of urban centres, as well as the functions of varying urban spaces.

This course is a basic introduction to archaeological and anthropological understandings of landscapes. We will address the following themes: 1) origins and historiography of the sub discipline of Landscape archaeology 2) the various themes investigated by anthropological archaeologists employing a landscape approach (through case studies) a. Cultural ecology b. Phenomenology c. Ideational perspectives 3) Use of Landscape archaeology in the South Asian context 4) Intersections of Landscape archaeology with other approaches to studying the past, particularly intensive, object-based studies. 5) Engagement with the current conceptions of the Anthropocene.

Art+ Ecology is an interdisciplinary, research-based course engaging contemporary art practices. Graduate students shall develop land and cultural literacy with a conceptual foundation in field based research art making and a wide range of production skills, including sculpture, installation, social practice, and new/digital media. Advanced coursework includes working on and in various collaborative and interdisciplinary fields with departments across SNU from environmental engineering, economics, anthropology, sociology, and natural sciences. Art+ Ecology course will encourage students to investigate, question, and expand upon inter-relationships between natural and cultural systems.. Art will be viewed as an agent of analysis, critique and radical change. The course would be less bound to traditional media and is towards to stimulating ideas and new forms of public engagement and aesthetic experience in the public domain. Learning Outcomes: The students would be able produce conceptually mature and visually dense works with a criticality to examine appropriation, authenticity, truth and quality. Display and exhibition making along with addressing  artistic survival concerns  are also addressed . The students’ further build an ability place their own and works of others within certain art historical and contemporary art lens based contexts and practices.  

Art After Independence II

Course Title: Art and Craft Culture of India India is very rich in its art & craft tradition. This core course intends to sensitize students towards the art & craft culture of Indian. It presents an introduction to various art and crafts related to Soft Materials (like textile, leather, paper and natural fibre), Hard Material (like wood, metal, and stone), and Fired Material (like ceramics, Earthenware, Stoneware, Terracotta, and Porcelain).

Art and the Machine

This course introduces the basics of the practice of modern econometric techniques. A detailed discussion of basic ideas in probability and statistics and the linear regression model will be presented. The topics included in the course are: the simple regression model, multiple regression models, classical assumptions about disturbances, hypothesis testing, violation of classical assumptions, multicollinearity, heteroskedasticity, omitted variable bias, functional forms, dummy variables, outliers, goodness of fit and instrumental variables. This course will be intensive in assignments both analytical and data oriented and will also include a project which the students will complete in groups. To complete some assignments and the project the students will also be introduced to STATA, statistical analysis software.

War is an enduring concern in the study of International Relations. Questions relating to the causes of war, the manner of its unfolding, the toll it exacts on diverse participants, the conspicuous and not so conspicuous silences surrounding conflicts that morph into full-fledged wars and the eliminability of war or the impossibility of any such venture are germane to any serious study of war. A pioneering war correspondent Martha Gellhorn evocatively termed this massive enterprise in a classic book of hers as ‘the face of war’. The objective of this course is to introduce students to these dimensions across a wide gamut of political theatres. It is an invitation to engage with the best reportage on war from around the world. It provides an opportunity to inform ourselves of particular cases or contexts and potentially also learn more about the generic nature of war. Our cases are drawn from a wide repertoire of human involvement in war – from parts of Asia, Africa, Europe, North and South America and the Arab world.

Highlighting the primacy of Body in dance, this course aims to address the many lenses through which the Body may be understood in Dance studies. The focus is to address the historical, cultural and political body through questions around identity, gender, pedagogy, power and discipline.  Through critical readings the course uses dance to look at the ways in which the body is generated in and is generative of discourse. It begins to look at dance as a critical dialogue, as a means of addressing the theoretical and political problems of how dance is perceived and produced.  Learning objectives 1.    Investigate and think critically about how dance is performed and understood. 2.    Study dance at the intersections of multiple issues like globalisation, tradition, gender and pedagogy etc. 3.    Begin to make connections between students’ own dance practice and theoretical concepts. 4.    Make a comprehensive academic argument about an aspect of dance drawing from both practice and theory. Readings Relevant readings will be posted on BlackBoard. Assessment 1.    Class Participation/ attendance: 30% 2.    Mid-Term exam: 20% : Will be posted on Black Board. 3.    In class presentations: 15% In-class presentations are individual. They are 10 minutes long and should be based on an object/performance of study along with the reading(s) of the student’s choice. 4.    Final Presentation (Paper or Project): 35% The final paper will be an essay on a topic chosen by the student, something that interests him/her and can be explored further. The essay should have a clear argument and an object/performance of study. Alternatively, the student can make a video (performance) project (with one other student). The video must be at least 3 minutes and have a clear form and script/outline. Please check with instructor before starting. The video should be accompanied by an artist’s statement in the form of a written script/ outline and a concept note.

What is the meaning of the Bronze Age? What role did the civilizations of Mesopotamia and Egypt play in enabling some of the most significant developments in human societies? This course begins with the discovery of these civilizations, plots their development over time, and discusses how they may be understood both through written as well as archaeological material. 

Methodology is the primary premise for the development of this course. In Sociology and Social Anthropology there is a long established tradition of theorizing caste under the topic of social stratification and hierarchy. The debates on whether it is a cultural system or a structural system decide its geo-political locations. Under this umbrella, the deployment of stucturalist and interpretive frameworks produced some key investigations of caste. A decisive re-evaluation of these approaches was based on the rejection of the idea of caste as a “system” of hierarchy but a site of struggle for political power. Begun as an ethnographic study of pre-colonial India, subsequent studies in historical anthropology/historical sociology drew attention to the emergence of the radical anti-caste public sphere opposite the reformist cultural nationalist public sphere in colonial India. This and the subsequent development of the anti-caste thought need to be an important part of a social science pedagogy for understanding the another dimension of the social, the creation of new genres of writing the social life as well as the new forms of theorization. For this purpose the course needs to take a short detour from sociological and anthropological studies and focus on literature.

Course description not available.

Course description not available.

Course description not available.

Preamble- The course intends in developing understanding on the significance and applications of color in design. Students are expected to develop knowledge and practical skill through theoretical and practical training. Students are required to develop products, give seminars and submit research paper on chosen topics. The course would help in understanding the significance and the application of color in Product Design and Visual Communication. Content: Introduction to Color, Color Theories- Color Harmony, Color Context, Significance of Color, Physical Responses; Color Properties- Hue, Value & Intensity, Color Principles, Color in Art & DesignWhat is Design, Color Value and Intensity in Product Art & Design, Aesthetics in Design, Modern Art & Design- Readymade, Architecture & Design, The Bauhaus, Influence of Bauhaus on Modern Design, Minimalist Approach ; Piet Mondrian’s ‘Pure Plastic Art’, Color Perception- Color Illusion, Application in Art & Design; Psychological Perception of Color- Color can show- dimension, weight, movement, temperature, identity, old or new, intrinsic value, appealing or repulsive, acceptance or rejection, fashion and emotional effect; Color stimuli- Color reaction in food and visual reaction; (taste); Color reacts (psychological), Color Visibility, Color Communication, Color and Society, Color in Nature, Color and Emotion.

Computational Economics

Conceptualizing World Literature

Course description not available.

In this course we shall, having studying various kinds of fiction writing, look at other forms of fiction making, including RPG, ‘psuedo’ videos on YouTube®, made-up trailers for movies etc, graphic novels and movies and TV shows. The intention is to attempt to understand the difference between reading a more or less structured piece of literature, and forms that at this point in time seem more free-flowing and less deterministic. The following issues will be addressed primarily: Virtuality, Simulation, Actuality, Reality, Virtual Reality, Digital Gaming and its Implications for Gaming, More Recent Digital Innovations, and the question ‘Why does a Game Need a Story?’(3:1:0). Prerequisites: none. Primary Texts Selections from David Bell and Barbara Kennedy, The Cybercultures Reader Richard Stallman, Lecture at Calcutta, 16.08.2006 (text will be provided) Selections from Michel Foucault, Discipline and Punish: The Birth of the Prison (section on the ‘panopticon’, and the section on ‘Docile Bodies’ Gilles Deleuze, ‘Society of Control’ Graphic Novel  Joe Sacco, Palestine, (with an introduction by Edward Said) TV Show/ Movie Westworld

Contemporary Public Art

This course is an introduction to information economics. It introduces students to the economics of contracting in presence of information asymmetries between contracting parties. It has a specific focus on the problems on the problems of adverse selection and moral hazard and what best can be done in the presence of such problems.

This course will look at the short story from 1000 to 3000 words.  Students will study exemplary texts in class.  They will discuss the nuts and bolts of writing fiction such as point of view, creation of character, and plot.  They do that in the Fundamentals of Creative Writing course as well.  However, here they will do it in far greater detail. Furthermore, they will study setting, writing dialogue, editing and revising, and also use workshopping techniques extensively.  In addition to the creative writing, they will write a critical commentary which will make them aware of the fact that the creative and critical go together.  For grading purposes they will produce two stories each, plus a critical commentary to go with the second story.  It would help if students taking this course have taken Intro to Creative Writing at the 100 -level.   In the first half of the course, we will focus on the shorter 1500-word story.  After the mid-term, we will focus on the 2,500-word story.  Through a mixture of lecture and discussion, students will focus on the intricacies of plot, characterisation, point of view, voice and other important attributes of writing fiction. Students will also learn to utilise workshopping techniques, which will enable them to become better critics of their own and other people’s work. (3:1:0). Prerequisites: none. Primary Texts Ernest Hemingway, ‘Hills like White Elephants’ Raymond Carver, ‘A Small, Good Thing’’ Jhumpa Lahiri, ‘When Mr Pirzada Came to Dine’’ James Joyce, ‘Araby’ Anton Chekhov, ‘The Grasshopper’ Etgar Keret, ‘Lieland’ Junot Diaz, Miss Lora Daniyal Mueenuddin, ‘Nawabdin Electrician’ Sol Stein, Stein On Writing, ISBN-13  978-0312254216

Course description not available.

Introduction: Conventionally engineering dose not projects its association with art or in larger sense aesthetics. Engineering is believed to do with machines and its tools to produce various components for larger products. During the turn of the 20th century, such concept started changing to give birth to a new direction of industrial design. Design as a whole has emerged as a branch of applied filed that provided a new outlook- creativity in design. Due to the 21st Century Globalization Policy, Consumer Products have taken the centre stage of the nation’s review generation. With this new outlook creativity in Industrial Design bridged between art, science, and technology. Objective: The course intends to introduce the concept and creative manifestation of design. The course would give a brief outline of design history and the design process. It is an elementary course in design that envisages developing understanding the Design Process leading towards innovative thinking. The course emphasizes on practical work, hands-on experience. It is a project-oriented learning method that allows for exploring material handling and experimentation. It is a Product Design Course that encourages towards Innovative Design concept and its implementation through fabrication. The course does not expect of high-end technology-driven project. Based on our day to day problem each project is encouraged to come up with a simple solution. Each project has to be presented with a working model. The creativity and concept would remain the USP of the project

What functions do museums serve in the modern world? Why is it important to examine curatorial practices? How might one do archaeology, and anthropology, in and of museums? How do museums generate and consolidate theories of material culture and cultural differences? And, how have museums within the post-colonial worlds changed or responded to shifting political and economic movements, and accommodated source communities. These are some of the questions, which the course shall address while exploring the histories of museums and their collections of antiquities within India. Through specific examples it shall also review the making of local and national collections, the distinctions between public museums and others, and inform of best practices: of collections management, conservation and curation. Devised as a practical and theoretical approach to museum studies, the course shall illustrate the importance of museums and their curation, and collections, within the archaeological scholarship.

This course is designed to provide students with the ability to integrate professional studies of technical and conceptual content knowledge with pedagogical content knowledge in dance to allow for a deeper, critically informed engagement with issues and debates in the delivery of dance curricula. Students will gain an understanding of how particular topics, problems, or issues within the teaching and learning of dance are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction. Topics studied include curriculum design, teaching strategies, creativity, assessment and learning perspectives within practical teaching sessions. Learning Objectives Present a statement of philosophy for teaching dance based on personal beliefs and values. Become aware of how multiple social, political and historical issues shape dance and its teaching. Critically reflect and constructively respond to one’s own and other students’ teaching practice by engaging in constructive communication and collaborative learning. Become familiar with the process of curriculum creation. Construct  a relevant, sequential, and aesthetically driven dance education experience (syllabus).

11. COURSE CONTENT : Course Description: Design, defined most broadly is intentional change (Nelson & Stolterman, 2012) or “changing existing situations into preferred ones” (Simon, 1996, p. 112). In the modern age, design has moved away from products to goods, information and interfaces, with not users in mind so much as consumers, and in a sense, audiences. Dance also in the broadest terms, can be construed as intentional movement of the human body in space and time. Many contemporary dance practices are not concerned with technique but with the possibilities of movement. Both dance and design involve the imaginable as well as the realizable, discipline and undiscipline. The student, by examining and inhabiting the space at their intersection, will participate in a dynamic, embodied interaction with the environment to create the artifact, in this case, the performance. The work of art becomes the tool, the functional object to which the design method is applied, remembering, to paraphrase Alva Noe that ‘tools like the rake extend our bodies; tools like dance extend our minds’. 13. ASSESSMENT SCHEME: Quizzes, Class participation and discussion: 30% Creative process journal: 10% Final performance: 30 % Critical summary based on two readings or performances: 30%

Course Title: Design Semantics and Communication Theory This course introduces Semiotics and Semantics; Communication theories, Semantic perception and constructs in Design. Emotion as a semantic construct in Design, Affective components in computing, products, and visuals. Interactive experience and cognation, Flow and the semantics of experiential designs. Semantic analysis of design classics- case studies. Semantics models – Fuzzy based modelling. Semantic transfer in conceptualization and visualization. Indian aesthetics and semantics – cultural and ethnographical issues.

