Entire Syllabus

Course Structure/Syllabus BASS- 4 Years Undergraduate Program
Semester I
EL01 English for Social Sciences
Course Code and Name of EL01 - English for Social Sciences

Course
Course Developing Team Dr. Murali Krishna, Dr. Sajida, Dr. Mohan and Dr.
Nishevita
Anchoring School/Centre Centre for English Language and Development
Programme BASS
Course Teacher(s) Dr. Sajida
Credit Load 2
Location of the Course Semester 1
Introduction
The English language in a higher education context requires students to use language according to
the context, purpose and audience, content, modes and mediums. It is necessary for students to
learn the appropriate and effective use of language for a variety of purposes and for
comprehending a wide range of texts in Social Sciences. This course in English for Social
Sciences introduces students to the skills in listening, speaking, reading, writing, vocabulary
building, grammar, referencing styles, and self-learning of English for the purposes of engaging
with texts in Social Science disciplines. Students through this course will practice essential
transferable skills such as essay writing, using dictionaries and online resources, reading of various
kinds of content (graphs, reports, images, tables, TV commercials/Ad-films, maps, films,
podcasts), note making, etc. As the students engage with diverse texts from History, Political
Science, Sociology, Economics, and Psychology disciplines, the variety of textual models will be
used to help them develop a sense of the language skills, including basics of grammar in the field
of social sciences. The course provides an overview of the key areas of English grammar that
undergraduate students need to be linguistically competent in order to express themselves correctly
and appropriately in an academic context.
Course Objectives
Through this course, students should be able to –
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● gain clarity in basic grammatical elements such as articles, appropriate use of tenses,
subject-verb agreement, active-passive voice, and sentence structure
● recognise the language elements in various disciplinary and interdisciplinary modes of
texts
● learn basic strategies of reading such as notemaking, and mapping to guide students to
write better
● strengthen domain specific vocabulary and skills in word usage to enrich writing
assignments
● become aware of reference styles, and provide reference for different modes of text.
● learn the ways to improve language skills so as to engage with variety of texts in an
independent manner
Course Outcomes
At the end of this course, students will be able to –
● construct grammatically appropriate sentences using vocabulary specific to various Social

Sciences disciplines
● comprehend and make notes from different modes of texts by identifying main ideas of
speakers/authors
● acknowledge different sources in their written work using appropriate references styles
Brief description of the course
English for Social Sciences introduces students to recognise the function and usage of English in a
wide range of disciplinary texts like, History, Political Science, Sociology, Economics, and
Psychology that the undergraduates engage with at TISS. The vocabulary, grammar, and
presentation of ideas in each of these disciplines is specific, and requires a student to successfully
comprehend the information presented in these diverse texts. Considering this background,
students will learn skills in listening, speaking, reading, writing, vocabulary building, grammar,
referencing styles, and self-learning of English in various disciplinary modes. This course will also
prepare students to learn transferable skills for essay writing, note making, using dictionary,
Grammarly, reading of various kinds of content like, graphs, reports, images, tables, TV
commercials/Ad-films, maps, films, podcasts, and TISS e-resources.
Unit-wise Distribution of Teaching Hours
Sl. Unit Content/ Description No. of

No. Hours
1 Unit 1: Fundamentals of the English Language in Social Sciences Texts 12 hrs
This unit aims to impart listening, speaking, reading, and writing skills by making
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students recognise the language structures that exist in a variety of Social Sciences
texts and the sequence of ideas available as sentences in History, Political Science,
Sociology, Economics, and Psychology. It will make students aware of the
discipline specific aspects of writing sentences i.e., the grammatical construction of
the sentence along with the different types of sentences - Simple, Compound, and
Complex sentences. The unit will also familiarise students with Clause
Combination, Clause Structure, and Types of clauses. These will be taught through
classroom discussions, and activity sheets. The students will also gain
understanding of the appropriate use of Articles, Tenses, Active Passive voice, and
the forms of Verbs as seen in a variety of Social Sciences texts.
Listening skill is an acquired activity which requires constant immersion and
practice in the target language. To familiarise themselves with the language styles
spoken in the domain of Social Sciences, students will listen to speeches or shows
or podcasts for shorter duration (five to ten minutes) on a regular basis to increase
their comprehension of discipline specific listening skills. Students will be made to
do such activities to focus on the content, vocabulary building, and the delivery of
the listening text. Publicly available online lectures, podcasts, TED Talks,
documentaries and YouTube videos from reputed international university sites, and
various academic institutions will be used for building the required skills in this
unit.
2 Unit 2: Fundamentals of English Reading and Writing 12 hrs
From the Social Sciences discipline specific grammatical concepts established in

Unit 1, this unit will move to the stage of assimilating all the concepts taught into
actual production of writing paragraphs and essays. Considering the range of
Social Sciences texts that the undergraduate students engage with, this unit will
also help students develop their general reading skills, and it will familiarise them
with reading strategies like, purposeful reading, skimming, scanning, and basics of
note-making for record/document information presented in various modes of texts.
Along with these skills, using the printed texts from History, Political Science,
Sociology, Economics, and Psychology, and the other available modes, students
will also learn the basics of referencing so as to acknowledge the sources of
information for their assignments or projects.
3 Unit 3: Independent Language Learning Skills 6 hrs
Students in higher education require developing subject specific language skills

outside the classroom teaching environment, at their own pace. This unit aims to
strengthen students’ language learning process by providing basic instructions on
using TISS Online Database e-journals/e-Resources Remote Access Portal
(https://tiss.remotlog.com/login#login), referring to reputed online language
learning sites both in English as well as in their first language in order to develop
skills for independent language learning skills and conceptual enhancement,
Grammarly, using online dictionaries and thesaurus, maintaining language learning
journals. Students will also be encouraged to form language learning groups, and
language clubs to stimulate peer learning with required faculty support.
Pedagogy:
The course aims to prepare students to learn necessary English language skills to engage with
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disciplinary and inter-disciplinary paradigms in Social Sciences. Considering the varied
educational backgrounds and differing levels of English language competency of the students, the
pedagogy of the course is structured to recognize the existing language skills of the students and
the required language skills of the students. For this purpose, in the initial sessions of the course,
the faculty will conduct language needs assessments for spoken and written skills to gauge their
present language ability. A short task on listening comprehension may be done as the initial
assessment to understand students’ comfort in comprehending English language with different
accents. These assessments will help to identify students’ motivation and prior learning
experiences. It will also provide inputs on additional language support programmes, if needed, for
students. Integration of the skills of English language i.e. Listening, Speaking, Reading, and
Writing will be achieved by using various activities, worksheets, discussions, debates on current
and relevant themes. Handouts will also be provided to students as and when needed.
Modes of Evaluation:
Assessment in the course will be a continual process. The short writing tasks given in the
classroom, the group discussions or debates, the listening activities will all contribute towards
informal assessment of a student’s performance in the course. The formal assessment of the course
will follow the structure:
1. Mid-term assessment – 40 marks (Reading/Listening/Written assignment)
2. End-term assessment – 60 marks (Written assignment)
Resources:
American Psychological Association. (2020). Publication Manual of the American Psychological

Association:The official guide to APA style (Seventh edition). APA
Doff, Adrian and Christopher Jones. (2004). Language in Use: Intermediate (Classroom Book).
CUP.
Doff, Adrian and Christopher Jones (2004). Language in Use: Intermediate (Workbook). CUP.
Inthira, S.R. and V. Saraswathi (1995) Enrich Your English: Communication Skills Book. New
Delhi: OUP and CIEFL, Hyderabad.
Inthira, S.R. and V. Saraswathi (1995) Enrich Your English: Communication Skills Workbook.
New Delhi: OUP and CIEFL, Hyderabad.
Gunashekar, Paul (1995) Enrich Your English: Supplementary Reader. New Delhi: OUP and
CIEFL, Hyderabad.
Nagaraj, Geetha (1996) English Language Teaching: Approaches, Methods, Techniques.

Hyderabad: Orient Longman. 23
Raimes, A. (2004). GrammarTroublespots: A guide for Student Writers. Cambridge University
Press.
VanderMey, R., Meyer, V., Van Rhys, J. & Sebranek, P. (2012).The College Writer Brief: A Guide
to Thinking, Writing and Researching. Cengage Learning.
Additional resources:
TED Talks
Audible (for audio books)
National Geographic and History Channel mobile apps for documentaries, videos
British Council resources for articles, videos etc. (comparable to the PressReader)
Spotify (for podcasts on a range of topics, music and discussions)
Purdue OWL
IL01 Indian Language 1
HUM01 Introduction to Literature
Course Code and Name of HUM01-Introduction to Literature

Course
Course Developing Team Dr. Murali Krishna, Dr. Mohan, Dr. Sajida, and Dr.
Nishevita
Programme BASS
Course Teacher(s) Dr. Mohan Dharavath
Credit Load 02
Introduction
A course on literature, as part of the four year Bachelor of Arts in Social Sciences Programme, will
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help students understand that literature is a powerful mode of engagement with both lived and
imagined realities of human condition. The course seeks to emphasize that while literature reflects
on society, it also holds the potential to transform social realities. By introducing key aspects of
literature and literary criticism, it will enable students to question their existing awareness about
literary texts and forms and introduce them to multiple ways of reading texts. The course will
introduce students to philosophical and critical reflections on what literature means and how it
represents human thought and creative abilities of expression. In addition to issues of
representation, the course will also focus on analysis of literary forms and genres.
Learning Objectives
● To contextualize and understand the role of literature and literary theory in reflecting on
contemporary issues
● To provide ways of understanding nuances of the socio-cultural and political dimensions
of the world we inhabit through works of literature
● To enable the students to engage with multiple genres of literary writing
● To build the students capacity to critically appreciate a literary work
● To enhance the students’ deep reading and critical thinking skills
Course Outcomes
● By the end of the course, students should be able to confidently read different literary texts
in conjunction with their specific social, political and historical contexts and their inter-
textual features.
● Students will learn to question their existing awareness about literary texts and master
multiple ways of reading literary texts.

As a core discipline of the humanities, the reading of texts on contemporary issues will help
students reflect on, and critique social, cultural and political discourses by problematizing
representations. This is a unique aspect of the humanities that, unlike the engineering approach of
problem solving, adopt the approach of interrogating the world through the word.
In order to senstise the students towards issues of social justice and social diversity in India, this
course will specifically focus on Indian literature and literature emerging from the margins. The
course underscores the fact that comprehension of societal dynamics requires a range of
perspectives and approaches, and that literature is one among these critical modes. By the end of
the course students should be able to confidently and competently read different literary texts in
conjunction with their specific social, political and historical contexts and their inter-textual
features.
Sl. No. Unit Content/ Description No. of

Hours
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1 Unit – I: A Critical Overview of Literature 6 Hours
The Unit I will introduce the discussion and debates around literature and its
emergence through various social, cultural and political contexts in world
literature. It will further contextualise the students with the idea of Indian
literature and the ways in which the approaches of Dalit literature came into
being. This enables the students to understand the issues of hierarchy built up
among literatures and also have a foundation for a critical overview of the
works of literature.
● Terry Eagleton, “Introduction: What is Literature?” from Literary

Theory
● Raymond William, Excerpt from Culture and Society
● Ngugi Wa Thiong’ O, “Introduction”
● Rabindranath Tagore, “What is Art?”
● Sisir Kumar Das, “The Idea of an Indian Literature”
● Satyanarayana and Susie Tharu, “Dalit Writing: An Introduction”
Recommended Reading
● Mathew Arnold, Excerpt from Culture and Anarchy
2 Unit – II: Literary Genres and Forms 6 Hours

The Unit II will give a broad overview of the literary genres and forms such
as poem, essay, novel, short story, biography and autobiography which will
provide an introduction to the emergence of these genres and familiarise
students with discussions through selected literary texts on the development
of these aspects. It will also emphasize on the significant concepts and
movements of the forms and build a perception of creative thinking, so that
students are able to adopt such techniques for their academic and professional
writing.
● Percy Bysshe Shelley, Excerpt from “A Defence of Poetry”

● Charles Lamb, “New Year’s Eve”
● Chandu Menon, Indulekha
● Binodini Dasi, Excerpt from My Story and My Life as an Actress
● Girish Karnad, “Tughlaq”
● Rabindranath Tagore, The Exercise Book
● William Wordsworth, “I Wandered Lonely as a Cloud”
Recommended Readings
● Foster, E.M., Aspects of the Novel

● Mario Klarer, An Introduction to Literary Studies
● Sarnath Banerjee, All Quiet in Vikaspuri 26
3 Unit - III: Reality and Representation 6 Hours
Within the Western philosophical tradition and from the time of Plato,
discussions have sought to examine the link representation has with
perceptions of reality. Representation in early Indian philosophical thinking
on the other hand has contended with the notion of illusion. In more recent
times, notions of representation are more closely allied with experiential
dimensions. Conceptions of singular reality too have been interrogated. This
unit will engage with a few texts, primarily from the Indian context, that
provide insights into some of these complex issues.
● Jawaharlal Nehru, Excerpt from The Discovery of India

● Salman Rushdie, Excerpt from Midnight’s Children
● M.K. Gandhi, Excerpt from My Experiments with Truth
● Akkamahadevi, “Would a Circling Surface Vulture”
● Tarabai Shinde, “Stri Purush Tulana”
● Jhumpa Lahiri, “Nobody’s Business”
● Chimamanda Ngozi Adichie, “Notes on Grief”

● Jhumpa Lihiri, “Letter to Italy”
● Susie Tharu, editor. Subject to Change: Teaching Literature in the
Nineties
4 Unit - IV: Indian Literature Engaging the Nation 6 Hours

It has been remarked that all third world texts are necessarily to be read as
national allegories. While this remark has met with mixed reactions, it can be
asserted that Indian literature (especially when explicitly identified as such)
does demonstrate a preoccupation with issues of nation, politics, identity,
modernity and culture. This unit includes a few readings engaging with these
themes for discussion. The students will be encouraged to probe further the
inclusions and exclusions that make up Indian literature.
● Sadat Hasan Manto, “Toba Tek Singh”

● Baburao Bagul, “Mother”
● Vaidehi, “Gulabi Talkies”
● Manoj Das, “The Bridge in the Moonlit Night”
● Temsula Aao, “Old Man Remembers”
● Hansda Shekar, “The Adivasi Will not Dance”
● Mallik Sajad, Munnu: A Boy from Kashmir “Footnotes”

● Amitav Ghosh, The Great Derangement
● Svati Joshi, editor. Rethinking English: Essays in Literature,
Language, History 27
5 Unit - V: Indian Literature from the Margins 6 Hours
Increasingly, literature written from the margins and emphasizing in particular
the experience of living on the margins has made a powerful impact on the
very conception of literature. Within the Indian context, which is the focus of
this unit, beginning with the writings of members of the Dalit Panthers and
the widespread recognition given to the specificity of women’s writing
through the publication of the landmark Women Writing in India, literature
from the margins has gone from strength to strength. This unit will examine
some aspects that mark such literature.
● Mahashwetha Devi, “Salt”

● Bama, Karakku
● Maya Sharma. “She Came from the World of Spirits”
● Gogu Shyamala, “Raw Wound”
● C.K. Janu, Mother Forest
● Sky Baba, “Vegetarian Only”
● Vaibhav Saria, “I am Out and Here’s Why”

● Shajahana, “Khabaddar” (“Beware”)
● Susie Tharu and K. Lalita, editors. “Introduction.” Women Writing in
India- Volume 1.
Pedagogy
Teaching will involve classroom engagement with the prescribed texts through lecture mode,
student presentations and group discussions. A couple of film screenings may be used to further
discussions on certain aspects of the course. Student assignments or term papers too will serve as
tools for teaching.
Modes of Evaluation
A continuous evaluation method comprising presentations, assignments, term papers and term-end
examination will be followed. The assessment mode will be explained to the students right at the
beginning of the course. After the first round of tasks/assignments, the evaluation method adopted
to grade the students will once again be explained so that the students recognize where they have
scored well and where they have fallen short of the stipulated requirements.
● Mid-term assessment – 50 Marks (Written Assignment and Presentation)

