Vide Item No 511 N11072022 Postgraduate Diploma in Critical Diversity Studies Sem I II CBCS_1 Syllabus Mumbai University by munotes
Page 2
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AC – 11/07/2022
Item No. – 5.11 (N)
University of Mumbai
Syllabus for Postgraduate Diploma in Critical Diversity
Studies
Semester – I & II
(Choice Based Credit System)
(Introduced from the academic year 2023 -24)
Page 4
Date: 30/04/2022 University of Mumbai
Signature: Signature:
(Dr. Sudhir Nikam)
Chairman, Board of Studies Faculty of Dean
O:6823 Title of Course Postgraduate Diploma in Critical Diversity
Studies
O:6824 Eligibility Graduates in Arts / Science / Commerce or
equivalent examination
R: 9605 Duration of Course
One Year
R: 9606 Intake Capacity
40 Students per batch
R:9607 Scheme of Examination Theory Examination + Internal Evaluation
(60+40)
R: 9608 Standards of Passing
The candidate must obtain 40 % of the total
marks in external and internal examination to
pass the course
No. of years/Semesters: One Year -Two Semesters
Level: P.G. / U.G. / Diploma / Certificate
Pattern: Yearly / Semester
Status: New / Revised
To be implemented from Academic
Year : From Academic Year 2023 -2024
Page 5
University of Mumbai
Postgraduate Diploma in Critical Diversity Studies
(With effect from the academic year 2023 -2024)
Board of Studies in English
Dr. Sudhir Nikam (Chairperson)
Dr. Rajesh Karankal (Member) Dr. Santosh Rathod (Member)
Dr. Bhagyashree Varma (Member) Dr. Deepa Mishra (Member)
Dr. B. N. Gaikwad (Member) Dr. Dattaguru Joshi (Member)
Dr. Satyawan Hanegave (Member) Dr. Deepa Murdeshwar -Katre (Member)
Dr. Sangita Vijay Kongre (Convener): Department of English, Maharshi Dayanand
College of Arts, Science & Commerce Parel, Mumbai
Dr. Sayan Dey (Member): Postdoctoral Fellow, Wits Centre for Diversity Studies,
Witwatersrand University, Johannesburg, University Corner, Braamfontein, 2000, South
Africa,
Deepti Mujumdar(Member): Department of English, Chikitsak Sa muha's Patkar -Varde
College (Autonomous), Goregaon (West), Mumbai
Surendra Athawale (Member): Dept. of English, Vikas College of Arts, Science &
Commerce, Vikhroli East, Mumbai
Sanjay Kalekar (Member): Department of English, A.E.Kalsekar Degree College, Thane
Dr.Satyajit Kosambi (Member): Department of English PTVA’s Sathaye College, Vile
Parle, East, Mumbai
Syllabus Sub-Committee
Page 6
Preamble
Introduction:
Critical Diversity studies is an approach to the study of culture, literature and society which
responds to and builds upon critical analyses of traditional and contemporary disciplines and
epistemologies as well as upon developments specific to gender, ethnic, and sexuality studies
that have emerged. To understand critical diversity and individuals’ and groups’ interactions
with it, we need to understand some of the basic theories of Critical Diversity Studies. The
course reviews several of the key theories, looking for commonalities and connections to
experiences we have had with issues of race, sex ual orientation, gender, etc. The course
provides students an opportunity to explore those tensions through the range of dimensions in
which diversity is manifested through the society, in general. Learners will get exposure to
organizational and professio nal access and equity in the contexts of culture, ethnicity, race,
sexual orientation, ability, and gender —viewing these contexts through connections among
divisions of labor, class structures, power relationships, group marginalization, cultural
images, residential patterns, health, family life, employment, education, and values. In
addition to the challenges related to diversity, learners will comprehend various aspects of
diversity as potential assets in creating rich and productive professional environ ments. They
will also learn to apply the knowledge they gain from these explorations to the framing,
analysis, and generation of solutions to contemporary issues. Critical Diversity studies does
not view cultures and other artefacts as fixed, bounded, stable and discrete entities, but as sets
of practices and processes that regularly interact and change. Critical Diversity Studies is
avowedly and often profoundly interdisciplinary. The course is not just a theoretical
understanding of the structure of a literary text or an author but in what way a literary text as
a cultural artefact is advertised and internalized and how texts engage themselves with
everyday life. Critical Diversity Studies is diverse and creative, accepting texts in all types
and forms.