Development Economics

Development Economics II

Franz Fanon (1925-1961) was a psychiatrist who practiced in Algeria during the anti colonial war of resistance against France. His writings bear testimony to the deep psychological impact that colonialism had both on the colonized and the colonizer. In this course we will start with his essay titled “Medicine and Colonialism” in Dying Colonialism to focus on his treatment of the difference between the imperial metropolis and the colonial periphery, and their ramifications on the body and the psyche of the colonized. We shall study how historical literature on medicine has treated this difference. These texts will help us think how race, gender and class emerged as sites of articulating difference through the representation of imperial medical concerns in the African continent and South Asian subcontinent. The course will create an opportunity to reflect on the relationship between the history of medical knowledge formation and the constitution of imperial bodies in the late 18th and 19th centuries.

This course aims to be a foundational one for UG students, who are interested in rethinking/reviewing the commonsensical understanding of history as a discipline that school text books offer. It aims to expose the students to the sources, methodologies and questions of History, as it is practiced in South Asia and globally in order to help them engage critically with history’s claims to truth about the past.   * This is a compulsory course towards the completion of a minor in History/Archaeology

Drama

Drama: Medieval to Renaissance

Development and Acquisition of Language

This course charts the slow transition, rise and spread of cities and states in early historic South Asia. Beginning from c.1500 BCE and extending into the early centuries CE, it shows how the development of urban civilization was marked by a host of interconnected factors: the rise of monarchies, the development of trading networks, the emergence of writing, and the spread of religious groups. By bringing together analyses of textual and archaeological data, it aims to shed light on this complex and dynamic period in the subcontinent's past.

How, when and why did the diversity of languages—spoken and written—emerge in South Asia? What is the significance of the emergence of stone-temple architecture from c. 6th century? Why do we see separate States emerge in various regions of South Asia in the middle of the first millennium?  Multiple sources suggest an emerging diversity in religion, politics, trade, architecture and social relations. At the same time the subcontinent is a vast inter-connected network seeing the exchange of goods and ideas: trade and political activity is tied as much to the local region as to a larger network; sacred landscapes are re-created in different geographies; artisan networks, religious functionaries, writers, poets, travelers and common people have left behind a legacy that informs us on the richness and diversity in early medieval South Asia.

Econometrics I

Econometrics II

Overview: Primary focus of this course is to build an understanding of the developing world, using basic knowledge in economic theory, econometric methods, and demography. It starts with alternatives theories of development, and then overview of developing countries, major trends in income, inequality, poverty, population, and the structural characteristics of development. This course should help students further to pursue Development Economics as a field in graduate or doctoral studies. Students willing to understand development policy and practice, development interventions and evaluations, should take this course as a foundation. The pedagogy will be through a combination of lecture sessions on conceptual areas, and discussions of related research papers as given in the list of readings. The students are expected to complete the assigned readings to participate in the discussion sessions.

Course description not available.

: This course will introduce students to the economic (game theoretic) analysis of political situations. We will then look at the interaction between economics and politics. In particular, we study how politics and policy making affect economic outcomes (with an exclusive focus on developing countries) and how economic developments in turn can lead to substantive political changes. The course will use theoretical and econometric tools developed in your previous economics courses. Hence ECO 301 (Intermediate Microeconomics) and ECO 203 (Introductory Econometrics) are prerequisites for this course. Electoral competition: The median voter theorem Controlling politicians: Political agency Social heterogeneity and public good provision Mandated representation and economic outcomes – Failure of the median voter theorem Selection in politics: Does paying politicians more matter? Modernization theory of democratization Economic change and political development

Course description not available.

Economics of Institutions

Course Title: Electronics and Software for Designers This course introduces the fundamental understanding of electronics and software. Introduction to basic electronics, small group assignments on making simple electronic artefacts with Arduino/Raspberry kits and different kinds of sensors. Introduction to 2D and 3D software packages for graphic design, animation, and 3D modelling.

Course Title: Elements and Principles of Design This course introduces the elements of design and various principles governing them (applicable to both 2D and 3D products). The studio-based component of the course trains students in illustration techniques and tools used for conceptualization and communication using various media (including software). This course heavily borrows knowledge from art and craft.

Energy Economics

English In The Vernacular

Environmental Economics

Course description not available.

European Film Movements

Ever since Benedict Anderson’s useful theorization that nations are, in essence, communities that are imag(ined) into existence, the question of what roles IMAGE(s) play in producing what we believe is a nation and our feelings of belonging to it has taken central stage. In India this question is especially apt vis-à-vis film and their concommitant artworks (songs, posters, trailers etc.) Think for a minute about the representations of an agrarian feminized India in the movie Mother India, or how movie Roja portrayed what patriotism mean, or even how, more recently, the movie Delhi 6 in which the main protagonist “returns” to “old” Delhi to find himself “anew”. Indeed, so pervasive is the relationship between films and Indian national and self imagination, it immediately begs certain questions: 1) What kind of images of social reality have films helped the nation and its peoples adopt, 2) What and in which areas(s) has been the specific contribution of such images to the national imaginary, 3) How has the nation, its geopolitics, techno-politics and other such pactices, in turn, provided much fodder for films? We shall unpack these and many more questions in this course through an analysis of films as well as secondary literatures that explore the relationship between visual cultures and nationalism.

Exploring Literature

Fairy Tale, Fantasy and Myth

This course is meant to introduce students to important feminist and queer literature produced between the late 19th and the early 21st century. Whereas the section “Feminist Interventions” is meant as an exploration of feminist subjectivities across regions and races, the section “Queer Interrogations” studies how queer expressions have used existing social discourses to make place for same-sex desire in their worlds. The background readings open up the theoretical debates about categories of ‘women’ and ‘LGBT’, explore intersectionality as an analytical force, and subject feminist and queer claims to questions of form. Unit 1: Feminist interventions Selections from Carol Ann Duffy: ‘Warming her pearls’, ‘How many sailors to sail a ship?’, ‘Havisham’, ‘Valentine’, ‘Mrs. Midas’, ‘Anne Hathaway’, “The Lovers”, “Mrs Lazarus” Audre Lorde: Zami: A New Spelling of My Name (Crossing Press: 1982) Ismat Chughtai, A Life in Words, translated by M. Asaduddin (Penguin: 2012) 7 weeks Unit 2: Queer interrogations Oscar Wilde, The Picture of Dorian Gray Pandey Bechan Sharma ‘Ugra’ , Chocolate and Other Writings on Male Homoeroticism, translated by Ruth Vanita (Duke University Press: 2009) Geetanjali Shree, The Roof Beneath Their Feet, translated by Rahul Soni (Harper Collins India: 2010) 7 weeks Background Readings Eve Kosofsky Sedgwick, "Introduction: Axiomatic" to Epistemology of the Closet (University of California Press: 1990) Judith Butler, "Subjects of Sex/Gender/Desire" in Gender Trouble: Feminism and the Subversion of Identity (Routledge: 1990) bell hooks, "Black Women: Shaping Feminist theory" in Feminist Theory: From Margin to Centre (Pluto Press: 2000) Evaluation Mid-semester - Written Assignment (Choice between 10 questions) - 1500 words Final Submission - Written Assignment (Question decided individually for candidates in consultation with the instructor) - 2500 words

This course is primarily designed to introduce students to feminist theory. The course will also examine the pleasures and problems of women's literature. The broad framework of the course lies in posing the following questions: What are the ways in which feminist theory unlocks literary texts? What is distinctive about feminine ecriture - how does a women writer write and fictionalize her vision of the world in its actuality and possibility?  (3:1:0). Prerequisites: none Primary Texts Ruth Vanita, Gender, Sex, and the City: Urdu Rekhti Poetry in India, 1780-1870 (2012). Helene Cixous, The Laugh of the Medusa (1975). Virginia Woolf, A Room of One’s Own. A History of Feminist Literary Criticism, Cambridge U Press, 2007, 66-100 (Chapters 4 and 5).  Mary Eagleton, Feminist Literary Theory: A Reader. Blackwell Publishers Ltd. 98-102, 238-265.

Field, Archive, Ethnography is a workshop oriented methods course. The mandate of this course is to equip sixth semester sociology students to work on their undergraduate thesis which they will be doing in their fourth year of B.A. Sociology. This course will work through an engaged reading of various kinds of ethnographies complemented by a hands-on methodological project that students will undertake within the physical space of the university. Theoretically, the course will work along deciphering and teasing out the difference between the three parallel axes of field, archive and ethnography. Asking questions of what constitutes a field and how do we construct or use an archive in the writing of an ethnography is the central thrust of the course. Students trained in the field of sociology/anthropology fundamentally need to work with the idea of researching and thinking about events, phenomena and processes, placed within the immediate sphere of the known or located within the realm of the unfamiliar or the alien. In probing all such contexts, the eventual object that emerges is a combination of what one produces as an understanding of that context (ethnography) along with that which informs the production of this understanding (theory) and the ways in which one collates words, meaning and approaches (method) to begin the process of this understanding. The anthropological object is but a combination, whether in sync or in flux, of theory, method and ethnography or in other words a coming together of fieldwork, archive and ethnography. This course will work with these questions theoretically as well as through a workshop style pedagogy that enables them to read ethnographies methodologically and do a hands-on methodological intervention within the stipulated duration of the course. The chief learning outcome of this course is to enable students of Sociology to understand how the discipline of sociology is but a combination of theory and method and how the doing of field work and working on and through an archive allows for the emergence of this elusive object called ethnography – the distinct marker of our discipline.

Fieldwork: Sustainable Agriculture

Financial Assets, Instruments and Markets

Financial Economics

Course description not available.

Folklore

Course description not available.

Fundamentals Of Translation

Game Theory

Gandhi and his Political Thought

Gender Studies

This course is the first of a two-part survey of concept and theory in Sociology and Social Anthropology (S/SA), that will be undertaken over two semesters of PhD course work. In the first semester, a selection of founding concepts and theorists will lay the ground for approaching theoretical and conceptual work in social research. Course readings and structure are designed as a chronological first part to a subsequent second part which will be conducted in the second semester of PhD coursework on concept and theory. This seminar will begin with a two-strand approach, respectively Sociology and Social Anthropology and the course will engage with classical concepts and historical perspectives in both. In addition, an introductory discussion about how the disciplines find shape in India will be part of the seminars in this part. The course will bring about an in-depth understanding of the development of theoretical/conceptual interventions into the social, the convergence of multidisciplinary perspectives and a state-of-the-art view. For both of those class participants who are new to these disciplines or those familiar with theory and concept in S/SA, this course intends to train an analytical perspective on research on the social, develop a rigorous theoretical basis to empirical research, as well as a critical attitude in analysis. The intention is to allow students to be able understand, choose, mediate, and apply theoretical analysis adequately to objects of social research. 

This course will introduce students to the idea of poetic form, think about what constitutes a poetic movement, and finally focus on an individual poet as training in ways to read poetry by understanding craft and cultivating an ear for resonance to understanding what individual talent has to do with tradition. We will begin the semester with a sample of genres and modes and learn about what the distinguishing and overlapping characteristics of different poetic forms and modes are, for instance in the following: sonnet, villanelle, ghazal, blank verse, ode and aubade. Moving from reading poems in isolation we will think about the idea of poetic tradition, where a group of poets can be read together as a part of a movement such as Bhakti Poetry. In the final part of the course we will focus on the work of a single poet to understand how we read poets in their time a get a sense for a body of a single poet’s work. This semester we will study Arun Kolatkar. (3:0:0). Prerequisites: none. Primary Texts A selection of poems by Shakespeare, Donne, Dylan Thomas, Sylvia Plath, Mir, Adrienne Rich, Agha Shahid Ali, Elizabeth Bishop, John Keats, Philip Larkin, T. S Eliot Arundhati Subramaniam Ed. Eating God: Bhakti Poetry, Penguin 2014 Arun Kolatkar Jejuri, New York Review Book, 1974

Course description not available.

Course description not available.

Global Swift

Course description not available.

