Vide Item No 57 N11072022 Postgraduate Diploma in Indian Canada Sem I II CBCS_1 Syllabus Mumbai University by munotes
Page 2
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AC – 11/07/2022
Item No. – 5.7 (N)
University of Mumbai
Syllabus for Postgraduate Diploma in India Canada 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:6817 Title of Course Postgraduate Diploma in India Canada
Studies
O:6818 Eligibility Graduates in Arts / Science / Commerce or
equivalent examination
R:9593 Duration of Course
One Year
R: 9594 Intake Capacity
40 Students per batch
R: 9595 Scheme of Examination Theory Examination + Internal Evaluation
(60+40)
R: 9596 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
Post Graduate Diploma in India Canada 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. Sachin Labade (Convener) Associate Professor, Department of English, University of
Mumbai, Mumbai.
Dr. Om Prakash Joneja (Member) UGC Emeritus Professor, Department of English
Maharaja Sayajirao University of Baroda, Baroda.
Prof. Dr. Hariharan (Member) Professor , Centre for Canadian Studies, University of
Kerala, Thiruvananthapuram
Dr. Preeti Shirodkar (Member) Associate Professor, Kohinoor Business School, Mumbai
Dr. Rajesh Bharvad (Member) Assistant Professor, Department of English Maharaja
Sayajirao University of Baroda, Baroda.
Dr. Manpreet Singh (Member) Author & Former ICSC Senior Research Fellow, Mumbai
Anmol Dutta (Member) Ph.D. Research Fellow and Co -chair, Anti -Racism Committee
Western University, Ontario, Canada
Syllabus Sub-Committee
Page 6
Preamble
Introduction:
Canada has had a sustained Indian presence since the twentieth century. Over the years, both
India and Canada have seen a steady and progressive development in the interaction between
their people at various levels such as education, culture, cinema, and trade. This binational
engagement, that is strengthened by a consistent increase in the movement between the
nations, demands an a cademic exploration. The diploma is thus designed to introduce
students to a variety of aspects related to the history, culture and literature of Canadian
society from the specific perspective of the Indian -Canadian community. This programme,
primarily, se eks to introduce students to Canada through an overview of its indigenous,
colonial, and contemporary histories. Secondly, it engages with the construction of diasporic
communities and the Indian presence in Canada. Thereafter, students explore lived
experiences as well as literary and popular expressions of the people of Indian origin in
Canada. Finally, the diploma ends with an opportunity for the students to apply and practise
their learnings in Indian -Canadian networks and institutions through a project and/or
internship.
Objectives of the course:
To introduce students to a variety of aspects related to the history, culture and
literature of Canadian society
To understand Canada through an overview of its indigenous, colonial, and
contemporary histories.
To explore the rich social, cultural, and political heritage and contribution of the
Indian community in Canada.
To engage with the construction of diasporic communities and the Indian presence in
Canada.
To develop research skills, critical analysis, academic writing and presentation skills.
To offer opportunities for academic engagement and internships
Learning outcomes: Learners will be able to
● Explain a variety of aspects related to the history, culture and literature of Canadian
society
● Show a multi -faceted understanding of Canada from a historical and a contemporary
perspective through their writing and presentations.
● Elaborate on the social, cultural, and political heritage and contribution of the Indian
community in Canada
● Critically comment on the connections between India and Canada’s past and
contemporary societies, and about the construction and negotiation of ethnic
identities.
● Demonstrate research skills, critical analysis, and academic writing and presentation
skills.
● Engage critically with a specific issue in India Canada Studies through
project/internship
Page 7
University of Mumbai
Postgraduate Diploma in India Canada Studies
Semester I
Course: Theory
Course Title: Introduction to Canada
Paper: I
(With effect from the academic year 2023 -24)
Page 8
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in India
Canada Studies
ii Course Code
iii Course Title An Introduction to Canada
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 Formative and Summative Assessment
(40+20+25+15)
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 9
Unit 1- A History of Canada 10 Lectures
● Pre-contact aboriginal history, European contact and early exploration,
● The settlement of New France, British Rule, the influence of the American
Revolution,
● The union of Canada,
● The Klondike gold rush,
● World War I, the Great Depression, World War II,
● Post War Developments,
Unit 2- Geography and Topography 10 Lectures
● The geographical topography
● Cultural topography
● Demographic attributes
● Patterns of community settlements
Unit 3- Cultural Environment 10 Lectures
● Indigenous Canada
● Anglophone and Francophone Cultures
● Emergent cultures
● Multiculturalism and Linguistic Diversity
Unit 4- Canadian Identity 10 Lectures
● Indigenous expressions
● Colonial writings and documentation
● Contemporary Canada: hybrid cultures and lived experiences
Evaluation Pattern:
Semester End Examination 40%
Short Responses (2) 20%
Long Term Paper (1) 25%
Student Seminar (1) 15%
Semester End examination will consist of
1. Essay type question (1 out of 2) 12
2. Short notes/short answer questions. (4 out of 6) 28 Semester I– Paper I
Title: An Introduction to Canada
Page 10
Short responses will be based on the readings, multimedia content, and lectures covered up
to the date of the assignment. This will be an opportunity for you to react to the content,
express your opinion based on the material being analyzed, and research additional sources to
support your statements. The reaction should be no longer, than two single -spaced pages and
must include a bibliography
The students will work on a topic for the Long Term Paper in consultation with the faculty.