Objectives of the course:
To create bridges between theories and praxes, and develop capabilities of locating
theories in habitual life experiences and nurture habitual life experiences into theories.
To understand the diverse knowledge systems and academic disciplines in a critical,
dehierarchical, depolarized and multidisciplinary manner.
To generate research scholarships by respecting each other’s diverse positionalities
and weave economies of caring and sharing.
To build collective and collaborative resistance against cancel cultures.
Course Learning outcomes:
CO 1: Learners will be able to apply their theoretical and methodological knowledges in
their personal and professional life through building tolerant and inclusive environments to
live and work.
CO 2: Learners will successfully sensitize themselves, their families, friends, relatives and
the societies against every form of visible and invisible forms of violence that fractures the
societies.
CO 3: Learners will be gaining personal and professional directions about how to build their
career and profession across multiple disciplines.
CO 4: Learners will be able to gain practical experiences and build entrepreneurships.
Page 7
University of Mumbai
Postgraduate Diploma in Critical Diversity Studies
Semester I
Course: Theory
Course Title: Introduction to Critical Diversity Studies
Paper: I
(With effect from the academic year 2023 -2024)
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in Critical Diversity
Studies
ii Course Code
iii Course Title Introduction to Critical Diversity Studies
iv Course Contents Enclosed a copy of the syllabus
v References and Additional References Enclosed in the Syllabus
vi Credit Structure (No. of Credits) 04
vii No. of lectures per Unit 15
viii No. of lectures per week 04
ix No. Tutorials per week 01
x Total Marks 100
02 Scheme of Examination Theory Examination + Internal Evaluation
(60+40)
03 Special notes, if any No
04 Eligibility, if any Graduate of any stream or Equivalent
05 Fee Structure As per University Structure
06 Special Ordinances / Resolutions if
any No
Page 8
Unit I: Introduction 10 lectures
1. Steyn, Melissa. “Critical Diversity Literacy: Essentials for the 21st Century.”
Routledge International Handbook on Diversity. Edited by Steven Vertovec. Pp. 379-
389. New York: Routledge.
2. Ramanujan, A.K. “Is there an Indian Way of Thinking? An Informal Essay.”
Contributions to Indian Sociology. 23.1: 41-58. 1989.
Unit II: Epistemologies of Ignorance, Racism, and Society 10 lectures
1. Mills, Charles.W. The Racial Contract. New York: Cornell University Press, 1997,
Chapter 1.
2. Steyn, Melissa. “Ignorance Contract: Recollections of Apartheid Childhoods and the
Construction of Epistemologies of Ignorance.” Identities: Global Studies in Culture
and Power. 19.1: 8-25.
Unit III: Critical Diversity Studies in India 10
lectures
1. Viswanath, Rupa. “Silent minority: celebrated difference, caste difference, and the
Hinduization of independent India.” Routledge International Handbook on Diversity.
Edited by Steven Vertovec. Pp. 140-150. New York: Routledge.
2. Dey, Sayan. “Pedagogy of the Stupid.” Journal of Philosophy and Global Affairs. 1.1:
22-
45. 2021. Link: https:// www.pdcnet.org/pga/content/pga_2021_0999_2_8_3 .
Unit IV: Cross -disciplinary Applications 10
lectures
1. Thomas, Carol. “Disability and Diversity.” Routledge International Handbook on
Diversity. Edited by Steven Vertovec. Pp. 43-51. New York: Routledge.