Hanouz Dilli Dur Ast

Sociology in its chronological origin relies heavily on the organic to think through the ideas of society. However, it is in the long twentieth century that the organic gives way to the biological and the thoughts and concepts of classical sociology are reenacted. This course is conceived as a refracted introduction to classical sociology through a biomedical biography of the twentieth century. This introduction primarily involves encountering an ascendance and routinization of biomedicine through a series of concepts, instances, perspectives and approaches. Sociologically speaking it means that we register the movement of the discipline from its early focus on health as a biological given to a late twentieth century preoccupation with technical understandings of disease, illness and sickness. One way to register this movement is to see how the biological, biomedical and the biopolitical might concede some ground to the biosocial. Another way to see the same movement is to pitch the biomedical in relation to different alternate medical epistemologies and alternate territories of social suffering and powers of sickness. We will use both these ways and finally arrive at a confluence of illness and narratives to evaluate the textures of illness and its subjective experiences at the level of language, culture and ordinary existence. It is at this level of illness narratives that we can see the imbrication of the biomedical and the biosocial by noticing the actual moral concerns involved in the simple aim of gaining health. Summing up: we start with the select concepts of health, disease, illness and sickness and follow the polythetic connections between them in relation to the ideas of the normal and the pathological. We follow that up with a theoretical and ethnographic discussion on political biology, biopolitics, biological citizenship and the biosocial. We then move to the third section on the ontological multiplicity of the biomedical clinic in relation to alternate medical epistemologies and territories. Finally, we end with a section on illness and narratives that would deepen the discussions of the earlier three sections and would also enable us to recognize the ethnographic actuality of the medical contemporary.

Hidden From Plain Sight

An understanding of the histories of archaeological scholarship and practices is crucial for developing the skills of historical methodology and archaeological knowledge. The histories provide critical insights into the many traditions of historiography, and demonstrate the reasons for nurturing a trans-regional and trans-national perspective while writing regional histories. Through histories of antiquarian scholarship and archaeological fieldwork, this paper shall map the many ways in which we can historicize the early archaeological scholarship of India. It shall explore the manner in which the British developed and used archaeology in India, and the disciplinary developments that followed in the early decades of Indian independence. The lecture topics shall create a sense of the unequal encounters of the politics of imperialism, relationships between power and knowledge, uses and abuses of histories of origins, and creations of heritage and legacies. The course shall thereby also attend to issues of ethics.

Course description not available.

Historiography

History of English Literature: Victorian Era COURSE DESCRIPTION : Indian students of English Literature need to know cultural, social and political history of England to fully comprehend the finer nuances of English Literature. This course will include study of the main aspects of English social and political history, which form the background reflected in the literary works. It will trace the development of themes and genres within their historical contexts; and analyze literary works for their aesthetic features and thematic patterns. ASSESSMENT SCHEME: Class Assignment-20 marks; Speaking Assignment-10 marks; Quiz 1- 5 marks; Quiz 2- 5 marks; Final Exam 1( Objective questions)-20 marks; Final Exam 2 (Descriptive questions)- 40 marks.

Course Title: Human Factors Engineering This course aims at acquainting students with human factors involved in the process of designing. The course draws knowledge from Physiology, Psychology, Biomechanics, Anthropometry, Cognitive Science, etc. The course aims at acquainting students with human factors, its significance in the process of designing and how it could be applied to make the work safer, faster, easier and comfortable.

In this course we will read a selection of sonnets and 4 plays by Shakespeare. For your final project for this class you will pick one of Shakespeare’s plays that we haven’t read in class. The goal of this class will be an immersion in Shakespeare as we explore questions of gender, nature, poetics of time, literary genre and rhetoric. We will begin by reading a selection of the sonnets. The plays for this semester are: Othello, Twelfth Night and The Tempest . Expect to read some critical essays on the plays in the course. The evaluation for this course will be based on a set of quizzes, two short papers and one final paper on a play of your choice.

Imperial Possession in Victorian Literature

Independent Research

Independent Research Project

Independent Study

Independent Study I

Independent Study III

Course description not available.

India's Groundwater Resources and Problems I and II

Individual and Collective Choice

Industrial Organization

Course description not available.

Change-Paintings, Kinetic Sculptures, Gaming, Responsive Environments, Digital Cultures - This budding new genre of art is continuing to grow and evolve in a rapid manner. Interactive Art is a hybrid discipline that transcends the barriers of traditional disciplines like Visual & Performing Arts. It engages the spectator through various modes of interactivity, allowing for navigation, assembly, and contribution to an artwork that goes far beyond the purely psychological activity.  We will investigate how interactivity in Interactive Art produces meaning. Students will be introduced to relevant topics including the purpose and language of interactive art, creative practices, the appropriation of new technologies, social relevance, common artistic themes, and the response and involvement of audiences. Students will be provided hands-on experience with electronics, circuits, sensors, & programming to gain understanding of the general usages of equipments involved in building interactive systems. Finally, students will be guided to develop a work of Interactive Art, as part of a performance, on a virtual platform or in a public setting. 

Overview This course equips the students to use tools of macroeconomics to study various macroeconomic models and macroeconomic policies in-depth. A range of macroeconomic problems are analyzed from government finances in the intermediate run to economic stability in the short run. Detailed Syllabus 1. Introduction and basic concepts – fluctuations, growth theory and business cycles; microeconomic foundations and framework 2. National income accounting 3. Different schools of macroeconomics – a discussion 4. Income determination  A simple macroeconomic model: A static framework for analysis i. Welfare theorems ii. Labour supply as labour-leisure choice; Labour demand as profit maximization iii. Comparative statics  A two period macroeconomic model: The dynamic framework i. Consumption-savings decision ii. Effects of fiscal policy  The complete intertemporal model 5. Money and business cycles  Money supply and money demand (transaction demand, speculative demand and quantity theory of money)  Neutrality of money and inflation 6. Business cycles: Role of monetary and fiscal policies  Keynesian cross  Aggregate demand and supply: IS-LM model  Classical, neoclassical and Keynesian approaches  Monetary and fiscal policies

This course is an introduction to the theory of international trade and trade policy. The course also introduces the students to forex market and macroeconomic analyses of an open economy. The issues discussed include gains from trade and their distribution; analysis of protectionism; trade barriers; exchange rate determination; and interlinkages of the domestic economy with rest of the world.  

International Finance

Course description not available.

This course aims to introduce undergraduate students to key concepts, themes, and debates in economic development. It begins with an exploration of the genesis of the idea of ‘development’ itself, engaging critically with the meaning of the term and varied development theories as they evolved overtime, from a focus on income alone to broader understandings of human well-being. In particular, the role of the state and the market, including the role of various schools of thinking (for example, the Chicago School) and key global institutions and actors (Bretton Woods institutions, such as the IMF and the World Bank), in shaping and influencing the discourse and architecture of development policy and practice will be explored. An understanding of the changing goals, approaches, and debates around conceptualisations and measurement of growth, poverty, human development and inequality will follow. The course will also examine theories of dual economy models; industrialisation, trade strategy and industrial policy and so on. Illustrative empirical sites for this course include, inter alia, evidence from East Asia and India.

COURSE CONTENT: Overview This course aims to introduce undergraduate students to key concepts, themes, and debates in international development, with an underlying emphasis thoughout on the issue of inequality along various dimensions. It begins with an exploration of the genesis of the idea of ‘development’ itself, engaging critically with the meaning of the term and varied development theories as they evolved overtime. An understanding of the changing goals, approaches, and debates around growth, poverty and human development, will follow. A look at important factors in the human development process – for example, achievements in public good sectors key to the equality of opportunity, such as health and education, as well as axes of horizontal and structural inequality, such as caste, gender and ethnicity - will then be explored in the context of India. The country’s performance, in comparative perspective (sub-nationally, regionally and with other Asian economies), will be discussed. The role of various schools of thinking and key global institutions and actors in shaping and influencing the discourse and architecture of development policy and practice will be explored throughout. The course will conclude with a brief overview of the constraints that India faces in the recessionary and globalised context of today. 16 weeks, two 1.5 hour classes each week. ASSESSMENT SCHEME: Component Weightage In class, closed book, short answers 20 Group presentation 20+20 (one in each half of the term, or a single one for 40) Mid-semester written assignment 20 End-semester written assignment 20

Introduction to Creative writing

This course introduces students to the building blocks of the disciplinary (IR-oriented) study of international affairs. It covers the following key themes: the distinctiveness of the international as a dimension of social reality; the features that make IR a social science; the key concepts and theoretical perspectives for studying world affairs; and key issues and ideas that shape the contemporary international landscape.

The historiography of the Early Modern allows us to see the heuristic value of adopting a trans-national perspective in our studies of regional histories. The term alludes to a new sense of the limits of the inhabited world, and relates to the histories of the period between 1450 CE and 1800 CE, when maritime explorations, mapping and reporting produced extensive knowledge about the global geography. We see the emergence of a truly global economy, in which long distance commerce connected expanding economies on all continents, developments of new technologies occasioned new organizational responses to their effects, population increased significantly, intensification of uses of land led to establishment of settler frontiers, and large and powerful states and dynamic imperial systems mobilized new resources. Through histories of the kingdoms of Vijayanagara, regional states in the Deccan and prominently the Mughal Empire, the course will examine the significant contributions of South Asia within the early modern world economies, and explore the implications of this model for the study of South Asia. It shall focus prominently upon cultural histories for emphasizing the connections between South Asia and the World. 

Archaeology today has become a key discipline that helps understand past human activity. This course will introduce students to what archaeologists do and how this discipline evolved as central to the quest of understanding humanity’s and our planet’s past. The course will engage with a broad sweep of theories, methods, technologies and practices employed by archaeologists. Student learning will be interactive, through regular tutorial discussions and occasional field trips, besides peer interactions. Various forms of assessment will be used to evaluate student learning *This course is compulsory towards the completion of a Minor in History/Archaeology

This course aims to introduce students to the basic theoretical works that revolutionized literary studies during the 1970s and 80s.The focus of the texts chosen is insistently on the literary. They comprise some of the most definitive works we have on (a) the basic aspects of the literary (language, discourse, author, reader), (b) literary genres (the novel, poetry) and the locations of literary criticism (Feminism, Post-colonialism). Focusing on language, discourse, genres and social orientation, this course will equip students with sophisticated conceptual frames to deal with not just literary material but any situation in life which involves human communication. (3:1:0). Prerequisites: none Primary Texts Ferdinand de Saussure, (1915) A Course in General Linguistics W. ed. M. Baskin (London: Fontana) p111-121 M.M. Bakhtin, from. The Dialogical Imagination (1934) Holquist extract in Rice and Waugh, Modern Literary Theory pp230-39 Roland Barthes, “Death of the Author” From Image-Music-Text (1968) trans. S.Heath, pp142-48 Michel Foucault, “The Order of the Discourse” (1971) in Robert Young, Untying the Text (1971) 52-64 Wolfgang Iser, “The Reading Process” (1974) extract in Philip Rice and Patricia Waugh, Modern Literary Theory: A Reader (London: Arnold) Elaine Showalter, “Towards a Feminist Poetics” in Mary Jacobus ed. Women Writing About Women (1979) pp. 25-36 Homi Bhabha, “Of Mimicry and Man: The Ambivalence of the Colonial Discourse” October No. 28, Spring (1983) 125-33. Jerome J. McGann, “The Text, the Poem and the Problem of the Historical Method” (1985) from The Beauty of Inflections   pp. 251-268  

Overview This course will attempt to explore, challenge and rethink gender as a conceptual category, a cultural practice and a key concern in literary and other artistic representation. By reading together a cross section of texts from different disciplines requiring a broad range of approaches, we will attempt to complicate what it is have a particular gender as an already given and seemingly natural ‘fact’ of identities in social contexts, and how this so called fact of being gendered can be both questioned and radically interpreted, altered and even undone through various interventions into the codes that make up and sustain gender. In the first few weeks of our course, we will examine what this process of formation consists of, how genders and their attributes are produced within cultural fields, including language, and how gender as a production intersects with the domain of bodies, anatomies, sexual desire and pleasure. By seeking to work closely with issues of definition and position, we will also try to tease out the links between gender and sexuality, gender and the body, gender and questions of form in representation. Our focus will remain on gender as a category closely associated with the historical field of modernity, on the way in which it is thought, rethought, codified, deployed and made into a discourse connected with the systematization of knowledge, both in post Enlightenment Europe and in colonial and postcolonial India. A crucial component of our study spread over 4 weeks will a close engagement with the significant role played by women’s writing in Anglo-American and Indian contexts in highlighting the need to examine the complex and heterogeneous terrain of gender and sexuality in different personal and social articulations, including and especially those that have historically been on the margins. In the last few weeks, we will explore the sites at which the myth of gender as a stable and monolithic category is exposed as something that is constantly affirmed as such through acts of violence and rupture. We will explore the contours of this violence by engaging with the field of masculinities as being simultaneously the site for the idealization of gender norms in various expressions of ‘manliness’ often in the service of larger socio cultural projects, as well as for radical forms of deviations from such norms through instances of parody and pathos. We will then move on to areas that pose serious challenges to the myth of sexual dimorphism and compulsory heterosexuality by looking at the field of alternative sexualities. We will look at instances where the body itself as a primary material vehicle of gendered expression is implicated in systems of violence and the ways in which modes of resistance can be configured from this very position of embodiment. Finally we will think about what the implications of our various trajectories through gender in the previous weeks are when the question of the medium of representation is brought to the forefront, and thus when habits and modes of reading and perceiving gendered objects and bodies are refocused. We will look at gender as it unfolds in works of art, dance, cinema and theatre, in relation to questions of images, spectatorship, costuming, and the physical life of the dynamic and explicit body as an instrument of art. We will hope to take the field of gender studies beyond the disciplinary borders of literary studies to not only explore perspectives from different disciplinary engagements with gender, but also to ask ourselves questions about how disciplinary matrices and methodologies might themselves contribute to processes of gendering.