● End-term assessment – 50 Marks (Written Assignment/Term-End Exam)
Essential Readings
Aao, Temsula. These Hills Called Home: Stories from a War Zone. Penguin India, 2005
Bama. Karukku. Trans. Lakshmi Holmstrom. Oxford University Press, 2011.
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Bhaskaran, Janu, and Ravi Shanker, N. Mother Forest: The Unfinished Story of C.K. Janu. Kali
for Women, 2004.
Chandu Menon, O. Indulekha. Trans. Anitha Devasia. Oxford University Press, 2005.
Dangle, Arjun. Poisoned Bread. Orient Longman, 1992.
Das, Manoj. The Bridge in the Moonlit Night and Other Stories. National Book Trust, 2015.
Das, Sisir Kumar. A History of Indian Literature 1800-1910: Western Impact: Indian Response.
Sahitya Akademi, 1995.
Dasi, Binodini. My Story and My Life as an Actress. Trans. Rimli Bhattacharya. Kali for Women,
1998.
Devi, Mahashwetha. Bitter Soil. Seagull Books, 1998.
Eagleton, Terry. Literary Theory: An Introduction. Wiley India Pvt. Ltd. 2008.
Gandhi, M.K. My Experiments with Truth: An Autobiography. Jaico Publishing House, 2008.
Karnad, Girish. Three Plays: Nagamandala, Hayavadana and Tuglaq. Oxford University Press,
1997.
Lahiri, Jhumpa. Unaccustomed Earth. Penguin Random House India, 2017.
Lamb, Charles. “New Year’s Eve.” 1821. Quotidiana. Ed. Patrick Madden. 14 Dec 2007. 06 Jul
2018<http://essays.quotidiana.org/lamb/new_years_eve/>.
Manto, Saadat Hasan. Bitter Fruit: The Very Best of Saadat Hasan Manto. Penguin, 2008.
Narrain, Arvinda, and Gautam Bhan, editors. Because I Have a Voice: Queer Politics in India.
Yoda Press, 2006.
Nehru, Jawaharlal. The Discovery of India. Penguin, 2008.
Rushdie, Salman. Midnight’s Children. Vintage, 1995.
Satyanarayana, K, and Susie Tharu, editors. The Exercise of Freedom: An Introduction to Dalit
Writing. Navayana, 2013.
Shekhar, Hansda Sowvendra. The Adivasi Will Not Dance: Stories. Speaking Tiger, 2011.
Shelley, Percy Bysshe. “A Defence of Poetry.” The Major Works, edited by Zachary Leader and
Michael O’Neill. Oxford University Press, 2003. 674-701.
Shyamala, Gogu. Father May be an Elephant and Mother Only a Small Basket, But... Navayana,
2012.
Vaidehi. Gulabi Talkies and Other Stories. Penguin, 2006.
Tagore, Ravindranath. The Exercise Book. Shree Book Centre, 2017.
_____. Personality. Rupa Publications, 2018.
Thiong’ O, Ngugi Wa. Decolonising the Mind: The Politics of Language in African Literature.
James Currey, 1986.
Williams, Raymond. Culture and Society. Random House, 1987.
Yousuf Baba, Shaik. Vegetarian Only: Stories of Telugu Muslims. Orient Blackswan, 2015.
Additional Readings
Adichie, Chimamanda Ngozi. “Notes on Grief.” The New Yorker, 22 Sept. 2020,
https://www.newyorker.com/culture/personal-history/notes-on-grief.
Arnold, Mathew. Culture and Anarchy: An Essay in Political and Social Criticism. Cambridge
University Press, 2011.
Banerjee, Sarnath. All Quiet in Vikaspuri. HarperCollins India, 2016.
Foster, E.M. Aspects of the Novel. Harcourt Brace Jovanovich, 1985.
Ghose, Amitav. The Great Derangement: Climate Change and the Unthinkable. Penguin Books,
2016.
Joshi, Svati, editor. Rethinking English: Essays in Literature, Language, History. Oxford
University Press, 1994.
Kadeer Babu, Md. Head Curry. DC Books, 2008.
Klarer, Mario. An Introduction to Literary Studies. Routledge, 2005.
Lahiri, Jhumpa.“Letter to Italy.” And We Came Outside and Saw the Stars Again: Narratives of
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Courage and Resilience, edited by Ilan Stavans. Penguin Random House, 2020.
https://www.google.co.in/books/edition/And_We_Came_Outside_and_Saw_the_Stars_Ag/zyD5D
wAAQBAJ?hl=en&gbpv =1.
Limbale, Sharan Kumar. Towards an Aesthetic of Dalit Literature. Orient BlackSwan, 2004.
Pamuk, Orhan. The Naïve and the Sentimental Novelist. Penguin Books, 2011.
Puchner, Martin, editor. The Norton Anthology of World Literature. W. W. Norton & Co., 2019.
Ranveer, Kashinath. “Dalit Literature and African-American Literature: Roots against Dominant
Ideology and Cultural Hegemony.” Writing Black and Writing Dalit: Essays in Black African and
Dalit Indian Writings, edited by Harish Narang. IIAS, 2002.
Sajad, Malik. Munnu: A Boy From Kashmir. Fourth Estate, 2015.
Shajahana. “Beware.” Trans. M. Sridhar and Alladi Uma. Indian Literature, vol. 200, 2000, pp.
101-102.
Tagore, Rabindranath. Gora. Rupa & Co., 2002.
Tharu, Susie, editor. Subject to Change: Teaching Literature in the Nineties. Orient Longman,
1997.
Tharu, Susie, and K. Lalita, editors. Women Writing in India- Volume 1. Oxford University Press,
1997.
Online Sources for Self-learning
Adichie, Chimamanda Ngozi. “The danger of a single story.” YouTube, TED, 8 Oct. 2009,
https://www.youtube.com/watch?v=D9Ihs241zeg&t=1s.
Luther King Jr., Martin. "I have a Dream." YouTube, Folkbuzz, 6 June 2020,
https://www.youtube.com/watch?v=_yOBncaiito.
Shafak, Elif. “The politics of fiction.” YouTube, TED, 19 July 2010,
https://www.youtube.com/watch?v=Zq7QPnqLoUk&t=99s.
NS01 Statistics for Social Sciences#

1. Summary
Course Code and Name of the Course NS01, Introduction to Descriptive Statistics
Course Development Team Prashant Kesharvani and Chitrasen Bhue
Anchoring School/Centre Centre for Under Graduate Studies
Programme BASS
Course Teacher
Credit Load 2
Location of the Course
2. Introduction
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A crucial problem of social science research is to provide explanations to social
phenomena based on satisfactory evidence. Statistical techniques provide the tools for
students of social sciences to systematically collect and analyse quantitative data in order
to understand social realities and try to answer questions based on numerical data. In the
present age of media and communications, young minds are constantly exposed to
information on social issues on the internet, television, in newspapers, journals and many
other sources. Much of the information is quantitative in nature, and numbers are passed
on as ‘facts’ without proper analysis of how these numbers are generated, or how these
facts are created. Knowledge of statistical techniques enables students to critically look at
numbers and results thrown up by the multitude of reports and studies, and verify the
evidence. Though the importance of data analysis in theory building in social sciences
evolved from the deterministic approach of hypothesis testing to more data-centric
approaches of exploratory data analysis and grounded theory, the basic statistical methods
have remained the same. Introduction of computer applications made application of
statistical methods simpler and faster for students. This course in Statistics aims to
introduce the basic concepts and tools of statistical data collection and analysis. This
course will also be providing hands on experience on open-source data analytical tool
such as R or Python.
3. Objectives
 To introduce students to basic quantitative methods used in social sciences.
 To introduce students to the basic concepts in statistics and statistical data analysis.
 To provide hands on experience on open-source data analytical tools
4. Course Outcome
The students will learn the basic concepts and tools of statistical data collection and
analysis which will help them in the understanding the social phenomenon.
5. Brief Description
The course will cover a brief introduction to different types of data, sampling and method
of data collection, descriptive statistics. This course will also be providing hands on
experience on open-source data analytical tool such as R or Python.
6. Unit wise distribution of Teaching Hours

No Unit Content/Description No of Hours
1 Introduction to statistics 6
 Why do we need numbers in social science research?
 Levels of measurement (Nominal, ordinal, interval and
Ratio Scale).
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 What is statistics? Introduction to descriptive and
inferential statistics.
 Ethical dimensions of quantitative data analysis (when to
use and when not to use numbers)
 Types of data – Primary data and secondary data, relative
advantages and disadvantages in using primary and
secondary data. Time series data, Cross sectional data,
panel data.
 Some Survey Organisation- Central Statistical
Organisation, National Family Health Survey, Census of
India
2 Collection and presentation of data 8

 Methods of collection of data – Complete enumeration
(census) and samples. Relative advantages and
disadvantages of census vis-à-vis sampling.
 Sample- defining sample size? Different types of sampling
– Probability sampling, non-probability sampling. Bias in
sampling. Non-response.
 Presentation of Graphical presentation of data, line
diagrams, bar diagrams, pie charts.
3 Frequency distributions 6
 Preliminary concepts – what is frequency? Frequency
and non-frequency data. Attributes (categorical
variables) and variables, discrete variables, continuous
variables. Continuous variables.
 Constructing frequency distributions – frequency
distributions for attributes, discrete variables and
representation of frequency distributions – histograms,
frequency curves. Interpretation of frequency.
4 Descriptive statistics 10
 Measures of central tendency – Meaning of central
tendency. Mean, median and mode. Calculating
mean, median and mode from non-frequency and
frequency data. Relation between mean, median
and mode. Relative advantages and disadvantages
of using mean, median or mode.
 Measures of dispersion- What is dispersion?
Absolute measures of dispersion – range, variance,
standard deviation, inter-quartile range. Relative
measures of dispersion – coefficient of variation.
Interpreting data using descriptive statistics.
7. Pedagogy:
At least one-third of the sessions in this course should be conducted in workshop mode,
and the rest in class lectures. While the basic concepts and theories in each unit should be
explained in class lectures, the students should get a hands-on experience in data
32
collection, questionnaire design, data analysis in workshops. Students can also be
encouraged to undertake small research projects.
8. Mode of assessment
End semester written examination should carry lower weightage (40 per cent) than class
assessments based on small projects and assignments (60 per cent).
9. Readings:
Essential Readings
Bryman, Alan (2012). Social Research Methods. New York: Oxford University Press
King, Rosopa, & Minium (2011), Statistical Reasoning in the Behavioral Sciences, John
Wiley & Sons, Inc.
Howell, D. C. (2014). Fundamental statistics for the behavioral sciences (8th Edition).
Belmont, CA: Wadsworth Cenage Learning
Andy Field (2018). Discovering Statistics Using SPSS (fifth edition). London: Sage
Publication
Aron, A., Aron, E.N., & Coups, E.J. (2007).Statistics for Psychology. (4thEd.) India:
Pearson Education, Prentice Hall.
Stephen Gorard (2003), Quantitative Methods in Social Science, Continuum Books
Coolidge, F. L (2006), Statistics: A Gentle Introduction, Sage Publications
Webster, Allen (1997), Applied Statistics for Business and Economics: An essential
version, McGraw Hill
Andy Field, Jeremy Miles and Zoe Field (2012). Discovering Statistics Using R. London:
Sage Publication
CC01 Understanding India through the lens of Indian Constitution
Name of the Programme BASS
Course Title Understanding India through the lens of Indian

Constitution
Course Code CC01
Semester I
Credits 3
33
Course Development Team Byasa Moharana, Sridhar Modugu, Jagannath Ambagudia,
Rohit Mutatkar
Course Teacher(s)
Introduction and Course Objectives:
In 1955, Mukta Salve, the 14-year-old Dalit girl student from Savitribai Phule’s school wrote an
essay on the plight of the Dalits of India at that time. How did she perceive “India”? For someone
from the North-East in contemporary times, what is the image of India? Do people from rural
areas or from the metropolitan cities think of India in a similar way? How did the ‘white’ men
think of the ‘brown’ India? How do Pakistani students think of the people in this neighbouring
country? What were the aspiration of people when India got freedom from colonial rule? Did the
core values of the Constitution fulfil their aspiration in a postcolonial society? How is justice
ensured within a plural society such as India?
The answer to this question is anything but uniform. Therefore, this paper intends to emphasize on
learning about India as a diverse society, thereby discarding the monolithic way of understanding
societies and people of India. Drawing upon multiple disciplines, this paper explores the idea of
India as it has emerged historically, and the way various people are bound by a common
framework of the Constitution, and as they engage with the state. Fraught with various problems
and discontents, modern India also presents a picture of contradictions so far as the development
experiences are concerned. Unequal growth and ‘development’ have become a hallmark of
contemporary India are important points to discuss.
The course objectives are:
1. To explain the multiple ways of appreciating the idea of India.
2. To understand India through its core constitutional values
3. To understand India and its contradictions in term of how people experience development.
Course Content:
Unit-1: Ways of seeing: The idea of India and various perspectives (15 hours)
Part-A: The idea of India:
1. Historical construction of idea of India: From Bharatvarsha to India
2. Diversity and the idea of India
Essential readings:
34
Aloysius, G. 1998. Nationalism without a nation in India. OUP.
Chattopadhyaya, B.D. 2019. ‘The concept of Bharatavarsha’ in The Concept of Bharatavarsha
and Other Essays. State University of New York Press;
Habib, Irfan. 1999. The Envisioning of a Nation: A defence of the idea of India. Social Scientist,
Vol. 27(9/10).
Habib, Irfan. 1997. The Formation of India: Notes on the History of an Idea. Social Scientist, Vol.
25 (7/8):
Jeffrey, Craig. 2017. Modern India: A very short introduction. OUP.
Khilnani, Sunil. 2004. The idea of India. Penguin.
Saberwal, Satish. 1996. Roots of crisis: Interpreting contemporary Indian Society.
Additional Readings:
Thapar, Romila. 1996. Cultural Transaction in Early India: Tradition and Patronage. OUP.
Jha, D.N. 2018. Against the grain: Notes on identity, intolerance, history. Manohar.
Kumar, Krishna. 2002. Prejudice and pride: School histories of the freedom struggle in India and
Pakistan. Penguin.
Das, Veena. 1996. Critical events: An anthropological perspective on contemporary India. OUP.
Deshpande, Satish. 2004. Contemporary India: A sociological view. Penguin.
Part-B: Perspectives on understanding Indian society
1. Orientalist (Indological) perspective
2. Nationalist perspective
3. Subaltern perspective
Essential readings:
Readings for Orientalist perspectives:
Cohn, B.S. 1971. 'Approaches to the study of Indian civilization' [Chapter-1] in India: The social
anthropology of a civilization. New Delhi: OUP; pp: 01-07.
Inden, Ronald. 1990. ‘Introduction’ in Imagining India. Oxford: Blackwell Publishing. [Especially
Section 1.3 ‘Orientalist discourse’, pp: 35-48]
Gilbert, Marc Jason (2005).‘Paper Trails: Cultural Imperialism from the late 19th Century as seen
through Documents, Literature and Photographs.’ In World History Connected3.1 (2005): 24 pars.
16 Apr. 2019. [Up to section 5]. https://worldhistoryconnected.press.uillinois.edu/3.1/gilbert.html
Readings for Nationalist perspectives:
35
Embree, A.T. and M. Juergensmeyer. 1989. Imagining India: Essays on Indian history. New Delhi:
OUP (Introduction; and Chapters-1, 2, 3).
Embree, A.T. and M. Juergensmeyer. 1989. ‘Vivekanand and the rise of cultural nationalism in
India’ in Imagining India: Essays on Indian history. New Delhi: OUP; pp: 157-161.
Embree, A.T. and M. Juergensmeyer. 1989. ‘Gandhi and the shaping of an Indian identity’ in
Imagining India: Essays on Indian history. New Delhi: OUP; pp: 162-172.
Grosby, Steven. 2005. Nationalism: A very short introduction. OUP.
Readings for Subaltern perspectives:
Ambedkar, B.R. (2002). ‘Annihilation of caste’. In Valerian Rodigues Essential Writings of B.R.
Ambedkar, pp: 263-305. Full and Original version (1936) is available in B.R. Ambedkar’s Writings
and Speeches: Department of Education, Government of Maharashtra.
Oommen, T. K. (2005). ‘Understanding Indian Society: Perspective from below’ in S.M. Dahiwale
(Ed) Understanding Indian society: The non-Brahmanic perspective. Jaipur. Rawat Publications;
pp: 33-50 [However, exclude these sections: from third paragraph of Page-38 {From the reasons
listed above …} to first paragraph of Page-42 {… a perspective from below.}].
Forward Press (2014). Mahisasur’s martyrdom. Forward Press, February 4th, 2014.
https://www.forwardpress.in/2014/02/mahishasur-the-need-for-reinterpretation/.
Munda, Jaipal Singh. 2017. ‘Adivasisthan, Hindustan, Pakisthan’ in Aswini Pankaj (Ed)
Adivasidom: Selected writings and speeches of Jaipal Singh Munda. Pyara Kerketta Foundation;
pp. 45-49.
Natarajan, Srividya. 2016. Gardener in the wasteland: Jotiba Phule’s fight for liberty. New Delhi:
Navayana.
Sabrang. 2016. Many faces of the mother: Four voices on Bharat Mata and one quiz.
https://sabrangindia.in/article/many-faces-mother-–-four-voices-bharat-mata-and-quiz
Unit-2: Understanding India through core Constitutional values (15 hours)
1. Composite culture and Constituent Assembly debates

2. Idea of representation
3. Constitution of India and the ideas of liberty, equality and justice
4. Plurality and the Constitution of India
5. Discrimination, discontent and the Constitution
Essential readings:
Jaffrelot, Christophe (2004), “Composite Culture is not Multiculturalism: A Study of the Indian
Constituent Assembly Debates” in Ashutosh Varshney (ed.), India and the Politics of Developing
Countries: Essays in Memory of Myron Weiner, New Delhi: Sage Publications, pp. 126-149.
36
Prasad, Bimal (2001), The Ideas and Men Behind the Indian Constitution: Selections from the
Constituent Assembly Debates, New Delhi: Konark Publishers.
Manor, James (1990), “How and Why Liberal and Representative Politics Emerged in India”,
Political Studies, 38(1), pp. 20-38.
Saberwal, Satish (2002), “Introduction: Civilization, Constitution, Democracy” Zoya Hasan, E.
Sridharan and R. Sudarshan (eds.), India’s Living Constitution: Ideas, Practices, Controversies,
New Delhi: Permanent Black.
Kannabiran, Kalpana (2018), “Introduction: Liberty and Non-discrimination: The Scope of
Intersectional Jurisprudence” in Tools of Justice: Non-discrimination and the Indian Constitution.
New Delhi: Routledge.
Basu, Durga Das (1997), An Introduction to the Constitution of India, Delhi: Prentice Hall of
India.
Jayal, Niraja Gopal (2006), Representing India: Ethnic Diversity and the Governance of Public
Institutions, New York: Palgrave Macmillan.
Chaube, Shivanikinkar (1973), The Constituent Assembly of India: Springboard of Revolution,
Delhi: People’s Publishing House.
Austin, Granville (2008), Indian Constitution: The Cornerstone of a Nation, Delhi: Oxford
University Press, pp. 1-25 and 308-330.
Khosla, Madhav (2020), India’s Founding Moment: The Constitution of a Most Surprising
Democracy, Cambridge: Cambridge University Press (Chapter 2: The Grammar of
Constitutionalism), pp. 27-72.
Nussbaum, Martha. 2008. ‘A democracy of pluralism, respect and equality’ in Clash within:
Democracy, religious violence and India’s future.Harvard University Press.
Balagopal, K. Caste and Law. https://www.youtube.com/watch?v=DP7sC24P49s
Nigam, Aditya. 2004. A text without an author: Locating Constituent Assembly as event.
Economic and Political Weekly, Vol. 39(21): 2107-2113.
Kannabiran, K.G. 2004. Wages of impunity: Power, justice and human rights. Orient Longman.
Unit-3: Understanding India through its development experiences (15 hours)
1. Socio-economic profile of India at Independence;