2. Kabir, Ananya J. “Allegories of Alienation and Politics of Bargaining.” South Asian
Popular Culture 1.2: 141-159. Semester I– Paper I
Title: Introduction to Critical Diversity Studies
Page 9
Evaluation Pattern:
Internal Assessment (40 Marks):
Sr. No. Particulars Marks
1 Classroom Attendance & Participation 10
2. Oral Presentation (10 Minutes with or without PowerPoint) 10
3 Written Assignment 20
Suggested Topics for Internal Assessment:
1. The topics of internal assessments will be collaboratively decided by the teachers and the
students.
2. The topics for presentation and assignments should be decided in such a manner so that the
students can connect the varied theoretical arguments with their real life experiences.
3. The marking criteria will be shared with the students prior to the assessments.
Semester End Examination (60 Marks):
The Semester End Examination for 60 marks will have four questions of 15 marks each (with
internal choice):
Question 1 Objective (15/20) 15 Marks
Question 2 Short Notes (3/5) 15 Marks
Question 3 Short Answer (3/5) 15 Marks
Question 4 Application/Long answer (2/3) 15 Marks
Recommended Readings
1. Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1961. Link:
chrome -
extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%
2Fmonoskop.org%2Fimages%2F6%2F6b%2FFanon_Frantz_The_Wretched_of_the_
Earth_1963.pdf&clen=13184505&chunk=true. Evaluation: Semester End Examination Pattern 60 Marks Hours: 02
Page 10
2. Mahanta, Banibrata. Disability Studies: An Introduction. Jaipur: Yking Books, 2017.
3. Nirmal, Arti and Dey, Sayan (eds). History and Myth: Postcolonial Dimensions.
Spain and US: Vernon Press, 2021. Link:
https:// www.academia.edu/60490697/History_and_Myth_Postcolonial_Dimensions .
4. Rozena Maart (ed.) “Decoloniality and Decolonial Education: South Africa and the
World. Alternations Journal. Special Issue. Link:
https:// www.academia.edu/48948523/Speci al_Issue_Alternations_Journal_Decolonial
ity_and_Decolonial_Education_South_Africa_and_the_World .
5. Chattopadhyay, Shankhadeep. “Spatializing the Musicking of an Expressive Urban
Imagination: A Trans -Cultural Evaluation of the Early Modern Rock Music of
Bengal.” Rupkatha Journal of Interdisciplinary Studies. 13.2: 1-14.
Link: https://rupkatha.com/v13n251/ .
6. Baglieri, Susan and Arthur Shapiro. Disability Studies and the Inclusive Classroom:
Critical Practices for Embracing Diversity in Education. Routledge, 2017.
7. Gorski, Paul and Seema G. Pothini. Case Studies on Diversity and Social Justice
Education. Routledge, 2018.
8. Hedges, Paul. Understanding Religion: Theories and Methods for Studying
Religiously Diverse Societies. California UP, 2021.
9. Hirji, Zulfikar. Diversity and Pluralism in Islam: Historical and Contemporary
Discourses Amongst Muslims. Institute for Ismaili Studies, 2010.
10. Khine, Myint Swe. editor. Knowing, Knowledge and Beliefs: Epistemological Studies
across Diverse Cultures. Springer Netherlands, 2007.
11. Malewski, Erik and Nathalia Jaramillo. editors. Epistemologies of Ignorance in
Education. Information Age Publishing, 2011.
12. Sullivan, Shannon and Nancy Tuana. editors. Race and Epistemologies of Ignorance.
New York UP, 2012.
13. Verma, Gajendra K. et al. editors. International Perspectives on Educational Diversity
and Inclusion: Studies from America, Europe and India. Routledge, 2007.