This module explores the complex relationship between nritta or pure dance and abhinaya, the emotive element. Students will be introduced to the concept of Rasa Theory through the technique of abhinaya and its elements. Students will be familiarized with the techniques of generating abhinaya and the contexts in which it may be used. Readings will be assigned from the works of dance scholars, which, along with the students' own studio experiences will explore questions on the role and meaning of tradition for dancers and audience within an increasingly globalized dance community. SYLLABUS Theory -    Aesthetics of dance in India -    Rasa theory -    Context of the body while performing abhinaya -    Sourcing narrative for abhinaya Practical -    Tools of Abhinaya     Gestures and body movements     The art of storytelling -    Techniques of producing meaning     Sanchari- what and how     Use of music- rhythm systems, repetition and combinations -    Learn a pre- choreographed piece  

This course shall introduce postcolonial theory and literature from South America, South Asia and Africa. The course will alert the students to larger questions and debates around the term “postcolonial” and how it has had varied (and often contested) meanings and progressions as an academic discipline as well more recently in the larger context of globalisation and cultural imperialism. It will also focus on a close reading of fiction (novels and short stories) as well as memoir writing from South America, South Asia and Africa. Primary Texts Gabriel Garcia Marquez, “The Incredible and Sad Tale of Innocent Erendira and Her Heartless Grandmother” Alejandro Zambra, “Memories of my Personal Computer” Chimamanda Ngozi Adichie, “The Arrangers of Marriage” Chinua Achebe, Things Fall Apart. Geetanjali Shree, Mai Michael Ondaantje, “The Passions of Lalla”, Running in the Family. References: Ania Loomba, Colonialism/postcolonialism, Oxon, NY: Routledge, 1998. Kwame Anthony Appiah, “Is the Post in Postmodernism the Post- in Postcolonial?”, Critical Inquiry 17, no. 2 (1991): 336-57. Aamir R. Mufti, “Orientalism and the Institution of Indian Literature”, Forget English! Orientalisms and World Literatures, Harvard University Press, 2016. [More books and essays will be suggested as we cover the primary texts.]

- The course is intended to introduce the fundamentals of product design i.e. Involved methodology, different approaches as well as salient achievements in the field of product design. Content: Definition, History, Attributes of product design, Product design and engineering design, Product design methodology- Divergence, Transformation and Convergence. Different phases in product design- Problem identification, Problem analysis, design brief and specifications, conceptualization, selection, embodiment, Detailing and evaluation. Approaches in product design: Top- down and Bottom- up. Paradigms in product design. Case study of award winning designs Analysis and redesign of simple product around. Theory will be followed by practical assignments.

Course Summary This is a basic course, which will introduce students to key theories, models and approaches in Translation Studies relevant to contemporary research and practice in the field. The students would be studying statements from linguists, theologians, and writers to examine and recognize the value of the diversity with which translation has been appreciated and practiced throughout the ages. They will be able to analyse the traditional understanding of the link between the original and translated text, between author and translator, the source and target languages and cultures. Course Aims To enable students to interact critically and productively with examples of translation from various languages and to introduce students to some of the theoretical aspects of translation studies. Learning Outcomes Translation is one of the biggest new sectors opening up in literary studies. This course together with the companion course taught at the master’s level aims to take advantage of India’s multilinguism to raise the quality of translation to levels that may not be possible in monolingual countries. On successful completion of the course, students will be able to: Interact critically and productively with translated texts, would be able to see some of the theoretical implications of translation without producing hasty judgements, comprehend and examine the basic skills in translating  Curriculum Content Lectures, discussions, and practical work, Translation Project, Student Practice Lecture, short term paper, Group work WEEKLY SCHEDULE:       Modules    Weeks    Topics    Explorations Module 1 Week 1- week- 8    Introduction, Definition, History of Translation and Translation Studies  From Classical Period and Middle Ages. Cicero, St. Jerome,  Roman Jakobson, Jean-Paul Vinay and Jean Darbelnet, Peter Newmark, Werner Koller, Eugene Nida, Andre Lefevre, Itamar Even-Zohar, Lawrence Venuti, Susan Bassenet, Hans Vermeer    Videos; Hands on practice; In-Class-Activities – all are graded.  In-Class Discussion and short write-up (400-500 words): Letters of St. Jerome; Letter 57 -- To Pammachius on the Best Method of Translating;  In-Class-Activities x4 – all are graded.  Linguistic approach; Machine Translation; Translation: process and product, Techniques, strategies, and procedures in translation    In-Class-Activities [graded] - Rapid fire questions to be translated  - activity          Module 2 Week 9- 11    Module 2 Student led Discussions followed by Response Papers A Survey of Different Approaches in Translation Studies:  Functional  Systems    Individual Student Practice Lecture (not a presentation) on a specified topic  Week 8-11:  In-Class Discussion and short write-up (400-500 words): The Task Of The Translator by Walter Benjamin. In-Class Discussion and short write-up (400-500 words): The Position of Translated Literature within the Literary Poly-system by Even Zohar  In-Class Discussion and short write-up (400-500 words): The Priority of Purpose (Skopos theory) by Vermeer In-Class Discussion and short write-up (400-500 words):  The Hermeneutic Motion by George Steiner In-Class Discussion and short write-up (400-500 words): English Translation of Marcel Proust “Swann’s Way’ Submission of Topics for Student Practice Lecture  Module 3    Week 12 - 14     Module 3 The video assignment presentation by each group - to be shown and presented in the class for peer assessment.  Translation Studies and Other Disciplines  Cultural turn; cultural studies; gender studies– feminist translation theory  Simon, Sherry  Postcolonial translation theory  Translation Project: (40%) – Translation Project should be worked in two sections: 1.    Section A: Translated text into TL – English 2.    Section B: Critical commentary on the translated text by the student. [Guidelines would be on Blackboard]      The videos uploaded by students to be shown in the class for peer assessment. In-Class Discussion and short write-up (400-500 words): English Translation of ‘Siddhartha’ by Herman Hesse.   In-Class Discussion and short write-up (400-500 words): Guido’s Relations by Ezra Pound In-Class Discussion and short write-up (400-500 words): The Politics of Translation by Spivak Gayatri Chakravorty; Translation Project: (40%)  A.    Submission of Topic for: One 1500 words Long Term Paper  B.    Draft #1 –  C.    Draft #2 –  D.    Final submission on Blackboard  - All are graded.  Teaching and Learning Strategy (Teaching methods and tools, use of LMS, software used or taught, external visits, workshops) Teaching and Learning Strategy    Description of Work    Class Hours    Out-of-Class Hours Lectures and discussion    Lectures    45    45 Practical work        15     ASSSESSMENT Assessment Strategy     Formative assessment and feedback to student, Summary assessment at the end of the course. Weightage to be given for active class participation. 85% Attendance is mandatory. Formative Assessment: a)    Student led Discussions  b)    Response Paper c)    Individual Student Lecture Session d)    Assignment e)    Final Long Term-Paper f)    Class Participation 2.    Mapping of Learning Outcomes to Assessment Strategy  Assessment Scheme Type of Assessment    Description    Percentage Class Attendance, Discussion and Written Essays.    Marks for attendance + Student led Discussions in class for all the essays  To asses and demontrate the ability to assess and deploy  critical thinking      25%  Group Presentation on video presentation made on Translation Errors    To demonstrate the viewpoint about a given idea, topic or theme    15% Individual Student Lecture Sessions      To analyze and demonstrate critical thinking    20% Final Research Translation Project [First Draft Second Draft Final submission]    To analyse and write critical interpretation and assessment    40% Reference Books, Essays and Articles Munday Jeremy; 2008; Introducing Translation Studies: Theories and Applications; Taylor & Francis;  Susan Bassnett, 2002, Translation Studies, 3rd edition The Routledge Encyclopaedia of Translation Studies (eds. Baker and Saldanha, 2nd edition, 2009 John Biguenet and Rainer Schulte, eds., The Craft of Translation The Letters of St. Jerome; Letter 57 -- To Pammachius on the Best Method Of Translating; English Translation  Vermeer Hans J, The Priority of Purpose (Skopos theory)   George Steiner: The Translation Studies Reader.  Even-Zohar Itamar, 1990, The Position of Translated Literature within the Literary Poly-system.  Simon, Sherry; Gender in Translation - Cultural Identity and the Politics of Transmission. 1996.New York: Routledge.    Tejaswini Niranjana; Siting Translation: History, Post-Structuralism and the Colonial Context Spivak Gayatri Chakravorty; The Politics of Translation.   Benjamin Walter,The Task Of The Translator,    Pound Ezra, Guid Primary Texts Munday Jeremy; 2008; Introducing Translation Studies: Theories and Applications; Taylor & Francis; ISBN: 0415396948, 9780415396943 Susan Bassnett, ed. Translating Literature John Biguenet and Rainer Schulte, eds., The Craft of Translation The Letters of St. Jerome; Letter 57 -- To Pammachius On The Best Method Of Translating; English Translation: Fremantle,  pp. 112-119 Vermeer Hans J.;1996; “Skopos and Commission in Translational Action George Steiner: The Translation Studies Reader. 2000. (Ed) Lawrence Venuti. Routledge Itamar Even-Zohar: "The Position of Translated Literature within the Literary Polysystem." Poetics Today 11:1 (1990), pp. 45-51. Simon, Sherry; Gender in Trans-lation — Cultural Identity and the Politics of Transmission. 1996. New York: Routledge Tejaswini Niranjana; Siting Translation: History, Post-Structuralism and the Colonial Context Spivak Gayatri Chakravorty; ‘The Politics of Translation’. In The Translation Studies Reader. 2000. (Ed) Lawrence Venuti. Routledge

Course description not available.

Islam in SA, C. 700 - Present

Issues in India's Water Policy; Discrimination, Exclusion and Conflict

Knowing and Governing Ecosystems and Economies: Today, C trading is an accepted governance mechanism for climate change mitigation. Is it the best option available? What are governments (developed and developing countries) bargaining about if there are other options? What is the trade logic that enables waste from wealthy developed countries to be shipped to other poor countries? To understand these questions we need to know what leads us to formulate them this way. This course introduces the fundamental disciplines that help us understand ecosystems and economies. It explores the concepts, theories and frameworks used to understand both, and asks why we use knowledge from one discipline (economics) to govern both. The environmental social sciences, their origin and evolution in the 20th century leads us to the STS turn in all of them. Why is this knowledge politics important for national and inter- or trans-national decision making about the environment? Human populations have evolved from one ecosystem to another, understanding, controlling and using exosomatic resources for economic and social gain. The course gives an overview of how local and global ecosystems, economic activities and exchanges/trade and their mutual dependencies have evolved over the 18th to the 20th century. As civilizations moved on to new resources when one became scarce, got degraded or became inaccessible, they also evolved new knowledge politics and governance mechanisms to access and control these new resources. Our prevalent knowledge of planetary and niche ecosystem sustainability demand a thorough rethinking. The environmental social sciences that help us value and govern (land, water, air and biodiversity based) production and consumption activities in the 21st century, may be the best starting point.

Overview This is an introductory labour economics course. I will focus on the core topics in labour economics and the empirical methods used for analysis in labour economics. The purpose is to inform students of topics like labour supply, labour demand, labour market institutions and public policies affecting labour markets, immigration, returns to human capital investment, labour market discrimination and empirical analysis of wage and earning gaps. I will upload regular lecture notes for the course. Detailed Syllabus i) Introduction to labour economics ii) Labour Supply iii) Labour Demand iv) Immigration v) Institutions and labour market and Midterm Review viii) Human Capital Investment ix) Labour Market Discrimination x) Inequality and Skill-Biased Technological Change xi) Final Review

Course description not available.

