Revised MPhil sociology Coursework 2020 1_1 Syllabus Mumbai University by munotes
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Revised M.Phil. Sociology Coursework 2020
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Revised M.Phil. Sociology Coursework 2020
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DEPARTMENT OF SOCIOLOGY
Revised M.Phil. Coursework
Programme (2020 onwards)
Attached: Revised M.Phil. Coursework Programme with syllabus
May -2020
Introduction
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Revised M.Phil. Sociology Coursework 2020
3 Responding to the ever -increasing need for training in research, the Department of Sociology,
University of Mumbai started M.Phil. programme in the yea r 2013 with a New syllabus
following the guidelines of the University of Mumbai and the University Grants Commission,
New Delhi. The UGC published new guidelines for MPhil and Ph.D. in the year 2016 (and in
Gazette of India NEW DELHI, TUESDAY, JULY 5, 2016 /ASADHA 14, 1938) and the University of
Mumbai published its new guidelines in the form of a V ice Chancellors Directives (hereafter
VCD) in June 2018.
The programme presented here is designed as per the guidelines of the VCD and the guidelines
of the UGC published in Gazette of India in 2016 and amendments thereafter from time to time
accepted by the University of Mumbai . While revising the programme, every care has been
taken to address the changing profile and needs of the research scholars who seek to enrol
themselves for the programme. Since the M.Phil. programme attracts scholars from disciplines
other than Sociology also, an attempt has been made to provide an interdisciplinary flavour to
the courses offered. The diverse specializations of the facul ty also get reflected in the courses.
Through this programme the department seeks to:
● Carry forth the legacy of excellence in pedagogy and research
● Generate a vigorous intellectual and academic environment.
● Develop interdisciplinarity in the social sciences while being grounded in the disciplinary
rigour of sociology.
● Cater to learners who have the desire to continue their academic pursuits after a
Master’s degree.
● Prepare the students to undertake doctoral work with relative ease
● Cater to students who seek to get a basic grounding in the methodology of the social
sciences
● Seek to understand and interpret the needs of contemporary India through engaged
academics and cater to students who seek greater awarene ss of contemporary debates
in Indian society
● Facilitate the development of reading and writing skills required at the national and
international level for academic development.
● Help students who wish to pursue their further academic studies overseas.
● The MPhil dissertations will reflect and generate cutting edge discourses in sociology.
We aim to shape the dissertations into papers that will merit publication.
Eligibility criteria (as per VCD 947 of 2018)
A candidate seeking admission to the MPhil programme shall have a master’s degree or a
professional degree equivalent to the master’s degree by the corresponding statutory body,
with at least 55% marks in aggregate or its equivalent grade ‘B’ in the UGC -7 point scale (or an
equivalent grade in a point scale wherever grading system is followed) or an equivalent degree
from a foreign educ ational institution accredited by an assessment and accreditation agency
which is approved, recognized or authorized by an authority, established or incorporated under
a law in its home country or any other statutory authority in that country for the purpo se of
assessing, accrediting or assuring quality and standards of educational institutions.
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Revised M.Phil. Sociology Coursework 2020
4 Relaxation of 5% of marks, from 55% to 50%, or an equivalent relaxation of grade, shall be
allowed to those belonging to reserved categories/differently abled and other categories of
candidates as per policies of the government of Maharashtra prescribed from time to time, or
for those who had obtained their Master’s degree prior to 19th September 1991. The eligibility
marks of 55% (or an equivalent grade in a point scale wherever grading system is followed) and
the relaxation of 5% to the categories mentioned above are permissible based only on the
qualifying marks without including the grace marks procedures.
Duration
● MPhil programme at the department of sociolo gy shall be of a duration of three
consecutive semesters. One semester for coursework and two following semesters for
work on dissertation.
● Extension up to a maximum period of two semesters/one year for MPhil shall be given
by the RRC concerned on the rec ommendation of the guide and the respective RAC
(research advisory committee).
● The candidate concerned shall submit the application in prescribed format for extension
through his/her research guide and head of the research centre three months prior to
the expiry of the registration period.
● Women candidates and persons with disability (more than 40% disability) may be
allowed an additional relaxation of one year for MPhi l subject conditions laid down in
the VCD.
● In addition, women candidates may be provided maternity leave once in the entire
duration of MPhil/PhD for up to 240 days.
Admission
● Admission to MPhil programme shall be on the basis of a common entrance test (PET) or
exemption granted for such an entr ance test and a subsequent personal interview of
the candidates.
● Every year, the process of admission to MPhil will begin on the day the results of the
common entrance test (PET) is announced by the University of Mumbai.
● There shall be a weightage of 70% to the PET score and 30% to the performance at the
interview.
● The university shall notify on an annual basis a predetermined and manageable vacant
number of seats for MPhil depending on the number of available research guides,
prescribed quota at the centre, and academic and physical facilities available, keeping in
mind the norms regarding the scholar -teacher ratio mandated by the UGC.
● The university shall advertise all the necessary details in the newspaper.
● The admissions shall be based on criteria notified by the university, keeping in view
guidelines/norms in t his regard issued by the UGC and other statutory bodies
concerned, and taking into account the reservation policy of the central/state
government prescribed from time to time.
● The validity of PET result for taking admission for MPhil programme shall be for three
years from the declaration of the respective result.
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Revised M.Phil. Sociology Coursework 2020
5 Exemption from PET
● Those with NET/ NET-JRF/ SET, MPhil and PhD
Interviews for admission:
● After the declaration of the results of the common entrance test (PET) of the university
of Mumbai, prospective candidates may formally submit an application for admission to
the MPhil programme at the office of the department. Along with the application t he
candidate is required to submit a tentative research proposal, specifying a topic of
research, the broad sub -discipline in sociology related to the topic, a brief review of
literature and a plan of research, not exceeding 1000 words.
● After due verifica tion of the testimonials and certificates, candidates from disciplines
other than sociology (but from within the faculty of arts) will be required to pass an
aptitude test and candidates from faculties other than arts shall be required to pass a
faculty ch ange test .
● The format of the aptitude test and the faculty change test along with a list of essential
readings, date, time and place shall be conveyed to the applicants after at the
completion of the scrutiny of their documents and testimonials.
● The perc entage of marks to be acquired by the applicants for being considered as
eligible for admission to the programme is based on the existing directives of the
university in the case of students appearing for master’s examinations.
● All the candidates who are found to be eligible to be admitted to the programme,
including those who have passed the faculty change test and aptitude test. shall appear
for an interview with the MPhil research committee. The interview shall be conducted
to ascertain the candidate’s basic knowledge in the chosen area of research, mastery
over sociological discourses, aptitude for research and feasibility of the chosen area of
study.
● The MPhil interview committee will consist of the Head of the Department , one or two
subject experts from outside who are PhD holders in the discipline, one university or
college teacher not below the rank of associate professor from the reserved category
from the same faculty concerned, where applicable, and recognized guide /s from the
discipline concerned.
● The results of the interviews will be declared on the notice board of the department
within 24 hours of the completion of the interview and the same shall be forwarded to
the thesis section of the university within 30 days o f its completion.
Coursework
The coursework commences immediately after the process of admissions is completed and
shall be for the duration of one semester. It consists of three courses of which two are core
courses and the third one an elective course. Every year, the MPhil coordina tor, in consultation
with the faculty will specify the options available to the students for the elective course. Each
course carries 4 credits each, the course work is of a total of 12 credits. Each course is divided
into 4 Units. Each Unit is of one cred it and will be of 15 hours. Attendance requirement for
coursework shall be as per the norms of the University.
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A total of 12 Credits for Course Work; 4 Credits for each course, with 180 Contact Hours.
All 3 courses (2 Compulsory and 1 Optional) will have the following:
● 60 Hours of Teaching and Evaluation i.e. 4 Credits
● Examination of 75 Marks for all three courses at the End of Semester 1, passing at 30
marks.
● Assignment of 25 Marks for all three cou rses by the End of Semester 1, passing at 10
marks.
● Classes of 3 hours per course, 9 hours in total every week of Semester 1. The contact
hours will be from 2.00 to 5.00 p.m. on Mondays (Course 1), Wednesdays (Course 2) and
Fridays (Course 3).
● Evaluation of 300 Marks for Course Work (100 Marks for each course -75% as an exam,
25% as Internal Evaluation), 200 Marks for Dissertation (150 for The Written Thesis and
50 For the Viva Voce).
● The department follows the grade scale of 0 -10 proposed by th e university for project -
based courses as given below:
Grade Table
Marks Grade Points Grade Performance
80 & Above 10 O Outstanding
70-79.99 9 A+ Excellent
60-69.99 8 A Very Good
55-59.99 7 B+ Good
50-54.99 6 B Above Average
45-49.99 5 C Average
40-44.99 4 D Pass
Less than 40 0 F Fail
Dissertation
● Allotment of guides: All the candidates who have successfully completed the MPhil
coursework with 55% or more marks (5% of marks exempted for students from reserved
categories) shall be eligible to submit to the department a research proposal in a
prescrib ed format. The candidates will then be called for an interview with the
Department research committee. Successful candidates will then be allotted supervisors
and for each of the candidates a research advisory committee will be constituted as per
the provi sions of the VCD.
● The time allotted for completion of dissertation is two semesters. Three months after
the allotment of the guide, all the candidates are required to make a presentation to the
respective research advisory committee of the review of literature relating to t he topic
chosen for dissertation.
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Revised M.Phil. Sociology Coursework 2020
7 ● Three months prior to the submission of the dissertation the student is to present the
thesis at the research colloquium designated for the purpose and finalise the thesis by
incorporating suggestions received therein.
● Prior to the submission of the dissertation, MPhil scholars are to present at least one
research paper at a conference/seminar
● The dissertation needs to be vetted through a licensed software for ascertaining traces
of plagiarism and should contain within it s pages a declaration by the research scholar
which is attested by the supervisor.
● The Dissertation must be of 15, 000 to 20,000 Words
● The Thesis will be evaluated for 150 Marks
● The Viva Voce will be of 50 Marks
● The Dissertation will be graded
● MPhil thes is is to be examined by the guide and one external examiner
● The viva voce is to be in the form of open defence of the thesis
● The viva voce for MPhil scholars is to be done only upon the satisfactory report from the
external examiner with specific recommend ation for the same.
● The open viva voce of the MPhil student is to be coordinated by the guide and the
external examiner
● The date, time and other details of the viva-voce are to be intimated to the candidate
before a minimum of eight days in advance which will also be displayed on the notice
board of the department.
Declaration of results and the award of the degree
After the successful completion of the viva voce, the colla ted marks of the coursework and the
dissertation shall be forwarded by the department to the Director, Board of examination and
evaluation for the declaration of results.
After the results are declared, the successful candidates may apply for the passing certificate
and subsequently the award of degree by the University at the subsequent convocation
ceremony.
Programme Educational Objectives (PEO)
1. To impart to the resear ch scholars a comprehensive understanding of the
methodological perspectives, methods and approaches to substantive areas of research
in Sociology, particularly in India.
2. To train the research scholars with skills in drawing up research designs, choose th e
most suited tools and methods for the topics they have in mind and to familiarise them
with use of software for qualitative and quantitative methods of research
3. To nurture a reasoned outlook to life which is based on critical approach to social
science s and their methods
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Revised M.Phil. Sociology Coursework 2020
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Programme Outcomes (PO)
1. To develop a passion and sensitivity for academic research and its role in social
transformation
2. To develop interdisciplinary perspectives in the understanding of social processes and
social structures while being grounded in the discipline of sociology
3. To develop an ability to recognise the role of social location in the production of
knowledge
4. To develop the ability to strengthen critical perspectives from marginal locations of
class, caste, gender, et hnicity
5. To critically understand the relationship between theory and methodology and how
these are shaped by each other in the systematic study of society and culture
6. To develop an understanding of quantitative and qualitative research designs as they
migh t apply to different areas of research
7. To develop the ability to formulate an original and new research idea and conduct a
research based on secondary and primary data.
8. To develop the ability to do review of literature in a specific research area and
under take the collection of primary data with confidence and clarity
9. To develop the ability to understand the ethics in and of responsible research
10. To develop the ability to write the dissertation argument in a structured and logical
manner
11. To develop the abili ty to maintain schedules and deadlines in research
12. To prepare the use of research in the teaching of sociology at various levels at schools,
colleges and universities
Note: all these rules and regulations for M.Phil. Course are subject to guidelines of UGC
Notification in this regards and University of Mumbai issued VCD etc.