Page 11
University of Mumbai
Postgraduate Diploma in Critical Diversity Studies
Semester I
Course: Theory
Course Title: Critical Diversity Studies in Literature - Part I (Poetry and Short Stories)
Paper: II
(With effect from the academic year 2023 -2024)
01 Syllabus as per Choice Based
Credit System
i Name of the Program Postgraduate Diploma in Critical Diversity
Studies
ii Course Code
iii Course Title Critical Diversity Studies in Literature - Part I
(Poetry and Short Stories)
iv Course Contents Enclosed a copy of the syllabus
v References and Additional
References Enclosed in the Syllabus
vi Credit Structure (No. of Credits) 04
vii No. of Learning Hours 60
viii No. Tutorials per week 01
ix Total Marks 100
02 Scheme of Examination Theory Examination + Internal Evaluation (60+40)
03 Special notes, if any No
04 Eligibility, if any Graduate of any stream or Equivalent Certificate
05 Fee Structure As per University Structure
06 Special Ordinances /
Resolutions if any No
Page 12
Unit I- Poetry: American 10
Lectures
1. Maya Angelou, “And Still I Rise”
2. Audre Lorde, “Power”
Unit II: Poetry: Indian 10
Lectures
1. Amrita Pritam, “I Say to Waris Shah Today”
2. Namdeo Dhasal, “Hunger”
3. Dutee Chand, “What is Queer?”
Unit III: Short Stories 10
Lectures
1. Zora Neale Hurston – Sweat.
2. Hoshang Merchant - The Slaves
Unit IV: Short Stories 10 Lecture
1. Ishmat Chughtai – The Quilt
2. Baburao Bagul - When I Hid My Caste
Evaluation Pattern:
Internal Assessment (40 Marks):
Sr. No. Particulars Marks
1 Classroom Attendance & Participation 10
2. Oral Presentation (10 Minutes with or without PowerPoint) 10
3 Written Assignment 20 Semester I– Paper II
Title: - Critical Diversity Studies in Literature - (Poetry and Short Stories)
Page 13
Suggested Topics for Internal Assessment:
Topics for internal assessment: -
1. The topics of internal assessments will be collaboratively decided by the teachers and the
students.
2. The topics for presentation and assignments should be decided in such a manner so that the
students can connect the varied theoretical arguments with their real life experiences.
3. The marking criteria will be shared with the students prior to the assessments.
Semester End Examination (60 Marks):
The Semester End Examination for 60 marks will have four questions of 15 marks each (with
internal choice):
Question 1 Objective (15/20) 15 Marks
Question 2 Short Notes (3/5) 15 Marks
Question 3 Short Answer (3/5) 15 Marks
Question 4 Application/Long answer (2/3) 15 Marks
Recommended Readings :
1. Christina Crosby and Janet R. Jakobsen. 2020. Disability, Debility, and Caring
Queerly. Social Text 145, 38(4), 77-104.
2. Gyanendra Pandey. 1999. Can a Muslim be an Indian? Comparative Studies in
Society and History, 41(4), 608-629.
3. Shmuel N. Eisenstadt. 2017. Multiple Modernities. New York: Routledge.
4. Justice Dr. Chandrachud, Dhananjay Yashwant. “Conceptualising Marginalization:
Agency, Assertion, and Personhood”.
https://maktoobmedia.com/2021/12/07/conceptualising -marginalisation -agency -
assertion -and-personhood -justice -chandrachuds -ambedkar -memorial -lecture .
5. Bhargava, Rajeev. “Political Responses to Religious Diversity in Ancient and Modern
India”. Studies in Indian Politics, Vol. 1, Issue 1, 2013, pp. 21-41.
https://journals.sagepub.com/doi/abs/10.1177/2321023013482786 .
6. Khora, Sthabir. “Misconstruction of the Anti -atrocities Act’s Misuse”. Economic &
Political Weekly, Vol. 53, Issue No. 15, April, 2018.
https: //www.epw.in/journal/2018/15/commentary/misconstruction -anti-atrocities -acts-
misuse.html .