Language, Literature and Communication

Law and Economics

Course Summary:  This course will cover basic concepts in Linguistics: Phonetics, Morphology, Semantics, Syntax. It includes theory plus practice sessions – to introduce students to the methodology of modern linguistics and teach analytic reasoning via examination of linguistic data. The course would be divided into four modules. The course also introduces students to philological analysis of literary texts.  Course Aims: To expose students to the analysis of literary texts, using linguistic analytical tools, and the purpose underlying such an analysis.  Learning Outcomes On successful completion of the course, students will be able to: •    read texts critically and proficiently to demonstrate in writing or speech the comprehension, analysis, and interpretation of those texts; •    to analyse of literary texts, using linguistic and discourse analytical tools. Curriculum Content Basic concepts in Linguistics:  Phonetics, Morphology, Semantics, Syntax, includes theory plus practice sessions – to introduce students to the methodology of modern linguistics. Old English and Middle English Philology, its importance, philological subfields. Studying Beowulf (chapter 1) on its language and context.  Manuscript available through the Electronic Beowulf project. The module will focus on one tale from the Canterbury Tales (The Knight's Tale), rudiments of Middle English as a spoken and written language, to become familiar with Middle English. a word-for-word transliteration from Old/ Middle English into Modern English; grammatical information for some of the terms in that line of text.   Beyond the sentence: Pragmatics; Translation exercises for Beowulf as well as for Chaucer. Weekly Schedule: Weeks    Topics    Explorations Module 1         Classes begin from July 31, 2018 Week 1- week- 6    Introduction, Glimpses of History of languages, English language; Linguistics & its Branches    Video; Transcription of Beowulf; Word order of the old English poem; Closed system & open class. In-Class-Activity #1      Structure of Words Morphology; Runic Characters; Old English-Historically seen; Examples from Beowulf;     Words change their meaning too; First 8 lines of Beowulf; Turkish Morphemes;  Chapter 5 ‘English Spelling is Kattastroffik’, from - Peter Trudgill and Laurie Bauer (Ed) Language Myths. Penguin Books. 1999. (On BB). Discussion & Written In-Class-Activity #2.  In Class Activity #3 Medieval English; English witnessed changes; Canterbury Tales-Knight’s Tale; Chaucer and his style; Choice of words; In-Class-Activity #4 Module 2         Week 7- 11     Beyond the Words - Phonetics -Introduction – Phonemic changes; Old English; Transcriptions from Old English;  Pronunciation and implications in Beowulf; Middle English;    Week 7: In-Class exam; Week 8-11: In-Class Activity #5 Topic Submission for - Short Term Paper: on Blackboard     Phonetics – pronunciation and implications in Knight’s Tale; The Great Vowel Shift; Grimm's Law and Verner's Law    Short Term Paper: submission on Blackboard Module 3         Week 12 - 16    Beyond the Pronunciation; Semantics – Introduction; Borrowing; Pragmatics; Translation and transliteration from Old English to Modern English    Translation – Beowulf 1st 11 lines – In-Class-Activity #6      Syntax – Introduction – Old English; Middle English;  Mechanisms of syntactic change;      Graded Activities: Translation – Knight’s Tale specified lines by the facilitator;  Submission - One 800-1000 words Short Term Paper - on Blackboard Teaching and Learning Strategy Teaching and Learning Strategy    Class Hours    Out-of-Class Hours Lectures    45 hours    90 hours Tutorials    15 hours     ASSSESSMENT Assessment Strategy     Formative assessment and feedback to student, Summary assessment at the end of the course. Weightage to be given for active class participation. 85% Attendance is mandatory. Formative Assessment: a)    Student led Discussions  b)    Response Papers c)    Short Term-Paper d)    Assignment e)    Final Long Term-Paper f)    Class Participation g)    Open Book Exam Mapping of Learning Outcomes to Assessment Strategy  Assessment Scheme Type of Assessment    Description    Percentage Module 1 & 2         Class Attendance, Discussion and Written Essays    Marks for attendance + Student led Discussions in class for all the essays  To asses and demontrate the ability to assess and deploy  critical thinking      10% Individual Student in-class Practice sessions      To analyze and demonstrate critical thinking    20% One short Paper    To analyse and write a viewpoint that is unique about a given central idea, topic or theme by taking into account varied sources, & to establish and  assert a claim,     10% Midterm Exam: Open Book Exam    Critical interpretation and assessment of the topics    10% Module 3 & 4                                                                                          Class attendance and class participation    Marks for attendance + Student led Discussions in class for all the essays  To asses and demontrate the ability to assess and deploy  critical thinking      10% Two Short papers    Critical Analysis    20% Final Long Paper    Critical Analysis     20% Bibliography and References Beowulf (chapter 1) Manuscript available through the Electronic Beowulf project https://www.gutenberg.org/files/16328/16328-h/16328-h.htm Canterbury Tales (The Knight's Tale), Simon, Sherry; Gender in Translation — Cultural Identity and the Politics of Transmission. 1996. New York: Routledge. Refer from source: https://sites.fas.harvard.edu/~chaucer/teachslf/kt-par0.htm Sheldon Pollock’s essay ‘Liberation Philology.’ David Crystal. The Cambridge Encyclopedia of the English Language. 1987. CAU Edward Sapir. Language - An Introduction to the Study of Speech. 1921 Ferdinand de Saussure’s Course in General Linguistics; 1916 Toelkien JRR. Ed. Toelkien C.  Beowulf. Harper Collins 2014 Horobin S. Chaucer’s Language. Macmillan. 2007 Peter Trudgill and Laurie Bauer (Ed) Language Myths. Chapter 5. Penguin Books. 1999 Ziolkowski Jan. What is Philology Comparative Literature Studies, Vol. 27, No. 1, 1990. pp. 1-12. Penn State University Press

Course Summary This course seeks to familiarize students with the characteristic impulses that went into the literary culture associated with the European Enlightenment and Romanticism. Beginning with excerpts from Voltaire and Rousseau , we will move to themes such as women and the Enlightenment , reason and liberty, conservative literary culture in the age of reason, Romanticism and the limits of Enlightenment reason, Romantic poetry and the French Revolution, Romanticism and nature, Romanticism and the imagination. Course Aims 1. To familiarize students with the characteristic impulses that went into the literary culture associated with the European Enlightenment and Romanticism. 2. To familiarize the student with some major intellectual currents of the Enlightenment and Romanticism. 3. To familiarize the student with some landmark literary texts (in prose as well as poetry) of the Enlightenment and Romanticism. Learning Outcomes On successful completion of the course, students will be able to: a) Have a strong understanding of the dialectical interplay between the literary cultures of the Enlightenment and that of Romanticism b) Be conversant with some of major works of prose and poetry from the ages of the Enlightenment and Romanticism. Curriculum Content Syllabus Unit 1 Voltaire , Treatise on Tolerance ( excerpts) Rousseau , Discourse on Inequality ( excerpts) Mary Wollstonecraft, Vindication of the Rights of Women (excerpts) Unit 2 Jonathan Swift, A Modest Proposal Alexander Pope , Dunciad Book 1. Unit 3 Mary Shelly, Frankenstein Unit 4. William Blake, “London” P B Shelley “Ode to the West Wind” Samuel Taylor Coleridge , “Kubla Khan” William Wordsworth , “Intimations of Immortality” John Keats, “Ode to Autumn” Ann Finch, “ A Nocturnal ReverieGeetanjali Shree, Mai Michael Ondaantje, “The Passions of Lalla”, Running in the Family. Weekly Schedule: Week 1 Unit 1: Intellectual background Week 2 Unit 1: Intellectual background Week 3 Unit 1: Intellectual background Week 4 Unit 2: literary texts from the Enlightenment Week 5 Unit 2: literary texts from the Enlightenment Week 6 Unit 2: literary texts from the Enlightenment Week 7 Unit 2: literary texts from the Enlightenment Week 8 Unit 3: Gothic Novel Week 9 Unit 3: Gothic Novel Week 10 Unit 3: Gothic Novel Week 11 Unit 4: Romantic Poetry Week 12 Unit 4: Romantic Poetry Week 13 Unit 4: Romantic Poetry Week 14 Unit 4: Romantic Poetry Teaching and Learning Strategy a) Lectures Students will come prepared with the readings prescribed for the class discussion. b) Tutorials will be used by students to clarify questions and to discuss any material related to the course. c) Blackboard will be used to share e-books and other class material, and to enable online discussions. Teaching and Learning Strategy Class Hours Out-of-Class Hours Lectures 40 hours 80 hours Tutorials 14 hours   PART C: ASSESSMENT. Assessment Strategy Formative Assessment: a) Test 1 b) Mid-sem c) Assignment d) Final Exam Mapping of Learning Outcomes to Assessment Strategy Assessment Scheme Type of Assessment Description Percentage Test on Unit 1 15 Mid sem on Unit 2 30 Assignment on Unit 3 20 End sem on Unit 4 35 Total 100 Bibliography References: Ania Loomba, Colonialism/postcolonialism, Oxon, NY: Routledge, 1998. Kwame Anthony Appiah, “Is the Post in Postmodernism the Post- in Postcolonial?”, Critical Inquiry 17, no. 2 (1991): 336-57. Aamir R. Mufti, “Orientalism and the Institution of Indian Literature”, Forget English! Orientalisms and World Literatures, Harvard University Press, 2016. [More books and essays will be suggested as we cover the primary texts.]

This course will familiarize the student with some key ideas in the history of literary theory and criticism. We shall read the relevant texts closely, beginning with the ancients and arriving at the first half of the twentieth century. From Plato to Fish, we will pay special attention to the epistemological and ontological presuppositions of each theorist. Students will write short papers on important areas covered in class. There will be an open-book exam at the end of the semester. Unit 1: Text and World: The question of mimesis Plato: Book X of The Republic Aristotle: Excerpts from Poetics 2 weeks Unit 2: Text and Author: Poetic subjectivity Alexander Pope: Excerpts from An Essay on Criticism William Wordsworth: Excerpts from “Preface to Lyrical Ballads” ST Coleridge: Excerpts from Biographia Literaria TS Eliot: “Tradition and the Individual Talent” 3 weeks Unit 3: Text and Reader (A): Aesthetics Immanuel Kant: Excerpt from Critique of Judgment Edmund Burke: “The Sublime and the Beautiful Compared” 2 weeks Unit 4: The Text Itself (A): Formalism Wimsatt and Beardsley: “The Intentional Fallacy” Viktor Shklovsky: Excerpts from “Art as Technique” 2 weeks Unit 5: The Text Itself (B): Language and Semiotics Mikhail Bakhtin: “Heteroglossia in the Novel” Ferdinand de Saussure: Excerpts from Course in General Linguistics Roland Barthes: Excerpts from Mythologies 3 weeks Unit 6: Text and Reader (B): Reader Response Theory Roland Barthes: “Death of the Author” Stanley Fish: “How to Recognize a Poem When You See One.” 2 weeks Evaluation Two assignments during the semester (2500 words each) Final Exam (open book) Class participation

Literary Theory and Criticism

Course description not available.

This course aims to work with three of the greatest novels of the twentieth century drawn from three different continents to study: (a) the formal possibilities of the contemporary novel (b) the cosmopolitan reach of the novel and (c) the range of themes with which the contemporary novel has engaged. The course will be based on class room lectures. Reading the novels thoroughly at least once is a minimum precondition for successfully completing this course. In addition students will be expected to read supplementary material from time to time. The three novels studied are: Gabriel Garcia Marquez, One Hundred Years of Solitude. Jose Saramago, Baltazar and Blimunda Najib Mahfouz, Palace Walk

M.A Comprehensive Exam

Macroeconomics II

Course description not available.

Course description not available.

Language change is constant. Linguistic boundaries are never clear-cut. At best, linguistic boundaries can be described as overlapping transitional spaces where migration and urbanization shape new possibilities of human interaction. Language spoken at present is the best laboratory for a linguist.  This course is both theoretical and empirical inquiry into language change.  Focus of the chosen texts is on language universals and linguistic typology. Second part of this course will be field study- data collection and analysis. Students will learn data analysis through triangulation- statistical analysis of quantitative data in specialized linguistic labs; and critical discourse analysis of qualitative data. (1:0:3). Prerequisites: none Primary Texts Language Universals and Linguistic Typology, Bernard Comrie, 1981. Weinreich,U., Labov, W., Herzog, M., 1968. Empirical Foundations for a Theory of Language Change, in Directions for Historical Linguistics, ed. W.P.Lehmann, Y. Malkiel, 97-195, Austin: Univ. Texas Press.

Master's Thesis Project

Course description not available.

Mathematical Methods

Course description not available.

Placing ‘Practice’ at the heart of research, this course introduces students to the emerging fields of Practice Based and Practice Led research methods. The elaboration of the methodologies, contexts and outcomes of artistic research discussed here are aimed at promoting a wider understanding of the value of practice as research. The course will engage with questions like: What knowledge can studio-based enquiry reveal that may not be revealed by other modes of enquiry? What implications does artistic research have for extending our understandings of how knowledge is produced? How can the outcomes of artistic research enhance understandings of practice beyond the discipline?     Learning Objectives Students will be able to recognize, create and articulate the dialogic relationship between acquired and expressed knowledge and studio practice in various disciplines such as design, dance, film, painting etc. Students will become familiar with the range and flexibility of research methodologies and methods that constitute Practice as Research and Practice Based Research. Students will engage with the idea of understanding and producing an exegesis (a combination of creative and written work) in various artistic fields. Students will be able to develop and record an historical, critical, cultural and/or professional research framework pertinent to the development of their practical work.    