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Revised M.Phil. Sociology Coursework 2020
9 M.PHIL SOCIOLOGY -COURSEWORK SYLLABUS
Course 1 .0 (core course)
Methodological Perspectives
Course 2 .0 (core course)
Designs, Methods and Tools of Research
Course 3, (Elective, Student is to opt for any ONE among the following)
Debates and Issues in India: Interdisciplinary Perspectives
3.1 Nation, State and Society
3.2 Caste in Contemporary India
3.3 Environment and Society: Emerging Issues and Debates
3.4 Gender Issues in Contemporary India
3.5 Development Debates and Alternative Paradigms
3.6 Religion, Secularism and Communalism
3.7 Interrogating Modernity, Science and Development
3.8 Contemporary Feminist Science Studies
3.9 Towards Interdisciplinarity: Reading Contemp orary Indian Social Scientists
3.10 Sociology of Communicati on
3.11 Information Networks and Society
3.12 Law State and Society
3.13 Ethnicity, Migration and Identity
3.14 Social Movements, Collective Action and Activism
3.15 Tribes in India: Issues and challenges
3.16 Digital, Virtual, Social: Critical Perspectives
3.17 Partition Studies
3.18 Agrarian Societies: Emerging Issues and Debates
3.19 Sociology of Public Health
3.20 Sociology of Ageing
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Revised M.Phil. Sociology Coursework 2020
10 Course 1.0
Methodological Perspectives
Course Objectives
The course aims at introducing the students to the central debates in the
methodologies of social research with the specific aim of contextualizing these within
historical, cultural and political locations. The course aims at facilitating a critical and
reflexive approach to the epistemological and ontological principles of social research
in sociology and social anthropology. Engaging with actual classical and
contemporary studies from these disciplines will be an integral part of the pedagogy
of the cou rse.
Course Outcome
1. The student will d iscover the central debates in the methodologies of social
research
2. The student will be able to contextualize these within historical, cultural and
political locations.
3. The student will develop a critical and reflexive approach to the
epistemological and ontological principles of social research in sociology and
social anthropology.
4. The student will engage with and remember actual classical and contemporary
studies from these disciplines
5. The student will be able to apply the learnings to their own dissertation
Unit I‐The Foundational Canon
a) Origins of Sociological Method in the Enlightenment Movement
b) Sociology as Science: Emergence of Positivism
c) Knowledge as Interpretation
d) The Role of Ideology and Praxis
Unit II‐The Foundational Canon
a) Action and Interactionism
b) Social construction of reality and studying the everyday
c) The Ethnomethodological Argument
d) ‘Life World’ and ‘Habitus’
Unit III‐Shifts, Challenges and Alternatives
a) The Postmodern Debate: Negotiating Structure and Agency
b) Power and Knowledge
c) Standpoint Epistemologies, Situated Knowledges and Partial
Perspectives
d) The Post‐Colonial Alternatives
Unit IV‐ Writing Research Proposal
a) Rational of doing research ,
b) Literature Review
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Revised M.Phil. Sociology Coursework 2020
11 c) Research Methodology
Readings
Abu-Lughod, L. (1993). Writing Women’s Worlds: Bedouin Stories . University of
California Press.
Andre Beteille (2002) Sociology: Essays on Approaches and Method .
Oxford University Press.
Asad, T. (1973). Anthropology and the Colonial Encounter . Ithaca Press.
Bhambra, G.K. (2007). Rethinking Modernity: Postcolonialism and the Sociological
Imagination . Hampshire & New York, Palgrave Macmillan.
Bourdieu, P. (1980). The Logic of Practice . Oxford, Blackwell Publishers. Delamont,
S. (2003). Feminist Sociology . London, Sage Publications.
Elliot, A. (2010). Contemporary Social Theory . New York, Routledge.
Giddens, A. (1989). Sociology . Cambridge, Polity Press.
Elliott, A. (2003). Critical Vis ions: New Directions in Social Theory . Oxford, Rowman
& Littlefield Publishers.
Geertz, C. (1977). The Interpretation of Cultures . Basic Books
Geertz, C. (1983). Local Knowledge: Further Essays in Interpretive Anthropology .
Basic Books
Giddens, A. (2015). New rules of sociological method , Rawat Publications.
Hegde, S (2015) Recontextualizing Disciplines: Three Essays in Method .
Institute of Advanced Study, Shimla, India
Hill – Collins, P. (1998). The Fighting Worlds . Minneapolis, University of Minnesota
Press.
Morrison, K. (1995). Marx, Durkheim, Weber – Formation of Modern Social
Thought . New Delhi, Sage Publications.
Outhwaite, W. & M.J. Mulkay (eds.). (1992). Social Theory & Social Criticism: Essays
for Tom Bottomore . New York, Blackwell.
Patel, S. (ed.). (2010). The ISA Handbook of Diverse Sociological Traditions . London,
Sage Publications.
Ritzer G. (2005). Sociological Theory . New York, McGraw Hill.
Siedman, S. (1994). Contested Knowledge: Social Theory in the Postmodern Era . New York,
Blackwell.
Smith, D. (1987). The Everyday World is Problematic . New York, Open University
Press.
Smith, D. (1996). The Conceptual Practices of Power . Toronto, University of
Toronto Press.
Tucker, K.N. (2002). Classical Social Theory . Oxford, Blackwell Publi cation.
Turner, B.S. (ed.). (2009). The New Blackwell Companion to Social Theory . Oxford,
Blackwell Publishing Limited.
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Revised M.Phil. Sociology Coursework 2020
12 Course 2.0
Designs, methods and tools of social research
Course Objectives
The course is designed to familiarize the students with the disjuncture between qualitative and
quantitative research methods. It seeks to equip the students with expertise and skills to draw
up pertinent research design for various research problems. It is also aimed at honing the
expertise of the students towards academic writing
Course Outcome
1. Name and describe the various methods in the qualitative and quantitative
methodologies
2. Discover different styles of academic writing
3. Differentiate and explain the assumptions underlying qualitative and quantitative
methods
4. Illustrate statistical techniques for social research
5. Compare and contrast research designs in qualitative and quantitat ive moulds
6. Evaluate and assess the features of various research methods
7. Formulate research designs for stated research problems
8. Compose essays employing skills picked up from academic writing exercises
Unit I: Quantitative Research
a) Use of quantitative methods in the social sciences: origins, debates and new
developments
b) Hypothetic -deductive method and experiments
c) The survey method, structured questionnaire and content analysis
d) Use of statistical models, software (SPSS , Stata, SAS )
Unit II: Qualitative Research
a) Epistemological foundations of qualitative methods in the social sciences
b) Observation, interviews and focus group discussions, case studies and action research
c) Textual analysis, visual analysis, conversation analysis and oral narratives
d) Use of software (NVivo, ATLAS.ti, Gate)
Unit III: Academic Writing
a) Types and styles of academic writing
b) Structure to writing
c) Use of secondary sources: notes, referencing and indexing
d) Ethics in writing, intellectual property rights, plagiarism, software for checking
plagiarism
Unit IV: Reading primary studies
Key texts involving the creative use of different research methods will be selected for reading in
class based on which students would be expected to write assignments
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Revised M.Phil. Sociology Coursework 2020
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Sample Texts
a) Badhyopadhyay , M. (2010). Everyday life in a prison: confinement, surveillance,
resistance . Hyderabad: Orient Blackswan
b) Bourdieu, P. (2010). Distinction (paperback edition). London & New York: Routledge.
c) Chakravarti, A. (2001). Social power and everyday class relations: Agrarian
transformation in North Bihar . New Delhi: Sage Publications.
d) Das, V. (2012). Structure and cognition: aspects of Hindu caste and ritual (3rd Edition).
New Delhi: Oxford University Press
e) Robinson, R. (2005). Tremors of violence: Muslim survivors of ethnic strife in western
India . New Delhi: Sage Publications.
f) Vaid, D. (2018). Uneven Odds: Social mobility in contemporary India . New Delhi: Oxford
University Press
g) Emile Durkheim 2015. The Rules of Sociological Method. Wani Publication.
Readings
Andre Beteille (2002) Sociology: Essays on Approaches and Method. Oxford University Press.
Alloita, M. (2018). Mastering academic writing in the sciences: A step -by-step guide . Boca
Raton, FL: CRC Press.
Bailey, S. (2018). Academic writing: a han dbook for international students . London & New York:
Routledge.
Bates, C. (Ed.). (2015). Video methods: social science research in motion . London & New York:
Routledge.
Freeman, D. (2018). Seductive academic writing . Cambridge: Cambridge Scholars.
Fujii, L.A., (2018). Interviewing in social science research: a relational analysis . London & New
York: Routledge.
Giddens, A. (2015). New rules of sociological method , Rawat Publications.
Hay, M.C. (Ed.). (2016). Methods that matter: integrating mixed methods for more effective
social science research . Chicago & London: The Chicago University Press.
Lune, H. & Berg, B.L. (2017). Qualitative research methods for the social sciences . London:
Pearson.
Miller -cochran, S., Stamper, R. & Cochran, S. (2018). An insi der’s guide to academic writing: a
rhetoric and reader . Boston: Bedford/st. martins.
Mukherjee, S.P., Sinha, B.K. & Chattopadhyay, A.K. (2018). Statistical methods in the social
sciences . Singapore: Springer Nature.
Neuman, W.L. (Ed.). (2014). Social sci ence research methods: qualitative and quantitative
approaches (7th editions). Pearson education.
Olson, K. (2018). Essentials of qualitative interviewing . Year Reprint. Routledge.
Paramjit S. Judge. 2019.Writing Social Sciences: A Personal Narrative. Rawat Publications.
Shon, P.C. (2018). The quick fix guide to academic writing . London: Sage.
Singh, A.A & Lukkarila, L. (2017). Successful academic writing: a complete guide for social and
behavioural scientists . New York & London: Guilford Press.
Snee, H. et al. (Eds.). (2016). Digital methods for social science: an interdisciplinary guide to
research innovation . Palgrave Macmillan.
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Revised M.Phil. Sociology Coursework 2020
14 Course 3.1
Nation, State and Society
Course Objectives
The objective of this course is to introduce to the student a critical appraisal of the
major debates and perspectives on the concept of nationalism(s), nation‐state,
citizenship and exclusion. It endeavours to critically address contemporary society‐state
relationships in India
Course Outcome
1. The objective of this course is to introduce to the student a critical appraisal of
political sociology
2. The student will be able to analyse the major debates and perspectives on the
concept of nationalism(s), nation‐state, citizenship and exclusion.
3. It endeavours to critically address contemporary society‐state relationships in
India
4. It will help the student to become sensitive to the challenges of changing global
societies
Unit I Colonial legacies in State Formation
a) Anthropology and the Ethnographic state
b) Colonialism and Nationalisms in India
c) Nationalism and Nations‐ A critique
d) Nations and ethnic identities
Unit II Issues of Governance, Nation and Citizenship
a) Theorizing citizenship and the dual nature of citizenship in India
b) Civil and political societies
c) Issues of identity politics
d) Citizenship and technologies of the state
Unit III State, Society and Culture
a) Cultural Nationalism
b) State, regional aspirations and mobilizations
c) State, social policies and programmes
d) Federalism negotiating nativism and regional assertions
Unit IV Crisis of the State
a) Global Processes and welfare state
b) Issues of citizenship; Local, Global and Glocal
c) Market, Media and the Indian State
d) Vagaries of the neo -liberal State
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Revised M.Phil. Sociology Coursework 2020
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References
Aloysius G. (1999). Nationalism without a Nation in India. New Delhi, Oxford.
Chatterji, A.P. et al (Eds.). (2019). Majoritarian State: How Hindu Nationalism is Changing India .
C Hurst & Co Publishers Ltd.
Chatterjee, P. (1993). The Nation and its Fragments: Colonial and Pos t‐colonial
Histories . Princeton, Princeton University Press.
Harriss‐White (2003), India Working; Essays on Society and Economy. New Delhi, Oxford
University Press.
Ilaiah. K. (1996). Why I Am Not a Hindu: A Sudra critique of Hindutva Philosophy, Culture a nd
Political Economy . Calcutta, Samya.
Jaffrelot, C. (1999). The Hindu Nationalist Movement and Indian Politics: 1925‐1990’s . New
Delhi, Penguin.
Jayal and Mehta (2010). The Oxford Companion to Politics in India . New Delhi, Oxford University
Press.
Kaviraj , S. (2010). The Trajectories of the Indian State . New Delhi, Permanent Black.
Menon, N. & A. Nigam. (2008). Power and Contestation: India Since 1989 . Hyderabad, Orient
Longman.
Mohanty, M. (ed.). (2004). Class, Caste, Gender . New Delhi, Sage Publications.
Shah, G. (2004), Caste and Democratic Practice in India . London, Anthem Press.
Sharma, A. & Gupta, A. (Eds.). (2009). The Anthropology of the State: A Reader . Wiley -Blackwell.
Thorat, G., G. Shah, et al. (2006). Untouchability in Rural India. New Delhi, Sage Publications.
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Revised M.Phil. Sociology Coursework 2020
16 Course 3.2
Caste in Contemporary India
Course Objectives
The objective of this course is to introduce various theories, perspectives and discourses
on caste. It is designed to comprehend the myriad inter‐relationship between power,
knowledge construction, identity formation, state and politics.