2. Planning in India; Economic Growth and Liberalisation policies;
3. Poverty and Human Development;
4. Social Inequalities; Regional and Rural-Urban Inequalities; Gender Inequalities
5. Rural Economy and Agrarian Issues
6. Uneven Development and Societal Conflicts and Tensions.
Essential Reading:
Dreze and Sen. 2013. An uncertain glory: India and its contradictions. Penguin. (Various
chapters).
Gautam, D.R. and Kedilezo Kikhi. 2012. Comprehending Equity: Contextualising India’s North-
37
East. Tylor and Francis.
Guha, Ramachandra. India after independence: History of the world’s largest democracy.
Nagaraj, R. 2012. Growth, Inequality and Social Development in India: Is Inclusive Growth
Possible? Palgrave Macmillan.
Nathan, Dev and Virginius Xaxa. 2012. Social Exclusion and Adverse Inclusion: Development and
Deprivation of Adivasis in India. OUP.
Rothermond, Dietmar. 2013. Contemporary India: political, economic and social developments
since 1947. OUP.
Thorat, Sukhdeo and Neuman, Katherine S.(2010). Blocked by caste: Economic discrimination in
modern India. OUP: New Delhi.
Additional Reading:
Frankel, Francine R. 1974. India’s green revolution: Economic gains and political costs.
Baral, Debabrata and S. Irudaya Rajan. 2020. Development, Environment and migration: Lessons
for sustainability. Tylor and Francis.
Prasad, Siva R. and S.K. Mishra. 2020. Displacement, Impoverishment and Exclusion: Political
Economy of Development in India. Aakar Books.
Method of Teaching:
Most of the content of the paper are to be taught through classroom teaching- lectures and
discussions. Students shld be encouraged to express their ideas of India and appreciate how others
in the classroom have experienced it differently. Text-based reading may be supplemented by
audio-visual resources wherever possible.
Method of Assessment & Weightage:
Assignment (Essay, photo-essay or video-making): 40%
Other modes of assessment: 60%
SS01 Introduction to Sociology
Course Title Introduction to Sociology

Course Code SS01
Semester I
Credits 2 38
Hours 30
Course Development Byasa Moharana, V. Sawmveli, Sai Thakur and Sanjay
Team Barbora
Rationale of the Course
The world that we live in consists of a complex web of social relationships. Sociology helps
us to explore these relationships and provides conceptual and theoretical tools to locate
ourselves within this complex world. This course is designed as an introduction to the
discipline of sociology which would help us in understanding society through social norms,
values and relations. A deeper understanding of the society is only possible as we explore
through the mediation of the basic concepts such as structure, function, status, role, conflict,
change etc. This paper would also focus on understanding various facets of culture, and how
the society has changed, especially in modern times.
Objectives of the Course
1. To explain the basic ideas of Sociology as it emerges as a modern academic discipline and
its relations with other branches of knowledge.
2. To enable the students to explore different perspectives through which they can analyze
their lives with relation to the world around them.
3. To explain the basic concepts in Sociology to understand human societies.
Course contents
Unit-1: Introduction to Sociology and Sociological perspectives (10 hours):

This Unit introduces the origin of the discipline of sociology as a distinct discipline of social
sciences, and a few of the various perspectives through which social world is analysed or
understood.
1. Introduction to Sociology
2. Sociological knowledge and 'commonsense'
3. Nature and scope of Sociology: Sociology and Other Social Sciences
4. Sociological perspectives-
a. Functional perspective
b. Conflict perspective
c. Symbolic-interactionist perspective
d. Feminist perspective
39
Essential Readings:
Abbott,Pamela et al. 2006. ‘An Introduction to Sociology: Feminist Perspectives’. London: and
Taylor and Francis.
Bauman, Zygmunt. 2001. 'Thinking Sociologically' in Anthony Giddens (ed) Sociology:
Introductory readings. Cambridge: Polity Press; pp: 10-14.
Berger, Peter L. 1988. 'Invitation to Sociology' in James M. Henslin (ed) Down to earth Sociolgy:
Introductory readings. New York: The Free Press; pp: 3-7.
Giddens, Anthony. 2010. 'What is sociology' in Gidden’s Sociology. New Delhi: Wiley India Pvt
Ltd; pp: 2-29.
. 2001. 'Scope of Sociology' in Anthony Giddens (ed) Sociology: Essential readings.
Cambridge: Polity Press; pp:3-6.
Henslin, James M. 1997. Sociology: A down-to-earth approach. Massachusetts: Allyn and Bacon.
(Chapter-1 for various theoretical perspectives of Sociology).
Inkeles, Alex. 1964. What is Sociology: An Introduction to the Discipline and Profession. New
Jersey: Prentice Hall.
Mills, C.W. 2001. 'The sociological imagination and the promise of sociology' in Anthony Giddens
(ed) Sociology: Essential readings. Cambridge: Polity Press; pp: 7-9.
Beteille, Andre. 2009. Sociology: Essays in Approach and Method, Delhi: Oxford University
Press, Chapter 1, ‘Sociology and Common Sense’, Pp. 13-27.
Unit-2: Basic Concepts (10 hours)

In this Unit, some of the basic concepts of Sociology will be discussed. These are as follows:
1. Nature and culture
2. 'community' and 'society'
3. Status and role
4. Norms and values
5. Social control
6. Socialisation
a. Agencies of socialisation
b. Resocialisation
7. Culture
a. Definition and attributes of culture
b. Cultural diversity and cultural relativism
40
c. Cultural identity and Ethnocentrism
Essential Readings
(Most of the topics may be found in the text books of Sociology mentioned at the end of this
paper). However, some specific books and chapters for this Unit are mentioned below:
Giddens, Anthony. 2010. Gidden’s Sociology. New Delhi: Wiley India Pvt Ltd. (Also see
Chapter on ‘Socialisation’)
Giddens, Anthony. 2011. ‘Tradition’ inRunaway world: How globaisation is reshaping our lives.
New York; Routledge. 36- 50.
Haralambos, M, and R.M. Heald. 1997. Sociology: Themes and Perspectives. Oxford.
Henslin, James M. 1997. Sociology: a down-to-earth approach. London: Allyn and Bacon.
Kumar, Krishna. 2004. 'Growing up male' in What is worth teaching. New Delhi: Orient
Longman Ltd; pp: 81-88. [as a reading for gender-socialisation]
Razzak, Azra. 1991. ‘Growing up Muslim’. Seminar, 387 (November); pp: 30-33.
Unit-3: Social Change (10 Hours)

Society in never static; it continues to change or evolve. In this section, we try to grasp some of the
processes of social change. We examine concepts like tradition, modernity, industrialization,
urbanization and globalisation that have shaped our contemporary times.
1. Tradition, modernity and post-modernity
o What is Tradition
o What is Modernity
o Understanding multiple modernities
2. Modernisation, Westernisation
3. Industrialisation, Urbanisation
4. Globalization
Essential Readings
Bauman, Zygmunt. 2004. Wasted Lives: Modernity and Its Outcasts. Cambridge:Polity Press.
Bilton et al. 2002. 'Living in modernity' in Introductory sociology. New York: Palgrave
Macmillan; pp: 22- 42.
Deshpande, Satish. 2003. 'Mapping a distinctive modernity' in Contemporary India: A

sociological view. New Delhi; Penguin Books
41
Giddens, Anthony. 2003. 'Tradition' in Runaway world: How globaisation is reshaping our lives.
New York; Routledge. 36-50.
Sociology and Anthropology Textbook references for this paper:

Bilton et al. 2002. Introductory sociology. New York: Palgrave Macmillan.
Ember, Carol R., and Melvin R. Ember. 2019. Cultural Anthropology. Pearson.
Ferrante, Joan. 2014. Sociology: A Global Perspective. Wadsworth Publishing.
Giddens, Anthony et al. 2018. Introduction to Sociology. W.W. Norton and Company/
Seagull.
Giddens, Anthony and Philip Sutton. 2017. Essential Concepts in Sociology. Polity.
Haralambos and Holborn. 2018. Sociology: Themes and Perspectives. Harper Collins.
Haviland et al. 2017. Cultural Anthropology: The Human Challenge. Cengage Learning.
Henslin, James M. 2016. Sociology: A Down-to-Earth Approach. London: Allyn and Bacon.
_____. 2005. Down-to-Earth Sociology: Introductory Readings. Free Press. [This book contains
shorter/edited versions of many famous sociological texts, meant primarily for
undergraduate students].
Macionis, John J. 2018. Sociology. Pearson.
SS02 Introduction to Economics

1. Summary
Course Code and Name of the Course SS01, Introduction to Economics
Course Development Team Chitrasen Bhue, Rajdeep Singha, Sudheer
K, Manasi Bera
Anchoring School/Centre Centre for Under Graduate Studies
Programme BASS
Course Teacher
Credit Load 2
Location of the Course
42
2. Introduction to the design of the course in Economics
Economics as a discipline has traversed a long distance from an enquiry into the ‘wealth of
nations’ to making sense of individual actions in society to its current preoccupation with
human well-being. Economics studies society and individual’s location in society from
particular perspectives of production, distribution, consumption, labour, prices, money and
markets. As the processes of production, distribution and exchange have undergone
tremendous changes from the dawn of industrial revolution to the present age of information
technology, so have the analytical constructs of the discipline. “Yet the same fundamental
laws of economics that explained agricultural prices in the eighteenth century can help us
understand how economies function in the twenty-first century” (Stiglitz and Walsh, 2006).
The different courses in the discipline of economics seeks to enable students to understand
these fundamental laws of economics, as well as the alternative perspectives in economics, so
that the students are able to critically understand today's local and global economic events,
socio-economic changes, and policies.
The first course is a part of social science foundation courses and the students areintroduced to the
discipline of economics, its scope and method, the evaluation of world and Indian economy
offered in the first semester. The second course grounded the students in the three
importantbranches of modern economic theory – micro-economics, macro-economics, and
international trade in the fourth semester. The next paper in fourth semester highlights the role of
social structure in economic development. In this semester the students also learn basic
mathematical and statistical tools and role of money and banking. In the fifth semester the students
learn advance micro and macroeconomics and the basic econometric tools. The students are
introduced to the evolution of different economic thought which builds a historical and critical
perspective of the discipline. The students are introduced to the works of classical thinkers like
Adam Smith, David Ricardo and Karl Marx in this course. The next course tries to explain the key
economic issues and policies for Indian economy which will broaden the horizon of current
economic policies in India. After learning the basic concepts, ideas of different schools of thought
and key issues of Indian economy, the students reflect their ideas in the course Data Analysis in
this semester. In the sixth semester the students are introduced to the concepts and theories of
economic development – an area of economics that assumes great importance for developing
countries such as India, along with Public Economics and International Economics. In the seventh
semester the courses provide a sound understanding in the area of environment, labour, gender,
human behaviour, culture from economic perspective. In this semester the students will also study
the global financial system. In this semester the students will be engaged in analysing the large-
scale data of Indian economy. This will help the students in one way to reflect the issues and
challenges of development in India and on the other a gateway to plan their dissertation in the next
semester.Three important considerations influenced the design and sequencing of the courses.
First, in the matter of selection of papers and topics in each paper, to the extent possible an attempt
was made to maintain parity with standard courses in basic economics in other Indian universities.
Secondly, the courses were designed to give a development orientation to students. Thirdly, the
courses also try to infuse heterodox thinking from within the discipline of economics.
The frontiers and perimeters of economics have expanded over the years and are still
43
expanding because of its interactions with other disciplines. While economics have imbibed
from natural sciences, history, philosophy, psychology, sociology and other disciplines, the
concepts, theories, methods and tools of economics have also had ramifications on other
disciplines. However, the conceptual and theoretical core of the discipline needs to be
understood to understand its interfaces with other disciplines. The objective of these courses
in economics is to give students a firm theoretical grounding in the discipline of economics,
so that when students attempt to transcend disciplinary boundaries, they are moored to the
disciplinary core and the academic rigour of the core.
The course is designed togive a preliminary foundation to understand the subject matter of
economics. As a foundation course the students will learn the scope and method of economics, the
evaluation of basic concepts like price, value and profit. The students will learn the coordination of
production, consumption and distribution in the form of circular flow which helps them in
understanding the working of the economic system. The overview of important events around the
world will help the students to understand the importance of history and path dependent
development across world and in India. It will familiarize the students the emergence of different
ideas and thought within the discipline of economics following the important events which has
shaped economic development and growth around the world today.
3. Objectives of the Course
 To introduce students to the discipline of economics, scope and methods, and the
major concerns of the discipline
 To provide a broad view of the economic system and the relationship between
different sectors of the economy
 To provide an overview of the history of world economy with the major changes and
developments in the economic structure and thoughts during different periods
 To provide an overview of the Economic Planning and Reform in India

 To familiarize the students with the debates and discussions around understanding
crucial problems that have important implications for everyday life and long-term
development.
4. Course Outcome
The students will learn the scope and method of economics,the evaluation of basic concepts like
price, value and profit, the modern circular flow model, and the emergence of different economic
theories corresponding to the important events around the world and in India. This will help the
students to understand the coordination of production, consumption and distribution in the form of
circular flow which helps them in understanding the working of the economic system.This course
will familiarize the students the different economic theories that has shaped the current Economic
Development around the world.
44
5. Brief Description
The course will cover the scope and methods of economics, basic concepts like value, price and
profits, modern circular flow model, important events around the world and the corresponding
economic theories/ideas/thoughts in understanding economic development.
6. Unit wise distribution of teaching hours
No Unit Content/Description No of Hours

1 The Subject Matter of Economics 6
 Subject Matter of Economics: What is Economics? Goals
of Economic Activity; Relationship of Economics with
other discipline
 Scope and Methods of Economics: study of Scarcity and
Choice or Study of the Economy
 Evolution of basic concepts in economics such as value,
price, profits
 The Economic System: Production, Consumption and
Distribution; Households, Firms, Government and External
Sector; the relationship between these sector-circular flow
2 Evolution of World Economy 8
 Growth and History of the Capitalist Economy: World
Economy before capitalism, the dawn of capitalism,
industrial revolution, the growth of capitalism,
 The turmoil (first world war, great depression and second
world war), the golden age of capitalism, the rise and fall of
neoliberalism
 Institutions and Forms of Economic Organization, Different
Systems of Organization of Economies, Nature and Role of
Institutions
3 Evolution of Indian Economy 8
 Indian economy in the pre-British period: economic
consequences of British conquest, colonial exploitation – forms
and consequences
 Economic planning in India: mixed economy and economic
planning, development strategy in India, recent changes in
planning
 Economic reforms in India: economic reforms after 1991, LPG
model of development, globalization and its impact on India
4 Contemporary issues of economic development 8
 Markets, limits of markets, public policy
 Economic inequality, poverty
 Employment: determination, quantity, quality, care work
 Inflation, unemployment, poverty
 Environment, climate change and economy
7. Pedagogy
Being an introductory course, the method of teaching will be class room lectures. While
explaining concepts, the teacher should take examples from actual situations so that students
45
understand the concepts not in abstraction but as real-world phenomena. The teacher should also
explain the historical contexts in whichthe theories emerged and the ideological and philosophical
underpinnings of the theories. Acritical look at theories is necessary to make students understand
economic systems not in abstraction but as outcomes of larger social-political-historicalprocesses.
Debates and discussions in class should be encouraged.
8. Mode of Evaluation
The weightage of the End semester written examination will be 50 % and classroom assessment
including class test and assignments will be 50 %.
9. Reading List
Essential Readings
 Ha-Joon Chang (2014), Economics: The User’s Guide, Pelican Books. (Chapter.1 and
Chapter.2)
 The CORE Team (2017), The Economy Economics for a Changing World, Oxford
University Press
 Joseph E. Stiglitz and Carl E Walsh (2010), Economics, Viva Books
 Paul A. Samuelson and W. D. Nordhaus (2009), Economics, Tata McGraw and Hill
 Dasgupta, Partha (2009), Economics: A Very Short Introduction, Oxford University
Press
 Deepak Nayyar (2013), Catch Up Developing Countries in the World Economy, Oxford
University Press
 Servass Storm (2020), The Economics and Politics of Social Democracy: A
Reconsideration, Institute of New Economic Thinking, Working Paper No.122,
https://doi.org/10.36687/inetwp122.
 Kapila, Uma (2009), Indian Economy Since Independence, Academic Foundation
 Sanyal, Kalyan (2007), Rethinking Capitalist Development: Primitive Accumulation,
Governmentality and Post-Colonial Capitalism, Routledge.
 Jalan, Bimal (ed.) The Indian Economy: Problems and Prospects, Penguin
 Addati, L., Cattaneo, U., Esquivel, V. and Valarino, I. (2018), Care work and care jobs
for the future of decent work, ILO, Geneva,
<http://www.ilo.org/global/publications/books/WCMS_633135/lang--en/index.htm>.
 Banerjee, A. V., Bénabou, R. and Mookherjee, D. (2006), Understanding Poverty, Oxford
University Press, Oxford: New York
 Bhowmik, Sharit. 2012. Industry, Labour and Society, New Delhi: Orient
Blackswan: Chapter 7
 The CORE Team (2017), Economy, Society, and Public Policy, Oxford University Press
Additional Readings
 Richard G. Lipsey and Colin Harbury (latest edition), First Principles of Economics,
Oxford University Press
 Marshall, A (1920), Principles of Economics, Macmillan, London
 Daron Acemoglu, David Laibson and John A List (2016), Economics, Pearson Education
Limited
46
 Dasgupta, Biplab (1998), Structural adjustment, global trade, and the new political
economy of development, Zed books.
 Mankiw, N. Gregory (2007), Economics: Principles and Applications, India edition
by South-Western, Cengage Learning India Private Limited
 Byres, Terence J., The Indian Economy: Major Debates since Independence, OUP.
 Hanumantha Rao, C.H. and H.Linnemann (Eds.) (1996), Economic Reforms and Poverty
Alleviation in India, Sage Publications, New Delhi.
SS03 Introduction to Political Science

Course Title Introduction to Political Science
Course Code Foundation
Semester I
Credits 2
Hours 30
Course Development Dr. R K Debbarma
This paper introduces students to foundational concerns within the discipline of political sciences,
presented through contemporary issues, such as, mass surveillance, pandemic, social media and
surge in nationalism. How do these issues animate conversation about politics, democracy and
citizenship? How do they impinge on government, political power and political communities?
What is at stake in our contemporary political life? This paper is designed for students of social
sciences towards understanding key issues in politics.
Course Objectives
a. To enable students to reflect on prevailing social and economic realities and how these
realities impinge on politics.
b. To train students to assess their agency as political beings, and critically evaluate political
orthodoxies and ideologies that shapes collective life.
c. To familiarize students to foundational concerns within political science.
Course Content
Unit 1: Politics, Political and Public [4]
Words such as politics and political connote variety of negative meanings in everyday discussion.
As such, one of the most important pedagogical tasks is to retrieve the meaning of politics which
is relational, collective and public activity. This unit will orient students to meaning of politics
and public within the technological and societal shifts experienced by them.
47
Learning Objectives:
a. Students will learn that politics is not just what politicians do. They will be oriented to
appreciate a broader meaning of the word political.
b. This will enable students to understand the importance of disagreements and consensus in
politics.
Essential readings:
Grigsby Ellen (2014), Analyzing Politics: An Introduction to Political Science,6th Edition,

Cengage Advantage books: USA, pp. 1-10.
Heywood Andrew (2019), Politics, Bloomsbury Publishing: USA, pp 1-12
Fritjof Capra and Hazel Henderson, “Pandemics: Lessons Looking Back from 2050” pp. 1-11.
Additional readings:
Latour Bruno (2005), Introduction, From Realpolitics to Dingpolitics: Making things public, in
Latour Bruno and Peter Weibel (eds.), Making Things Public: Atmospheres of Democracy, MIT
Press: USA, pp. 14-43.
Jay Rosen (2012), “The people formerly known as the audience” in Michael Mandiberg, The
Social Media Reader, New York University Press, pp. 13-16.
Unit 2: Rule, Legitimacy and Political Power [8 hours]
This unit will deal with the following question: who wields political power and how should that
power be kept in check? The question will be answered through the ideas of separation of
power, checks and balances, and forms of government – parliamentary, presidential and
authoritarian regimes. This unit will also introduce students to various conceptions of
democracy.
Learning objectives:
a. Students will learn the ideas behind various forms of government and the importance of
consent and legitimacy of political power.
b. They will learn about contemporary debate on mass surveillance, authoritarian
government power and citizens rights.
Essential readings:
Heywood Andrew (2019), Politics, Bloomsbury Publishing: USA, 80-107.