7. Roy, Srirupa. “Instituting diversity: Official nationalism in post‐independence India”.
Journal of South Asian Studies, Vol.22, Issue 1, 1999, pp. 79-99.
https:// www.tandfonline.com/doi/abs/10.1080/00856409908723361?journa lCode=csa
s20 Evaluation: Semester End Examination Pattern 60 Marks Hours: 02
Page 14
University of Mumbai
Postgraduate Diploma in Critical Diversity Studies
Semester II
Course: Theory
Course Title: Research Methodology in Critical Diversity Studies
Paper: III
(With effect from the academic year 2023 -2024)
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in Critical Diversity
Studies
ii Course Code
iii Course Title Research Methodology in Critical
Diversity Studies
iv Course Contents Enclosed a copy of the syllabus
v References and Additional References Enclosed in the Syllabus
vi Credit Structure (No. of Credits) 04
vii No. of Learning Hours 60
viii No. Tutorials per week 01
ix Total Marks 100
02 Scheme of Examination Theory Examination + Internal Evaluation
(60+40)
03 Special notes, if any No
04 Eligibility, if any Graduate of any stream or Equivalent
Certificate
05 Fee Structure As per University Structure
06 Special Ordinances / Resolutions if
any No
Page 15
Unit I: Introduction 10
Lectures
1. Linda Tuhiwai Smith. “Research Through Imperial Eyes.” Decolonizing
Methodologies: Research and Indigenous Peoples. New York: Bloomsbury. 1999.
2. Paul Moya. “Who we are and from where we speak.” Transmodernity 1.2: 79 -94.
2011.
Unit II : Qualitative and Quantitative Research methodology 10
Lectures
1. Celine -Marie Pascale. “Epistemology and the Politics of Knowledge.” The
Sociological Review. 154-165. 2011.
2. Gaile S. Cannella and Yvonna S. Lincoln. “Deploying Qualitative Methods for
Critical Social Purposes.” Counterpoints. 433: 17-26. 2016.
Unit III: Politics and Hierarchies of Citation 10
Lectures
1. Mariolga Reyes Cruz. “What if I Just Cite Graciela? Working Towards Decolonizing
Knowledge Through Critical Ethnography.” Qualitative Inquiry 14.4: 651-658. 2008.
2. Katie Fitzpatrick. “Ethics, Power, Representation and Socially Just Research.
Counterpoints 432: 53 -72. 2013.
Unit IV:Application of Critical Research Methodology in the Context of India 10
Lectures
1. Partha Sarathi Nandi. ‘United by a “Foreign” Language: The Evolution of English in
Multilingual India.’ English Studies in India. Edited by Banibrata Mahanta and Ram
Babu Sharma. Pp. 143-154. 2019. Singapore: Springer.
2. Reva Joshee. “A framework of understanding diversity in Indian Education.” Race,
Ethnicity and Education 6.3: 283-297. 2010 (needs to be downloaded). Semester II– Paper III
Title: - Research Methodology in Critical Diversity Studies
Page 16
Evaluation Pattern:
Internal Assessment (40 Marks):
Sr. No. Particulars Marks
1 Classroom Attendance & Participation 10
2. Oral Presentation (10 Minutes with or without PowerPoint) 10
3 Written Assignment 20
Suggested Topics for Internal Assessment:
Topics for internal assessment: -
1. The topics of internal assessments will be collaboratively decided by the teachers and
the students.
2. The topics for presentation and assignments should be decided in such a manner so
that the students can connect the varied theoreti cal arguments with their real life
experiences.
3. The marking criteria will be shared prior to the assessments.
Semester End Examination (60 Marks):
The Semester End Examination for 60 marks will have four questions of 15 marks each (with
internal choice):
Question 1 Objective (15/20) 15 Marks
Question 2 Short Notes (3/5) 15 Marks
Question 3 Short Answer (3/5) 15 Marks
Question 4 Application/Long answer (2/3) 15 Marks
Recommended Reading
1. Nurdan Oncel Taskiran. Handbook of Research on Multidisciplinary Approaches to
Literacy in the Digital Age. IGI Global. 2019.
2. Cheris Brewer Current and Emily Tillotson. “Hipster racism and sexism in charity
date auctions: individualism, privilege b lindness and irony in the academy.” Gender
and Education 30.4: 467-476. 2018.