Microeconomics I

Modern India 1857-1947

Modernism

Course Summary Modernism is an aesthetic paradigm that prevailed in a number of artistic domains in the early part of the twentieth century. This course familiarizes the student with literary modernism. We will study exemplary works in the major genres of literature: fiction, drama, and poetry. Through this study the student will gain a sound understanding of the particulars of the modernist aesthetic as well as of the cultural, political, and philosophical ethos that informed it. Course Aims 1.    To introduce the student to some major texts of modernist literature. 2.    To familiarize the student with the themes that dominated modernist literature. 3.    To sensitize the student to the elements of form and to the modernist aesthetic. Learning Outcomes On successful completion of the course, students will be able to: a)    Be conversant with the events, themes, politics, and philosophies that informed the creation of modernist texts. b)    Identify the stylistic features that distinguish modernist texts from the texts that preceded them. c)    Perform a critical analysis of a modernist text using the frameworks learnt in this course. Curriculum Content Syllabus Fiction James Joyce, “The Dead” (1914). Virginia Woolf, Mrs Dalloway (1925). Drama: Arthur Miller, Death of a Salesman (1949). Poetry: A selection of poems by poets such as William Butler Yeats, Wilfred Owen, H.D., William Carlos Williams, Marianne Moore, Wallace Stevens, Rainer Maria Rilke, and T S Eliot. Weekly Schedule: Week 1    -    Introduction. Discussion on Modernity vs Modernism. Week 2    -    Pre-discussion Quiz on Irish history  -    Discussion of James Joyce’s ‘The Dead’ Week 3    -    Discussion of James Joyce’s ‘The Dead’ Week 4    -    Discussion of James Joyce’s ‘The Dead’ -    Test1 on ‘The Dead’ Week 5    -    Pre-discussion Quiz on the novel Mrs Dalloway -    Discussion on Mrs Dalloway  Week 6    -    Discussion on Mrs Dalloway Week 7    -    Discussion on Mrs Dalloway Week 8    -    Discussion on Mrs Dalloway Week 9    -    Midsem exam on Mrs Dalloway Week 10    -    Discussion on Death of a Salesman Week 11    -    Discussion on Modernist Poems Week 12    -    Discussion on Modernist Poems Week 13    -    Discussion on Modernist Poems -    [Assignment submission (Test2) on Death of a Salesman] Week 14    -    Discussion on Modernist Poems Teaching and Learning Strategy a)    Lectures: The prose fiction and the play will require prior study by the students, followed by discussion in class. The poems will be introduced in class and discussed spontaneously.  b)    Tutorials will be used for addressing questions and for looking at extra material. c)    Blackboard: BB will be used to share e-books and other class material, and to enable online discussions. Teaching and Learning Strategy    Class Hours    Out-of-Class Hours Lectures    45 hours    90 hours Tutorials    15 hours     ASSSESSMENT. Assessment Strategy     a)    Pre-discussion Quizes to ensure knowledge of the text b)    Tests c)    Mid-term exam d)    Assignemnt e)    Final Exam Mapping of Learning Outcomes to Assessment Strategy  Assessment Scheme Type of Assessment    Description    Weightage Quiz1    Pre-discussion quiz on “The Dead”    5% Test1    Questions on “The Dead”    10% Quiz2    Pre-discussion quiz on Mrs Dalloway    10% Midterm Exam    Questions on Mrs Dalloway    30% Assignment    Assignment on Death of a Salesman    15% Final Exam    Questions on modernist poetry    30% Total    100% Bibliography PRIMARY TEXTS: James Joyce, “The Dead” (1914). Virginia Woolf, Mrs Dalloway (1925). Arthur Miller, Death of a Salesman (1949). SECONDARY: (Suggested Readings) Malcolm Bradbury and James McFarlane. Modernism: A Guide to European Literature 1890-1930 Peter Childs. Modernism.  Christopher Butler. Modernism: A Very Short Introduction Raymond Williams: Politics of Modernism

This course offers a critical introduction to the concepts of modernity, modernization and modernism. It explores the emergence of modern subjectivities and multiple manifestations of modernism in various parts of the world. Considering the extent to which all modernisms can be viewed as part of a network of alternatives to tradition, realism, representation, mass culture, and even each other, this course will introduce recent theories and approaches for studying modernisms. Part I of the course traces the origins of modernism in Western society, examining some seminal texts and artist manifestoes that shaped this discourse and surveying the major ‘isms’ and defining moments between the late 19th Century and the mid-20th Century.  Initially rooted in specific socio-historical contexts, modernity was transferred to other parts of the globe through commerce, colonization and monetized economy, and transformed by local experiences of nationalism, globalization, urbanization, large-scale industrialization and migration. Part II of the course contests the still- dominant notion of a normative, univocal Western modernism to take a closer look at alternative modernisms in non-Western contexts. This module will investigate how modernist artistic expression variously developed in the new economic, social and political environment of the emerging industrialised world, through specific case studies from Latin America, Africa and Asia, with a special emphasis on modernism in Indian Art. Visual-intensive class lectures will anchor the course. Classroom interactions equip students with tools to analyze mediums, styles, technologies and techniques, as well as relevant art historical and interpretative texts. Students will be required to select topics for class presentation based on their specific interests. Credit will be awarded on the basis of class participation, presentations and two written assignments.  

The class will be a combination guided improvisation and set movement tasks, lessons will also involve some video presentation, reading and working on a presentation by the end of the semester. Aim of the course is to give an overview of contemporary dance practices and an introduction to movement composition. Practical sessions encourage the students to reflect and explore the possibilities of movement. Emphasis is placed on breath, alignment, joint articulation, and the use of gravity and momentum to facilitate movement. Creative sessions allow students to explore creating short movement sketches which will demand them to think, question and investigate body and its politics. Theory sessions will give students a brief about the history and development of modern and contemporary dance. Learning Objectives Introduction to body alignment through somatic movement practices like yoga, tai-chi, and kalaripayat. Examine the body in place outside of the proscenium while looking at the stage audience perspective, the relationship to the architecture the safety issues in a public space and the act of getting art on to a public space. Investigate the skills of choreography for a camera. Create and perform a solo dance piece.  

The Moving Image- Form and Function II

Course description not available.

Odissi Nrutya Paddhati I

Optimization

Painting and Drawing are explored as language and disciplinary framework, and re-defined in terms of their changing function within different contexts and times,  in relationship to or even as a part of other forms of art practice. An attempt will be made to examine the different methods and applications of Drawing that have come into being over time.  Short modules would explore forms which find extensive application outside of its hitherto prescribed realm. Drawing during field trips is seen as a means of engaging with the communities that one encounters, apart from serving as valuable field notes for future reference or as an art form in itself. The psychogeography of landscapes and journeys is intensely personal while still taking place on shared ground. Students would gain perceptions to do with space, scale and dimension as seen from varying perspectives, and could put it to good use in creating their own propositions. This studio course would be complemented by adequate theoretical and visual support in the form of readings and documentaries. Talks and short, intensive workshops would also be organized. Through active engagement with the mediums in all its aspects, a combination of perspectives unique to each student would emerge, which would enhance not only their knowledge of the visual world but also their capacity to interpret and comprehend it.

This course would involve field trips related to local sites – related to history, environment, politics, etc., carried out with a range of investigative visual media including painting, drawing, photography and video. It is believed that these explorations would, apart from exposing and sensitizing students to the multiple realities that surround them, create practices that go beyond the homogeneity of an exclusive ‘art school’ language.  It further creates a genuinely engaged viewership – with a breadth of scope and agency that would continue to grow with each exchange, beyond the currently prescribed boundaries of what constitutes art.  Students would be encouraged to re-imagine cultural and economic frameworks for practice, either collectively, individually or through institutional/organizational affiliations. The course is seen as complementing the core area of Drawing and Painting and is experimental and process-based. The notion of Praxis is central to the module, and the emphasis is on finding a grammar that binds medium (explored in the earlier module), concept and subject-matter in an integrated approach to the excavation of meaning.  Theoretical and visual support in the form of readings and documentaries that could expand and enrich the field of inquiry would be provided.

Course description not available.

PERFORMANCE –RESISTANCE

Philology As The Newbie/Oldie In Literary Method

Course description not available.

Course description not available.

This course is designed to introduce students to a wide range of contemporary poetry written around conflict, whether armed combat, protracted war, occupation or forced exile. It includes poetic texts that approach some of the most intractable conflicts of the modern world with formal dexterity, empathy and resilience. This course seeks to take the students through the enormous formal, emotional and political resources wielded by such poetry in order to speak meaningfully about the conflicts that affect our contemporary world. (3:1:0). Prerequisites: none. Primary Texts Vietnam Bruce Weigl, Song of Napalm, Elegy for Peter, The Last Lie Wislawa Szymborska (tr.. Stanislaw Baranczak & Clare Cavanagh) Vietnam Ocean Vuong, Aubade with Burning City, On Earth We’re Briefly Gorgeous First World War Wilfred Owen, Dulce Et Decorum Est, Smile Smile Smile, Anthem for Doomed Youth Siegfried Sassoon, Glory of Women, Repression of War Experience Philip Larkin, MCMXIV Palestine Mahmoud Darwish, A Soldier Dreams of White Lilies, Identity Card (tr. Salman Masalha and Vivian Eden) Rafeef Ziadah, We Teach Life Sir, Shades of Anger Kashmir Agha Shahid Ali, The Country Without a Post-Office, I See Kashmir from New Delhi at Midnight Roushan Ilahi/MC Kash, My People, I Protest

Poetry: Romantic to Modern

Political And Institutional Economics

Course description not available.

This is a special topic course which will examine in detail the intersection of the political and the literary in early modern Europe. Reading political treatises from the archipelago and the mainland in juxtaposition with each other, this course will try and investigate the way in which humanist political thought develops across Europe. At the same time we will immerse ourselves in the study of the stylistic aspects various genres of vernacular prose writing popular in the Renaissance: the polemical pamphlet, the dialogue, the treatise, the advice-book for princes etc. The course will be divided in following four modules, each comprising short excerpts from a two or three key texts. Through a close reading of the material this course seeks to follow the shifting contours of political discourse, the simultaneous emergence of the rhetoric of absolutism and the language of civic rights, while relating these transformations to the major historical landmarks of the period—such as the Reformation, the Huguenot massacre, Mary Stuart’s deposition, the English civil war etc. Some of thematic and formal aspects we will focus on include: political theology, the importance of translation in the humanist project, the material circumstances of circulation of texts and ideas, political counsel, morality and ethics in the political realm, the influence of Platonic and Aristotelian political models, violence and sovereign power.  (3:1:0). Prerequisites: none. Primary Texts The Sovereign and his Counsellors Erasmus Education of a Christian Prince (1516) [Dedication, Chapter I] Machiavelli The Prince (1513) [Chapters XV-XIX, XXIII-XXV] Castiglione The Courtier (1528) [Book IV, chapters 3-10] Sovereignty and Governance Smith De Republica Anglorum (1562-3) [Book I, Chapters 1, 2, 7, 8, Book II, Chapter 1-3] Bodin Six Books of the Commonwealth (1576) [Book I, Chapters VIII, X, Book VI, Chapter 4] Tyranny and Resistance Ponet A Short Treatise on Political Power (1556) [Chapters I and VI] Buchanan De Iure Regni Apud Scotos (1571) [Chapters 7-12, 24, 27, 29, 34] Polemics of the English civil war: Justifying Tyrannicide Milton The Tenure of Kings and Magistrates (1641) Excerpts from Digger (Gerrard Winstanley) and Ranter tracts (1640’s)  [Winstanley, New Year’s Gift, Norton Anthology of Eng Lit Vol B pp. 1849-55; Nigel Smith,  A Collection of Ranter Writings: Spiritual Liberty and Sexual Freedom in the English Revolution] Compulsory reading: Quentin Skinner, The Foundations of Modern Political Thought, 2 vols., Cambridge: 1978.

Politics of the Popular

Is POCO dead? Would it be more accurate to say that postcolonial theory in 2016 is a revenant? And where can we locate Fanon, Said, Spivak and Guha in this death and/or return of the dead? The conference note in 2005 at Princeton speculated on the death of poco in the following way: Is this the promised end of (postcolonial) theory? Has the disappearance of “theory” in the North American academy allowed the institutionalization of postcolonial studies that cannot “resist mere appropriation by the dominant” as Gayatri Chakravorty Spivak puts it. Is there an opening here for an emergence of a new postcolonial theory? Or was the theory in postcolonial theory always too close to the metropolitan cultural studies Spivak speaks of that is “monolingual, presentist, narcissistic, not practiced enough in close reading.” Simon Gikandi summarizes one critique of postcolonial theory by stating that the primary failure of postcolonial theory has been to privilege the act of reading over politics. In this course we will be looking at the major debates within the field of Postcolonial Theory. The second objective of the course is introduce students to the debates around the death of postcolonial theory. Lastly, the final objective of the course is to invite students to think through the next era of postcolonial literary criticism. What are the futures of postcolonial theory? Will it haunt us as revenant? Or decay like a corpse? Alternately will the futures of postcolonial theory lie in a revitalized decolonizing of the mind and imagination? Unit 1: Fanon, Ananthamoorthy, Bhabha, Leela Gandhi 4 weeks Unit 2: Said-Foucault and/or Said-Mufti 4 weeks Unit 3: Spivak/Derrida 3 weeks Unit 3: Unit 4: Guha and excerpt from Fabian 2 weeks

This course is meant to introduce students to the major debates within the field of Postcolonial Theory. The debates are outlined under three subheadings which familiarize the students with, first, the field of postcolonial literature and how it responds to the long history of the Empire, second, an exploration of how Postcolonial Theory is deeply invested in revising Eurocentric discourse and studying its consequences, and third, an investigation of how colour prejudice has been both the primary medium and the effect of the long duree of colonial domination. Unit 1: Writing Back Achebe, Chinua. “African Writer,” in Colonial Discourse and Postcolonial Theory, Patrick Williams and Laura Chrisman, Eds. New York: Columbia UP, 1994. Ashcroft, Bill, et al., “Introduction”, “Cutting the ground: critical models of post-colonial literatures”, “Theory at the crossroads: indigenous theory and post-colonial reading”, “Rethinking the post-colonial: post-colonialism in the twenty first century” in The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London, Routledge, 1989. 4 weeks Unit 2: Changing Discourse Said, Edward., “Introduction”, “The Scope of Orientalism”, “Orientalism Structures and Restructures”, in Orientalism, New York: Pantheon, 1978. James, C. L. R., “Preface to the First Edition”, “The Property”, “The Owners”, “Parliament and Property”, “The San Domingo Masses Begin”, “And the Paris Masses Complete”, in The Black Jacobins: Toussaint L'Ouverture and the San Domingo Revolution, New York: The Dial Press, 1938. 5 weeks Unit 3: Colouring Perceptions hooks, bell. “Representing Whiteness in the Black Imagination,” in Grossberg, Lawrence et al., Cultural Studies. London: Routledge, 1990. Fanon, Frantz., “Introduction”, “The Black Man and Language”, “The Woman of Colour and the White Man”, “The Man of Colour and the White Woman”, “The Black Man and Psychopathology” in Black Skin, White Masks. New York: Grove Press, 1962. 5 weeks Evaluation Mid-semester - Written Assignment (Choice between 10 questions) - 1500 words Final Submission - Written Assignment (Question decided individually for candidates in consultation with the instructor) - 2500 words

Course description not available.