McKinnon Catriona (2008), Issues in Political Theory,OUP, Chapter 1, pp. 9-26.
Grigsby Ellen (2014), Analyzing Politics: An Introduction to Political Science,6th Edition,
48
Cengage Advantage books: USA, pp. 232 – 250.
Documentary: Laura Poitras, Citizen Four (2014)
Diamond Larry et al. (ed) (2016), Authoritarianism goes Global: The Challenge to Democracy,
Johns Hopkins University Press, USA’
Orwell George (2003), Nineteen Eighty Four, Plum: USA.
Stimson Shannon C. (2006), “Constitutionalism and the rule of law”, in John Dryzek, Bonnie
Honnig and Anne Phillips (eds), The Oxford Handbook of Political Theory,OUP, pp. 317-332.
Unit 3: Imagining the political community [6 hours]
This unit will track the emergence of nation-states as a critique of colonialism and empire. It
will demonstrate how nation became the dominant form in imagining peoplehood and
political community. Students will be introduced to concepts such as xenophobia, patriotism, and
conceptions of citizenship which are useful tools in the way political communities are imagined
and contested.
a. Students will be able to understand how political communities or the idea of peoplehood
are collectively created.
b. They will learn about the concept of nationalism and will be introduced to basic ideas
behind major political ideologies.
Essential readings:
McKinnon Catriona (2008), Issues in Political Theory,OUP, [chapter 10]

Kwame Anthony Appiah, Mistaken Identities: Country, BBC Keith Memorial Lecture series
Tagore Rabindranath (1917, 2010), Nationalism, Penguin Books: India.
Books for review:
George Orwell, Animal farm [1945, any edition/reprint]

Lessing Doris (1986), Prison we choose to live inside, Harper Collins: USA
Anderson Benedict (1991), Imagined Communities: Reflections on the origin and spread of
Nationalism, Verso: USA, [chapters 1 -3].
Sasha Lilley, Capital and its Discontents: Conversations with Radical Thinkers in Times of Tumult
, Spectre PM Press: USA, pp. 27-77.
Deshpande Satish (1995) , “Communalising the nation-space: notes on spatial strategies of
Hindutva”, Economic and Political Weekly, December 16, 1995, 3220-3227.
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Unit 4: Representative Democracy:[8 hours]
This unit brings together the discussions from previous three units and expands their importance
by outlining the importance of representative democracy and notion of free society. Here, some of
the mechanisms for building a democratic society are fleshed out for students, such as,
representations, electoral systems, political parties, and Free speech.
a. Students will be able to appreciate the relationship between democracy and free society.
b. They will understand the centrality of elections and party politics in a representative
democracy.
Essential readings:
Heywood Andrew (2019), Politics, Bloomsbury Publishing: USA [Chapter 9]

Chandhoke Neera (2009), Participation, Representation and Democracy in Contemporary India,
American Behavioral Scientist, Vol. 52, No. 6, 2009, pp. 807-825.
Rubin Ben (2005), “Dark Source: public trust and the secret at the heart of new voting machine”,
In Bruno Latour and Peter Weibel, Making things public: Atmospheres of democracy, pp.828-833.
Carole Patman, “Participatory democracy revisited”, Perspectives on Politics, 10 (1): 7 – 19.
Petra Costa, The edge of Democracy (2019) [documentary]
Additional Reading:
Applebaum Anne (2020), Twilight of Democracy: the seductive lure of authoritarianism,

Doubleday: USA.
Chandhoke Neera (2004 , Revisiting the crisis of representation thesis: the Indian Context,
Democratisation, 12(3), pp 308-330.
DeBrabander Firmin (2020), Life after Privacy: Reclaiming Democracy in a surveillance society,
New York: Cambridge University Press, 2020.
Farber Samuel (2017), “A socialist approach to free speech”, in Jacobin.
Unit 5: Inequality and Social Justice [6 hours]
Politics and political activities are directed towards creating a more just and equal society. This
unit provides historical overview of thinkers on social justice, such as Robert Nozick, John
Rawls and Amartya Sen. It will ground students with contemporary writings on debates on
inequality in society.
a. Students will be familiarized with key thinkers on social justice.

b. They will be oriented to the problems of social and economic inequality in society.
50
Essential readings:
McKinnon Catriona (2008), Issues in Political Theory,OUP,, pp.147-162.

Rajeev Bhargava and Acharya, Introduction to political theory, pp.
Sandel Michael J.(2012) , What money can’t buy: The moral limits of markets, Farrar, Straus and
Giroux : USA, pp. 1-91
Patel Raj (2008), The hungry of the Earth, Radical Philosophy, 2008.
Additional readings
Sandel Michael (2009), Justice: What is the right thing to do?, Allen Lane:USA.
Patel Raj (2008), Stuffed and Starved: The hidden battle for the world food system, Harper Collins:
UK.
Method of teaching: Classroom lectures and interactive discussions. Students should be

encouraged to build critical perspectives. Tutorials, will be taken at the completion of each unit,
preferably in small groups of students.
Method of assessment: Written end semester examination (40%) and classroom debates,
assignments or presentations (60%).
--------------------------------x---------------------------x----------------------------------x--------------------------------
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Semester II
EL02 Academic English for Social Sciences
Summary
Course Code and Name of Course EL02 – Academic English for Social Sciences
Course Developing Team Dr. Murali Krishna, Dr. Sajida, Dr. Mohan and Dr.
Nishevita
Programme BASS
Course Teachers Dr. Sajida
Credit Load 2
Introduction
English language in academic contexts has various features which distinguish it from the language
styles used in other contexts. Academic reading and writing skills are of utmost importance for
students at the undergraduate level as they need to effectively communicate their ideas in an
organized and structured manner. Social Sciences disciplines like Human Rights, Gender,
Economics, Sociology etc. follow different styles and structures of writing. From this course,
students will learn the specific styles and structures of academic writing and reading presented
qualitatively and quantitatively in various journal articles and book chapters. Academic reading
requires a student to read, understand, analyze, and apply the concepts learnt in different
disciplinary genres. The course prepares students to use academic language, which is formal,
objective, and impersonal in nature in order to communicate ideas and arguments in a clear,
convincing and professional manner. Students’ reading and writing skills need to distinguish
authorial and individual’s views, facts, and ideas. The writing needs to be technical and analytical
that uses vocabulary and expressions specific to the discipline.
Course Objectives
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Through this course, students should be able to –
● understand the importance of academic reading and writing in order to decipher and
communicate texts in Human Rights, Gender, Economics, Literature, and Sociology
disciplines
● learn and apply academic reading and writing strategies - summarizing, paraphrasing,
paragraph writing, using appropriate discourse markers, to complete academic
assignments efficiently
● learn about plagiarism and apply reference skills in writing assignments
Course Outcomes
At the end of this course, students will be able to –
● gain familiarity with the textual features of articles in the disciplines of Human Rights,
Gender, Economics, History, and Sociology
● summarise, paraphrase, and write coherently using discourse markers in their assignments
● provide references appropriately to avoid plagiarism
This course introduces the specific styles and structures of academic writing and reading presented
qualitatively and quantitatively in various journal articles and book chapters. Social Sciences
disciplines like Human Rights, Gender, Economics, and Sociology follow different styles and
structures of writing. Students at the undergraduate level need to recognise these varieties and
effectively communicate their ideas in an organized and structured manner to match the academic
requirements of each discipline. Relating ideas across disciplines, making notes, drafting clear
arguments, and writing coherent paragraphs are some of the academic skills that the students will
develop in this course.
Sl. Unit Content/ Description No. of

No. Hours
1 Unit 1: Essential Academic Reading Skills 12 hrs
This unit aims to introduce students to the genre of academic English in various
disciplines like human rights, gender, economics, sociology etc. It will also train
them to use efficient strategies in reading these academic texts and provide skills
that will help students get more comfortable in approaching an academic text in an
independent manner. Through this unit, students will more readily approach a new
academic text with the right purpose of reading a text by following the different
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processes involved in reading such as, approaching a text to gain the idea of the
text content, the discourse markers, summarizing, and different kinds of note-
making styles.
2 Unit 2: Elements of Academic Writing 12 hrs
The unit intends to make students active participants in the conventions of writing
in the academic milieu. Academic writing is a special genre of writing that follows
a certain set of rules and practices. The writing conventions of disciplines like
human rights, gender, economics, sociology, literature etc. deal with the underlying
theories and practices, and relationship between ideas. The unit will assist students
learn aspects such as summarising the ideas of the author, organizing ideas,
converting opinions into a clearly presented argument, and making the writing
coherent. Various language templates to support writing process will also be shared
with the students. Different styles of writing - Narrative essays and Descriptive
essays, Exploratory writing, and Argumentative writing will be covered to
understand the language features and purposes in each of these styles.
3 Unit 3: Academic Referencing Styles 6 hrs
This unit focuses on understanding the concept of plagiarism and ways to

acknowledge other’s idea or printed text or media. Providing appropriate reference
styles is one of the important requirements of academic writing. This is significant
as students need to support their opinion by linking it to what a published author
has previously written about the issue. Citing the work of other authors is central to
academic writing as it presents the integration of different perspectives on a given
topic.
Pedagogy:
The course aims to prepare students to learn necessary academic language skills to engage with
disciplinary and inter-disciplinary paradigms. The pedagogy of the sessions is geared towards
meaningful learning, where students will be engaged in various learning tasks and activities,
handouts, classroom instructions, discussions, group work, presentations and use of online
learning resources. Moreover, templates to assist students with language inputs will be shared so
as to overcome the challenges they may feel in beginning to write in an academic manner.
Considering the multilingual nature of our classes, the educational diversity of the students and the
individual learning styles, the sessions will also include individual discussions with students to
clarify issues related to their language development in academic context.
Modes of Evaluation:
The assessment framework of the course takes into account various stages of current academic
language knowledge of the students, and the achieved academic language skills of the students.
For this purpose, assessments will be conducted in the form of small surveys, short tasks54 to
understand the existing academic language ability of the students. During the teaching-learning
process, students will be assessed through written assignments, oral presentations, individual and
peer group language tasks, reviews of academic articles etc.
Mid-term assessment – 40 marks (Article Review and Presentations)
End-term assessment – 60 marks (Essay)
Resources:
American Psychological Association. (2020). Publication Manual of the American Psychological

Association:The official guide to APA style (Seventh edition). APA
Bailey. S. (2015). Academic Writing : A Handbook for International Students. Routledge.
Craswell, G. (2004). Writing for Academic Success. Sage Publications.
Deeptha Achar et al. (2012). Basics of Academic English 1. Orient Blackswan.
Deeptha Achar et al. (2013). Basics of Academic English 2. Orient Blackswan.
Gerald Graff, Cathy Birkenstein. (2007). They Say / I Say: The Moves That Matter in Academic
Writing. W. W. Norton & Company
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge:
Cambridge University Press.
Swales, J. M., and H. Najjar. (1987). The writing of research article introductions. Written
Communication 4:175-92.
Swales, J.and C. Feak. (2012). Academic Writing for Graduate Students: Essential Skills and
Tasks. Michigan University Press.
Van der Krogt, C. (2001). Academic writing: Study guide. Palmerston North, New Zealand:
College of Education, Massey University.
VanderMey, R., Meyer, V., Van Rhys, J. & Sebranek, P. (2012).The College Writer Brief: A Guide
to Thinking, Writing and Researching. Cengage Learning.
Weissberg, R., and S. Buker. (1990). Writing up research: Experimental research report writing
for students of English. EnglewoodCliffs, N.J.: Prentice Hall.
Additional resources:
TED Talks
Audible (for audio books)
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National Geographic and History Channel mobile apps for documentaries, videos
British Council resources for articles, videos etc. (comparable to the PressReader)
Spotify (for podcasts on a range of topics, music and discussions)
Purdue OWL
HUM02 Comparative World Literature

Summary
Course Code and Name of HUM02-Comparative World Literature: Prose and
Course Poetry
Course Developing Team Dr. Murali Krishna, Dr. Nishevita, Dr. Mohan, Dr.
Sajida
Programme BA Social Sciences
Course Teachers Dr. Nishevita/Dr. Mohan
Credit Load 2
Location of the Course Semester II
Introduction:
This course on comparative world literature advances the study of literature, initiated in the first
semester, through a critical appreciation and deep reading of the works of prominent literary
figures from around the world. Comparative world literature offers a nuanced perspective to
engage with discussions on liberal humanist values as well as the particularity of human
experiences represented in literary texts from around the world. World literature as a discipline
requires a reading of texts historically, culturally, linguistically and in translation across time.
Comparative literature similarly considers ways in which thematic, stylistic and value based
comparisons of literary texts across space and time unravel new insights into human experiences.
Course objectives:
- To provide an overview of comparative literature through a selection of texts of
prominent literary figures across the world.
- Compare representation of themes across space, time and reflect on the liberal humanist
values in the text.
- To develop deep reading and analytical skills in prose and poetry.
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Course outcomes:
At the end of the course, students will be able to -
- Read and critically appreciate narrative and poetic works of writers from across the world.
- Empathise and comment critically on the representation of relevant contemporary themes
in world literature from a liberal humanist perspective.
- Develop new insights into human experiences and conditions of human life on this planet.
Brief description of the course:

This course proposes to give students an opportunity to experience reading for meaning, empathy
and liberal humanist values through the works of writers from around the world who are writing
on relevant compelling themes. The course will also look at contemporary writing, and focus in
particular on prose and poetry.