Course Outcome
1. Identify the various theoretical approaches to caste
2. Describe the relationship between the colonial episteme and the trajectory of
caste system in India
3. Identify the role of the state in the changing contours of caste
4. Outline the shift from caste as hierarchy to caste as identity
5. Explain the changing nature of caste with reference to neo -liberal market
economy and globalization
6. Formulate intersectional analysis of caste
Unit I. Conceptualizing Caste
a) Theories and perspectives on caste
b) The colonial episteme and caste (castes of mind)
c) Indological approaches to understanding caste
d) Conceptual understanding of caste‐ perspectives from Anti caste
movements
Unit II. State apparatuses and caste identity formation
a) State, census and caste identity
b) Ethnomethodology of caste‐ objective and subjective realities
c) Caste and state policies
d) Caste and the debate on reservations
Unit III. Caste, community and Power
a) Caste Elites and power
b) Caste and Institutional Politics
c) Caste, class and gender; an intersectional approach
d) Caste as identity
Unit IV. Debates and Issues
a) Global Processes and question of caste
b) Caste networks and Market
c) Caste: Marginalization and violence
d) Changing nature of Caste
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17
Readings
Ambedkar, B R (1990): Dr Babasaheb Ambedkar: Writings and Speeches, Vol 9. edited
by Vasant Moon, Education Department, Government of Maharashtra, Mumbai.
Chakravarti, U. (2018). Gendering Caste: Through a Feminist Lens (2nd Edition). Sage
Publications.
Deshpande, A. (2011), The Grammar of Caste: Economic Discrimination in
contemporary India. New Delhi, Oxford University Press.
Deshpande, S. (2013), “Caste and Castelessness: Towards a Biography of the ‘General
Category’ ”, Economic and Political Weekly; xlviii (15); 32‐39.
Deshpande, S. (2014). The Problem of Caste . Orient Blackswan.
Dirks, N (2002): Castes of Mind ‐ Colonialism and the Making of Modern India ,
Permanent
Gupta, D. (2000), Interrogating Caste: Understanding hierarchy and difference in Indian
society . New Delhi, Penguin.
Guru, G. (2009). Humiliation: Claims and Context . New Delhi, Oxford University Press.
Guru, G. & Sarukkai, S. (2020). Experience, Caste and the Everyday Social . Oxford University
Press
Jodhka, S. (2012), (ed.) Changing Caste: Mobility, Ideology, Identity . New Delhi, Sage
Publications.
Jodhka, S.S. (2014). Caste in Contemporary India . Routledge, Chapman & Hall.
Judge. P. (Ed.). (2014). Towards a sociology of Dalits . New Delhi: Sage Publi cations.
Natrajan, B. (2011). The culturisation of caste in India: identity and inequality in a multicultural
age. London & New York: Routledge.
Rege, S. (2006). Writing Caste/Writing Gender: Reading Dalit Women’s Testimonies . Zubaan.
Robb, P. (1993), (ed.) Dalit movements and the meaning of labour in India, Studies on South
Asia . New Delhi, Oxford University Press.
Srinivas, G. (2016). Dalit Middle Class: Mobility, identity and politics of caste . Jaipur: Rawat.
Teltumbde, A. (2018). Republic of Caste: Thinking Equality in the time of Neoliberal Hindutva .
Navayana Publishing.
Waghmore, S. (2013). Civility against Caste: Dalit Politics and Citizenship in Western India .
Sage Publications
Yengde, S. (2019). Caste Matters . India Viking.
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18 Course 3.3
Environment & Society: Emerging Issues & Debates
Course Objectives
This course provides an introduction to the major approaches & theoretical perspectives & how these
approaches may be used to understand environmental issues and movements in India. With
environmental issues gaining centre stage, academics, activists, & planners have been forced to rethink &
interrogate the dominant development paradigms. With the disastrous environmental consequences of
development, its differential success & its impact on marginal sections, the whole notion of development is
questioned by the people. This course seeks to explore some of these contemporary issues and debates.
Course Outcome
1. Explain, analyse & illustrate the competing theoretical perspectives to the Environment
2. Apply theoretical perspectives to evaluate local & global environmental issues
3. Identify current global issues and relate them to local issues
4. Examine and identify issues related to Urban environments
5. Analyse & critically eva luate issues related to nature conservation & community rights in the new
economy
6. Critically evaluate laws and policies that impinge upon the environment
Unit I. Perspectives on Environment
a) Marxist perspectives - Political Ecology/ Feminist Political Ecology
b) Conservatism, Eco - Facism, Free Market Environmentalism
c) Gender perspectives - Ecofeminism/ Feminist Environmentalism
d) Risk Perspective – Reflexive Modernisation/ Postmodernism
Unit II. Nature, Culture & Rights in the New Economy
a) Forests, Parks & Wildlife Conservation
b) Water bodies, Coasts & Seas
c) Land Question & Special Economic Zones
d) Commons - Rural & Urban
Unit III. Infrastructure & Urban Ecologies
a) Ecologies of Urbanism - urban planning, housing & slum development
b) Urban Infrastructures - Nature in Built environments
c) Urban commons – Civic & Ecological commons
d) Air, Water & Issues of Sanitation
Unit IV. Local & Global Issues
a) Climate Change & Risk
b) Sustainable Development
c) Anthropocene/ Capitalocene’s Planetary Boundaries
d) Indigenous Rights & IPR debates
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Revised M.Phil. Sociology Coursework 2020
19 Readings
Agarwal, B. 1992. Gender & Environment Debate: Lessons from India, in Feminist Studies, 18,
No.1 (Spring).
Anand, N. A. Gupta & H Appel. Eds. 2018. The Promise of Infrastructure. Duke University Press.
Durham.
Barry, J. 2007. Environment and Social Theory. Second edition. Routledge. UK.
Basu, M., R. Ray & R. Samaddar. Ed. 2018. Political Ecology of Survival - Life & Labour in the
River Lands of East and North -East India. Orient Blackswan. Hyderabad.
Bauman,Z. 2004. Wasted Lives: Modernity & Its Outcasts. Polity Press. U.K. Book.
Clement, F., W. Harcourt, D. Joshi & C.Sato. ed. 2019. Feminist political ecologies of the
commons and communing, in International Journal of the Commons, Vol. 13, no 1 2019, pp. 1 –
15.
Federici, Sylvia (2019): Re-Enchanting the World: Feminism and the Politics of the Commons.
Oakland: PM press.
Gidwani, V. & A. Baviskar. Ed. 2011. Urban Commons. Economic & Political Weekly. Review of
Urban Affairs. December 10, 2011 vol xlvi no 50
Goldma n, M. 2006. Imperial Nature - the world bank and struggles for social justice in the age of
Globalization. Orient Blackswan. Hyderabad.
Heatherington, K. ed. 2019. Infrastructure, Environment and Life in the Anthropocene. Duke
University Press. Durham.
Kohl i, K. & M. Menon. Ed. 2016. Business Interests & the Environmental Crisis. Sage. New Delhi.
Levien, M. 2012. The land question: special economic zones and the
political economy of dispossession in India, The Journal of Peasant Studies, 39:3 -4, 933 -969,
Mies. M. & V. Shiva. 1998. Ecofeminism. Zed Books. London.
Moore. J.W. 2015.Capitalism in the Web of life - Ecology & the Accumulation of Capital. Verso.
London.
Moore. J.W. ed. 2016. Anthropocene or Capitalocene? Nature, History and the Crisis of
Capitalism. PM Press. USA.
Rademacher, A. & K. Sivaramakrishnan. Ed. 2013. Ecologies of Urbanism in India: Metropolitan
Civility and Sustainability. Hong Kong University Press. Hong Kong.
Rangarajan, M. 2015. Nature & Nation -Essays on Environmental History. Permanent Black,
Ranikhet in association with Ashoka University.
Rangarajan, M., M.D. Madhusudan & G. Shahbuddin. Eds. 2014. Nature without Borders. Orient
Blackswan. Hyderabad.
Rao, M. ed. 2018. ‘Negotiating Neoliberal Environments in India’, Special Issue, Sociol ogical
Bulletin. Volume 67, Issue 3, December.
Redclift, M. 1984. Development & Environmental Crisis. Methuen. New York.
Shiva, V. Globalization’s New Wars: Seed, Water & Life Forms. 2005. Women Unlimited. New
Delhi.
Shahabuddin, G. 2010. Conservation at t he Crossroads: Science, Society, & The Future of India’s
Wildlife. Permanent Black. Delhi.
Shahabuddin, G. & K. Sivaramakrishnan ed. 2019. Nature Conservation in the New Economy -
People, Wildlife and the New Law in India. Orient Blackswan. Hyderabad.
Sharm a, M. 2017. Caste & Nature - Dalits and Indian Environmental Politics. Oxford University
Press. New Delhi.
Srinivasan, U. & N. Velho ed. 2018. Conservation from the Margins. Orient Blackswan.
Hyderabad.
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Revised M.Phil. Sociology Coursework 2020
20 Zenner. C. ed. 2003. Culture & the Question of Rights - Forests, Coasts & Seas in Southeast Asia.
Duke University Press. Durham.
Course 3.4
Gender Issues in Contemporary India
Course Objectives
This course provides an introduction to the major themes & sites that inform the broad field of
gender & women’s studies. Many taken for granted assumptions about gender relations,
feminisms, masculinity & femininity and human inequalities will be challenged throughout the
course. These themes and issues are examined through the framework of intersectionality of
caste, class, religion & sexuality. The course will explore these themes within contemporary
India.
Course Outcome
1. Understand and analyse the gendered aspects of work
2. Distinguish different aspects related to the gendered body
3. Analyse & evaluate the multiple sites of gendered violence
4. Identify and illustrate the different aspects of women’s agency within the family & economy
5. Identify and illustrate the different aspects of women’s agency within civic society & politics
6. Explain & analyse gender issues using different theoretical perspectives
Unit I Theme One - Work
a) Work, Labour, Leisure
b) Productive labour
c) Reproductive and care labour
d) Sexual labour
Unit II Theme Two - Body
a) Reproductive body
b) Body beautiful
c) Sexual body
b) Performative body
Unit III Theme Three - Violence
a) Domestic violence
b) Sexual Violence
c) Workplace Violence
d) State Violence
Unit IV Theme Four - Agency
a) Marriage and family
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Revised M.Phil. Sociology Coursework 2020
21 b) Political participation
c) Economic subjecthood
d) Civic society
Readings
Abbot, P., C. Wallace & M. Tyler. 2008. An Introduction to Sociology - Feminist Perspectives .
Third Edition. Routledge. New York.
Chadha, G. & M.T. Joseph. 2018. Re -Imagining Sociology in India - Feminist Perspectives.
Routledge. London.
Chakravarti, U. (200 3). Gendering Caste: Through a Feminist Lens Stree, Calcutta,2003.
Chakravarti, Uma. (April 3, 1993), Conceptualising Brahmanical Patriarchy in Early India:
Gender, Caste, Class and State; Economic and Political Weekly
Chaudhuri, Maitrayee. Ed. 2005. Femin ism in India. Delhi: Kali for Women.
Geetha, V. 2002. Gender. Kolkata: Stree.
---2007. Patriarchy. Kolkata: Stree.
Connell, R.W. (2005). Masculinities. University of California Press. Berkley. 2nd edition.
Ghosh J., Never Done and Poorly Paid: Women’s Work in Globalizing India, New Delhi, Women
Unlimited, (2009)
Gopal, Meena. Caste, Sexuality and Labour: The Troubled Connection –EPW
John, Mary. Ed. 2008. Women's Studies in India: A Reader. Delhi: Penguin.
Khullar, Mala. (Ed.). (2005). Writing the Women’ s Movement: A Reader. New Delhi: Zubaan
Menon. N. (2009). Sexuality, Caste, Governmentality: contests over 'gender' in India -; Feminist
Review, No. 91, South Asian Feminisms: Negotiating New Terrains, pp. 94 -112
Pande, Amrita. 2009. Not an ‘Angel’, not a ‘Whore’: Surrogates as ‘Dirty’ Workers in India.
Indian Journal of Gender Studies. vol. 16: 141‐17. 2010
Qadeer, Imrana, and Mary E. John. 2008. 'Surrogacy Politics' at Kafila.org.
http://kafila.org/2008/ 12/25/surrogacy -politicsimrana -qadeer -mary -e-john/ Downloaded 14
October 2011.
Rege. Sharmila. 1995. Caste and Gender: The Violence Against Women in India –in Dalit Women
in India: Issues and Perspectives – P.G. Jogdand (Ed.). Gyan Publishing House & University of
Pune
Rege, S. (2006). Writing Caste/ Writi ng Gender: Reading Dalit Women’s Testimonios. New Delhi:
Zubaan (Introduction)
Rege. Sharmila. 1998. Dalit Women Talk Differently: A Critique of ‘Difference’ and Towards a
Dalit Feminist Standpoint Position –Economic and Political Weekly, Vol.33, No. 44 (O ct. 31 –
Nov. 6,), pp. WS39 -WS46
Rao, Anupama. (Ed.). Gender and Caste – Kali for Women (2003) (Introduction)
Shrivastav, Sanjay. ed., 2013. Sexualities, Oxford University Press,
Swaminathan, Padmini(ed.) 2012. Women and Work, Orient BlackSwan, Hyderabad.
Tong, R. & T.F. Botts. 2018. Feminist Thought - A More Comprehensive Introduction. Routledge.
New York. Fifth Edition.