Principles of Editing-II

PART I. Introduction. 1. Introdction 2. Markets, Demand and Supply, and the Price System, 3. International Trade PART II. Macroeconomics Basics 1. National Income Accounting 2. Cost of Living PART III. The Real Economy in the Long Run 1. Production and Growth 2. Savings, Investment and Financial system 3. Unemployment PART IV. Money and Prices in the Long Run 1. Monetary Policy 2. Money Growth and Inflation PART V. The Macroeconomics and Open Economies 1. Open Economy Macroeconomics: Basic Concepts 2. A Macroeconomic Theory of the Open Economy PART VI. Shortrun Economic Fluctuations 1. Aggregate Demand and Aggregate Supply 2. Effect of Monetary and Fiscal Policy on Aggregate Demand 3. Short run trade-off between Inflation and Unemployment.

Course description not available.

Prose -1: Rise of the Novels

Public Economics

Questioning Cinema

Reading Course in Macroeconomics

Reading In International Economics

Readings In Space And Time: Marx And Heidegger

Religion has been a field of enduring enquiry within the disciplines of Sociology and Anthropology. This course will introduce students to both classical and contemporary sociological and anthropological analyses of the beliefs, practices, and phenomena understood to be ‘religious’. We will examine notions of the sacred, rituals, beliefs, and religious symbols that have been central to anthropological and sociological understandings of religion. We shall also examine the ways in which magic, witchcraft and religion have been studied together in terms of their points of continuity and departures. These discussions will lead us to a critique of studying religion simply in its own terms, taking us to notions of modernity and secularity as well, in order to understand iterations of the religious in national and transnational contexts. In 1968, sociologist Peter Berger, like many of his fellow American and European sociologists, predicted that by the 21st century religion will have declined considerably in the world (if not died) and religious believers would be found “huddled” in small sects. About thirty years later, Berger retracted his secularization thesis: religion was very much present and, according to many sociologists, had in fact seen a resurgence all over the world. What does this tell us about religion, and about the relation between the religious and the secular? What does it tell us about the ways in which religion and secularity have been understood within the disciplines of sociology and social anthropology, and how have these approaches changed over time? This course situates itself within such conceptualisations of the religious, and debates around it, in order to offer a complex understanding of the religious with reference to the modern and the secular, in addition to the topics and themes mentioned previously. By the end of the course, students are expected to be well versed with broad sociological and anthropological approaches to religion; be able to complicate supposed demarcations between the religious and the non-religious; and analyse current and popular contentions around the religious.

Research Course In Financial Economics

Research Methodology

Research Methodology for Archaeology

Course Title: Research Methods in Design Science and scientific methods an introduction. Methods in Social Science research. Literature review. Problem formulation in Design, Research strategies in Design. Measurements, Validity, Reliability. Data collection, Quantitative versus qualitative data, instruments, sampling, and Experiment design. Hypothesis generation, Modelling. Pilot studies, Statistical analysis and data processing. Theory construction in Design research- Criteria, Approaches, and Methods. Practice-based research. Reporting, publishing and presentation.

Research Project

Research Writing

Rise of Novel

Rural Drinking Water and Sanitation

Course description not available.

The course lays emphasis on the advancement of individual students concerns and engagements. Students will work in three dimensional space integrating sound/ mechanics/ new media etc. They will deal with making objects by carving/ assembling/ readymades. The students develop their practice benefiting from one on one critiques with the mentors as well as joint student critiques. Intra and inter school cross-disciplinary collaborations will be encouraged.

The course lays emphasis on the advancement of individual students concerns and engagements. Students will work in three dimensional space integrating sound/ mechanics/ new media etc. They will deal with making objects by carving/ assembling/ ready-mades. The students develop their practice through benefiting from one on one critiques with the mentors as well as joint student critiques. Intra and inter school cross-disciplinary collaborations will be encouraged along with visits to museums, galleries and artist studios.

Semester Research Project

Course description not available.

Social theorists have examined how the institutions and practices that emerged with industrial production, technology, science, urbanization, and colonialism gave rise to new ways of being and new forms of malaise. The work of Karl Marx shows the different forms of alienation of the worker from his product with the expansion of capitalism and further how estrangement among people in bourgeois societies leads to a loss of humanity. For Emile Durkheim, the erosion of collective conscience led to anomie and individualism characterized by a lack of purpose, worthlessness, and despair. Disenchantment for Max Weber involved the eclipsing of supernatural accounts of the world that accompanied processes of rationalization. This course will focus on the ways in which people experience the various institutions and practices of modernity by examining the concepts of alienation, anomie, and disenchantment. The course will locate alienation, anomie, and disenchantment within the broader works of Karl Marx, Emile Durkheim, and Max Weber respectively. These thinkers and their interlocutors employed and evolved philosophical thought and social science methods that enabled them to respond to the momentous changes in Europe and develop perspectives on the human condition. The course will situate the work of Marx, Durkheim, and Weber in their specific historical and cultural context and trace the prevailing intellectual genealogies of the late nineteenth and early twentieth century. With a close reading of some of the key texts of Marx, Durkheim, and Weber, the course will provide the foundations that will enable students to pursue social and anthropological theory in other courses. Students would have also developed analytical perspectives to understand modern malaise and modes of individuation with which they could further investigate the rise of intolerance, dispossession, climate change, and technology in contemporary contexts.

This course is designed to introduce students to the emergence of the idea of the sociology of science in the discipline and how these ideas aid in engaging with science and scientific objects sociologically. To understand this, the course will be divided into two sections: Concepts and Approaches; and Ethnographies of Science. The first section – Concepts and Approaches – will trace the historical emergence of the sociology of science, by laying emphasis on central concepts and varied theoretical approaches that have become seminal to understanding not only how the sub-discipline has developed but how an analysis of ‘science’ can be undertaken sociologically. The second section – Ethnographies of Science – will highlight how ethnographic studies of science and scientists have been undertaken in different domains such as laboratories, environment planning, technological warfare and biomedicine amongst others.   

This course is designed to introduce students to some of the most important and vibrant texts in contemporary South Asian literature. It straddles the genres of novel, poetry and short-stories written in different regions of South Asia, including Sri Lanka, India, Pakistan and the disputed Kashmir valley. This course seeks, thus, to familiarize the students with the literary output in South Asia and its diasporas, that comes to grips with vital questions of form, political conflict, caste, language, religion and gender. (3:0:0). Prerequisites: none Primary Texts Arundhati Roy, The God of Small Things (1997) Michael Ondaatje, Anil’s Ghost (2000)    Premchand, The Chess-Players (tr. by Hans Raj Rahbar) Ismat Chughtai, The Quilt (tr. by M. Asaduddin) Saadat Hasan Manto, Toba Tek Singh (tr. by Khalid Hasan) Faiz Ahmad Faiz, Last Night, Don’t ask me for that love again, A Prison Evening, Bangladesh III in The Rebel’s Silhouette: Selected Poems by Faiz Ahmad Faiz, translated by Agha Shahid Ali (1991) Agha Shahid Ali, Tonight, Homage to Faiz Ahmad Faiz, The Country Without a Post Office, I See Kashmir From New Delhi At Midnight in The Veiled Suite: The Collected Poems (2009)

South Asian Writing

Special Topics in Translation and Linguistics

Special Topics In Literature: Medieval to Romantic

The core aim of this course is to convey a complex, nuanced and robust conceptual matrix adequate to the two categories in the subtitle of the course: State and Citizenship. What are the diverse kinds of political organisations and states that have existed over time, and what indeed is the changing nature of citizenship? What is it that has come to be understood as state-based societies as opposed to those perceived as acephalous or head-less societies? Questions such as how leadership, power and authority operates and circulates and how such societies organise themselves and ensure their longevity are addressed along with studies of kingdoms sovereignties and colonial states, through deciphering their organising structures and principles, and how power and influence is manifested and retained in such formations such as the ‘theatre-state’ and through the ‘exemplary centre.’ We address discussions and debates on what are understood as ‘societies of contract’ with the establishment of modern statehood, and the emergence of the category of citizenship, as well as the contradictions implicit in these; also addressing the nature of governmentality and the regime of biopolitcs. There is an exploration of the formation of modern bureaucracies as well as a grounded ethnographic understanding of their labyrinthine processes, and of those who are caught up in the labyrinth. The checkered nature of the dynamics of political identity, citizenship and its margin are negotiated through ethnographies that bring out the encounter, or the lack thereof, of the margin and the state as well as the agentive aspect of the encounter. While debates on aspects of the political help us to mull over the intricacies, ideas and gaps that exist within deliberative democracies and contemporary politics. Delving into the nature of constitutional and insurrectionary politics, along with the above, help us to arrive at the stated objective of the course. The nature of the post-state era in contemporary times is a possible addition to the material already discussed.

Statistics

Studying Culture, Caste and Gender

Course description not available.

Survey of American Literature

Course Title: System Analysis and Information Design Communication of information is crucial in knowledge sharing, decision making, in social concerns, and also in business development. It is a transdisciplinary course that synchronizes the fields of communication design with visual aesthetics, computer & social sciences, statistics and humanities to train the future Information Design professionals. The programme looks for students who are keen observers and have a brief understanding of communication design. They learn the tools of imaging technology and information processing.

Temples, Tombs and warriors: Comparative Archaeology of India and China

Texts and Traditions in Indian History

The Artist's Body II

Studying the city has been one of the most rapidly growing fields in Sociology and Social Anthropology. With the underlying notion that most of the world’s population is currently living in urban conditions or will do so has prompted this focus to develop under themes that address the city both in its contemporary concerns and formations, and in historical terms as well. Encompassing the geopolitical expanse of the globe, sociological perspectives on the city have been crucial in understanding how the bulk of human life is now lived, whether in terms of the economy, the cultural, the political, the religious, the ecological, the aesthetic and more. The course will take the student through a rigorous understanding of how the city and the urban have been conceived of in sociology over time, what are the possible methodological approaches, and what theoretical perspectives direct studies of the urban. The course will develop through a detailed study of some of the most relevant themes in urban research. One of the main emphases will be a careful study of both Indian as well as global urban contexts.

The Daily Photograph

This course is a fundamental course for any student interested in the moving body. Available to students with different, little or no prior dance experience, this course aims to equip students with a deep experiential understanding of anatomical principles as a starting point for dance training. The course focuses on movement foundations such as dynamic alignment, body awareness, integration, depth of physical engagement and clarity of initiation as fundamental to the development of a sensitive and reflexive dance practitioner. It aims to equip dancers and those who want to understand movement with key skills in movement creation and analysis. The course will provide a focused palette of movement practice that allows the participants to build articulation, sensitivity and resilience through a curious and investigative approach. The course encourages students to challenge their existing movement patterns, interrogate intention, heighten awareness of their own bodies as well as the space around them and expand the range and quality of their movement capacity.  Learning Objectives Basic movement anatomy and Kinesiology to foster an embodied understanding of dynamic alignment.  Basics of Strength, Conditioning and Nutrition for Dancers. Safe Movement practices (warm-ups/ cooling down, injury prevention etc.) for dancers. Using Movement analysis like Laban to understand movement initiation and sequencing. Using Reflective practice and Imagery for creating and initiating movement.  