Sl. Unit Content/Description No. of
No. hours
1 Unit 1: Introduction to Comparative World Literature 4 hrs

This unit provides an overview of the praxis of comparative literature and the field
of world literature. It will discuss some of the concerns shared by researchers and
practitioners of comparative literature who look at the reading, interpretation and
translation of literary texts across space, cultures and times along thematic or genre
based axes. We will also discuss the key concerns and practices in world literature
that consider the reading and production of works from across the world and
interrogate the tensions between comparable liberal humanist values, ideologies
and politics from around the world. Drawing on the works of Susan Bassnett,
Harish Trivedi, David Damrosch and Martin Puchner, this unit will set the context
for the rest of the paper that will require students’ critical and aesthetic engagement
with reading and comparing contemporary literary works from around the world
that deal with issues of current importance.
2 Unit 2: Short Stories 10 hrs

This unit will introduce students to some writers of short stories from across the
world. The thematic concerns of the stories will be curated to consider important
social issues. The reading of these stories will adopt the approach of situated
criticism as students locate the narrative within the contexts of authorial, historical
and reader response discourses. Through the situated secular criticism and literary
appreciation of the works, students will discuss the place of critical and liberal
humanism in world literature. Some writers we will look at are Jorge Luis Borges,
Garcia Marquez, Chimamanda Adichie, Orhan Pamuk, Saadat Hasan Manto,
Temsula Ao, Ambai, O. V. Vijayan, Margaret Atwood and Leslie Silko. Other
stories by writers from across the world will be sourced from the Norton Anthology
of World Literature, where necessary, to build comparative perspectives on themes.
3 Unit 3: Essay and Prose 8 hrs

Through this unit, comparative perspectives across intersectional themes of class,
caste, gender, hybridity, identity, climate and ecology will be discussed in literary
prose and essays by writers from across the world. Students will engage with a
range of genres like travel writing, memoirs, the graphic essay, oral history and
57
speeches to comment on the expanded scope of literature as a field and the power
of literary representation in the transaction of seminal socio-political themes. Some
writers we will read in this regard are Bama, Vyam et al (Bhimayana), Sarnath
Banerjee, Philippe Squarzoni, Svetlana Alexievich (Nobel Prize acceptance
speech), Maya Angelou, Marjane Sartrapi and Gloria Anzaldua, among others.
4 Unit 4: Poetry 8 hrs

This unit will look at contemporary poets from around the world. Poems will be
drawn from the writers’ body of works as well as compared to writers from other
spaces and cultures who address comparable themes in their poems. Comparisons
between cultural contexts, aesthetic and critical treatment of themes will be made
to engage with comparative world poetry. Some poets whose works we will draw
upon for discussion are: Octavio Paz, Louise Gluck, Bob Dylan, Dylan Thomas, A.
K. Ramanujan, Derek Walcott, E. K. Braithwaite, Pablo Neruda, Jorge Luis
Borges, Louise Erdrich, Adrienne Rich, Langston Hughes, Kamala Das, Namdeo
Dhasal, Khaled Hosseini (The Sea Prayer), Amiri Baracka, A. D. Hope, Maya
Angelou, Allen Ginsburg, Denise Levertov, Audre Lorde, Wole Soyinka, Dom
Moraes, Michael Ondaatje, Rita Dove, Imitiaz Dharker, Arun Kolatkar,
Subramanium Bharati, Kaa Naa Subramanyam “Situation” (trans from Tamil by
the poet; in The Oxford Anthology of Indian Poetry). Selections may also be made
from the Norton Anthology of Poetry, 5th edn.
Pedagogy
Teaching will involve classroom engagement with the prescribed texts through lecture mode,
student presentations and group discussions. Student assignments or term papers too will serve as
tools for teaching.
Modes of Evaluation
A continuous evaluation method comprising presentations, assignments, term papers and term-end
examination will be followed. The assessment mode will be explained to the students right at the
beginning of the course. After the first round of tasks/assignments, the evaluation method adopted
to grade the students will once again be explained so that the students recognize where they have
scored well and where they have fallen short of the stipulated requirements.
Essential readings:
Adichie, C. N. (2019). The Headstrong Historian. In The Norton Anthology of World Literature.
(M. Puchner, Ed.). London, New York: W. W. Norton & Co.
Alexievich, S. (2016). On the Battle Lost [transcript of Nobel Prize acceptance speech]. Retrieved
from https://scroll.in/article/774465/on-the-battle-lost-full-text-of-nobel-prize-for-literature-
winner-svetlana-alexievichs-speech
Anzaldua, G. (1987). Borderlands/La Frontera: The New Mestiza. San Francisco: Spinster/Aunt
Lute.
Ao, T. (2009). Laburnum for My Head. India: Penguin.
Bama. (1992, 2012). Karukku. New Delhi: Oxford.
Banerjee, S. (2019). Doab Dil. India: Penguin.
Borges, J. L. (2019). The Garden of Forking Paths and The Library of Babel. In The Norton
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Anthology of World Literature. (M. Puchner, Ed.). London, New York: W. W. Norton & Co.
Dharwadker, V. & Ramanujan, A. K. (1994). (Ed.)The Oxford Anthology of Modern Indian Poetry
. Delhi: Oxford University Press.
Ferguson, M., Salter, M. J., & Stallworthy, J. (2005). The Norton Anthology of Poetry. New York
& London: Norton and Norton.
Manto, S. (2019). “Black Margins”, “Toba Tek Singh”, “Open It!” in Manto: The Essential Stories
. India: Penguin.
Marquez, G. G. (2019). Death Constant beyond Love. In The Norton Anthology of World
Literature. (M. Puchner, Ed.). London, New York: W. W. Norton & Co.
Pamuk, O. (2019). To Look Out the Window. In The Norton Anthology of World Literature. (M.
Puchner, Ed.). London, New York: W. W. Norton & Co.
Sartrapi, M. (2003, 2008). Persepolis: The Story of a Childhood. London: Vintage. [extracts]
Vijayan, O. V. (2016). Two Fables: The Cattle & Refuge. (Sasidharan, K., Trans.).91st Meridien
9:1. https://iwp.uiowa.edu/91st/vol9-num1/ov-vijayan-two-fables. Accessed on 18th February
2022.
Vyam, S., Vyam, D. B., Anand, S. & Natarajan, S. (2011). Bhimayana: Incidents in the Life of
Bhimrao Ramji Ambedkar. New Delhi: Navayana.
Bassnett, S. (1993). Comparative Literature: A Critical Introduction. UK: Blackwell.
Bakhtin, M.M. (1981). The Dialogic Imagination: Four Essays. Texas: Univ. of Texas.
Damrosch, D. (2009). How to Read World Literature. UK: Wiley Blackwell.
Puchner, M. (2019). Ed. The Norton Anthology of World Literature. New York and London:
Norton and Norton.
Selections from Miller, R. & Spellmeyer, K. (Eds.). (2015). The New Humanities Reader (5th
edition). USA: Cengage.
NS02 Introduction to Life Science
Course Title Introduction to Life Science

Course Number SC 2
Semester 1
Credits 2
Course Development Team Prof. T. Jayaraman, Dr. Narendra Babu, Dr.
Ritesh K.
This course is an integral part of a set spread over semesters designed to expose students to
some fundamental ideas and concepts in the sciences that form the basis of our current
understanding and knowledge of the natural world and the great advance of such understanding
and knowledge in the twentieth century. This course is structured around the development of the
understanding of the living world and the manner of its evolution. In the 20th century, the growth
of the life sciences studying the living world at all its various scales, from the microscopic to the
59
large-scale, has been phenomenal. These developments impinge on the human and the social in
a myriad variety of ways that have become the subject of substantial debate. At the same time,
the life sciences are far closer to the social sciences in the nature of their conceptual and
methodological paradigms and share many explicit similarities in the problematic that they pose
in their study. Even though the study of the life sciences breaks conceptual ground that goes far
beyond the terms set by the physical and chemical sciences, the life sciences have yet to come
into their own in the study of the foundational, philosophical and social aspects of the sciences.
In a course that seeks to break fresh ground in the teaching of the social sciences, such a course
has an important role to play.
Objectives of the course
 Familiarise students with some of the central development in the life sciences
 Convey an appreciation of the linkages of various spatial and temporal scales in the
living world
 Encourage students to make meaningful and valid connections across the life sciences
and the social sciences
The various units of the course would be mainly classroom based. There will be some
demonstration/field sessions. Towards the end, a consolidation may be sought along with a
meta-analysis of the broad paradigms and general methods that are part of exploration,
enquiry and explanation in the life sciences.
UNIT 1: Introduction to central questions in life sciences
2 hours (1 class session)

o This unit introduces students to a range of questions and concerns that characterise
the disciplinary enquiry.
o Understanding the nature of a discipline through: studying the questions it raises and
seeks to answer, discourse on how (in general) biological theories were formulated
(accepted and rejected ones).
UNIT 2: Structure and Function in organisms
6 hours (3 class sessions)

o One of the questions that intrigues us is about the overall organisation of organisms in
this world and how they are able to carry out the various functions. To bring to this
understanding, it is important to develop an appreciation of the structure-function
relationship at different levels of organisation.
o Understanding of Cell: basic building blocks of life; composed of biomolecules.
o Structural organisation of cells at an organism level:cells attain different sizes, shapes
and functions, associate to form tissues, organs and organisms, simple and complex
organisations resulting in diversity.
o Organisation across species: leading to interdependencies among organisms – Energy
(fuel for life), Reproduction (ensuring success over generations), Survival (strategies
for sustenance)
o Learning to classify
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UNIT 3: Chemical foundations of life
o The intricate connection between structure and function at various levels allows
physiological processes to enable sustained functioning. At this stage, it is important
to tweak some crucial ideas at the sub-cellular level. This includes an understanding
of physiology, biomolecules and their roles, understanding of neurons and immune
system. The chemical foundations build into taking the discussion to how
biomolecules as DNA functions.
o Anabolic and catabolic processes (cells have the capacity to transform energy from its
surroundings and use it to maintain itself, grow, and reproduce)
o DNA the core biomolecule for heredity (includes some history of developments
leading to its establishment as a genetic material), kinds of DNA, RNA, how does
DNA function: multiplication/replication, central dogma, protein synthesis
o Role of a cell, Organisms sense changes in the environment and make controlled
responses to them through receptors and active sub-cellular processes,
communication across cells: a few elements of Neurobiology, Homeostasis as
mechanisms within individuals for maintaining tolerable internal environment
UNIT 4: Genes, Evolution and Diversity

o From an understanding of biomolecules to how they function needs to be placed in a
perspective. This perspective building may arise from a discussion on defining the
gene, its role in heredity and its varied expression. Having realised the roles of genes
as units of inheritance, it will be important to engage in discussions about mutations
and random variations, ideas about adaptation and theories of evolution.
o Understanding genes, processes of expression, one-gene-one-expression to one-gene-
multiple-expression to multiple genes-multiple functions
o Understanding mutations and random variations, processes of adaptation in
environmental conditions
o Human success and failures in manipulating genes and their functions: Genetic
modifications (biotechnological experiments)
o Evolutionary theories: Natural Selection: Certain trait arising from variation is
inherited, improved chances to reproduce (differential reproduction) and pass the
adaptive traits on with greater frequency in future generations (natural selection)
o The modern synthesis: Genes and evolutionary theory
UNIT 5: Frontiers of the discipline

o Two class sessions on a subject of contemporary interest. May include topics such as
advances in the cognitive sciences from a life science perspective, advances in
medicine and the role of the life sciences, etc.
o A final session on consolidation and drawing together the threads. The discussion
thread weaves all ideas to the basic question that biologists seek to ask and answer:
What is life? It is important for the course facilitator to help students realise the
common thread by recapitulating ideas discussed. Discussion should be steered to
thinking about the methods of enquiry in biological science.
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o Central ideas: (A) the gene theory (genes); (B) theory of evolution by natural
selection (evolution); and (C) the cell theory (cell as the fundamental unit of life); (D)
the organization of chemistry within the cell provides explanations for life’s
phenomena
o Methods of biological enquiry: Observations, Hypotheses, Experimental
investigations and correlates with natural phenomena, Theory building
Essential readings
 Ashall, Frank (1994). Remarkable Discoveries! Cambridge University Press,
Foundation Books, New Delhi.
 Atkins, P. and Jones, L. (2008). Chemical Principles: The Quest for Insight. W. H.
Freeman and Company, New York.
 Campbell, N. and Reece, J. (2005). Biology. Pearson Education Inc., San Francisco.
 Cooper, G. and Hausman, R. (2007). The Cell: A Molecular Approach. Sinauer
Associates, Inc., Sunderland, Massachusetts, USA.
 Hoagland, M. and Dodson, B. (1995). The Way Life Works. Ebury Press, London.
 Lodish, H., Berk, A., Kaiser, C., Krieger, M, Scott, M., Bretscher, A., Ploegh, H. and
Matsudaira, P. (2008). Molecular Cell Biology. W. H. Freeman and Company, New
York.
 Sadava, D., Heller, H., Orians, G., Purves, W. and Hillis, D. (1995). Life: The Science
of Biology. Volume I. Sinauer Associates, Inc., Sunderland, Massachusetts, USA.
 Taylor, D., Green, N. and Stout, G. (1997). Biological Science. Cambridge University
Press, United Kingdom.
Recommended readings
 Calladine, C. and Drew, H. (1992). Understanding DNA: The Molecule and How It
Works. Academic Press Ltd., London.
 Darwin, Charles (1979). The Origin of Species: Complete and Illustrated. Gramercy
Books, New York.
 Mayr, Ernst (2001). What Evolution Is. Phoenix, Orion Books Ltd., London.
 Ridley, Matt (1999). Genome: The Autobiography of a Species in 23 chapters.
HarperCollins India.
5. Introduction to the Design of Courses in English

The course is aimed at enhancing the English language proficiency of the students such that
they are able to confidently use the language in a range of formal and non-formal situations.
This basic course in English language will seek to improve the listening, speaking, reading
and writing (LSRW) abilities of the students through a wide variety of activities. The course
will also help them integrate the LSRW skills and use them within the language classroom as
well as in the other classes they attend.
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CC02 Mathematics & Logical Reasoning
Name of the Programme B.A Social Sciences
Course Title Mathematics for Social Sciences: Basic
Mathematics Course
Course Number SC1-BM
Semester III
Credits 3
Dr. Gunvant A Birajdar
Rationale
The term mathematics evokes mixed reactions particularly from students. Part of the reason for this is
because their engagement with mathematics in school involves nothing more than solving problems
using prescribed procedures and standard algorithms. However, there is more to our engagement with
mathematics than doing mathematics. Mathematics has a rich and varied cultural history as a body of
knowledge that is instrumental in nature as an academic discipline that seeks to satisfy the quest for
truth and as a recreational activity. The objective of this course would be to encourage students to
appreciate mathematics as a composite body of knowledge and practice evolved over more than two
thousand years, across different cultures and serving a variety of human quests.
Objectives-
 Getting a broad idea of how academic mathematics works and get an exposure to some of the
most important results
 Getting to see mathematics as embedded in practice, to go beyond algorithms and appreciate
the value of oral/mental mathematics, importance of approximations and rough estimations
 Appreciating other aspects of mathematics such as its use for arts and for recreation. Getting
acquainted with popular writings on mathematics
Learning Outcomes-
Knowledge of mathematics will help in understanding disciplines such as Economics and might be of
use in other branches of Social Sciences as well.
UNIT 1: Introduction to Mathematics for Social Sciences (10 hours)
History of the mathematics and numbers system. (2hrs)
Reviewing the Basics concepts (2hrs)
Basic notions of numbers, arithmetic, and algebra – including linear equations in one and many
variables. (6hrs)
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UNIT 2: Sets, Functions and Graphs (8 hrs)
This unit will introduce the notion of sets and operations on them, define what a mathematical
function is, discuss the domain and range of a function as sets. Nonlinear functions. Review of
arithmetic and exponential notation, algebraic expressions and equations, polynomial, exponential and
logarithmic functions and their graphs.
UNIT 3: Matrices and Determinants (6 hrs)
Definition of matrix. Types of the matrices, Definition of determinants and addition, subtraction and
multiplication rule. Inverse of the matrix by using Adjoint method. Application of the matrices in
economics.
UNIT 4: System of Linear Equations (5 hrs)
Systems of Linear Equations: Substitution; Elimination,Systems of Linear Equations: Gaussian

Elimination,
Systems of m Linear Equations Containing n Variables. Application of system of liner equations in

economics.
UNIT 5: Introduction to Differential Calculus (8 hrs)
Basics of differential calculus – Definition of derivative of a function, chain rule, product rule,
implicit differentiation. Application of derivatives in econometric.
UNIT 6: Introduction to Integral Calculus (8 hrs)
Basics of Integration – Definition, definite and indefinite integrals, Application of integration in

social sciences problem.
Suggested References:
1. F. S. Budnick (2017), Applied Mathematics, for Business, Economics and the Social Sciences,
McGraw-Hill Publications.
2. M. Hoy, J. Livernois, C. McKenna, R. Rees and T. Stengos (2021), Mathematics for
Economics, One Rogers Street Cambridge, MA 02142-1209.
3. Gowers T, A very short introduction to Mathematics
4. Bunt Jones et al (1978), Historical roots of Elementary Mathematics
5. S. G. Dani (2008), A history of Indian Mathematics
6. Hersh R (2006), 18 Unconventional essays on mathematics
7. Kasner and Newman (1950) Mathematics and imagination
8. Burger and Starbird (2010) the heart of mathematics: An invitation to effective thinking
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9. Martin Gardner, The Colossal Book of Mathematics
10. Waner and Costenoble, Finite Mathematics and Applied Calculus
11. Hoy, Livernois, Mc Kenna, Rees and Stengos, Mathematics for Economics
12. Micheal Sullivan(2008), Finite Mathematics, John Wiley & Sons, Inc.
13. Alpha Chiang, Kevin Wainwright (2005) Fundamental methods of mathematical economics,
MG-Hill, Publications.
CC03 Environment
Summary
Course Code and Name of IC1 Environment

1
the course
2 Course Developing Team
3 Anchoring School Centre for Ecology Environment and

/Centre Sustainable Development (SSSH)
4 Programme BASS
3 Course Teachers Dr. Ritusmita Goswami
4 Credit Load 3
5 Location of the course Guwahati campus
Introduction
The course on Environmental Science is focused on a holistic understanding of Earth
systems in order to learn from the past, comprehend the present and influence the future. It is
the study of how physical, chemical and biological processes maintain and interact with life,
and includes the study of how humans affect nature. Students will be able to explore how
humans affect and are affected by changes in the natural environment. It combines courses
from the social sciences and the natural sciences to investigate today’s pressing
environmental issues, such as ecosystem management, climate change, natural resource
conservation, food production, marine exploitation, urban sustainability, land use planning,
and environment health–including how those issues are debated, measured, evaluated and
then formulated into public policy.
Course/ Learning Objectives:

 To develop awareness among the students about the environment and its problems
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 To develop skills among the students with a view to solve environmental problems
Course Outcomes:
 Understanding of this course will create awareness among the students about the
environment and its problems and enable them to understand the environment and
its inter relationship with human beings
 Students will be able to identify the social values which are in harmony with
environmental quality.
 It will create a positive attitude among the students towards environment followed
by sense of responsibility towards the environment.
Brief description (To appear in Prospectus): This is a compulsory course for

undergraduate students that introduce students to the concepts and principles of
environmental studies. Through this course, students will be introduced to methods for
assessing and monitoring the environmental health of ecosystems, interrelationships among
various environmental components, environmental concerns, issues and policies. Topics for
this course include environmental sustainability, biodiversity, ecosystem management,
ecological food chain, energy transfer and balance, population growth, environmental
pollution, natural resource, renewable and non-renewable resources,energy, global warming,
toxic wastes, ozone depletion, and, environmental policies and practices etc. Couse will be
taught throght various modes including formal lectures, group activity, assignment, field
work etc.
Unit wise distribution of teaching hours
No Unit content / description No. of

hrs
1 Introduction to environmental studies 2
Multidisciplinary nature of environmental studies; components of
environment –atmosphere, hydrosphere, lithosphere and biosphere.
• Scope and importance; Concept of sustainability and sustainable

development.
2 Ecosystems: Structure and function of ecosystem; Energy flow in an 2
ecosystem: food chain, food web and ecological succession
3 Natural Resources: Renewable and Non-renewable Resources: • Land 7
Resources and land use change; Land degradation, soil erosion and
desertification.
• Deforestation: Causes and impacts due to mining, dam building on

environment, forests, biodiversity and tribal populations.
• Water: Use and over-exploitation of surface and ground water, floods,

droughts, conflicts over water (international & inter-state).
• Energy resources: Renewable and non-renewable energy sources, use of

alternate energy sources, growing energy needs, case studies.
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4 Biodiversity and Conservation: Levels of biological diversity :genetic, 8
species and ecosystem diversity;
Biogeography zones of India; Biodiversity patterns and global biodiversity
hotspots
• India as a mega-biodiversity nation; Endangered and endemic species of

India
• Threats to biodiversity: habitat loss, poaching of wildlife, man-wildlife

conflicts, biological invasions; Conservation of biodiversity: In-situ and Ex-
situ conservation of biodiversity.
• Ecosystem and biodiversity services: Ecological, economic, social, ethical,
aesthetic and Informational value.