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Revised M.Phil. Sociology Coursework 2020
22 Course 3.5
Development Debates and Alternative Paradigms
Course Objectives
This course seeks to unravel the contours of engagement between the different paradigms of
development. It seeks to critically analyse the various models of development on offer with
particular emphasis on alternatives to the dominant discourses. The most widely debated issues
and the ongoing resistance movements are studied in the context of the diverse issues thrown
up by transnational processes.
Course Outcome
1. Identify the different approaches to development
2. Discover the various popular social movements dealing with issues of development
3. Differentiate and compare the various approaches to the issues of development across
the world
4. Identify alternatives to dominant models of development
5. Illustrate the viability of alternatives in development deba tes
6. Outline the key points of difference among the various paradigms of development
7. Explain the issues connected to each of the paradigms under discussion
8. Appraise the influence brought about by social movements with particular focus on
issues of gender
Unit I Dominant Discourses
a) Debates on ‘Modernization’
b) Washington Consensus, ‘Liberalization’ and Neo -Liberal Economics
c) Marxism, Socialism and Development
d) Globalization and its Paradoxes
Unit II Discourses of Development
a) The legacies of “The Hind Swaraj”
b) Is ‘Small’ still ‘Beautiful’?
c) The Capabilities Approach
d) ‘Imagining a post -development era’
Unit III Issues of Development: Towards a Reflexive Modernity?
a) Sustainability and environment
b) Gender and development
c) ‘Accumulation by dispossession’
d) Analysing global poverty
Unit IV Resistance Movements: Case Studies
a) Movements of the Urban poor
b) Voluntary associations, movements and the role of women
c) Resistance against predatory capitalism among the adivasis
d) Movements against mega projects
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Revised M.Phil. Sociology Coursework 2020
23
Readings
Ahmed, W., Kundu, A. & Peet, R. (Eds.). (2011). India’s new economic policy: a critical analysis .
London & New York: Routledge.
Apffel -Marglin, F. S. Kumar & A. Mishra (eds.) (2010). Interrogating Development: Insights from
the Margins . New Delhi, Oxford University Press.
Banerjee, A. & Duflo, E. Poor economics: a radial rethinking of the way to fight global poverty .
New York: Public Affairs.
Bhagwati, J. & Panagariya, A. (2013). Why growth matters: New York: Public Affairs.
Coles, A . Gray, L. & Momsen, J. (Eds.). (2015). The Routledge handbook of gender and
development . London & New York: Routledge.
de Kadt, E. & Williams, G. (Eds.). (2018). Sociology and development . London & New York:
Routledge.
Deb, D. (2009). Beyond Developmentality: Constructing Inclusive Freedom and Sustainability .
London, Earthscan.
Dreze, J. & Sen, A., (2002). India: development and participation . Oxford University Press.
Dreze, J. & Sen, A., (2013). An uncertain glory: India and its contradictio ns. New Jersey:
Princeton University Press.
Escobar, A. (1995). Encountering Development: The Making and Unmaking of the Third World .
Princeton, NJ, Princeton University Press.
Eversole, R. (2018). Anthropology for development: from theory to practice . London & New
York: Routledge.
Harvey, D. (2018). The limits to capital (4th edition). London: Verso.
Nussbaum, M.C. (2011). Creating capabilities: the human development approach . The Belknap
Press of Harvard University Press.
Pieterse, J.N. (2010) Developme nt Theory: New Delhi, Sage Publications.
Piketty, T. (2020). Capital and ideology . Harvard University Press.
Sen. A. (2017). Collective choice and social welfare . (3rd Edition). Harvard University Press.
Toplisek, A. (2019). Liberal democracy in crisis: rethinking resistance under neoliberal
governmentality . Palgrave Macmillan.
Ziai, A., Ed. (2007). Exploring Post -development: Theory and practice, problems and
perspectives . London & New York, Routledge.
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Revised M.Phil. Sociology Coursework 2020
24 Course 3.6
Religion, Secularism and Communalism
Course Objectives
The domain of religion is crucial to sociological understanding. This course maps the interface
between religion, civil society and the state by engaging with issues of secularization,
secularism, religious pluralism and communalism. It also seeks to explo re significant studies on
religion undertaken by Indian Sociologists.
Course Outcome
1. Identify the various approaches to religion from the domains of sociology and
anthropology
2. Explain secularism with reference to its history and geographical spread
3. Outline the various characteristics of communalism
4. Illustrate the Indian variant of secularism
5. Compare and contrast the different approaches to the study of religion
6. Explain the various facets of communalism in India
7. Propose approaches to religion compatib le with the drastic changes in the globalised
world
Unit I. Religion and the Civic Sphere
a) Sociological studies of religion (Durkheim, Marx, Weber, Peter Berger)
b) Anthropological studies of religion (Geertz, Asad)
c) Universal religions
d) Religion in South Asia
Unit II. Nation, Religion and Civil Society in India
a) Householder, renouncer and modern myths: T.N. Madan
b) Nation and its minorities: Robinson, Fazal
c) Subalternity and religion: Robinson, Wakankar
d) Religion in civil society: Uberoi, Oommen
Unit III. Debates on Secularism
a) Secularization and secularism: linkages
b) Secularism in India: Pre -colonial and colonial legacies
c) Pluralism, secularism and tolerance: contemporary debates
d) Majority – minority conundrum in contemporary India
Unit IV. Debates on Communalism
a) Intersection of politics and religion
b) The colonial construction of communalism
c) Communalism, caste and nationalism
d) Fundamentalist ideologies and communal violence
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Revised M.Phil. Sociology Coursework 2020
25
Readings
Asad, T. (1993). Genealogies of religion: discipline and reasons of power in Christianity and
Islam . John Hopkins University Press.
Asad, T. (2018). Secular translations: nation state, modern self, calculative reason . Columbia
University Press.
Fazal, T. (2018). Nation state and minority rights in India: comparative per spectives on Muslim
and Sikh identities . London & New York: Routledge.
Fazal, T. (Ed.). (2020). The Minority conundrum: Living in Majoritarian Times . Vintage Books.
Geertz, C. (2017). Interpretation of cultures (3rd Edition). Basic Books.
McKinnon, A. & Trzebiatowska, M. (Eds.). (2014). Sociological theory and the question of
religion . Ashgate.
Chandhoke, N. (2019). Rethinking pluralism, secularism and tolerance: anxieties of coexistence.
Sage.
Kent, E.F. (2013). Sacred groves and local gods: religion and environmentalism in South India .
Oxford University Press.
Madan, T. N., Ed. (2004). India's Religions: Perspectives from Sociology and History . New Delhi,
Oxford University Press.
Mahmood, S. (2011). Politics of piety: Islamic revival and the feminist subject . Princeton
University Press.
Oommen, T. K. (2002). Pluralism, equality, and identity: comparative studies , New York, Oxford
University Press.
Robinson, R. (Ed.). (2003). Sociology of Religion in India . Sage.
Robinson, R. & Kujur, M.J. (Eds.). (2 010). Margins of Faith: Dalit and tribal Christianity in India .
Sage.
Robinson, R. (Ed.). (2019). Minority Studies (2nd Edition). Oxford University Press.
Turner, B.S. (2013). The Religious and the political: a comparative sociology of religion .
Cambridg e University Press.
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Revised M.Phil. Sociology Coursework 2020
26 Course 3.7
Interrogating Science, Modernity and Development
Course Objectives
Modern western natural sciences, synonymous with the term science, have arguably defined the
project of modernity across the world over the last four centuries. They have defined what
constitutes knowledge and progress. While there is no doubt that science has facilitated the
progress of the world we live in, it is clear that science has also contributed to major disasters
and added to the risk societie s we live in. The last sixty years have seen the emergence of a
critique of science, particularly from non‐western societies and cultures like India. This course
aims to familiarize the students with the linkages between colonialism, nationalism, modernity
and science. The course hopes to carry forth the critical discourse on science with the aim of
developing the field of contemporary science studies
Course Outcome
1. The course attempts to understand how modern western natural sciences,
synonymous with the term science, have defined the project of modernity
across the world over the last four centuries.
2. The course attempts at developing reflexivity on how these determ ines our
ideas of what constitutes knowledge and progress.
3. The course analyses how science has facilitated the progress of the world we
live in and has also contributed to major disasters and added to the risk
societies we live in.
4. We provide an introduc tion to the last sixty years of the emergence of a critique
of science, particularly from non‐western societies and cultures like India.
5. This course aims to familiarize the students with the linkages between
colonialism, nationalism, modernity and science .
6. The course hopes to carry forth the critical discourse on science with the aim of
developing the field of contemporary science studies
Unit I‐ Conceptual and Historical Framework
a) The dream of European enlightenment
b) The spread of science and the colonial project
c) Science as universal paradigm for progress and development
d) The hegemony of science as method and knowledge
Unit II Nationalism, Nation State and Science
a) Rationalism, Science and the Indian Renaissance
b) The early scientific institutions
c) The scientific intellectual in the nationalist project
d) Science for an independent India‐Contesting perspectives and
movements
Unit III‐ Critiques, Debates and Alternatives
a) ‘Big Science’‐violence or necessary evil?
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Revised M.Phil. Sociology Coursework 2020
27 b) Defence, Development and Disenchantment
c) Role of the ‘expert’ scientific community
d) Contesting the scientific temper
Unit IV‐Contemporary Challenges
a) Whose science? Whose knowledge? Issues of access and beyond
b) Redefining knowledge and science from post‐colonial perspectives
c) Re‐Integrating local knowledge systems and practices
d) Looking towards and beyond science.
Readings
Anderson, Robert S. (1975) Building Scientific Institutions in India: Saha and Bhabha ,
Montreal: Occasional Paper series, McGill University.
Baber, Zaheer (1998) The Science of Empire , New Delhi: Oxford University Press.
Dhar, A., Niranjana, T. and Sridhar,K. (2017) Breaking the Silos: Integrated Science
Education in India , New Delhi: Orient Blackswan.
Dasgupta, Subrata (1999) Jagadis Chandra Bose and the Indian Response to West ern
Science , New Delhi: Oxford University Press.
Habib, Irfan S. and Raina, Dhruv (eds.) (1999) Situating the History of Science:
Dialogues with Joseph Needham , New Delhi: Oxford University Press.
Harding, Sandra (ed.), (1993) The Racial Economy of Science , Bloomington and Indianapolis:
Indiana University Press.
Kumar, Deepak (1995) Science and the Raj: 1857 – 1905 , New Delhi: Oxford University
Press.
Marglin, F.A. and Marglin,S.A.(eds.).(1990). Dominating Knowledge: Development,
Culture and Resistance , New Delhi: Oxford University Press.
Nandy, Ashis (1995) Alternative Sciences , New Delhi: Oxford University Press.
Nandy, Ashis (ed.) (1988) Science, Hegemony and Violence , New Delhi: Oxford
University Press.
Prakash, Gyan (2000) Another Reason: Science and the Imagination of Modern India ,
New Delhi: Oxford University Press.
Rahman, A. (1986) Philosophy of Science and its Application to Science and Technology
Development in India , New Delhi: UNESCO Regional Office.
Sardar, Ziauddin (ed.) (1988) Revenge of the Athena: Science, Exploitation and the Third
World , London and New York: Mansell Publishing.
Visvanathan, Shiv (1985) Organizing for Science: The Making of an Industrial
Laboratory , New Delhi: Oxford University Press.
Visvanathan, Shiv (1997) A Carnival fo r Science , New Delhi: Oxford University Press.
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Revised M.Phil. Sociology Coursework 2020
28 Course 3.8
Contemporary Feminist Science Studies
Course Objectives
The emerging field of Feminist Science Studies has aimed to establish and demonstrate
linkages between modern western science and gender ideologies. The challenge has
been to critique but reclaim epistemologies of science from feminist perspectives, while
arguing for women’s standpoints in epistemes. In India, Feminist Science Studies faces
the challenge of having to critique science from a post‐colonial location where science
is deeply linked with welfare and development. Beginning with issues of representation
of women in science, the present course will initiate the students to raise fundamental
questions on the hegemony of science and it s links with patriarchies.
Course Outcome
1. The course provides an understanding of the emerging field of Feminist Science
Studies which has aimed to establish and demonstrate linkages between
modern western science and gender ideologies.
2. We analyse the challenge to critique but reclaim epistemologies of science
from feminist perspectives, while arguing for women’s standpoints in
epistemes.
3. We understand that In India, Feminist Science Studies face the challenge of
having to critique scien ce from a post‐colonial location where science is deeply
linked with welfare and development.
4. We apply these perspectives to issues of representation of women in science,
and to the fundamental questions about the hegemony of science and its links
with pa triarchies.
Unit I, Background and Lineages
a) What is science studies? What is feminist science studies?
b) The challenge to science
c) Developments in feminist theories
d) Contours of Feminist Science Studies
Unit II Women in Science
a) Why so few women?
b) Issues in science education
c) Negotiating the professional pyramid
d) Narratives of doing science as a woman
Unit III Foundational Questions
a) Contesting hegemonic notions of ‘nature’ and ‘truth’
b) Gender ideologies and the ontological assumptions of science.
c) Gender ideologies and the epistemologies of science
d) Are there feminist alternatives?