The paper will have a minimum of 2000 words and maximum 3000 words. The students will
follow the latest MLA convention of research writing.
The students will give a 15-minute Seminar on the topic chosen for the long term paper.
75% attendance shall be mandatory to write the examination.
Please note that we observe a zero -tolerance policy against plagiarism . Any written work
that appears to contain plagiarized passages will not be graded.
Recommended reading
Angus, Ian. A Border Within: National Identity, Cultural Plurality, and Wilderness, 1997.
Aziz, Nurjehan (Ed.). Floating Borders: New Contexts of Canadian Criticism. Toronto,
TSAR, 1999.
Bannerji, Himani. The Dark Side of the Nation: Essays on Multiculturism, Nationalism
and Gender. Toronto: Canadian Scholars Press, 2000.
Berry, J. W., and J. A. Laponce, eds. Ethnicity and Culture in Canada: The Research
Landscape, 1994.
Brown, Graham L., and Douglas Fairbairn. Pioneer Settlement in Canada, 1763–1895 ,
1981.
Cairns, Allan C. Citizens Plus: Aboriginal Peoples and the Canadian State, 2000.
Clark, S. D. T. The Developing Canadian Community, 1968.
Corsianos, Marilyn, and Kelly Amanda Train. Interrogating Social Justice: Politics,
Culture and Identity , 1999.
Driedger, L., ed. Ethnic Canada: Identities and Inequalities, 1987.
Fleras, Augie, and Jean Leonard Elliott. Unequal Relations: An Introduction to Race,
Ethnic, and Aboriginal Dynamics in Canada, 1999.
Fowke, Edith. Canadian Folklore , 1988.
Francis, Daniel. National Dreams: Myth, Memory, and Canadian History . Vancouver:
Arsenal Pulp Press, 1997.
Friesen, Gerald. Citizens and Nation: An Essay on History, Communication, and Canada .
Toronto: University of Toronto Press, 2000.
Fry, A. J., and C. Forceville, eds. Canadian Mosaic: Essays on Multiculturalism , 1988.
Granatstein, J. L. Who Killed Canadian History? Toronto: HarperCollins, 1998.
Ignatieff, Michael. The Rights Revolution. Toronto: House of Anansi Press, 2000.
Page 11
Juneja, Om P and Chandra Mohan (Eds). Ambivalence: Studies in Canadian Literature.
New Delhi, Allied Publishers, 1990.
Keohane, Kieran. Symptoms of Canada: An Essay on the Canadian Identity , 1997.
Kymlicka, Will. Finding Our Way: Rethinking Ethnocultural Relations in Canada. Don
Mills: Oxford University Press, 1998.
Mandel, Eli & David Taras (Eds) A passion for Identity: An Introduction to Canadian
Studies. Toronto: Nelson Canada, 1988.
Mannion, John J. Irish Imprints on the Landscape of Eastern Canada in the Nineteenth
Century , 1971.
Mark Kasoff and Patrick James, eds., Canadian Studies in the New Millennium. Toronto:
University of Toronto Press, 2nd edition, 2013.
Morgan, Henry J., and Lawrence J. Burpee. Canadian Life in Town and Country , 1905.
Morton, Desmond. Canada and War: A Military and Political History , 1981.
Naiman, Joanne. How Societies Work: Class, Power and Change in a Canadian Context ,
2nd. ed., 2000.
Novak, Mark. Aging and Society: A Canadian Perspective , 1997.
Palmer, Bryan D. The Character of Class Struggle: Essays in Canadian Working -Class
History , 1850–1985, 1986.
Porter, John. The Vertical Mosaic: An Analysis of Social Class and Power in Canada ,
1965.
Russell, Loris. Everyday Life in Colonial Canada, 1973.
Trudeau, Pierre E. Fatal Tilt: Speaking Out about Sovereignty , 1991.