5 Environmental Pollution: Environmental pollution : types, causes, effects 8
and controls; Air, water, soil, chemical and noise pollution
• Nuclear hazards and human health risks
• Solid waste management: Control measures of urban and industrial waste.
• Pollution case studies.

6 Environmental Policies & Practices: Climate change, global warming, 7
ozone layer depletion, acid rain and impacts on human communities and
agriculture.
• Environment Laws : Environment Protection Act; Air (Prevention &

Control of Pollution) Act; Water (Prevention and control of Pollution) Act;
Wildlife Protection Act; Forest Conservation Act; International agreements;
Montreal and Kyoto protocols and conservation on Biological Diversity
(CBD). The Chemical Weapons Convention (CWC).
7 Human Communities and the Environment: Human population and 7
growth: Impacts on environment, human health and welfares.
• Carbon foot-print.
• Resettlement and rehabilitation of project affected persons; case studies.
• Disaster management: floods, earthquakes, cyclones and landslides.
• Environmental movements: Chipko, Silent valley, Bishnios of Rajasthan.
• Environmental ethics: Role of Indian and other religions and cultures in

environmental conservation.
8 Field work 4
• Visit to an area to document environmental assets; river/forest/flora/fauna,

etc.
• Visit to a local polluted site – Urban/Rural/Industrial/Agricultural.
• Study of common plants, insects, birds and basic principles of

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identification.
• Study of simple ecosystems-pond, river, etc.
Pedagogy: Formal lectures, Group activity, Assignment, Field work
Mode of Evaluation: 50% Assignment and 50% End semester exam
Reading List
1. Carson, R. 2002. Silent Spring.Houghton Mifflin Harcourt.

2. Gadgil, M., &Guha, R.1993. This Fissured Land: An Ecological History of India.Univ. of
California Press.
3. Gleeson,B. and Low, N. (eds.) 1999. Global Ethics and Environment, London,
Routledge.
4. Gleick, P.H. 1993. Water in Crisis.Pacific Institute for Studies in Dev.,Environment &
Security.Stockholm Env.Institute, Oxford Univ. Press.
5. Groom, Martha J. Gary K. Meffe, and Carl Ronald carroll. Principles of
Conservation Biology.Sunderland: Sinauer Associates, 2006.
6. Grumbine, R. Edward, and Pandit, M.K. 2013. Threats from India’s Himalayadams.
Science, 339: 36-37.
7. McCully, P.1996. Rivers no more: the environmental effects of dams(pp. 29-64).Zed Books.
8. McNeil, John R. 2000. Something New Under the Sun: An EnvironmentalHistory of the
Twentieth Century.
SS04 Introduction to Psychology

1. Summary
Course Code and Name of the Course SS04 [Introduction to Psychology]

Course Developing Team Prashant Kesharvani and Namrata
Sharma
Anchoring School/Centre
Programme Bachelor of Social Sciences
Course Teachers
Credit Load 2
Location of the Course Semester II
2. Introduction
The course is meant as a gateway course to the discipline of Psychology, and serve to provide a
foundational understanding of human behavior. The course will introduce students to the expanse of
Psychology with the help of the major perspectives such as psychoanalytic, behavioral, cognitive, and
others. Students will also gain an appreciation of Psychology as a field of study with its varied sub-
fields. This introductory course introduces students to some of the principal subject areas that make up
the scientific study of human behavior. These areas include the neuroscientific – study of the brain
structures and processes underlying human experience, thought, and action; cognitive – focus on how
people think and learn; how the memory functions, how forgetting is caused, among many other
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aspects of human psyche. Through an overview of these areas, the student will be able to recognize
that psychological phenomena are investigated from many levels of investigation, ranging from the
biological (micro) through social (macro) levels.
The course provides the students familiarity with the history, principles, research methods, findings,
and theories of psychology, and key contributors to the field who have made a lasting impact on what
it means to study human beings – their cognitions, emotions and behavior – scientifically.
3. Course/Learning Objectives
The course, as part of an integrated social science education is intended to introduce students to some
core themes of psychology and to help develop an understanding of psychological processes and
perspectives in the key domains of focus of the social sciences -- the economic, the social, the
political, and the cultural -- as well as a critical approach to psychological materials the student may
encounter in subsequent studies.
4. Course Outcomes
By the end of the course the student should be able to realize the following goals.
• To demonstrate familiarity with the theory and content of Psychology: Students will
become aware of the major concepts, theoretical perspectives, empirical findings, and
historical trends in psychology. Students will be able to explain major perspectives of
psychology (e.g., biological, cognitive, behavioral, humanistic, psychodynamic, and
sociocultural) and examples of human behavior using multiple perspectives of psychology.
They will be able to demonstrate knowledge and understanding representing appropriate
breadth and depth in selected content areas of psychology.
• To recognize the applications of Psychological concepts, theories, & research: Students
will gain an appreciation about the concepts and processes that determine human behavior
and learn to apply the same as they relate to everyday life, especially in the Indian context.
• To identify and appreciate multiple causes of behavior: Students will learn to appreciate
the necessity of a multi-level explanation of behavior and to use critical thinking in approach
to psychological topics.
5. Brief Description (to appear in the prospectus)
The course is designed in a way to appeal to students from varied academic background, aligning
to the inclusive vision of the National Education Policy, 2020. The Introduction to Psychology
course helps students gain foundational understanding of human behavior by introducing the
historical origins of the discipline while grounding it in important theoretical perspectives like
Psychoanalytic, Behaviorism, Cognitive, and others. The course also delves into psychological
concepts like sensation, perception, learning, memory, emotion, cognition, motivation to name a
few. Underscoring the vital role of research, the course will also focus on importance of
experimental methods, observation, case studies, surveys, and more. By adopting innovative
pedagogy, the course will rely on lectures, group discussions, presentations, film analysis, book
reviews, and others to make the classroom learning stimulating and relevant to the students.
6. Unit wise description of teaching hours
70
No. Unit content /description No. of hours
1. Introducing Psychology 6 hours
This unit offers students an overview of the history, current status, and
promise of scientific and applied psychology. Students will be enabled to
gain an understanding of ideas, theories, and methods in psychology and
introduced to a considerable body of information about the principles of
psychology, its contributors, and terminology.
 Definition, basic concepts, goals, sub-fields, relationship to allied
fields
 Perspectives to study human behavior: Psychoanalytic, Behavioral,
Biological, Cognitive, and Humanistic.
 Psychology as a Science & Career – Scientific approach and
principles in Psychology; applications of Psychology in everyday
life.
 Testing and Research in Psychology – Experimental Method,
Naturalistic Observation, Case Studies, Surveys; Ethics in
Psychological Research.

2. Understanding the external world: Sensation, Perception & Attention 8 Hours
This unit familiarizes students to the processes, which help us in
experiencing the word through our senses. It will discuss the basis
processes of sensation, attention and perception.
 Sensation: Basic concepts (transduction, threshold, adaptation);

Types of sensation.
 Attention: Basic concept, Types (Selective, Divided, Sustained
Attention)
 Perception: Introduction to Perceptual Processes, Principles of
Perceptual Organization, Perception of Space, Depth, and Distance
– Monocular Cues and Binocular Cues, Perceptual Illusions,
Socio-Cultural Influences on Perception
3. Role on Experience in Behavior: Learning and Memory 8 Hours
This unit specifically deals with the process of learning, memory and
forgetting.
 Introduction to Learning
o Theories of Learning – Classical, Operant, Latent, and
Observational
 Introduction to Memory & Forgetting
o Nature of Memory
o Memory Systems – Sensory, Short-term, and Long-term
[Types of LTM], Levels of Processing
o Forgetting – Nature, Types and Causes of Forgetting
[Trace Decay, Interference and Retrieval Failure]
o Enhancing Memory – Techniques
4. The basic process underlying behavior – Motivation and Emotion 8 Hours
The unit helps students to understand the “why” of the behavior such as
what helps them to initiate and sustain their action. Besides this, it
introduces the concept of emotions and its elements.
 Introduction to Motivation
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 Primary & Secondary Motive
 Motivation Theories: Biological-Drive theory; Humanistic-
Maslow’s hierarchy of needs, Optimal level theory, and
Continuum model
 Introduction to Emotion
 Elements of Emotion
 Theories of emotion: James-Lange, Schachter-Singer,
Cannon-Bard, Arousal Theory, Lazarus’s Cognitive Theory,
and Social Theories.
7. Pedagogy:
While lectures will form the mainstay of classroom teaching/ online teaching, interactive modes such
as group discussions, readings and presentations, and watching films/videos, and analysis will also
constitute methods of teaching and learning. Beyond the opportunity to better understand ideas from
lectures/readings, sections will include experiential exercises that apply the key concepts from the
course.
Apart from the essential texts, the course faculty may supplement the learning by providing additional
journal articles from reputed journals, book chapters, and review papers as and when necessary.
8. Evaluation:
Course objectives and student learning outcomes are achieved through a variety of procedures such as
periodic tests, quizzes, and in-class assignments, and the final examination. Additionally, there will be
activities to assess observational, analytical, critical thinking and presentation skills.
9. Reading List:
a. Essential Readings
• Susan Nolen-Hoeksema, Barbara L. Fredrickson, Geoff R. Loftus and Willem A. Wagenaar
(2009). Atkinson & Hilgard’s Introduction to Psychology (15th Edition). Hampshire, UK:
Cengage Learning
• Feldman, R. S. (2018). Understanding Psychology (14th Ed.). New Delhi: Tata McGraw-Hill
• Myers, D.G. & DeWall, N. (2018). Psychology (12th Ed.). New York: Worth Publishers
• Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, J. (2017). Introduction to Psychology
(latest edition). New Delhi: Tata McGraw Hill
• Ciccarelli, S., Noland, W.J., & Misra, G. (2017). Psychology by Pearson (5th Ed.). India:
Pearson Publications
• Auluck, Shanti (2002). Self and Identity. In G.Misra & A.Mohanty (Eds.), Perspectives on
Indigenous Psychology. New Delhi: Concept Publishing Company. Pp. 374-398.
b. Suggested Readings
• Griggs. R. (2017). Psychology: A Concise Introduction (5th Ed.). New York: Worth Publishers
• Baron, R.A., & Misra, G. (2015). Psychology (5th Edition). India: Pearson Education
• Nolen-Hoeksema, S., Fredrickson, B.L., Loftus, G.R., & Lutz, C. (2014). Atkinson &
Hilgard’s Introduction to Psychology (16th Ed.). India: Cengage Learning
• Richard. J. G (2013). Psychology and life (17th Ed.). Harlow: Pearson Education Ltd.
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• Zimbardo, P. (2005, 17 ed.). Psychology and Life, Allyn & Bacon Publishing.
• Parameswaran, E.G., & Beena, C. (2002). Invitation to Psychology. New Delhi: Tata McGraw
Hill.
SS05 Introduction to History

Course Code and Name Introduction to History
of the course
Course Developing Team Dr. Sridhar Modugu, Dr.Limasenla Jamir,
Dr. Neetha Rani
Anchoring School / Centre for Undergraduate Studies,
Centre Guwahati,Tuljapur
Programme BASS
Course Teachers
Credit Load 2
Location of the course Guwahati,Tuljapur
Introduction
Present course deals with the evolutionary nature of history as an academic discipline vis-à-vis
Sciences, Social Sciences and Humanities. This understanding is important to appreciate how the
individual disciplinary developments that helped making of history and in turn with its reflectivity
how history has enriched the other disciplines.
Learning Objectives
 to reveal inclusive character of history as a discipline.

 To understand the relationship between history and other disciplines of social science
Course Outcome
At the end of the course, students will be able to understand the
 Institutionalization and organization of history

 ‘Scientific’ history and problem of objectivity
 Primacy of ‘political’ history
 Essentiality of studying history or linkages and connectedness of History vis-à-vis histories;
Brief description (To appear in Prospectus)
The course ‘History as Social Science’ traces the journey of History as a discipline. It throws light on
both facilitative and inhibiting factors that the other social sciences and sciences have put before the
practice of history and history writing. Further the course reflects upon both enabling and enervative
aspects of social movements and new philosophical thinking on historical understanding and its
writing.

73
74
N Unit content/ Description No of hours
o
1 Unit 1: Introduction 6 hours
This unit introduces various facets of the journey of the
discipline. Students will be introduced to learn and
appreciate broad contours of how history as a discipline is
institutionalized.
Learning Objectives
To make students understand
 Institutionalization and organization of history
 ‘Scientific’ history and problem of objectivity
 Primacy of political history
2 Unit 2: Challenges to the Statist paradigm 6 hours

This unit helps students to learn about the State- colonial
and postcolonial- invested efforts to write and pursue the
discipline of history, both for understanding and imposing
its particular interest/s. In this unit, students will be
informed about the dynamics of fashioning of history by the
state and its agencies from the time to time.
Learning Objectives
Students will be equipped with dynamic aspects of various
typologies in history -
 Official histories
 Annals school and historical writing
 Social history
3 Unit 3: Interdisciplinarity 6 hours
This unit helps students to understand history and its
relationship with other human sciences. Beginning with
Indology, archaeology, philology, the course will convey
important contributions from social sciences and sciences.
This course deals with both facilitative and inhibiting factors
that the other social sciences and sciences have put before
the practice of history and history writing.
Learning objectives
To understand the relationship between
 History and Anthropology
 History and Sociology
 History and Psychoanalysis
 History and Literature
 History and Science, Technology, Medicine
4 Unit 4: Social movements and theory into history 6 hours

Historical understanding is evolutionary in character. Each
generation of the discipline has contributed with its rich
legacies of critical scholarship. This unit focuses on how
various social movements have contributed to the
enrichment of historical understanding and writing. Further
this unit also reflects upon both enabling and enervative
aspects of social movements and new philosophical thinking
on historical understanding and its writing.
Learning objectives
Students can understand the contours of philosophical and
analytical structure of writing history and its texture,
75
 History and Marxism
 Women’s history and gender history
 History, identity, ethnicity
 Postmodernism and the linguistic turn
5 Unit 5: Beyond the Academy 6 hours

There are spaces like sports, ‘heritage sites and even films
(including the genre of historical films) that constitute and
demand a particular educative process where serious
historical research and teaching has to tune to both the
participant historians and tastes of spectators. This has even
state support (in the case of Andhra Pradesh there is
attention for history of tourism) and demand. This further
puts the thrust on history discipline. It both complements
and demands attention. Thus makes the discipline more
interactive.
Learning Objectives
Students will be enticed with environment of history vis-à-
vis,
 Historians and the film
 Popular culture and the historians
 History and heritage
Pedagogy
Mixed pedagogic methods will be used for this course which would include lectures, group
discussions, book/article review presentations.
Mode of Evaluation
Internal Assessment: 40% or 50% weightage

End Semester Assessment: 60% or 50% weightage
Reading List
Unit 1: Introduction
Essential Readings
 Thapar, Romila. 2014. The Past as Present: Forging Contemporary Identities through History.
New Delhi.
 Thapar, Romila. 2018. Indian Cultures as Heritage: Contemporary Pasts. New Delhi.
 Roy. Kumkum. 2020. The Challenge of Democratization: Learning and Teaching History in
the 21st Century. New Delhi.
 Mukhia. Harbans. 2020. A Bit of History A Bit of Politics. New Delhi.
 Dalmia. Vasudha. 2007. Orienting India: European Knowledge Formation in the Eighteenth
and Nineteenth Centuries. New Delhi
 Guha. Sudeshna. 2015. Artifacts of History: Archaeology, Historiography and Indian Pasts.
New Delhi
 Chakravarti, Uma. 2006. Everyday Lives and Everyday Histories: Beyond the Kings and
Brahmins of ‘Ancient’ India. 2006. New Delhi.
Additional Readings
76
 Certeau, Michael de. 1984. The Practice of Everyday Life. Berkeley.
 Hobsbawm, Eric & Terence Ranger. 1983. Invention of Tradition. Cambridge.
 Hobsbawm, E. 1997. On History.
 Hobsbawm, E. 1982. Marx and History.
 Smith. Anthony D. 1991. National Identity. London
Unit 2: Challenges to the Statist paradigm