Unit IV Challenges for Feminist Science Studies
a) Navigating relativism
b) Critically evaluating and validating women’s indigenous knowledges
c) Talking gender to women in science
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Revised M.Phil. Sociology Coursework 2020
29 d) Reclaiming science
Readings
Bleier, Ruth (ed.) (1988) Feminist Approaches to Science , New York: Pergamon.
Harding, Sandra (1991) Whose Science? Whose Knowledge ?, Milton Keynes: Open University
Press.
Harding, Sandra and Hintikka, Merrill B. (eds.), (1983) Discovering Reality: Feminist Perspectives
on Epistemology, Metaphysics, Methodology and Philosophy of Science , Doderecht, Boston and
Lancaster: Reidel.
Harding, Sandra (1986) The Science Question in Feminism , Milton Keynes: Open University
Press.
Hirsch, M. and Keller, Evelyn Fox (eds.) (1990) Conflicts in Feminism , London and New York:
Routledge.
Keller, Evelyn Fox (1985) Reflections on Gender and Science , New Haven and London: Yale
University Press.
Keller, Evelyn Fox and Longino, Helen E. (eds.) (1996) Feminism & Science , Oxford and New
York: Oxford University Press.
Krishna, Sumi and Chadha, Gita (2015) Feminists and Science Critiques and Perspectives in India
(Volume 1) , Kolkata: Stree Samya.
Krishna, Sumi and Chadha, Gita (2017) Feminists and Science Critiques and Perspectives in India
(Volume 2) , Kolkata: Stree and New Delhi: Sage.
Chadha, Gita and Achuthan, Asha (2017) Feminist Science Studies (ed.) Special Issue of Reviews
of Women’s Studies in Economic and Political Weekly, Vol. LII No.17.
Grewal, I. and Kaplan, C. (2006) An Introduction to Women’s Studies: Gender in a Transnational
World, London: McGraw Hill.
Krishnaraj, Maitreyi (1991) Women and science – selected essays , Bombay: Himalaya Pub lishing
House.
Kumar, Neelam (2008) Women and Science in India: A Reader , New Delhi: Oxford University
Press.
Merchant, Carolyn (1980) The Death of Nature: Women, Ecology and the Scientific Revolution ,
San Francisco: Harper.
Rose, Hilary (1994) Love, Power and Knowledge: Towards a Feminist Transformation of the
Sciences , Cambridge: Polity Press.
Shiva, Vandana (1989) Staying Alive , London: Zed Books.
Shiva, Vandana (ed.) (1993) Minding our Lives , New Delhi: Kali for Women.
Lakshmi, C.S. (1998) The World as my Laboratory – Shantoo Gurnani’s Tryst with Science No. 3,
Mumbai: Sound and Picture Archives for Research on Women.
Mayberry, M., Subramaniam, B. and Weasel, L.H. (2001) Feminist Science Studies: A New
Generation, New York and London: Routledge.
Subrahm anyan, Lalitha (1998) Women Scientists in the Third World , New Delhi: Sage
Publications.
Tuana, Nancy (ed.) (1989) Feminism and Science , Bloomington and Indianapolis: Indiana
University Press.
Internet Resource: Life of Science - https://thelifeofscience.com/
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30 Course 3.9
Towards Interdisciplinarity: Reading Indian Social Scientists
Course Objectives
The present course has identified four social scientists from different disciplines , other
than the parent discipline of the department i.e. sociology. The aim of the course is to
familiarize students with ideas from other disciplines that have shaped contemporary
sociological debates on the relationship between structure and agency, ind ividual and
society, power and resistance within Indian society. The themes in the course, range
from development to caste, gender and the self. The course will require the students to
critically read original and primary writings of the social scientists, ensuring the
necessary rigour at the postgraduate level.
Course Outcome
1. The Course introduces the student to four social scientists from different
disciplines, other than the parent discipline of the department i.e. sociology.
2. The aim of the course is to familiarize students with ideas from other disciplines
that have shaped contemporary sociological debates
3. The student will apply these ideas to the relationship between structure and
agency, individual and society, power and re sistance within Indian society.
4. The student will understand the themes in the course which range from
development to caste, gender and the self.
5. The course will require the students to critically read original and primary
writings of the social scientist s, ensuring the necessary rigour at the
postgraduate level.
Unit I, Amartya Sen, Economics
a) Economics, and Development
b) The Capability Approach
c) Identity and Violence
d) The Idea of Justice
Unit II, Kancha Illaiah, Political Science
a) Why I am not a Hindu
b) God as a political philosopher
c) Post Hindu India
d) Buffalo Nationalism
Unit III, Uma Chakravarty, History
a) Changing Historiographies
b) Reinterpreting the Indian past
c) Reading Ramabai, Visibilsing Gender
d) Caste and Feminism
Unit IV, Sudhir Kakkar, Social Psychology
a) Psychology, modernity and the post‐colonial critique
b) Notion of Self
c) Construction of the Divine
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31 d) Culture and Psyche
Readings
Chakravarti, Uma (1998) Rewriting History – The Life and Times of Pandita Ramabai,
New Delhi: Zubaan Books.
Chakravarti, Uma (2003) Gendering Caste Through a Feminist Lens , Mumbai: Popular
Prakashan.
Chakravarti, Uma (2006) Everyday Lives, Everyday Histories: Beyond the Kings and
Brahmans of Ancient India , (New Delhi: Tulika Books).
Chakravarti, Uma (2006) Shado w Lives: Writings on Widowhood , (with Preeti Gill)
(New Delhi: Kali for Women).
Illaiah,Kancha (1996) Why I Am Not a Hindu: A Sudra critique of Hindutva philosophy,
culture and political economy (Calcutta: Samya,)
Illaiah,Kancha(2001) God as Political Philosopher: Buddha's Challenge to Brahminism (Calcutta: Samya)
Illaiah, Kancha, (2004) Buffalo Nationalism: A Critique of Spiritual Fascism
(Calcutta: Samya,)
Illaiah, Kancha, (2009) Post -Hindu India: A Discourse in Dalit -Bahujan, Socio -Spiritual
and Scientific Revolution (New Delhi: Sage).
Illaiah, Kancha, (2009) Turning the Pot, Tilling the Land: Dignity of Labour in Our Times (New
Delhi: Navayana).
Kakkar, Sudhir, (1978) The Inner World, Psychoanalytic Study of Childhood and Society in India
(Delhi: Oxford University Press,)
Kakkar, Sudhir (2008) Mad and Divine: Spirit and Psyche in the Modern World
(Delhi: Penguin -Viking )
Kakkar, Sudhir (1996) Culture and Psyche: Selected Essays , (Delhi: Oxford University Press,
1996).
Kakkar, Sudhir (20012) The Inner World: A Psychoanalytic Study of Childhood and Society in
India (New Delhi: Oxford India Perennials).
Kakkar, Sudhir (2014) Death and Dying (Delhi: Penguin‐Viking ).
Sen, Amartya (1999) Development as Freedom , Oxford, Oxford University Press.
Sen, Amartya (2000). Freedom, Rationality, and Social Choice: The Arrow Lectures and Other
Essays.
Sen, Amartya (2005) The Argumentative Indian, London: Penguin.
Sen, Amartya (2006 ) Identity and Violence, New York: W. W. Norton & Company
Sen, Amartya (2011 ) The Idea of Justice , Harvard University Press
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Revised M.Phil. Sociology Coursework 2020
32 Course 3.10
Sociology of Communication
Course Objectives
The objective is t o make the learner aware of the importance of role of communication in social
relations , to introduce to the learner new communication technologies available for mass
communication as well as to train the learner to assess the impact of new communication
technologies on individual
Course outcome
1. Outcome of course shall be assessed through the understanding of learner through
assignments (internal assessment) and examination at the end.
2. Learner has to undertake dissertation on the appropriate topic and has to develop its
research methodology to study the overall impact of communication on particular
section/sector and on overall society.
nit I Conceptual Understanding
a) Communication and Mass Communication
b) Modernization Theory and Development Communication ( Wilbur Schramm , Everett Rogers
and Daniel Learner)
c) Political Economy of Communication ( Noam Chomsky )
Unit II Sociological Understanding of Communication
a) Edward T. Hall’s ‘ The Silent Language and one other text ’
b) Social Worlds and the (Re)production of Social Reality”; Berger and Luckman, Goffman.
c) The Public Sphere (Habermas)
Unit III communication and Social Interactions
a) Communication and Culture -Carey James
b) Imagined Communities - Benedict Anderson
c) The Medium is the Message - McLuhan
Unit IV Issues of Communication
a) Challenges on the Borders: Cultural Studies
b) The Media and Modernity
c) Theory of Social Construction
d) Marginalized Sections and Communication: Access and Equity
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33 Readings
Carey, James. 1989. Communication as Culture . Boston, MA: Unwin Hyman. *“A Cultural
Approach to Communication.”+
Anderson, Benedict. 1991. Imagined Communities: Reflections on the Origin and Spread of
Nationalism . London, UK: Verso. *“Cultural Roots.”+
Berger, Peter L., and Thomas Luckman. 1967. The Social Construction of Reality: A Treatise in
the Sociology of Knowledge . London, UK: Penguin Books.
Blumer, Herbert. 1962. “Society as Symbolic Interaction.” In Human Behaviour and Social
Process: An Interactionist Approach , edited by Arnold M. Rose. Boston, MA: Houghton -Mifflin.
Habermas, Jürgen. 1974. “The Public Sphere: An Encyclopaedia Article.” New German Critique
3: 49 –55.
David Holemes (2005). Communication Theory; Media Technology and Society. New
Delhi, SAGE Publications.
Denis McQuail (2005). Mass Communication Theory. New Delhi, Vistara Publications.
Giddens, A. (1976). New Rules of Sociological Method. London: Hutchinson.
Giddens, A. (1984). The Constitution of Society. Cambridge: Polity Press.
McLuhan, M and Fiore,Q.(1967). The Medium is the Message: An Inventory of Effects,
London: Penguin.
Slevin, J. (2000). The Internet and Society, Cambridge: polity.
Uma Joshi (2005). Mass Communication and Media. New Delhi. Anmol Publications.
Vilanilam J.V (2005 ). Mass Communication in India: A Sociological Perspective. New
Delhi, SAGE Publications.
Vincent Mosco (1996). The Political Economy of Communication. New Delhi, SAGE
Publications.
Thompson, John B. 1995. The Media and Modernity: A Social Theory of the Media . Stanford, CA:
Stanford University Press. *Introduction and “Communication and Social Context.”+
Any other relevant text reading suggested by the teacher
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Revised M.Phil. Sociology Coursework 2020
34 Course 3.11
Information Networks and Society
Course Objectives
Learner shall be made aware of the societal transformation from primitive society to
information society. T he aim of the course is to assess the impact of new technological
development on different sphere of human life and to understand the work culture through
field visit and assess the work environment and ground level changes in information field.
Course Outcome
1.Learner shall be made aware of the technological development and its impact on soci al life
through available literature.
2. Learner has to undertake research on the appropriate topic and has to develop its research
methodology to study the overall impact of communication on particular section/sector and on
overall society.
3. Assessment of outcome shall be carried out through formal established system of
assessment by the institution.
Unit I Basic Conceptual Understanding
a) Internet Revolution and digital divide
b) Social Construction of Technology
c) Zoning Mobility
d) Informatization
Unit II Theories of Information Society
a) The first and Second Media Age‐ the historical Distinction
b) Broadcast medium and Network medium‐problems with historical typology
c) Interaction versus Integration
d) Computer –Mediated Communication Perspecti ve
Unit III Globalization and Information Society
a) Post Industrial Society and Network Society
b) Virtual Urbanization perspective
c) Folk Culture and Popular Culture
d) Social Consequences of Internet
Unit IV Communication and contemporary issues
a) Mo bility as Control
b) Media control Perspective
c) India’s road to Informatization
d) Cyber Crime and violence
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35
Readings
Adorno, T and Horkheimer, M (1993). The Culture Industry: Enlightenment as Mass
Deception in S. During (ed), The Cultural Studies Reader, London: Routledge.
Anderson, B (1983). Imagined Communities. London. Verso.
Bell, D and Kennedy, B (2000). The Cybercultures Reader, London: Routledge.
Berger, P. L., & Luckmann, T. (1966). The social construction of reality: a treatise in the
sociology of knowledge. Garden City: Doubleday.
Castells, M. (1996). The Information Age: Economy, Society, and Culture, Vol.1: The
Rise of the Network Society, Malden, M.A and Oxford: Blackwell.
Castells, M. (2001) The Internet Galaxy, Oxford: Oxford Universi ty Press.
Denis McQuail (2005): Mass Communication Theory. New Delhi, Vista ar Publications.
Edge, D. (1988). The Social Shaping of Technology, Edinburgh: PICT Working Papers
No.1.
Flew, T (2002). New Media: An Introduction, Melbourne: Oxford University Pre ss.
Giddens A. (1990): The Consequences of Modernity, Cambridge: polity.
Habermas. (1984) The Theory of Communicative Action (Vol.1,), London:
Heinemann.
Yeung, R. W. (2008). Information Theory and Network Coding. New York, NY: Springer.