3. Kamla Bhasin. Understanding Gender . Women Unlimited. 2004.
4. Ashis Kothari, Arturo Escobar, Ariel Salleh, Federico Demaria, and Alberto Acosta.
Pluriverse: A Post-development Dictionary . Tulika Books and Authors Upfront. 2018. Evaluation: Semester End Examination Pattern 60 Marks Hours: 02
Page 17
5. Lorna Robberts. “Becoming a Black Researcher: Reflections on Racialized Identity
and Knowledge Production.” International Review of Qualitative Research . 6.3: 337-
359. 2013.
6. Miranda Fricker and Catherine Jenkins. “Epistemic Injustice, Injustice, and Trans
Experiences.” Routledge Companion to Feminist Philosophy . Edited by Garry,
Ghader, and Stone. 2017.
7. Eksath, Martin. Learning Diversity in India: Do Priorities in Primary Education
Enable Capabilities, Enhance Equal Opportunities and Encourage Cultural Diversity?
Faculty of Social Sciences, Department of Sociology, Division for Education, Lund
University, 2011.
https://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=1976357&fileOI
d=1976359
8. Sabharwal, Nidhi S. and Malish, C. M. Student Diversity and Civic Learning in
Higher Education in India . Centre for Policy Research in Higher Education (CPRHE),
National Institute of Educational Planning and Administration, 2016.
http://cprhe.niepa.ac.in/sites/default/files/Report -
Files/CPRHE%20Research%20Paper%203_Student%20Diversity%20and%20Civic%
20Learning_NSS_CM.pdf .
9. Borooah, Vani. K.and Sabharwal, Nidhi S. English as a Medium of Instruction in
Indian Education: Inequality of Access to Educational Opportunities . Centre for
Policy Research in Higher Education (CPRHE), National Institute of Educational
Planning and Administration, 2017. http://cprhe.niepa.ac.in/sites/default/files/Report -
Files/CPRHE%20Research%20Paper%207_English%20as%20MoI%20in%20Indian
%20Edu_VKB%20and%20NSS.pdf .
10. Sabharwal, Nidhi S. and Malish, C. M. Student Diversity and Social Inclusion: An
Empirical Analysis of Higher Education Institutions in India . Centre for Policy
Research in Higher Education (CPRHE), National Institute of Educational Planning
and Administration, 2018. http://cprhe.niepa.ac.in/sites/default/files/Report -
Files/CPRHE -Research%20Paper -
10_Student%20Diversity%20and%20Social%20Inclusion_NSS%20and%20CM.pdf .
11. Varghese, N. V., Sabharwal, Nidhi S. and Malish, C. M. Equity and Inclusion in
Higher Education in India. Centre for Policy Research in Higher Education (CPRHE),
National Institute of Educational Planning and Administration, 2019.
http://cprhe.niepa.ac.in/sites/default/files/Report -Files/CPRHE -Research%20Paper -
12_Equity%20and%20Inclusion%20in%20Higher%20Education.pdf .
12. Wankhede, Harish S. “How Meritorious and Inclusive Are Our Institutions of Higher
Education?”. The Wire, 19/12/2020. https://thewire.in/education/iit -iim-reservation -