Essential Readings
 Sharma R.S. 1993. In defense of history.
 Jha. DN. 2018. Against the grain: Notes on Identity, Intolerance and history.
 Thapar. Romila. 1978. Ancient Indian Social History: Some Interpretations.
 Mukhia. Harbans. 1988. French Studies in History: The Inheritance.
 Eaton. R. M. 2018. India in Persianate Age, 1000-1765.
 Bhattacharya, Neeladri, 2009, ‘Teaching History in Schools: the Politics of Textbooks in
India’, History Workshop Journal, Issue 67.
Additional Readings
 Mill, James. 1818. History of British India. Preface.
 Macaulay, TB. 1835. Minute by the Hon'ble T. B. Macaulay.
 George Birdwood. 1881. The Industrial Arts of India
 Dadabhai Naoroji. 1901. Poverty and Un-British Rule in India, pp. 1- 25
 R.C. Majumdar. 1918. Corporate Life in Ancient India, pp. 1 – 20.
Unit 3: Interdisciplinarity
Essential Readings
 Burke, Peter 2007 , Freud and Cultural History, Psychoanalysis and History, 9, 5-15.
 Cohn. B.S. 1987. ‘History and Anthropology: The State of Play’, in An Anthropologist
among Historians and Other Essays. New Delhi
 Edgerton. David. 2009. The Shock of the Old: Technology and Global History Since 1900.
London.
 Hobsbawm. Eric J. 2002. Interesting Times: A Twentieth Century Life. London.
 Thompson. E.P. 1990. Critical Perspectives. London.
 Clifford, J. 1986. Writing Culture: The Poetics and Politics of Ethnography.
 Said. E.W. 1978. Orientalism.
 Braudel, F. 1960. ‘History and the Social Sciences: The Long Duration’. American Behavioral
Scientist, 3(6), 3–13.
 Jacques Revel. 2003. “History and the Social Sciences,” in The Cambridge History of
Science, Vol. 7: The Modern Social Sciences, eds. Theodore M. Porter and Dorothy Ross .
391-404.
Additional Readings
 Gay. P. 1985. Freud for Historians. New York.
 Lowenbeg. P. ‘Psychology’ in Kanamen M (ed). 1981. The Past before Us.
 SinghaRoy. Debal K. 2018. Identity, Society and Transformative Social Categories: Dynamics
of Construction, Configuration and Contestation. New Delhi.
 Young. Robert J.C, 1990/2005 (second Edition). White Mythologies: Writing History and the
West. New York.
 Fukuyama, Francis. 2018. Identity: Contemporary Identity Politics and the Struggle for
Recognition. London.
 Bruno Latour. 2000. ‘When things strike back: a possible contribution of ‘science studies’ to
the social sciences’. British Journal of Sociology Vol. No. 51 Issue No. 1. pp. 107–123.
 Mathur, S. 2000. History and Anthropology in South Asia: Rethinking the Archive. Annual
Review of Anthropology, 29, 89-106.
77
Unit 4: Social movements and theory into history
Essential Readings
 Airlie, Stuart. 2001. History of Emotions and Emotional history. Early Medieval Europe. 10
(2). Pp. 235-241.
 Chakravarti, Uma. 2002. Exploring a ‘No-conflict’ Zone: Interest, Emotion and Family in
Early India. Studies in History. 42 (2). Pp. 165-187.
 Nandy, Ashis. 2009 (1983). The Intimate Enemy: Loss and Recovery of Self under
Colonialism (with a postscript by the author). New Delhi.
 Appadurai. Arjun. 2007. Fear of Small Numbers: An Essay on Geography of Anger. Calcutta.
 Kumar, Sunil. Demolishing Myths or Mosques and Temples? Readings on History and
Temple Desecration in Medieval India.
 Geetha.V. 2021. Bhimrao Ramji Ambedkar and the Question of Socialism in India. Palgave.
 Roy Porter & Mikulas Teich. Fin De Siecle and its Legacy.
 Hobsbawm, Eric. Identity Politics and the Left.
 Amin, Shahid. 1996/2006. Event, Memory, History: Chauri Chaura 1922-1992. New Delhi
 Nandy, Ashis et. al. 1995. Creating a Nationality: The Ramajanmabhumi Movement and Fear
of the Self. New Delhi
 KunkumSangari, Recasting Women: Essays in Indian Colonial History
 Nair, Janaki. 2008. The Troubled Relationship of Feminism and History.
Additional Readings
 Pati. Biswamoy. 2001. Identity, Hegemony, Resistance: Conversions in Orissa, 1800-2000.
Economic and Political Weekly, Vol. 36, No. 44, pp. 4204-4212.
 Jangam. Chinnaiah. 2015. Politics of Identity and the Project of Writing History in
Postcolonial India: A Dalit Critique. Economic and Political Weekly. Vol. 50, No. 40, pp: 63-
70.
 Bhukya, Bhangya. 2008. The Mapping of the Adivasi Social: Colonial Anthropology and
Adivasis. Economic and Political Weekly, Vol. 43, No. 39, pp. 103, 105-109.
 Bhukya. Bhangya. 2017. Roots of Periphery: A History of Gonds in Deccan India. New Delhi.
 Bhukya, Bhangya. 2021. Featuring Adivasi/Indigenous Studies. Economic and Political
Weekly, Vol. 56, No. 25, pp. 13-17.
 Xaxa. Virgenius. 2005. Politics of Language, Religion and Identity: Tribes in India. Economic
and Political Weekly. Vol. 40. No.3, pp. 1363-1370.
 Roger Brubaker & Frederick Cooper. 2000. Beyond ‘Identity’. Theory and Society. Vol. 29.
Pp. 1-47
 Burton, A. 2006. ‘history’ is now: feminist theory and the production of historical feminisms.
 V. Geetha. 2007. Patriarchy.
Unit 5: Beyond the Academy

Essential Readings
 Parodi. Laura. E. 2012. The Visual World of Muslim India.
 Eaton. Richard M. & Philip. Wagnor. 2017. Power, Memory, Architecture: Contested Sites in
India’s Deccan Plateau, 1300- 1600.
 Guha. Sudeshna. 2015. Artefacts of History Archaeology, Historiography and Indian Pasts
 Troll. Christian W. 2003. Muslim Shrines in India: Their Character, History and Significance.
 Omar Khalidi. 2006. Muslims in the Deccan: A Historical Survey
 Sadiq Naqvi. 1982. Qutb Shahi Ashur Khanas of Hyderabad City
Additional Readings
 Kristen Alfaro. ACCESS AND THE EXPERIMENTAL FILM: New Technologies and
Anthology Film Archives' Institutionalization of the Avant-Garde Source: The Moving Image:
The Journal of the Association of Moving Image Archivists. Vol. 12, No. 1 (Spring 2012), pp.
44-64
 P. Adams Sitney. 1970/2000. Film Culture Reader. New York
 Hooks, Bell. 2003. ‘The Oppositional Gaze: Black Female Spectators’ in A Jones ed. 2003.
78
Feminism and Visual Culture Reader. New York
 CARLOS ALBERTO SCOLARI. Transmedia Storytelling: Implicit Consumers, Narrative
Worlds, and Branding in Contemporary Media Production, International Journal of
Communication 3 (2009), 586-606
 Leonie Cox, and Mark Brough. 2015. Digital Storytelling as a Social Work Tool: Learning
from Ethnographic Research with Women from Refugee Backgrounds Caroline Lenette*,
British Journal of Social Work. Vol.45. pp: 988–1005.
CE1 Community Engagement I
-------------------x---------------------------x-------------------------------x---------------------------x------------------------
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Semester III
EL03 Effective Communication Skills
HUM03 Theatre, Film, Cultural Studies
NS03 Introduction to remote sensing
Course Title Introduction to Remote Sensing

Course Code NS 03
Semester III
Credits 2
Course Development Team Prof. Bino Paul, Dr. Mansi Awasti and Dr.
Rahul S
Course Teacher
Remote sensing allows capturing a wider coverage of data related to land, agriculture, water, forest
and urban settlements. In the recent period high resolution remote sensing data are widely used in
ecological and environmental studies. Analysis of remote sensing data is a essential to build a strong
analytical background, particularly in sustainability studies. This course aims to introduce various
tools and techniques related to remote sensing so that students can apply them in analyzing and
interpreting environmental and sustainability studies.
The course emphasizes an understanding of foundation of remote sensing approaches. The course
prepares students to understand remote sensing data, their analysis and interpretation in sectoral issues
such as water, forest, agriculture and urban settlements. The course will provide an overview of
various tools used to analyze remote sensing data. Students will be able to appreciate application the
fundamentals of remote sensing technique in various aspects of sustainability studies. The course will
also aim to provide a skill set to students to be able to acquire, analyze, and interpret remote sensing
images.
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Course Content
Fundamentals of remote sensing and its applications (2 Hours)
Remote sensing data products and their sources - aerial photographs, satellite images. (4 Hours)
Fundamentals of image interpretation- image acquisition, image correction, image analysis, ground
truthing, field verification, GPS survey (6 Hours)
Classification of geographical features using satellite data- fundamental background, approaches and
limitation (4 Hours)
Pattern recognition and image classification, unsupervised classification advantage, disadvantage
supervised classification - training site selection, classifiers used in supervised (6 Hours)
Remote sensing tools (4 Hours)
Sectoral applications of remote sensing data (4 Hours)
Method of Teaching
• Classroom Lectures, Computer Based Exercise and Mini Project
Method of Assessment
• Written exam (50%), Assignment (50%)
References and Readings

• Campbell, J.B.2002: Introduction to Remote Sensing. Taylor Publications
• Jensen, J.R. 2000: Remote Sensing of the Environment: An Earth Resource Perspective. Prentice
Hall.
• Sabbins, F.F., 1985: Remote Sensing Principles and Interpretation. W.H.Freeman and
Companyhttps://earthdata.nasa.gov/learn/backgrounders/remote-sensing
CC04 Basics of Computing and Programming

Course Title Basics of Computing and
Programming (STEM)
Course Code CC 04
Semester III
Credits 4
Course Prof. Bino Paul, Dr. Mansi Awasti and
Development Dr. Rahul S
Team
Course Teacher(s)
This course exposes students to Basics of C Programming. It prepares the learner to handle more
complex data science platforms like python. Moreover, it provides necessary coding skills to the
learner.
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Course Content:
Beginning C (4 Hours)
Block Structure and Statements (4 Hours) Compiling, Structure and Style (4 Hours) Variable (4
Hours)
Error Handling (4 Hours) Simple Input-Output(4 Hours)
Applying to Mathematical Operations(8 Hours) Control, Procedures, and Functions(4 Hours)
Libraries(4 Hours)
File IO (4 Hours)
Pointers and Arrays (4 Hours) Strings(4 Hours)
Combining Language(4 Hours) Statements(4 Hours)
Method of Teaching: Lab, Team based Projects
Method of Assessment & Weightage: Team Project (50 %), Individual Project (30 %), Course
Journal (20 %)
References and Readings

Bailey, T. (2005). An introduction to the c programming language and software design. July-2005.
Griffiths, D., & Griffiths, D. (2012). Head First C: A Brain-Friendly Guide. " O'Reilly Media, Inc.".
Wikibook (2019), C Programming, en.wikibook.org
ID01 Gender: Interdisciplinary Perspective
Course Title Gender: Interdisciplinary Perspective

Course Code ID01
Semester 3
Credits 2
Course Development Team Minakshi Buragohain, Byasa Moharana
Rationale of the course
The manifestation of gender is evident across all aspects of life. The distinction between the
concept ‘sex’ (which is understood as a biological category) and ‘gender’ which is a social
construction needs further explanation and analysis. This course for the undergraduate students, is
aimed at laying the cognitive foundation for gaining a fundamental understanding of the construct
of gender. The course provides an introduction to some of the major concepts, issues, and themes
that inform the broad field of gender and women’s studies. Throughout the course the multitude of
82
assumptions about gender relations, feminisms, masculinity and femininity, and human inequalities
will be studied along with the manifestations of the intersectionalities of gender.
Objectives of the course
The objectives of the course are multifold in nature. By the end of the course, the students are
expected to fulfill the following objectives
1. To understand gender as a social construct
2. To recognize the intersectionalities of gender with other social dimensions such as caste,
class, religion, and race
3. To acquire an appreciation of the historical evolution of gender concerns over time and the
various struggles associated with it
Unit 1: Gender construction and its manifestations ( 10 hours)

This unit will introduce the concept of gender. It will make a distinction between the concept ‘sex’
(which is understood as a biological category) and ‘gender’ which is a social construction and
analyze how subordination of the female becomes the necessary condition for a patriarchal social
structure. Several social institutions like the family, education system, media, religion, legal system
and soon contribute to the construction of gender and reinforce patriarchal values. This unit will
demonstrate how gender gets manifested through different kinds of controls on women – on their
production, reproduction, sexuality and mobility. In particular the course will focus on the Indian
context to illustrate the ways in which gender is socially articulated.
The unit will specifically focus on the following concepts and ideas
o Difference between sex and gender
o Gender spectrum
o Femininity and Masculinity
o Patriarchy
o Sexism, benevolent sexism
o Idea of feminisms
Essential Readings
 Geetha, V. (2007). Patriarchy. Kolkata: Stree.
 Geetha, V. (2009, secondreprint). Gender. Kolkata: Stree.
 Walby, S. (1990). Theorizing Patriarchy. Oxford: Basil Blackwell.
83
 Butler, Judith (1990) Gender Trouble, UK, Routledge.
 Bhasin, K. ( 2000, secondreprint). Understanding Gender. New Delhi: Kali for Women.
 Bhasin, Kamala. What is patriarchy? New Delhi: Kali for Women.
 Bhasin, Kamla. Exploring masculinity. New Delhi: Kali for Women.
 Krishnan Kavita (2020) Fearless Freedom, New Delhi, Penguin Books.
 Suneetha and Tharu (2015): Unit-10 (Gender Spectrum) in Towards an World of Equals: A
Bilingual Textbook on Gender. (And some other chapters). Hyderabad: Telugu Academy.
 Swati Shukla: An essential guide to understanding Feminism (Talks by Kamla Bhasin,
Chimamanda Adichie, Nazia Erum and Nivedita Menon)
https://feminisminindia.com/2020/08/06/understand-feminism-ted-talks-videos-kamala-bhasin-
nivedita-
menon/?fbclid=IwAR3pi9188Ull5DN7mHwmi_D4sopFInzQoph2LUQrPiV_1W4xuSNa0RnC
uDU
 Bell hooks: Feminism is for Everybody (2000)
 https://b-ok.asia/s/feminism%20is%20for%20everybody
Additional Readings
 Agnihotri, I., & Mazumdar, V. (2010). Changing Terms of Political Discourse: Women's
Movement in India 1970s-1990s, pp. 126-134 in T.K. Oommen (ed) Social Movements II:
Concerns of Equity and Security. New Delhi: Oxford University Press.
 Bhasin, K. & Khan, N.S. (1994, 6th reprint). Some Questions on Feminism and its Relevance in
South Asia. New Delhi: Kali for Women.
 Connell, R.W. (1995). Masculinities. New York: Polity Press.
 Menon, Nivedita (2012) Seeing like a Feminist, New Delhi, Zubaan & Penguin Books.
 Film: Man’s World (2015) https://www.youtube.com/watch?v=8NgvxN9RJSg [Plus episodes 2,3
& 4]
Unit 2: Intersectionality: Interconnections of gender with other social categories (6

hours)
This unit will focus on how gender is interconnected with other social categories like caste, class,
religion, and race. It will introduce the issue of social positioning and how gender is embedded within
other social stratifiers that mediate different outcomes for men and women. The unit will familiarize
students with the following.
o Meaning ofintersectionality
o Structural intersectionality and impact on women
Essential Readings
 Chakravarti, U. (1993). Conceptualizing Brahminical Patriarchy in Early India: Gender,
Caste, Class and State. Economic and Political Weekly, 3 April.
 Chakravarti, U. (2003). Gendering caste: Through a feminist lens. Kolkata: Stree.
 Rege, S. (2006). Writing Caste, Writing Gender: Narrating Dalit Women’s Testimonies.
Delhi:Zubaan.
 Omvedt, Gail (2008) Seeking Begumpura: The Social Vision of Anticaste Intellectuals, New
84
Delhi, Navayana.
Additional Readings
 Nathan, D., & Kelkar, G. (2005). Women as Witches and Keepers of Demons: Changing
Gender Relations in Adivasi Communities. In K.Kannabiran, (Ed.), The Violence of Normal
Times. New Delhi: Women Unlimited. Pp. 7-82.
 Rege, Sharmila (2013) Against the Madness of Manu: B.R Ambedkar’s Writings on
Brahmanical Patriarchy, New Delhi, Navayana.
 Mani, Braj Ranjan & Pamela Sardar (Ed) (2008) A Forgotten Liberator: The life and Struggle
of Savitribai Phule, New Delhi, Mountain Peak.
 Tharu, S., & Niranjana, T. (1996). Problems for a Contemporary Theory of Gender. In S.Amin
& Chakraborty (Eds.), Subaltern Studies IX. Writings on South Asian History and Society.
New Delhi: Oxford University Press. Pp.232-260.
 Sivakami, P. (Gender and race- on skin colour and notion of beauty in India):
https://cafedissensuseveryday.com/2020/07/05/fair-lovely-a-not-so-fair-decision/
 Intersectionality: Medicine, gender and race: https://www.history.com/news/the-father-of-
modern-gynecology-performed-shocking-experiments-on-slaves
 Gender and caste: A short film on Mulakaram (Breast-Tax)
https://video.xx.fbcdn.net/v/t42.9040-
2/10000000_145003083290312_3537215978427383808_n.mp4?_nc_cat=101&_nc_sid=985
c63&efg=eyJybHIiOjMxNSwicmxhIjoyODA1LCJ2ZW5jb2RlX3RhZyI6InN2ZV9zZCJ9&_
nc_ohc=gaIw_B0tPeUAX8o4LzD&rl=315&vabr=175&_nc_ht=video-amt2-
1.xx&oh=ac48b1954b10594e1133ea38b9ab389c&oe=5F59F1C9
Unit 3: Gender formation in history ( 4 hours)