Any other text/readings suggested by the teacher
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Revised M.Phil. Sociology Coursework 2020
36 Course 3.12
LAW STATE AND SOCIETY
Course Objectives
The objective of the c ourse on law state and society aims to introduce to the learners
sociological understanding of law -making process , to make learner aware the sociological
jurisprudence and its efficacy as well as t o make the learner aware of the role of law in social
chang e.
Course Outcome
1.Learner shall be made aware about specific laws and its impact on particular sector/section
by asking to undertake research in the area.
2.Assessment shall be made through internal assignments and external assessment as per the
existing practices developed by the competent authority of the institution in this regard.
Unit ‐ I Constitution of India
a) Fundamental Rights and Duties‐Directive Principles of State Policy
b) Concepts of Social Welfare and Social Justice; India as a Welfare State
c) Human Rights Law: nature and Scope
Unit ‐ II Law and Sociological Jurisprudence
a) Max Weber Rationality and La w
b) Emile Durkheim and Law
c) Law and Regulation in Global Society
Unit ‐ III Legislation Relating to Women and Children in India
a) Domestic Violence Act, 2005
b) Right to Education Act -2009
c) The National Commission for Protection of Child Rights Act, 2005,
Unit ‐ IV Social Legislation Relating Marginalized Groups in India
a) The Protection of Civil Rights Act, 1955
b) The Prevention of Atrocities on SCs and STs Act, 1989.
c) National Commission for Denotified Nomadic and Semi Nomadic Tribes Act
2006
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Revised M.Phil. Sociology Coursework 2020
37
Readings
Abel, Richard L. (2010) Law and Society: Project and Practice. The Annual Review of Law and
Social Science, vol. 6, pp. 1 –23.
Abhinaya Ramesh (2020): Dalit women, Vulnerabilities and feminist Consciousness in Economic
and Political Weekly. Vol. 55, Issue No. 12,
and Despair in Maharashtra, Department of Sociology, University of Mumbai,
Antony, M.J. 1997 Social Action Through Courts, New Delhi, ISI,
Aparna Rao and Michae l Casimir edt. (2003): Nomadism in South Asia. Oxford University press.
Balaji Kendre: (2010) Social Exclusion and social Inclusion of DNT in Ganesha Somayaji
(edt)Tribal Communities and the Exclusion‐ Inclusion Debate in India. Academic Excellence,
Delhi.
Bhatia, K.L. 1994 Law and Social Change towards 21st Century, New Delhi, Cambridge, UK:
Cambridge University Press.
Deflem, Mathieu (2008) Sociology of Law: Visions of a Scholarly Tradition. Delhi, ISI.
Mumbai. Occasional Paper series No.11.
Shah, Ghanshyam et. al (2009): Untouchability in Rural India. Sage Publication.
Shams Shamsuddin. 1991 Women, Law and Social Change, New Delhi, Ashish Publishing House.
Smart, Carol (2002) Feminism and the Power of Law. London, New York: Routledge.
Sukhdev Thora t (2013): Discrimination, Atrocities and the Dalit Experience of Hope
The Constitution of India: Government of India publication. New Delhi
Vago, Steven. 2006. Law and Society. (9thEd.) Prentice‐Hall.
Veena Das ed. (2004): Oxford Handbook of Indian Sociolo gy. Oxford University Press.
Xaxa, Virginius. 2005. Politics of Language, Religion and Identity. Economic and Political Weekly.
XL (13):
Xaxa, Virginius. 2004. Women and Gender in the Study of Tribes in India. Indian Journal of
Gender Studies. 11(3):
Xaxa, Virginius. 2008. State, Society and tribes. Issues in Post‐Colonial India. Pearson Education.
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Revised M.Phil. Sociology Coursework 2020
38
Course 3.13
Ethnicity Migration and Identity
Course Objectives
The aim is t o make the learner understand the importance of ethnicity migration and Identity in
formation of society and t o understand the intricate relationship among ethnicity migration and
identity formation .
Course outcome
1.Learner shall be clear in understanding the importance of three basic concepts and its role in
formation of soc iety.
2.Learner shall be asked to take up qualitative and quantitative assessment and impact of
ethnicity and migration and identity on each other while forming new society.
Unit I. Understanding Concepts
a) Culture and Ethnicity
b) Types of Migration
c) Development Displacement and Migration
Unit.II Migration and Development
a) Migration and Social Change
b) Migration and Ethnic violence
c) Migration and Development
d) Migration and network theory
Unit.III Migration and Mobility
a) Migration and Occupational Mobility
b) Migration as Survival Strategy
c) Migration in Contemporary Societies
d) Migration in Modern Societies
Unit. IV. Ethnicity Migration Identity issues
a) Sons of Soil Discourse
b) Regional Disparity and migration
c) Social Inequali ty and Migration
d) Gender and Migration
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Revised M.Phil. Sociology Coursework 2020
39
Readings
Bhide, Asha A and Kanitkar Tara. 2000: Principles of Population Studies. Bombay,
Himalaya Publishing House.
Cherunilam, Francis. 1987: Migration: Causes, Correlates, Consequences, Trends &
Policies. Bombay. Himalaya Publishing.
Datta, Amal. 2003: Human Migration: A Social Phenomenon. New Delhi. Mittal
Publications.
Harrris, Nigel.2005.’Perspectives: Migration and Development’ Economic and Political
weekly, 40 (43): pp. 4591‐95.
Jorden and Duvell 2003: Migration, Polity Publication, London.
Kapur Devesh. 2004.Indian Diaspora as Strategic Asset. Economic and political
weekly,38(5). pp445‐48.
Kaul, Ravender Kumar.2005: Migration and Society. Jaipur. Rawat Publication.
Mukherji, Shekhar. 1981: Mechan isms of Underdevelopment Labour Migration and
Planning Strategies in India. Calcutta. Prajna.
Piore, Michael J. (1979). Birds of Passage: Migrant Labour and Industrial Societies.
Cambridge: Cambridge University Press.
Rao, M.S.A. 1981: Some aspects of Sociology of Migration, Sociological Bulletin,
30(1), pp, 30‐35.
Ravenstein, E.G. 1969: The Law of Migration, Journal of Royal Statistical Society, pp,
11‐59.
S. Irudaya Rajan (ed.). (2012): INDIA MIGRATION REPORT 2012 Global Financial Crises
Migration and Remittance. Routledge London New York, New Delhi.
Sivaramkrishnan, K.C, Kundu Amitabh and Singh, B.N. 2005: Oxford Handbook of
Urbanization in India. New Delhi. Oxford University Press.
Veena Das ed. (2004): Oxford Handbook of Indian Sociology. Oxford Uni versity Press.
Balaji Kendre (2011) Socio -economic background and seasonal migration of sugarcane
harvesting workers in International Journal of Humanity and Social Sciences ISSN: 2231 -3532 &
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Revised M.Phil. Sociology Coursework 2020
40 E-ISSN: 2231 -3540, Volume 1, Issue 2, 2011, pp -15-21 Available o nline at
http://www.bioinfo.in/contents.php?id=120
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Revised M.Phil. Sociology Coursework 2020
41 Course 3.14
Social Movements, Collective Action and Activism
Course Objectives
This course attempts to introduce students to concepts, perspectives and theoretical
advancements of social movements. Through concrete case studies in contemporary times it
attempts to sensitize students to the variety and dynamics of Social Movements, Collective
action and Activism and their role in the social change and transformation in India. It also helps
to link the Local with the Global and understand the new cultural practices of social movements.
Course Outcome
1. Explain & analyse social movements from different theoretical perspectives
2. Understand & analyse the multiple bases of social identity & leadership
3. Analyse & evaluate the multiple sites of collective action & activism
4. Identify & map new sites and cultural practices of protest
5. Evaluate the role of the State in policing protest
6. Understand social movements & collective mobilisations in the context of glo balisation
Unit I: Concepts, Perspectives and Theoretical Developments
a) Identity and Exclusion
b) Dissent and Protest
c) Perspectives: Marxian, Liberal, Gandhian and Ambedkarite
d) Networks & Social Movement Theories
Unit II: Social Basis, Leadership, Identity
a) Social Structure, Political Cleavages
b) States, Markets
c) Knowledge, Culture, and Conflicts
d) Multiple Identities
Unit III: Sites - Global, Local, Personal
a) Ethnicity, Caste, Tribe
b) Sexuality, Gender, Human Rights
c) Environment, Farmers, Urban
d) Occupy Movements & Citizenship
Unit IV: Multiplicities of Globalization & New Cultural Practices
a) Individual Participation, Movement Subcultures, and Virtual Networks
b) Policing of Protest and Political Opportunities
c) Middle Class Activism & Civil Society
d) Collective Movements and Globalization
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Revised M.Phil. Sociology Coursework 2020
42
Readings
Almeida, P. (2019). Social Movements: The Structure of Collective Mobilization. University of
California Press.
Bagguley, P., (1992). Social change, the middle class and the emergence of “new social
movements”: A critical analysis. The Sociological Review 40.1: 26 -48
Brian D. Loader, Nixen Paul G. Rucht, (2004). Cyber protest: New Media, Citizens, and Social
Movements, Routledge.
Buechler, S. (1993). Beyond Resource Mobilization: Emerging Trends in Social Movement
Theory. The Sociological Quarterly 34: 217 -235.
Della Porta, D., Diani, M (2006). Social Movements: An Introduction (2nd Edition). Malden, MA:
Blackwell.
Dhanagare D.N. , (2016). Populism and Power: Farmers' Movement in Western India: 1980 -
2014, Routledge (Manohar), Delhi.
Eyerman, R. 1984. Social Movement Theory, Sociology, 18 (1): 71 -82.
Foweraker J., (1995). Theorizing Social Movements, London, Pluto Press.
Harriss, J. 2006. Middle -class activism and the politics of the Informal working class - A
Perspective on Class Relations and Civil Society in Indian Cities. Critical Asian Studies 38:4
(2006), 445 –465.
McGarry, Aidan and James Jasper. 2015.The Identity Dilemma: Social Movements and
Collective Identity. Temple University Press, Project MUSE.muse.jhu.edu/book/71222.
Meyer David S., Whittilev Nancy, Robnett Belinda, (2002). Social Movements, Oxford, New York
Meyer, D.S. et al. (2001). Social Movements: Identity, Cul ture and the State. London: Oxford
University Press.
Millward, Peter & S. Takhar. 2019. Social Movements, Collective Action and Activism. Sociology,
1–12
Omvedt, Gail (1995). Dalit visions: The Anti -caste Movement and the Construction of an Indian
Identit y, (New Delhi, Orient Longman)
Omvedt. G., (1995). Reinventing Revolution. New York. M. E. Sharpe.
Oomen, T.K., (1990). Protest and Change: Studies in Social Movements, Sage Publication, Delhi.
Oommen, T.K, (2004). Nation, Civil Society and Social Moveme nts, Sage Publication, Delhi,
Pandya, S. (2019). Faith Movements and Social Transformation: Guru Charisma In
Contemporary India. Singapore: Springer.
Petras James, Henry Vettmeyer, (2005). Social Movements and State Power, Pluto Press,
London.
Ray R. and Katzenstein, F., (Eds), Social Movements in India Poverty, Power and Politics.
London, Rowman and Littlefield.
Shah Ghanshyam, (2002). Social Movements and the State, Sage, New Delhi.
Snow, D, Soule, S. A. and Kriesi, H., (Eds).(2008). Blackwell Companio n to Social Movements.
‘Mapping the Terrain’ New York: Wiley‐Blackwell.
Snow, D.A. et al (Eds.). (2019). Wiley Blackwell Companion to Social Movements (2nd edition) .
Wiley Blackwell.
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Revised M.Phil. Sociology Coursework 2020
43 Course 3.15
Tribes in India: Issues and Challenges
Course Objectives
This course attempts to familiarise the students with the tribal situation in India. It deals with
the concepts, identity crises and approaches to the study of tribes. It aims to acquaint the
students with the problems of tribes and the factors responsible for change in tribal socio -
cultural life. It discusses the impact of globalization on tribal economy, and the displacement
and alienation resulting from development projects. The course also deals with the tribal
struggles taking place across the country on issues related to livelihood, human rights, and
identity. The course also focuses on the role of NGOs and Government policy in improving the
quality of life of the tribals.
Course Outcome
1. Understand the concept, identity Crises and approaches to the study of tribes.
2. Identify and illustrate the problems of tribal Communities
3. Critically evaluate laws and policies for tribal Development.
4. Explain and analyse Movements and mobilization of Tribal Communities
5. Understand empath ize and engage with Tribal Society and study of tribal Communities.
Unit I: Introduction
a) Definition and Distinctive Features of Tribal Community
b) Tribal Communities in India: Demographic Strength
c) Construction of Tribal Identity: Adivasi, Indigenous, Aborig ines
d) Tribal Studies in India
Unit II: Tribes in Transition
a) Impact of Industrialization and Urbanization
b) Impact of Globalization and Privatization
c) Issues of Health and Education
d) Issues of Displacement and Rehabilitation
Unit III: Evaluation of Tribal Development policy and Impact
a) Development Policies: (Isolation, Assimilation and Integration) and their impact on
Tribal Communities
b) Protective Discrimination and Tribal welfare: Five Year Plan, Panchashila, PEASA Act
1966
c) State Violence, Media and Tribal Society
d) Role of NGO
Unit IV: Exploitation Unrest and Socio -Political Cultural Movements
a) Context of Cultural Identity based on Script and Language
b) Self-determination and Statehood: Jharkhand, Chhattisgarh and Uttaranchal
c)Right of Land Forest and Water
d)Changes in Tribal Society
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44
Readings
Bose, A, Nangbri, T. & Kumar, N. (eds.)., (1990). Tribal Demography and Development in North -
East India, Delhi.