It is impossible to understand 18th Century Europe without understanding the 18th century as a global phenomenon. This course will be interdisciplinary and will track various strands through literary analysis, cultural studies and history. Decades of the long eighteenth century are remarkable for the prose output of essayists, diarists, pamphleteers, writers of conduct books, and travelogues. The rise of political parties, mushrooming of clubs and coffee houses, and the new publishing houses gave huge impetus to prose writings. This course will also track that particular moment of European history when the common public started asking uncomfortable questions about ‘imperialism’. From a geo-political perspective, this course will resonate deeply with 21st century political realities. Unit 1: Primary Texts Selections from Jonathan Swift’s Gulliver’s Travels Excerpts from Mary Wortley Montagu’s Turkish Letters Secondary Texts: Clement Hawes’ introduction to the critical edition of Gulliver’s Travels Donna Landry, “Alexander Pope, Lady Mary Wortley Montagu, and the literature of social comment" in The Cambridge Companion to English Literature 1650-1740. 1999 Felicity Nussbaum, Introduction to The Global Eighteenth Century 4 weeks Unit 2: Primary Text Selections from Jonathan Swift’s A Tale of Tub Secondary Text: Excerpt from Carole Fabricant’s Swift’s Landscape 3 weeks Unit 3: Primary Text Joseph Addision, The Musical Instruments of Conversation; On Giving Advice On Long Winded People; Reflections by Richard Steele Excerpts from Roger De Coverley Series Example of Conduct Literature: Lady Sarah Pennington - An Unfortunate Mother’s Advice to Her Absent Daughters Secondary Texts: Caroline Davis, "Publishing in the Eighteenth Century: Popular Print Genres" 2005 Critical Edition of Pennington’s prose piece by Mary Lynette Austin, 2009. 3 weeks Unit 4: Primary Text Excerpts from Pepys and Evelyn’s Diaries Secondary Texts: Dan Doll and Jessica Munnis, Essays on the Seventeenth –and Eighteenth-Century Diary and Journal, 2006 Srinivas Aravamudan’s chapter titled “Lady Mary in the Hammam” in Tropicpolitans, an excerpt from Enlightenment Orientalism. 4 weeks Evaluation Reading Comprehension in-class exam Long paper (min. 10 double spaced pages) Power-point presentation on long-paper

Sociological themes of the collective and the individual have animated studies of legal pluralism. The assumptions underlying state law is that the individual is atomistic, agentive and bound by social contract. Non-state legal forums such as councils, religious institutions and customary law tend to be based on adherence to authority, relationality and plurality. This course addresses these distinctions through various perspectives by drawing on themes in contemporary anthropology that include the genealogy of the modern subject, temporality, ethics, and materiality.

This course will examine in detail four quintessential moments that visibly shaped thought and knowledge in the British Renaissance. We will read a prose fantasy by a leading humanist, poetry that is mired in anxieties of love, politics and science, a play that puts self-doubt and skepticism at the heart of early modernity, and finally two books of an epic that gives aspiration, failure and the exercise of justification a grand lyric. The theme of wanting to know, sometimes more than what is obviously knowable, will underlie our reading and enquiry. Unit 1: Utopia by Sir Thomas More Stephen Greenblatt, "At the Table of the Great: More's Self-Fashioning and Self-Cancellation," in Renaissance Self-Fashioning Quentin Skinner, "Sir Thomas More's 'Utopia' and the language of Renaissance humanism" 3 weeks Unit 2: “In Defense of Poesie” by Philip Sidney Selections of sonnets by Petrarch, Spenser, Sidney, Shakespeare, Marvel and Donne Dolan, Francis E. “Taking the Pencil out of God’s hand: Art, Nature and the Face Painting Debate in Early Modern England”. PMLA 108. 2 (March 1993) 224-239 3 weeks Unit 3: Hamlet by William Shakespeare Peter Stallybrass, Roger Chartier, J. Franklin Mowery, and Heather Wolfe “Hamlet’s Tables and the Technologies of Writing in Renaissance England” Selections from Kastan, David Scott, Ed. Critical Essays on Shakespeare’s Hamlet. New York: G. K. Hall, 1995. 4 weeks Unit 4: Book I & 2of Paradise Lost by John Milton Fish, Stanley. Surprised by Sin Cambridge: Harvard University Press, 1967. Guillory, John. "From the Superfluous to the Supernumerary: Reading Gender into Paradise Lost." In Soliciting Interpretation: Literary Theory and Seventeenth-Century English Poetry. Eds Elizabeth D. Harvey and Katherine Eisaman Maus. Chicago and London: Chicago UP, 1990. 68-88. 4 weeks Evaluation 2 papers (2500 words each) 1 creative response to any one of the texts or themes under discussion (this can be a set of poems, a story, a pamphlet, graphic art, anything at all). Word limit can be negotiated depending on the genre) 1 final paper (3500-4000 words) and conference-style presentation at the end of the semester

The Novel in 19th Century Europe

Course description not available.

This course explores historical, expressive, critical, representational, formal, conceptual and technical aspects of this very varied, fluid, and pervasive medium through experimentation and research within the student’s own practice as a means of personal expression. An aesthetically based medium, photography, will be explored and discussed along with reading into the practice and work of other artists who use photography directly or as a take off point. Some potential subjects discussed include problematic words as they appearing in today’s art discourse and writing such as authenticity, truth, quality, transcendence, etc. Also discussed will be some of the following: the problems of making judgments and issues of quality; the content of art and photography; the shifts in the definitions of 'mainstream,' 'outsider,' and ‘other’.

This course, which focuses on material drawn from Europe between the seventeenth and nineteenth centuries, aims to equip students with the ability to move between literary and visual forms and to track ways in which expressive strategies mutate in this process. The course will focus on formal categories such as realism and the differing ways in which chronotopes are deployed by literary and visual forms , but it will also take students through a set of paintings and novels to demonstrate how these forms can be brought into an interanimating relationship. Unit 1: Time and Space Gotthold Ephraim Lessing, Laocoon : An Essay on the Limits of Painting and Poetry translated by Edward Allen McCormick, Chapters 16-18 Mikhail Bakhtin “Forms of time and of the Chronotope in the Novel” ( excerpt) from The Dialogical Imagination translated by Caryl Emerson and Michael Holquist. 3 weeks Unit 2: Realism E.H .Gombrich, Art and Illusion ( excerpts ) Norman Bryson Vision and Painting ( excerpts) Roland Barthes , S/Z Trans. Richard Miller. Jaques Ranciere, The Future of the Image. trans. Gregory Elliott. Chapter 3, “Painting in the Text” 6 weeks Unit 3: Painting and the Novel Titian , “Venus of Urbino” Vermeer “The Lace maker” Peter de Hooch , “Woman Reading a Letter” Jane Austen, Mansfield Park Hogarth, “Industry and Idleness” all 12 plates Charles Dickens, Oliver Twist 5 weeks

Course description not available.

The objective of the course is to introduce students to state of the art theoretical scholarship in the discipline of International Relations. It engages the canon as well as critical and alternative approaches to theorising world politics. The fundamental premise underlying the exposure to theories of international relations is a clear recognition that theories are not produced in a vacuum. It is important to acquire a robust sense of the context in which theories are produced, the questions and intellectual currents theorists respond to when they frame their theories and ultimately how theories fare over time in terms of their explanatory claims. Intellectual history is an indispensable ally here to demonstrate how theories are squarely anchored in diverse intellectual lineages that both inform and shape their trajectories. The tack I adopt here is to view diverse rubrics – race, class, gender, caste, order, justice, legitimacy, institutions, security, power, war and peace from multiple perspectives all with the intent of equipping students to theorize diverse facets of world politics.

Theory of Corporate Finance

Thesis Draft (8000-10000 words)

Course description not available.

Time Series Econometrics

Topics in International Trade

Translation Criticism & Translation Project

Translation Studies

Course description not available.

Course description not available.

Undergraduate Research Thesis II

The UG Thesis is a supervised research work that all UG students of the department carry out in their fourth year. The UG Thesis I and II for a total of 16 credits is spread over the seventh and eighth semester and each student is free to work on a topic of one's interest with an allotted supervisor. A student is free to work on any area or field of interest as long as the research question is sociological.   In UG Thesis part II (8 credits) the student continues with field and or archival work and writes a 10000 to 12000 word thesis to be submitted for evaluation along with an oral presentation to all members of the department. 

China is India’s largest neighbour, the world’s second-largest economy and rising rapidly in political influence globally, including in India’s near and extended neighbourhood. Despite these facts, China remains poorly understood and inadequately studied in India. Perceptions tend towards the negative and stereotypical based on the history of the short border conflict of 1962 or altogether brief encounters through movies and the news media. What is more, the recent record of India-China relations as highlighted in Indian media –Chinese transgressions at the disputed boundary, and China’s position on terrorism or on India’s accession as a permanent member of the UN Security Council among others – reinforce some of these perceptions. Clearly, China is receiving increasing attention in India but are its actions, motivations, and intentions being understood properly? This course offers a broad-brush introduction to Chinese history, society, and politics as well as perspectives on India-China relations, specifically and Chinese foreign policy, more generally, towards this end.

Course description not available.

This course will highlight the historical emergence and development of vernaculars in European and world literature. Students will be introduced to major theoretical formulations about vernaculars by poets and novelists. Drawing on these readings students will analyze a short fiction and a novel in which the vernacular is the central concern. The goal of the course is to introduce students to the idea that there is a profound fissure at the heart of literature between hegemonic concepts of the literary versus minority or non- elite; controversies and debates that circulate around the notion of the vernacular constitute one way to get at this fissure and analyze it. (3:1:0). Prerequisites: none Primary Texts Module One: Histories of the Emergence of Vernacular Language–Literatures ( Four Weeks) Benedict Anderson, ‘Old Languages, New Models’ Imagined Communities, Verso Revised Edition 2007, 69-84. Sheldon Pollock, ’The Cosmopolitan Vernacular ’ The Journal of Asian Studies, vol. 57: No. I ( Feb 1998) 6-37. Korean television drama, Tree with Deep Roots (the TV serial dramatizes King Sejong who lived in 1397-1450 and his promotion of the Korean vernacular and invention of Hangul alphabet at a time of elite dominance of Mandarin Chinese). Module Two: Debates around the concept of vernaculars (Four Weeks) Aligheri Dante, De Vulgare Eloquentia (1302). Ngugi Wa Thiongo, ’The Language of African Fiction” Decolonizing the Mind: The Politics of Language in African Literature (1986), 63-86. UG Krishnamoorthy, English Brahmins, Kannada Shudras Module Three and Four: Two Case Studies of Vernacular Literary Studies (Seven Weeks) Phaniswarnath Renu’s The Third Vow (Aanchalik Sahitya) Perumal Murugan, One Part Woman (Vattara Ilakkiam) ->

Course description not available.

Water & Ecosystem Services

Watersheds

COURSE CONTENT: This course is primarily designed for students to enjoy a wide selection of women's literature. The broad framework of the course lies in posing the following questions (a) What can the literary teach us about issues that concern us as activists, scholars, students and teachers and policy makers? (b) What is distinctive about feminine ecriture - how does a women writer write and fictionalize her vision of the world in its actuality and possibility? Learning objectives and outcomes The course will examine the pleasures and problems of women's literature through two thematics. In the first part of the course we will read and analyze a selection of poems and short fiction that explores the notion advanced by Judith Butler that femininity is not a biological essence but a masquerade. In the second part of the course we will discuss readings where women writers explore issues of gender violence, foeticide and/or female infanticide and/or women's right to property.

World Economy: From Growth to Crisis

: This course is concerned with establishing a dialogue between the writing and analysis of narrative which will enable students to become better critics of their own work as well as the work of others. We will look at the fictional as well as the nonfictional narrative. While the primary texts will form the bulwark of the course, from time to time, other material will be circulated among the students by way of class handouts. The class itself will be a combination of seminar, workshopping and in-class writing. In addition, students will have to turn in homework as well as assignments for grading. Unit 1: Life writing and translating experience into fiction Vladimir Nabokov, Speak, Memory (Life writing), Tim O’Brien, ‘The Man I Killed’ (short story) 4 weeks Unit 2: Fiction Short stories Jhumpa Lahiri, ‘Hell-Heaven’ Anton Chekhov, ‘The Lady with the Dog’ Raymond Carver, ‘What We Talk About When We Talk About Love’ Novel Michael Ondaatje, The English Patient 7 weeks Unit 3: Reportage John Carlin, Playing the Enemy: Nelson Mandela and the Game 3 weeks Secondary reading: 7 Sol Stein, Stein on Writing, St Martin’s Griffin, 2000. Evaluation A piece of life-writing (2000-2500 words) to be turned in at mid-term Short story or piece of reportage (2000-2500 words) to be turned in as part of the final portfolio. With the short story or piece of reportage the student will also submit a critical commentary that will analyse the process of creating the narrative and explain the creative decisions made in the process of composition. This will be turned in as part of the final portfolio There will be an end-of-semester examination

This course is concerned with establishing a dialogue between the writing and analysis of narrative which will enable students to become better critics of their own work as well as the work of others. We will look at the fictional as well as the nonfictional narrative. While the primary texts will form the bulwark of the course, from time to time, other material will be circulated among the students by way of class handouts. The class itself will be a combination of seminar, workshopping and in-class writing. In addition, students will have to turn in homework as well as assignments for grading. Unit 1: Life writing and translating experience into fiction Vladimir Nabokov, Speak, Memory (Life writing), Tim O’Brien, ‘The Man I Killed’ (short story) 4 weeks Unit 2: Fiction Short stories Jhumpa Lahiri, ‘Hell-Heaven’ Anton Chekhov, ‘The Lady with the Dog’ Raymond Carver, ‘What We Talk About When We Talk About Love’ Novel Michael Ondaatje, The English Patient 7 weeks Unit 3: Reportage John Carlin, Playing the Enemy: Nelson Mandela and the Game 3 weeks Secondary reading: Sol Stein, Stein on Writing, St Martin’s Griffin, 2000. Evaluation A piece of life-writing (2000-2500 words) to be turned in at mid-term Short story or piece of reportage (2000-2500 words) to be turned in as part of the final portfolio. With the short story or piece of reportage the student will also submit a critical commentary that will analyse the process of creating the narrative and explain the creative decisions made in the process of composition. This will be turned in as part of the final portfolio There will be an end-of-semester examination.