appointment -merit -inclusivity
13. J. Dr. Dhananjay Y. Chandrachud. “The Merit of Reservation”. pp 18 -39.
https://main.sci.gov.in/supremecourt/2021/19820/19820_2021_34_1501_32837_Judg
ement_20 -Jan-2022.pdf
Page 18
University of Mumbai
Postgraduate Diploma in Critical Diversity Studies
Semester II
Course: Practical
Course Title: - Critical Diversity Studies : Project
Paper: IV
(With effect from the academic year 2023 -2024)
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in Critical Diversity
Studies
ii Course Code
iii Course Title Critical Diversity Studies : Project
iv Course Contents Enclosed a copy of the syllabus
v References and Additional References Enclosed in the Syllabus
vi Credit Structure (No. of Credits) 04
vii No. of Learning Hours 60
viii No. Tutorials per week 01
ix Total Marks 100
02 Scheme of Examination Internal Evaluation (75+25)
03 Special notes, if any No
04 Eligibility, if any Graduate of any stream or Equivalent
Certificate
05 Fee Structure As per University Structure
06 Special Ordinances / Resolutions if
any No
Page 19
Project:
The following are only a few suggested texts / films
Similar topics keeping the learning and local context may be given to the students. In
consultation with their respective guide
1. Amitava Ghosh - The Nutmeg’s Curse
2. Hansda Sovwendra Shekhar - The mysterious ailments of Rupy Baskey
3. Purl ( https://youtu.be/B6uuIHpFkuo ) - A film that looks at diversity and inclusion at
workplace
4. Different ( https://youtu.be/yu24PZIbkoY ) - An award winning short film by
Tahneek Rahman (Area: Disability / Differences)
5. Barriers ( https://youtu.be/er2z33_YhxM ) - An award winning short film by Tahneek
Rahman (Area: Racism)
6. Juice ( https://youtu.be/R -Sk7fQGIjE ) - A short film by Neeraj Ghaywan (Area -
Gender)
7. Tauffiq ( https://youtu.be/LuPlSD9n6Js ) - First prize winning short film at All India
Short Film Competition conducted by National Commission for Protection of Child
Rights, Government of India
The students may be encouraged to use strategies such as interview, online/offline survey,
field visits, collection of documents etc.
Guidelines for reporting and presenting project
The report may be submitted in Print (typewritten) format or in Non-Print (Blog/Vlog /Web -
page/documentary) format
Format of the Print Report:
The full content of the report must be bound together so that the pages cannot be
removed or replaced.
The cover of the report must contain, title, name of the candidate, name of the
Diploma course, Semester, Name of the Guide/Co -guide and the year of submission.
Page numbers must be mentioned at the bottom of each page and Margin should be
1.5” on the left and 1” on the remaining 3 sides.
Use separate index sheets for all chapters. Each chapter should begin on a new page.
Report must contain all the necessary documents such as certificate of the guide,
training completion Certificate by the institute/ organization, student declaration
certificate, acknowledgements, table of contents, bibliography, appendix (if any) etc.
Learners should use simple and good English while writing the report. Avoid
grammatical errors.
No aspects of the structure of the report should be omitted.
Guidelines for the instruction and assessment Semester II– Paper IV (Project)
Title: - Critical Diversity Studies : Project
Page 20
Students may be allotted project mentors to guide them through the process.
Students may be allotted a co-guide in case of availability and necessity.
Students may be encouraged to take up a project in pair or group (depending on the
context)
Students may be trained to present final project to improve their presentation skills,
A well-planned rubric and additional guidelines may be prepared by the study center
keeping in view the core content, quality of the project and presentation of work.
Evaluation Pattern:
Internal Assessment (100 Marks):
Sr.
No. Particulars Marks
1 Project Field Work (minimum 25 hours)
Report (Up to 5000 words) / Up to 30 pages including images, graphs,
appendix etc.) 75
2 Presentation (with the use of ICT tools) 25
Recommended Reading: -
1. Akash Poyam. Faith in Numbers: The history behind Adivasi demands for a “Tribal
Religion” category in the next census. Caravan Magazine. April 1, 2020.
2. V. Bufacchi. 2012. Justice, Equality, Liberty (Introduction). Social Injustice.
3. Shridevi Rao and Maya Kalyanpur (editors). 2010. South Asia and Disability Studies:
Redefining Boundaries and Extending Horizons. Peter Lang.
4. Laura McMohan. 2019. Animal Worlds: Film, Philosophy and Time . Edinburgh:
Edinburgh University Press.
5. Marcus Darren Welsh (Dissertation). 2012. Queer Sexualities and Space in
Contemporary Latin American Film . University of California, Santa Barbara.