Chaudhary. S. N. (Ed.) (2010). Tribal Economy at Crossroads, Rawat Publication, New Delhi.
Furer - Haimendorf, C.V, (1991). Tribes of India: The Struggle for Survival, OUP, Delhi.
Singh, K. S. (Ed.), (2006). Tribal Movements in India, Volumes I -II, Manohar Publication, New
Delhi.
Mehta, P.L, (1991). Constitutional Protection to Scheduled Tribes in India in Retrospect and
Prospect, H.K, Delhi.
Nandini Sundar, (edit), (2009). Legal Grounds: Natural Resources, Identity and the Law in
Jharkhand, Oxford Univers ity Press, New Delhi.
Readings: Antiquity to modernity in Tribal India (1998), Edited Volumes I -IV, Tribal Studies of
India Series, New Delhi, Inter India Publications.
Roger Jeffery and Nandini Sundar, ( 1999). New Moral Economy for India's Forests? -- Discourses
of Community and Participation, Sage Publications, New Delhi.
Vedyarthi. L. P. and Rai. B. K. (1976). The Tribal Culture of India, New Delhi, Concept Publishing
Company.
Xaxa, V, (2008). State, Society and Tribes: Issues in post - colonial India, Pearson Education, New
Delhi.
Marathi Readings:
1. Dr. Maroti Tegmpure, Adivasi Vikas Ani Vastav, Chanmay Prakashan, Aurangbad.
2. Dr. Govind Gaare, Maharashtratil Adivasi Jamati, Continental Publication, Pune.
3. Dr. Govind Gaare, Adivasi Vikasache Shilpakar, Shree Vidhya Prakashan, Pune.
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45 Course 3.16
Digital, Virtual, Social: Critical Perspectives
Course Objectives
The social world has changed dramatically since the digital revolution. This course aims
at introducing students to sociological pers pectives and debates to the post -digital
social world. The course aims to explore the continuities and fissures between the real
and the virtual worlds. At the end of the course, the student will have developed a
competence to critically evaluate questions of access along with examining the presence
of structural hierarchies within the digital and virtual worlds. The course aims at
examining the challenges in the making of a just and fair virtual world.
Course Outcome
1. Critically reflect upon the social world that has changed dramatically since the digital
revolution.
2. This course aims at introducing students to sociological perspectives and debates to the
post -digital social world.
3. The course aims to explore the continu ities and fissures between the real and the virtual
worlds.
4. At the end of the course, the student will have developed a competence to critically
evaluate questions of access along with examining the presence of structural hierarchies
within the digital an d virtual worlds.
5. The course aims at examining the challenges in the making of a just and fair virtual
world.
Unit I: Conceptual framework
a) What is the digital?
b) The emerging virtual world
c) Changing forms of sociality
d) State, capital and civic society
Unit II: Disciplinary context
a) Contours of digital sociology
b) Theoretical debates
c) Methodological directions
d) Theorizing social media
Unit III: Access and beyond
a) The digital divide
b) Natives and immigrants
c) Performativity
d) Intersectionality and digital activism
Unit IV: Challenges ahead
a) Navigating risk
b) The digital haze
c) Developing reflexivity
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Revised M.Phil. Sociology Coursework 2020
46 d) Redefining the virtual
Readings
Beer, D., & Burrows, R. (2007). Sociology and, of and in Web 2.0: Some Initial Considerations.
Sociological Research Online, 12(5). doi:10.5153/sro.1560
Boellstorff, Tom Nardi, Bonnie, Pierce, Celia , Taylor, T.L. (2012) E thnography and Virtual
Worlds: A handbook of method , Princeton University Press
Carrigan, M. (2013, January 12). What is digital sociology?
https://markcarrigan.net/2013/01/12/what -is-digital -sociology/
Cavanaugh, Allison (2007) Sociology in the age of the Internet - Open University Press
Daniels, Jessie, Gregory, Karen and McMillan Cottom, Tressie (Eds.) (2017) Digital Sociologies ,
Policy Press
Goldsmith, Ken (2011) Uncreative Writing, New York: Columbia University Press.
Grewal, David Singh (2009) Network Power: The social dynamics of globalization , Yale
University Press
Hine, C. (2015) Ethnography for the Internet: Embedded, embodied and everyday , Bloomsbury
Academic
Lupton, Deborah (2015) Digital Sociology – Routledge
Marres, Noortje (2017) Digital Sociology: The reinvention of social research, Polity Press
Marres, N. (2013, January 21). What is digital sociology?
http://www.csisponline.net/2013/01/21/what -is-digital -sociology/
Orton -Johnson, K., Prior, N., & Gregory, K. (2015, December 17). Sociological imagination:
Digital sociology and the future of the discipline.
https://www.thesociologicalr eview.com/blog/sociological -imagination -digital -sociology -and-
the-future -of-the-discipline.html
Orton -Johnson, Kate and Prior, Nick (Eds.) (2013) Digital Sociology: Critical Perspectives ,
Palgrave McMillan
Recuero, R. (2015). Social Media and Symbolic Vio lence. Social Media + Society, 1(1), 1 -3.
doi:10.1177/2056305115580332
Shah, N. (2015) “Beyond Infrastructure: Rehumanizing Digital Humanities in India”, Between
Humanities and the Digital , (eds.) David Theo Goldberg and Patrik Svenson, Cambridge: MIT
Press.
Shah N. (2019). “Digital humanities on the ground: Towards a Second wave of digital
humanities” , South Asian Review (eds.) Roopika Risam & Rahul K. Gairola. Vol, 39 (1).
Witte, James C. and Mannon, Susan E. (2009) The Internet and Social Inequalities , Routledge
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Course 3.17
Partition Studies
Course Objectives
Nations in the Indian subcontinent have been built on troubled histories of partitions of land and
people which find relevance in contemporary societies of the subcontinent. Hence, the study of
partitions is of immense sociological value. This course aims to critically explore historical,
political, psychological and cultural contexts of the partitions in the subcontinent. Using the
sociological imagination, the students will be introduced to inter -disciplinary perspectives in the
study of the causes and co nsequences of the partition.
Course Outcome
1. The student will analyse how nations in the Indian subcontinent have been built on
troubled histories of partitions of land and people
2. The student will be able to connect these histories with which contemporary societies of
the subcontinent and realise how the study of partitions is of immense sociological value.
3. This course aims to critically explore historical, political, psychological and cultural
contexts of the partitions in the subcontinent.
4. Using the sociological imagination, the students will be introduced to inter -disciplinary
perspectives in the study of the causes and consequences of the partition.
Unit I: Historical Contex ts
a) Communal histories
b) Gendered narratives
c) Caste experiences
d) Regional context
Unit II: Political Impact
a) Nationalism
b) Constitutionalism
c) Citizenship
d) Pluralism
Unit III: Psychological Dimension
a) Displacement
b) Violence
c) Trauma
d) Reconstruction
Unit IV: Cultural Representations
a) Cinematic representations
b) Literary expressions
c) Popular culture
d) Memory and museums
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48 Readings
Ahmed, Ishtiaq (2011) The Punjab Bloodied, Partitioned and Cleansed: Unravelling the 1947
Tragedy Through Secret British Reports and First -Person Accounts, New Delhi: Rupa.
Bagchi, Jasodhara and Dasgupta, Shubhoranjan (eds.) (2003) The Trauma and the Triumph:
Gender and Partition in Eastern India, Kolkata: Stree.
Butalia, Urvashi (1998) The Other Side of Silence: Voices from the Partition of India . New Delhi:
Penguin.
Chatterjee, Partha (2015) Partition and the mysterious disappearance of caste in Bengal in Uday
Chandra, Geir Heierstad, Kenneth Bo Nielsen (eds.) The Politics of Caste in West Bengal,
London: Taylor & Francis and Ne w Delhi: Routledge.
Das, Veena (2007) Life and Words: Violence and the Descent into the Ordinary, Oakland :
University of California Press.
Das, Veena. (1996) Language and Body: Transactions in the Construction of Pain. Daedalus 125
no.1 67 -91.
Gera Roy, Anjali and Bhatia, Nandi (Eds.). Partitioned Lives: Narratives of Home, Displacement,
and Resettlement . New Delhi: Dorling Kindersley.
Haskins, Ekaterina (2007) Between Archive and Participation: Public Memory in a Digital Age,
Rhetoric Society Quarterly. 37(4). Pp. 401 -422.
Kabir, Ananya Jahanara (2013) 1947, 1971 and Modern South Asia: Partition’s Post -Amnesias .
New Delhi: Women Unlimited.
Kaur, Ravinder (2007) Since 1947: Partition Narratives Among Punjabi Migrants of Delhi, New
Delhi: Oxford University Press.
Manto, Saadat Hasan (1997) Mottled Dawn: Fifty Sketches and Stories of Partition (translated
from the Urdu by Khalid Hassan) New Delhi: Penguin.
Nayar, Kuldip (2012) Beyond The Lines: An Autobiography, New Delhi: Lotus/R oli.
Pandey, Gyanendra (2002) Remembering Partition: Violence, Nationalism and History in India.
New Delhi: Cambridge University Press.
Sahani, Bhisham (2001) Tamas (translated from Hindi by the author), New Delhi: Penguin.
Sengupta, Debjani (2011) Map Mak ing: Partition Stories from Two Bengals, New Delhi: Manul
Publishing.
Singh, Khushwant (1981) Train to Pakistan , New York: Grove Press.
Yashpal (2010) This is not that dawn (Translated from the Hindi by Anand) New Delhi: Penguin.
Yusin, Jennifer (2009) The Silence of Partition: Borders, Trauma, and Partition History , Social
Semiotics. 19(4). Pp. 453 -468.
Zamindar, Vazira Fazila -Yacoobali (2007) The Long Partition and the Making of Modern South
Asia: Refugees, Boundaries, Histories. New York: Columbia Univer sity Press.
Internet Resource: 1947 Partition Archive, The Partition Library. Retrieved on September 30,
2014 from http://www.1947partitionarchive.org/library .
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49
Course 3.18
Agrarian Societies - Emerging Issues & Debates
Course Objectives
This course introduces students to the conceptual and theoretical framework of sociology to
examine agrarian societies. It examines the changing agrarian social structure and agrarian
relations within modern capitalist development. This course will try to revisit the debates on
agrarian questions in the context of globalization.
Course Outcome
1. Understand, empathise and engage with agrarian societies & communities
2. Analyse the theoretical developments in Agrarian sociology
3. Evaluate the soc ial, political and policy implications related to agrarian issues
4. Identify & evaluate the enduring and emerging issues of concern in agrarian scene in India
5. Identify and illustrate the different aspects of agrarian society from an intersectional
perspectiv e
6. Explain & analyse movements and mobilisations in the context of agrarian crisis
Unit I: Introduction to Agrarian Societies & Agrarian Studies
a) Concept of peasant & peasant society; Caste, tribe, gender
b) Agricultural Practices & Society
c) Agrarian Structure & Social Relations - Caste, Class & Gender
d) Agrarian Change in Post -Independent India
Unit II: Perspectives in Agrarian Sociology
a) Mode of Production Debate in Agriculture
b) Moral Economy of the Peasant
c) Agrarian Commodity Systems
d) Gandhian Vision
Unit III: Themes in Agrarian Sociology of India
a) State Policy, Market and Agrarian Reform
b) Land, Labour and Classes
c) Depeasantization and Gender
d) Rural Urban Continuum - Footloose and Dispossessed Labour
Unit IV: Agrarian Crisis, Mobilisations & Movements
a) Biodiversity and Food Security
b) Commoditization: Water, crop, fertilizer and land
c) Agrarian Distress and Farmer Suicide
d) Peasant / Farmers movements in India
Readings
Agrwal Bina (2001). Disinherited Peasants, Disadvantaged Workers – A Gender Perspective on
Land and Livelihood, In Alice Thorner (ed). Land, Labour and Rights. New Delhi.
Agrawal, Bina: Who Sows? Who Reaps? New Delhi: Institute of Economic Growth, Full Booklet.
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50 Chapters 2 & 3 ‘Agrarian Economy and Rural Reconstruction’ & Agro and Village Industries. Pp.
18-33
Friedland, William. 1984. “Commodity Systems Analysis: An Approach to the Sociology of
Agriculture”. Research in Rural Sociology and Development 1: 221 –2
Haroon Akram -Lodhi, A. and Cristobal Kay. Back to the future? Modes of Production and the
Agrarian Question. From B. B. Mohanty, Critical Perspectives on Agrarian Transition: India in the
Global Debate. London: Routledge. Pp. 43 – 63.