This unit will approach questions concerning women and gender from a historical perspective.
Among the questions it will address are: How has the status of women changed over time and
why? In addition to it, this unit also will look at the impact of public policy on women’s lives.
o Theoretical formulations of historical subordination of women.
Essential Readings
 Engels, F. (1983). The Origin of the Family, Private Property and the State. Moscow:
Progress Publishers.
 Kumar, R. (1993). A History of Doing: An Illustrated Account of Women’s Rights and
Feminism. New Delhi: Kali for Women.
 Krishnaraj, M. (2000). Women’s Perspectives on Public Policy. Theme Paper, Indian
Association for Women’s Studies.
Additional Readings
 Lalitha, K., Kannabiran, V., Melkote, R., Maheswari, U., Tharu, S., & Shatrugna, V. (1989).
We were Making History: Women in the Telangana Uprising. New Delhi: Kali for Women.
 Lerner, G. (1986). The Creation of Patriarchy. New York: Oxford University Press.
 Mazumdar, V. (1985). Emergence of the Women’s Question. Occasional Paper no. 2. New
85
Delhi: Centre for Women’s Development Studies.
 Mies, M. (1986). Patriarchy and Accumulation on a World Scale. London: Zed.
 Mitchell, J. (1971). Women: The Longest Revolution. In Women’s Estate. New York:
Pantheon.
 Raman, V. (2007). The Women’s Question in Contemporary Politics. In R.Ghadially (Ed.),
Urban Women in Contemporary India. New Delhi: Sage. Pp. 340-354.
 Rowbotham, S. (1992). Women in Movement: Feminism and Social Action. London:
Routledge.
 Sacks, K. (1974). Engels Revisited: Women, the Organization of Production and Private
Property. In M.Rosaldo & L. Lamphere, Woman, Culture and Society. Stanford: Stanford
University Press.
 Excerpts from Towards Equality (1975) and Shramshakti: Report on (1988); NCEUS (2008):
Report on Conditions of Work.
Unit 4: Gender, violence, and the law ( 6 hours)
This unit will focus on the continuum of violence which affects women's and transgender peoples’
lives, ranging from experience in personal settings as well as public spaces.
Throughthisunitstudentswillalsobecomefamiliarwithsome recent laws (in India) dealing with
prevention ofviolence.
o Gender, power and violence

o Historical evolution of laws to deal with violence – e.g., Protection of Women against
Domestic Violence Act(2005), The Sexual Harassment of Women at Workplace (Prevention,
Prohibition and Redressal) Act (2013), Nirbhaya Amendment Act
Essential Readings
 V. Geetha- “On Impunity”
 EPW Engage page: Why do men get away with rape? https://www.epw.in/engage/article/why-
men-get-away-with-rape?0=ip_login_no_cache%3Dd6ef07ec95225762807f94e1c1df12e5
 Sayantan Datta(2017). https://www.epw.in/engage/article/transgender-persons-bill-we-refuse-
be-subjects-experiment-those-who-do-not-understand
 Suneetha and Tharu (2015): Unit-6, 8 and 11 (Gender Spectrum) in Towards an World of
Equals: A Bilingual Textbook on Gender. Hyderabad: Telugu Academy.
 Kapur, R., & Cossman, B. (1996). Subversive Sites: Feminist Engagement with Law in India.
New Delhi: Sage.
 Rege, Sharmila (Ed) (2003) Sociology of Gender: The Challenge of Feminist Sociological
Knowledge, New Delhi,Sage Publications.
 POSH Act (2013). Retrieved from https://legislative.gov.in/sites/default/files/A2013-14.pdf
 PWDVA (2005). Retrieved from https://legislative.gov.in/actsofparliamentfromtheyear/protection-
women-domestic-violence-act-2005
Additional Readings
86
 Kannabiran, K. (2005). Introduction. In K. Kannabiran (Ed.), The Violence of Normal Times.
New Delhi: Women Unlimited. Pp. 1-45.
 Omvedt, G. (1990). Violence against Women: New Movements and New Theories in India.
New Delhi: Kali for Women.
 Chowdhry, P. (1998). Enforcing cultural Codes: Gender and Violence in Northern India. In
M.John & J.Nair (Eds.), A Question of Silence: The Sexual Economies of Modern India. New
Delhi: Kali for Women. Pp. 332-367.
 Amir Khan- Satyameba Jayate TV series (S-1, Episode 7): Domestic violence:
https://www.youtube.com/watch?v=pxa7GBVetZA&t=7s
 Ring the Bell ad campaign to stop domestic violence:
https://www.youtube.com/watch?v=zmNz0cTcxFU
https://www.youtube.com/watch?v=qAYDmZ19nG4
https://www.youtube.com/watch?v=-9dKXXriVmo and other similar ads
Unit-5: Consent and Just relationship ( 4 hour)

For a violence free gender-just world, equality between people with various gender identities and
respect for each gender is very essential. This section will explore the ideas of consent that makes
interpersonal (sexual) relationships based on consent and how just relationships may be fostered and
celebrated.
Readings:
Idea of consent:
Consent Tea: https://www.youtube.com/watch?v=_607HC5OYdU (The Australian version)
Chai pe ek aur charcha: https://www.youtube.com/watch?v=OTmu62peWw0 (Indian version);
a Telugu version is also available in YouTube
Paromita Vohra: Love in the garden of consent: https://www.youtube.com/watch?v=cY_F5RO-
wps
Paromita Vohra: Amorous Adventures of Sakku and Megha in the Valley of Consent:
https://www.youtube.com/watch?v=TLsqNCzSkZQ
BIBA- Change the convention: https://youtu.be/aS_wwC8P12I
Just Relationships:
Suneetha and Susie Tharu- Towards an World of Equals (Unit-12)
Harsh Mander: https://www.thehindu.com/opinion/columns/Harsh_Mander/theres-no-need-to-
be-tough /article6730592.ece
Men Against Violence and Abuse (MAVA):http://www.mavaindia.org/index.html (Please watch
the Ted talk on the Home page of this site)
Start with the boys: https://www.youtube.com/watch?v=0Nj99epLFqg
Kamla Bhasin: (Part of Satyameba Jayate S3, Episode 6): When masculinity harms men:
https://www.youtube.com/watch?v=aOLYIzJnKT4&t=322s
87
Method of Teaching
Mixed pedagogic methods will be used for this course which would include group discussions,
book/article review presentations and lectures.
Method of assessment
Participation in class room activities/presentation (20 marks), class tests (40 marks) and a written
examination (40 marks).
ID02 Development
Course Code and Name of the Course Development
Course Development Team Arvind Pandey

Anchoring School School of Public Policy and
Governance
Programme BA
Course Teachers
Credit Load 2
Note: This course is a revised version of the‘Development’ Course (4 credits) developed by Rohita
Jain, PadminiSwaminathan, and Lakshmi Lingam.
Introduction
‘Development’ emerged as an important area of study in the 20th century especially after the post-
colonial developing nations undertook a development trajectory similar to developed countries. The
developing countries met with differential success and its impact on the marginalized sections was
uneven with large sections of population still remaining under poverty. Along with the disastrous
environmental consequences of the development path followed by the ‘Developing Nations’, the
whole notion of Development began to be re-questioned by the people especially the victims of
‘Development’. The new set of questions on why, how and for whom is the so called ‘Development’
emerged. The Course is envisaged to help students to look at these questions, critically assess the
notion of ‘Development’ from economic, social and political aspects, understand the History,
Approaches and Theories of Development, acquaint with the different approaches of measuring dev
elopment. It also helps them to preview the development trajectory of India and critically examine its
implications for the poor, marginalized and vulnerable communities in India.
Course / Learning Objectives
 Provides students with theoretical knowledge and necessary analytical techniques to

88
comprehend the notion of ‘Development’
 Initiate and enhance students’ knowledge of contemporary academic and policy related
debates on Development in different spaces-rural and urban, including the different
perspectives underlying these debates
 To acquaint the students towards development practices, its impact on people and society
and role of institutions in this process so that they can critically examine the impact of
development practices on people and society
 To enable students to critically assess the Development Trajectory followed in India and
understand the implications on the marginalized and vulnerable sections
Course Outcomes
 Ability to critically assess the notion of Development from different perspectives

 Learn analytical skills to measure ‘development’ of any area using different types of indices
 Critically examine different approaches of development and their outcomes in rural and urban
areas
 Ability to critically examine the development trajectory followed in India and its implications
on marginalized and vulnerable section
No Unit Content/ Description No of hours

1 Concept of Development 4
 What is development?- Static condition or dynamic process;

Economic phenomenon or multidimensional process,
alternative interpretations of development
 Development doctrine: Introduction to concepts and debates
1) Period of Colonialism and imperialism- development as
economic growth and capital accumulation
2) Post-Colonial Period-from development to modernization
3) Era of Development Aid- donors and receivers, and
4) Era of Globalization and neo-liberalization- free market
 Actors in Development
 Spatialising Development: The Third World/Developing
World/Global South/Poor countries
 Anti-Development, post-development and beyond
development
2 Theories of Development 6
 Classical Liberal theories [development as economic growth;

key component being capital formation]
 Social Theories of Development [Emphasizes importance of
‘human capital’]
 Structural Theories [emphasizes conditions unique to Third
World]
 Neo-classical Theories [key to growth and development –
89
free markets]
 Dependency Theory (Core – Periphery model)
 Development theories, modernity and postmodernity
3 Measuring Development 6
 Approaches to measure development:

1) Measurement of development prior to Human
Development Reports: Traditional approach of measuring
development through indicators of economic growth,
poverty and inequality-Gross Domestic Product, Gross
National Product and indicators of poverty, Head Count
Ratio, Income Gap Ratio, Poverty Gap ratio, measures of
income inequality, limitation of tradition approach
2) Basic Minimum Needs Approach and Capabilities

approach-shift from income based measurement of
development to a number of innovative measurement of
development- Human Development Index and the
associated indicators-Gender development Index (GDI),
Gender Inequality Index (GII), Multidimensional Poverty
Index (MPI)
3) Global goals of Development- Millennium Development

Goals (MDGs), Transition from MDGs to Sustainable
Development Goals (SDGs), SDGs and the roadmap to
development in future
 Issues and challenges of measuring development, critiques of

different indices, MDGs and SDGs
4 Spaces of Development 6
 Development in rural spaces: Rural spaces in development

thinking, Agrarian structure and land questions, livelihood
question in rural areas- issues related to agriculture and non-
farm sector in rural areas, unemployment and poverty;
infrastructural deficit
 Development in urban spaces: Overview of Urbanization and

development; Questions of urban primacy, regional inequality
and unequal development; informality, slums and rural-urban
migration; unequal access of recourses in urban areas; urban
management for sustainable urbanization
5 Development in practice 4
 People in the development process: Impact of development

policies on different sections of society, uneven development
and poverty, people’s struggle for resources, people’s
participation for development-decentralization, participation
and empowerment
90
 Resources, environment and development
 Institutions of development: Role of State, Market and Civil
Society in Development
6 Development trajectories: The Indian Experience 4

 Development in the era of Five-Year Plans- approaches,
outcomes and critiques
 Planning after economic liberalization- transition from
Planning Commission to NITI Aayog
 Understanding the trajectory of welfare policies and
programmes in India
Pedagogy:
The course will be taught through a combination of lectures and interactive sessions with classroom,
group discussions and presentations. The students will be given assignments and encouraged to make
presentations on different topics to enable them to develop a holistic understanding of the subject.
Mode of Evaluation
Presentation on a topic to assess the understanding 50 %

of students on different aspects of Development
Written assessment in form of small research 50 %

paper on given themes of development
Unit 1: Concept of Development
Potter, R. B., Binns, T., Elliott, J. A., & Smith, D. W. (2008). Geographies of development: An
introduction to development studies. The UK: Pearson Education (Chapter-1)
Mirakhor, A., &Askari, H. (2010). The Evolution of the Western Concept of Development. In Islam
and the Path to Human and Economic Development (pp. 1-25). Palgrave Macmillan, New York.
Willis, K. (2005). Theories and Practices of Development. London & New York: Routledge (Chapter-
1)
Slim, H. (1995). What is development?. Development in Practice, 5(2), 143-148.
Tarp, F. (2000). The evolution of the development doctrine and the role of foreign aid, 1950–2000. In
Foreign Aid and Development (pp. 29-52). Routledge.
Unit 2: Theories of Development
91
2 & 3)
Unit 3: Measuring Development
Morse, S. (2004). Indices and Indicators in Development: An unhealthy obsessions with numbers.
London: Earthscan.
UNDP Website: Human Development Reports, Technical Notes to calculate HDI indices (
https://hdr.undp.org/sites/default/files/hdr2020_technical_notes.pdf )
Alkire, S., Foster, J. E., Seth, S., Santos, M. E., Roche, J. M., and Ballon, P. (2015). Multidimensional
Poverty Measurement and Analysis, Oxford: Oxford University Press.
Buffardi A.L., Pasanen T., Hearn S. (2019) Measuring the Hard-to-Measure in Development:
Dimensions, Measurement Challenges, and Responses. In: Dobrescu P. (eds) Development in
Turbulent Times. Springer, Cham. https://doi.org/10.1007/978-3-030-11361-2_3
de Jong, E., &Vijge, M. J. (2021). From Millennium to Sustainable Development Goals: Evolving
discourses and their reflection in policy coherence for development. Earth System Governance, 7,
100087.
Liverman, D. M. (2018). Geographic perspectives on development goals: Constructive engagements

and critical perspectives on the MDGs and the SDGs. Dialogues in Human Geography, 8(2), 168-185.
Unit 4: Spaces of Development
introduction to development studies. The UK: Pearson Education (Chapter-9 and 10)
Bhagat, R. B., &Mohanty, S. (2009). Emerging pattern of urbanization and the contribution of
migration in urban growth in India. Asian Population Studies, 5(1), 5-20.
Kundu, A., &Saraswati, L. R. (2012). Migration and exclusionary urbanisation in India. Economic
and Political Weekly, 47(26/27), 219-227.
Maxwell, S., Urey, I., & Ashley, C. (2001). Emerging issues in rural development. London: Overseas
Development Institute.
Unit 5: Development in practice
Cooke, B. and Kothari, U. (eds) (2001) Participation: The New Tyranny?, London: Zed Books.
4)
Council for Social Development; 2018. India: Social Development Report 2018 – Rising Inequality in
India, Oxford University Press (2018) (Section-VI Exclusion of Dalits, Adivasis and other
Marginalised Groups: Role of Affirmative Action)
Chatterjee, P. (2008). India’s Divide: Economic Growth and Marginalized Groups. The Brown Journal
of World Affairs, 14(2), 139–147. http://www.jstor.org/stable/24590720
Indra, Munshi (2012). The Adivasi Question: Issues of Land, Forest and Livelihoods. New Delhi:
Orient BlackSwan and EPW. (Section 2, 4, 5 and 6)
92
Johnson, C. (2003). Decentralisation in India: Poverty, Politics and Panchayati Raj (Working Paper
No. 199). London, Overseas Development Institute.
introduction to development studies. The UK: Pearson Education (Chapter-6 Resources and
Environment) & (Chapter-7 Institutions of Development)
Unit 6: Development trajectories: The Indian Experience
Kapila, U. (ed.) (2017). Indian economy since independence: a comprehensive and critical analysis of
the Indian economy since independence, 1947-2017. New Delhi: Academic Foundation.
Mehrotra, S. &Guichard, S. (2020), Planning in the 20th Century and Beyond: India's Planning
Commission and the NITI Aayog. Cambridge: Cambridge University Press.
CE2 Community Engagement II
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Course Structure/Syllabus BASS- 4 Years Undergraduate Program

Course Code and Name of EL01 - English for Social Sciences

Anchoring School/Centre Centre for English Language and Development

Course Teacher(s) Dr. Sajida

Location of the Course Semester 1

Through this course, students should be able to –

At the end of this course, students will be able to –

● construct grammatically appropriate sentences using vocabulary specific to various Social

Brief description of the course

Unit-wise Distribution of Teaching Hours

Sl. Unit Content/ Description No. of

1 Unit 1: Fundamentals of the English Language in Social Sciences Texts 12 hrs

2 Unit 2: Fundamentals of English Reading and Writing 12 hrs

From the Social Sciences discipline specific grammatical concepts established in

3 Unit 3: Independent Language Learning Skills 6 hrs

Students in higher education require developing subject specific language skills

1. Mid-term assessment – 40 marks (Reading/Listening/Written assignment)

2. End-term assessment – 60 marks (Written assignment)

American Psychological Association. (2020). Publication Manual of the American Psychological

Nagaraj, Geetha (1996) English Language Teaching: Approaches, Methods, Techniques.

Audible (for audio books)

Spotify (for podcasts on a range of topics, music and discussions)

IL01 Indian Language 1

HUM01 Introduction to Literature

Course Code and Name of HUM01-Introduction to Literature

Anchoring School/Centre Centre for English Language and Development

Course Teacher(s) Dr. Mohan Dharavath

Location of the Course Semester 1

Brief description of the course

Unit-wise Distribution of Teaching Hours

Sl. No. Unit Content/ Description No. of

● Terry Eagleton, “Introduction: What is Literature?” from Literary

● Mathew Arnold, Excerpt from Culture and Anarchy

2 Unit – II: Literary Genres and Forms 6 Hours

● Percy Bysshe Shelley, Excerpt from “A Defence of Poetry”

● Foster, E.M., Aspects of the Novel

● Jawaharlal Nehru, Excerpt from The Discovery of India

● Chimamanda Ngozi Adichie, “Notes on Grief”

4 Unit - IV: Indian Literature Engaging the Nation 6 Hours

● Sadat Hasan Manto, “Toba Tek Singh”

● Mallik Sajad, Munnu: A Boy from Kashmir “Footnotes”

● Mahashwetha Devi, “Salt”

● Vaibhav Saria, “I am Out and Here’s Why”

● Mid-term assessment – 50 Marks (Written Assignment and Presentation)

Online Sources for Self-learning

NS01 Statistics for Social Sciences#

6. Unit wise distribution of Teaching Hours

2 Collection and presentation of data 8

CC01 Understanding India through the lens of Indian Constitution

Name of the Programme BASS

Course Title Understanding India through the lens of Indian

Course Code CC01

Introduction and Course Objectives:

The course objectives are:

1. To explain the multiple ways of appreciating the idea of India.

2. To understand India through its core constitutional values

Part-A: The idea of India:

1. Historical construction of idea of India: From Bharatvarsha to India

2. Diversity and the idea of India

Khilnani, Sunil. 2004. The idea of India. Penguin.