Signature: Signature:
(Dr. Sudhir Nikam)
Chairman, Board of Studies Faculty of Dean
Page 21
(Appendix ‘B’)
New ordinances 6823 & 6824 relating to the
Post Graduate Diploma in Critical Diversity Studies.
1. Necessity for starting the
course: With the emergence of ‘glocalised ’ world and the cross -
cultural interactions, there is a growing need of
understanding the critical diversity. Critical Diversity
Studies Course is interdisciplinary in nature. It addresses
the process of knowledge production in de -hierarchical
manner witho ut following any biases. The course is in
alignment of the necessary demand of the NEP 2020.
Critical Diversity Studies will enable learners to develop
understanding of the world, ultimately leading to their
scope for job opportunities worldwide. The cours e is
particularly designed to cater the new world’s demand of
knowing the world through its diverse dimensions. The
course offers numerous opportunities in almost all fields.
The course opens up a plethora of avenues available in
this ever -growing and chan ging industry in particular
and the world in general. The Post Graduate Diploma in
Critical Diversity Studies would thus create a viable
opportunity for honing the following skills
i. The course would bring powerful transformations in our
daily social relati onships at our homes and workplaces
through building reciprocity, caring and sharing.
ii. This course would incorporate interdisciplinary and
transdisciplinary understandings of diverse academic
disciplines within the facilitators and learners.
iii. This course wo uld generate more spaces for self -
economic sustainability through creating entrepreneurial
possibilities (as outlined in the outcome section)
iv. This course would create new research spaces in Critical
Diversity Literacy and generate future possibilities for
Page 22
building postgraduate research courses in critical
diversity studies.
v.It would enhance necessary soft skills to develop
effective rapport at all levels.
vi. It would instil confidence to face challenges that might
emerge in the profession from time to time.
2. Whether the UGC has
recommended the course: UGC has given guidelines for introduction of career
oriented courses
(https://www.ugc.ac.in/oldpdf/xiplanpdf/revisedcare erori
entedcourses.pdf ). Universities are allowed to run the
diploma / certificate courses and with due approval of its
governing councils/ statutory council wherever required
(Ref: https://www.ugc.ac.in/faq. aspx). However, u/s 5(16)
under Maharashtra Public Universities Act, 2016 (Mah.
Act No. VI of 2017), Universities are empowered to start
to prescribe the courses of instruction and studies in
choice based credit system for the various examinations
leading to specific degrees, diplomas or certificates in a
stand -alone format or joint format with other State or
national or global universities.
3. Whether all the courses have
commenced from the academic
year 2019 -2020 (2022 -23): The above course recommended by the BoS in English,
and further approved by the statutory bodies is to be
introduced from the Academic Year 2023 -2024 .
4. The courses started by the
University are self -financed,
whether adequate number of
eligible permanent faculties
are available?: The course is purely self -financed. The
department/affiliated colleges interested in its affiliation
need to comply with the norms laid down as above.
5. To give details regarding the
duration of the Course and is it
possible to compress the
course?: The duration of the course is maximum 12 month (two
semesters) with total 60 contact hours consisting of
maximum 4 Credits on completion of total 60 hours per
course.
6. The intake capacity of each The intake capacity is set to maximum 40 students per
Page 23
course and no. of ad missions
given in the current academic
year: batch.
7. Opportunities of Employability
/ Employment available after
undertaking these courses: i. To get employed in schools, colleges and universities as
lecturers in varied fields of humanities and social
sciences.
ii. To get employed in alternate professional posts like
research associate, researcher, research fellow and
postdoctoral fellow across the world in the varied fields
of humanities a nd social sciences.
iii. To get employed as life coaches, counsellers and project
managers.
iv. To generate entrepreneurial possibilities like developing
knowledge training centres and personality development
training centers.
v.To get employed in schools, colleges a nd universities as
lecturers in varied fields of humanities and social
sciences.
vi. To get employed in alternate professional posts like
research associate, researcher, research fellow and
postdoctoral fellow across the world in the varied fields
of humanitie s and social sciences.
Signature:
(DrSudhirNikam)
Chairman, Board of Studies