Jackson, Cecile. 'Gen der Analysis of Land: Beyond Land Rights for Women?', Journal of Agrarian
Change , Volume 3 (4) (October, 2003) Pp. 453 -478.
Kumarappa, J. C. Gandhian Economic Thought, Varanasi: Sarva Seva Sangh Prakashan, 1962.
Landy, Frederic (2013). From Trickle Down to Leapfrog: How to go beyond the Green
Revolution? EPW , June 15, Vol.XLVIII, No.24.
Levien, Michael (2015). From Primitive Accumulation to Regimes of Dispossession: Six Theses
on India’s Land Question. EPW , Ma y 30, Vol.1, No. 22.
Ludden, David. (1999), 'Agriculture' from, An Agrarian History of South Asia , Cambridge:
Cambridge University Press. 1999. Pp. 6 -48 .
Mohanty, B B. (ed.) 2012. Agrarian Change and Mobilisation , New Delhi: Sage Publication.
Mohanty, B. B. (2013), Farmer Suicides in India -Durkheim’s Types - EPW , Vol.48, Issue No. 21.
Omvedt, Gail. 'The Downtrodden among the Downtrodden: An Interview with a Dalit
Agricultural Laborer' Signs , Vol. 4, No. 4, The Labor of Women: Work and Family (Summer,
1979), pp. 763 -774
Prasad N Purendra (2015). Agrarian Class and Caste Relations in `United’ Andhra Pradesh, 1956 -
2014. EPW , April 18, Vol.1, No.16.
Praveena Kodoth (2004). Gender, Property Rights and Responsibility for Farming in Kerala.
EPW , May 8, pp. 1911 -1920.
Sbriccoli, T. (2016), Land, Labour and Power, EPW , Vol.51, Issue No.26 -27.
Scott, James C. 'The Economic and Sociology of Subsistence Ethic', From, The Moral Economy of
the Peasant: Rebellion and Subsistence in South East Asia , New Haven: Yale Unive rsity Press.
1976. Pp 13 -34
Sunderland, T. (2011). Food security: Why is biodiversity important? The International Forestry
Review, 13 (3), 265 -274.
Suri, K. (2006). Political Economy of Agrarian Distress. EPW , 41(16), 1523 -1529.
Thorner, Daniel and Alice Thorner. 'The Agrarian Problem in India Today', from, Land and
Labour in India, Bombay: Asia Publishing House. 1962. Pp. 3 -13
Thrupp, L. (2000). Linking Agricultural Biodiversity and Food Security: The Valuable Role of
Sustainable Agriculture. International Affairs, 76 (2), 265 -281.
Vasavi, A. R. (2012). Shadow Spaces: Suicides and the Predicament of Rural India, Three Essays
Collective.
Vasavi, A.R (2014), Debt and Its Social Entrapments, Women's Studies Quarterly , Vol. 42, No.
1/2, DEBT (SPRING/SUMMER), 23 -37.
Vasavi. A. R. 'Agrarian Distress in Bidar: Market, State and Suicides', Economic and Political
Weekly , Volume 34, Number 32. (1999). Pp. 2263 -2268
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Revised M.Phil. Sociology Coursework 2020
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Course 3.19.
Sociology of Public Health
Course Objectives
This course is intended to provide students with a deep understanding of the concept of public
health. The paper seeks to familiarize the students with key issues related to Health Scenario
and various practices adopted by the Government of India to bring about quality health care.
The students will get an opportunity to understand health with respect to the phenomena of
Globalization. The course will also help the students to give an understanding of the need for
making use of innovative technologies to br ing about Health Development. The course will
encourage students to understand various case studies on Health care and experiences of
certain states. This paper will further help the students to develop a spirit of inquiry in the field
of Medical Sociology and look out for the ways of health improvement which is a basic need of
the day.
Course Outcome
1.. It will give an understanding of various Public Health Care Measures, Relevance of social
factors in Public Health and the Importance of Public Private Partnership in improving the
Health scenario.
2.. Innovative Technologies like Telemedicine will be a boon in health care industry and also for
bringing about sustainability. Therefore, the students will get an opportunity to understand the
relevance of such technologies in the field of health care.
3. Finally, the course will help the students to come out wi th Research and Academic
Publications and reduce the silence in academic outputs in the crucial field of Public Health.
Unit I: Conceptual understanding of Public Health.
a) Public Health: Meaning, History and Social determinants
b) Public Health Care Measures in India – History and Development
c) Globalization and Public Health
d) Role of State, Health Workers and Non -Governmental Organization (NGO)
Unit II: Health Scenario in India: An Overview
a) Health Care measures adopted by Government of Maharashtra
b) Health Care measures adopted by State of Kerala
c) Health Care policies in Karnataka
d) Health scenario in BIMARU states
Unit III: Social Factors and Public Health.
a) Role of Charisma and Values in Health Care services
b) Role of Religion and Public Health
c) Social Distancing an d Public Health Care
d) Professional Ethics and Health Care Services
Unit IV: Innovative Technologies and Public Health
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Revised M.Phil. Sociology Coursework 2020
52 a) Role of Information and Communication Technologies (ICT) and Public Health
b) Relevance of Public Private Partnership (PPP) by deploying Inno vative Technologies in
Health
c) Social Media and Public Health
d) Socio - legal issues in the Usage of ICT
Readings
Bird, CL etal. (Eds. ). (2010). Handbook of Medical Sociology. Nashville: Venderbilt University
Press
Banerjee Usha. (2003). Health Administration in a Metropolis. New Delhi: Abhinav Publications
Busekent, Public Private Partnership, London School, Brown Journal of World Affairs, Volume X,
Issue 2
Bary Marie Annel, Understanding the Sociology of Health, 4th Edition, UK: Sage Publicatio ns.
Cutler David. (2005). The Role of Public Health: Improvement in Health Advances in the 20th
Century. United States: Project Report
Castells Manuel. www.chet.org.za/old site/Cas tells/socialists.html
David Philips R, Yola Verhasselt. (1994). Health and Development. London: Routledge.
Francis CM, (1997), “State of People’s Health in Karnataka”, Bangalore: Voluntary Health
Association.
Genny Odell. How to do Nothing - Resisting the Attention Economy (2019). New York : Melville
House
Gowda Krishna. ( 2017). Essentials of Sociology for Nursing. New Delhi: CBS Publications
Jain Vivek, (2019), Prevention and Social Medicine. New Delhi: Jaypee Medical Publishers.
Journal of World Affairs, Volume 10, Issue 2, (2004).
John C, Moskop. (2016), Ethics and Health Care - An Introduction, Cambridge University Press
Kronen Jacobs Jennie. (1999). Research in Sociology of Healthcare. Volume 16. Offeld.
Murray.M.C, Roy Smith. Diseases of Globalisation, Socio economic transition. (2001), London,
Earth Scan Publication
Med -e-Tel, Global Telemedicine and e Health updates, Volume 3, 2010.
Nettleton Sarah. (2006). The Sociology of Health and Illness. London: Polity Publishers
Park K. (2002). Preventive and Social Medicine. 17th Edition. Jabalpur: Banarasidas Bhanot
Patil A. V, Somasundaram K.V. Goyal RC. Current Health Scenario in rural India. Article
Published on 3/11/2005, Journal: PubMed Services. Nation al Library of Medicine, USA
Pescosolido. DA, Martin JK, Leod M.C. Rogers JD. (2011), Handbook of Sociology of Health,
Illness and Healing. Blue print for the 21st century. Spain: Springer.
Patrick Fitz, Michael. (2008) A Sociology of Health. London: Sage
Rao.S.Sunil (2003) Principles, Practices and Advances in Information Technology and Wireless
Communication System, Theory and Applications. New Delhi: Khanna Publications.
Report of Health Survey and the Development Committee, Volume 1, Survey Publicat ions.
State Health Policy Report, Karnataka Human Development Report, 2005
Sen Kasturi, Nayar. KR, Qadeer Imrana. (2001). Public Health and the Poverty of Reforms. South
Asian Predicament. New Delhi: Sage Publications.
Social Distancing Measures. (March 23rd 2020) European Centre for Diseases, Prevention and
Control.
Showalter Stuart J. (2017). The Law of Health Care Administration. US: Health Administration
Press
On Religion and Public Health (2016) School of Public Health, Boston University.
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53 Wilkinson Ric hard and Michael Malmot. (2003). The Solid Facts. Social determinants of Health,
Geneva: WHO.
Warrier Sujata, (2015 & 2020 (International edition), Information and Communication
Technologies in Public Health - A Sociological Study. New Delhi: CBS Publishers .
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54 Course 3.20
Sociology of Ageing
Course Objectives
The purpose of this course is to understand the demographic and social profiles of the elderly in
India. This course is designed to inculcate knowledge and sensitivity towards the various
characteristics and special needs of individuals during the developmental stage of late
adulthood. In the wake of globalization, several changes are triggered due to technological
advancements. It has consequently altered the lives and needs of elderly. Th is course enables
students to identify various services and programmes provided by governmental and non -
governmental agencies to enhance the quality of life of the Elderly.
Course Outcome
1. Describe the demographic as well as social contours of ageing at a national as well as
global levels.
2. Discuss and distinguish between the processes of Individual Ageing and Population
Ageing.
3. Illustrate and interpret the inevitability of ageing with the help of the various theoretical
perspectives to ageing.
4. Identify and examine the challenges and problems faced by the elderly.
5. Verify the efficacy of governmental and nongovernmental interventions to help the
elderly.
6. Construct the model of community care for the elderly.
Unit I. Understanding Gerontology
a) Concepts of Ageing and Population Ageing
b) Literature on Ageing in India
c) Changes (Physical, Mental and Emotional) and special needs of Older Adults
d) Meaning and significance of promoting Healthy Ageing
Unit II. Theoretical approaches to Ageing
a) Disengagement and Continuity Theories
b) Age Stratification Theory
c) Life Course Theory
d) Political Economic Theory
Unit III. Challenges faced by Elderly
a) Discrimination, abuse and marginalisation
b) Health problems and disability
c) Feminisation of Ageing
d) Globalisation and Ageing
Unit IV. Legal Initiatives
a) Changing mind set towards ageism and UN Policy
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55 b) Policies, Provisions and Programmes for the elderly in India
c) Civil Society Interventions
d) Types of Community Services and Schemes for the Elderly
Readings
Phoebe S. Leibig,S. Irudaya Rajan, 2005: An Aging India: Perspectives, Prospects and
Policies , Rawat Publications
Kohli, A.S. 1996: Social Situation of the Aged in India , Anmol Publications Pvt Ltd, New
Delhi
Joshi, Arvind K. 2006, Older Persons in India : Serials Publications
Nicholas Wells, Charles Freer, 1988. The Ageing Population, Burden or Challenge?
MacMillan Press
Desai Murli and Siva Raju. 2000. Gerontological Social Work in India: Some Issues and
Perspectives. Rawat Publ ications
Kart,C.S.,1997. The realities of Ageing -An Introduction to Gerontology , Boston
Hooyman, Nancy., & Kiyak, Asuman. H. (1988). Social Gerontology: A multidisciplinary
Perspective . Massachusetts: Allyn & Bacon, Inc.
Breiting , Joan C. 2002. Social Gerontology: A Multidisciplinary Perspective , Fifth
Edition, The Elder Care Sourcebook, Contemporary Books
Candall, R.C. ,1980. Gerontology: A Behavioural Science , Serials Publications
Pati, R.N, and Jena, B, 1989. Aged in India , Ashish Publishing Ho use, New Delhi
Modi, I.(ed), 2001. Ageing -Human Development , Rawat Publications, Jaipur.
Ramamurti D Jamuna, 2004. Handbook of Indian Gerontology , Serial Publications
Bergero n LR 2001 . An elderl y abus e case study : Case gives stres s or domesti c violence . Journa l
of Gerontogical Socia l Work, 34(3) : 47-63.
Chou K, Chi L 2000 . Compariso n betwee n elderl y persons living alon e and thos e living with
othe r. Journa l of Ge rontolog y Socia l Work, 33: 51-56.
Bhat K 2001.Agein g in India: Drifti ng international relations , challenge s and optio n.
Cambridg e Journal Online , 21: 621-640.
Dandeka r K 1993 . The Elderl y in India. New Delhi : Sage publishers.
Gowr i GB 2003 . Attitude s towards old age and agein g as show n by humo r. Gerontologis t,
17(2) : 220-226. Gorma l K 2003 . Aged in India . Mumbai : Tiss Publishers.
Iyer V 2003 . Old age protectio n in urba n agglomeratio n of a developin g economy : An
integratio n analysi s. Aging and Huma n Development , 1(3): 241-250.
Kanwo r P 1999 . Psychosocia l determinant s of institutionalize d elderl y. India n Journa l of
Gerontolog y, 12(3): 27-39.
Litwi n H, Shiovitz E 2006 . Associatio n betwee n activity and well - bein g in later life: Wha t
reall y matters? Agein g and societ y, 26: 255-242.
Mayo r R 2006 . Significanc e of grandparents : Perceptions o f youn g adul t grandchildren .
Gerontologist , 16(1): 137-140.
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