AAMS UG 113 Masters of Arts Communication Journalism 1 Syllabus Mumbai University by munotes
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AC – 29/06/2021
Item No. – 8.19 (R)
UNIVERSITY OF MUMBAI
Master of Arts (Communication and Journalism)
Sem - III
Elective - Decolonisation, Communication, Media and J ournalism
(to be introduced with effect from the academic year 2021 -22)
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Decolonisation, communication, media and journalism
India’s struggle for Independence was organized around the interrogation and later countering of
the Eurocentric theorizing of India and its realities. That process continues to this day. The need to
de-Westernize and decolonize communication , media and jo urnalism studies stems from critiques of
a hierarchical elitist "Western" axiology and epistemology of universal validity, which ignores
indigenous and localised metaphysical practices from non -Western settings. Scholars from the
Global South continue to r aise concerns about a pervasive underlying Eurocentric bias that was —
and continues to be —undermining their work. Scholars warn against the pervasive influence of
foreign -imposed concepts like modernity and progress, as well as common assumptions about the
use of specific categories and ontologies to deconstruct and interpret communication, media and
journalism around the world. This course introduces the learner to decolonization theory with a
specific focus on the work of Bal Gangadhar Tilak.
The course shall comprise of the following units :
Week 1 The view from the Global South: an
introduction HARINDRANATH, R. (2014). The view from
the Global South: an introduction.
Postcolonial Studies, 109 –114.
Boyd -Barrett, O. (2015). Media
Imperialism. London: Sage.
Thussu, E. D. (2009). Internationalizing
Media Studies. Oxon: Routledge.
Wasserman, H. (2011). Global journalism
studies: Beyond panoramas. South African
Journal for Communication Theory and
Research, 100 -117.
Mirrlees, T. (2013). Global Entertainment
Media. New York: Routledge.
Singh, A. I. (1984). Decolonization in India:
The Statement of 20 February 1947. The
International History Review, 91 -209.
Gunaratne, S. A. (2010). De -Westernizing
communication/social science research:
opportunities and limitations. Media,
Culture & Society, 473 -500.
Schramm, W. (1964). Mass Media and
National Development. Stanford: Stanford
University Press and UNESCO.
MACKENZIE, J. M. (1984). PROPAGANDA
AND EMPIRE. Manchester: Manchester
University Pre ss.
Dissanayake, W. (2009). The production of
Asian theories of communication: contexts
and challenges. Asian Journal of
Communication, 452 -468.
Griffiths, A. (2015). The New Journalism, Week 2 Media Imperialism
Week 3 Internationalizing Media Studies
Week 4 Global journalism studies: Beyond
panoramas
Week 5 Global Entertainment Media
Week 6 Decolonization in India: The Statement of
20 February 1947
Week 7 De-Westernizing communication/social
science research: opportunities and
limitations
Week 8 Mass Media and National Development
the Role of Inf ormation
Week 9 Propaganda and empire
Week 10 The production of Asian theories of
communication: contexts and challenges
Week 11 The New Journalism, the New Imperialism
and the Fiction of Empire, 1870 –1900
Week 12 B.G. Tilak's perception of Karl Marx and
class conflict
Week 13 The “local” in global media ethics
Week 14 Political philosophy of Lokamanya Tilak
Week 15 The critique of renunciation: Bal
Gangadhar Tilak's Hindu nationalism
Total
Hours 4 hours per week = 60 hours
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the New Imperialism and the Fiction of
Empire, 1870 –1900. New York: P ALGRAVE
MACMILLAN.
Naik, J. (1998). B.G. TILAK'S PERCEPTION
OF KARL MARX AND CLASS CONFLICT.
Proceedings of the Indian History
Congress, 786 -792.
Rao, S. (2011). THE “LOCAL” IN GLOBAL
MEDIA ETHICS. Journalism Studies, 780 -
790.
Varma, V. P. (1958). POLITICA L
PHILOSOPHY OF LOKAMANYA TILAK. The
Indian Journal of Political Science, 15 -24.
Seth, S. (2006). The critique of
renunciation. Postcolonial Studies, 137 -
150.
Class methodology (HARINDRANATH, 2014) (Boyd -Barrett, 2015) (Thussu, 2009) (Wasserman, 2011)
(Mirrlees, 2013) (Singh, 1984) (Gunaratne, 2010) (Schramm, 1964) (MACKENZIE, 1984) (Dissanayake,
2009) (Griffiths, 2015) (Naik, 1998) (Rao, 2011) (Varma, 1958) (Seth, 2006)
This is a six -credit course. It will involve teaching -learning for four hours a week for a period of 15
weeks. Of the total 60 teaching -learning hours, 40 will comprise the central teaching component
while 20 hours will comprise the self -study component. The self -study component will consist of
academic tasks outside the classroom that will be assigned by the teacher. The 40 -hour teaching
component will include two tests conducted in the classroom. These tests may be writ ten, oral or
presentation. Altogether these tests will be for 25 marks.
The self -study component of 20 hours will include developing a critique of various media content
and presenting it in a form mutually agreeable between the teacher and the learner. Th ese will be
evaluated for 15 marks. The self -study component assigned in this manner will be related to or an
extension of but not in lieu of the prescribed syllabus.