Wade, Mason. Regionalism in the Canadian Community, 1867–1967 , 1969.
Page 12
University of Mumbai
Postgraduate Diploma in India Canada Studies
Semester I
Course: Theory
Course Title: Tracing Indian Routes and Roots in Canada
Paper: II
(With effect from the academic year 2023 -24)
Page 13
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in India
Canada Studies
ii Course Code
iii Course Title Tracing Indian Routes and Roots in
Canada
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 Formative and Summative Assessment
(40+20+25+15)
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 14
Unit 1- Introduction to diaspora studies 10
Lectures
● Creations of diaspora: International movement, immigration policies, the Komagata
Maru incident
● Constructions of diasporic identities: Nostalgia, homing desires and their outcomes.
● Evolving diasporas: Globalisation, mobility, citizenship, and changing identities
Unit 2- Diasporic communities 10
Lectures
● Prominent diasporic groups in Canada: Punjabi, Hindu, Sikh, Muslim, Parsi, Sindhi
etc
● First generation Indians in Canada
● Minorities, model minorities
● Minority spaces and ghettoisation
● Multiculturalism and assimilation
Unit 3- Micro -experiences 10
Lectures
● Dynamic family structures, culinary behaviors and language use
● Women’s immigration and gendered experiences
● Performance of religion
● Intra -group dynamics
Unit 4- Macro -experiences 10
Lectures
● Social and systemic racism
● Religion and Culture as political tools: Radical ethnic identities, participation in home
country and host country politics
● Discursive and spatial access: canons, museums, and academic spaces of the host
country
Evaluation Pattern:
Semester End Examination 40%
Short Responses (2) 20%
Long Term Paper (1) 25%
Student Seminar (1) 15%
Semester End examination will consist of
1. Essay type question (1 out of 2) 12
2. Short notes/short answer questions. (4 out of 6) 28 Semester I– Paper II
Title: Tracing Indian Routes and Roots in Canada
Page 15
Short responses will be based on the readings, multimedia content, and lectures covered up
to the date of the assignment. This will be an opportunity for you to react to the content,
express your opinion based on the material being analyzed, and research additional sources to
support your statements. The reaction should be no longer, than two single -spaced pages and
must include a bibliography
The students will work on a topic for the Long Term Paper in consultation with the faculty.
The paper will have a minimum of 2000 words and maximum 3000 words. The students will
follow the latest MLA convention of research writing.
The students will give a 15-minute Seminar on the topic chosen for the long term paper.
75% attendance shall be mandatory to write the examination.
Please note that we observe a zero -tolerance policy against plagiarism . Any written work
that appears to contain plagiarized passages will not be graded.
Recommended Reading:
Gayithri, K, Hariharan B.,et al. (Eds.) Nation -Building, Education and Culture in India
and Canada: Advances in Indo -Canadian Humanities and Social Sciences Research .
Springer, 2019.
Ghuman, P. A. S. "Canadian or Indo -Canadian: a study of South Asian
adolescents." International Journal of Adolescence and Youth 4.3-4 (1994): 229-243.
Gupta, Taniya, and Antonia Navarro -Tejero, eds. India in Canada: Canada in India .
Cambridge Scholars Publishing, 2014.
Hariharan B. and P.P. Ajayakumar. (Eds) Convergence and Configurations of
Disciplines: Canada and India . Ed. New Delhi: Creative Books, 2014.
Hegde, Radha Sarma, and Ajaya Kumar Sahoo, eds. Routledge handbook of the Indian
diaspora . London/New York: Routledge, 2018
Iyer, Pico. Imagining Canada: An Outsider's Hope for a Global Future [the inaugural
Hart House Lecture, 2001]. Toronto: The Hart House Lectures, 2001.
Johnston, Hugh JM. Jewels of the qila: The remarkable story of an Indo-Canadian family .
UBC Press, 2011.
Juneja, Om P, and Sudhi Rajiv. Understanding Diversity: Canada and India . New Delhi:
Creative Books, 2010.
Nanavati, Arti (Ed.). India -Canada Emigration: Issues and Gendered Policy
Implications . Vadodara, M. S. University Press, 2005.
Ralston, Helen. The Lived Experience of South Asian Immigrant Women in Atlantic
Canada: The Interconnections of Race, Class, and Gender , 1996.
Page 16
Sharma, Kavita A. The Ongoing Journey: Indian Migration to Canada. New Delhi:
Creative Books, 1997.
Singh, Manpreet J. The Sikh next door: an identity in transition . Bloomsbury Publishing,
2021.
Dhamoon, Rita, et al., eds. Unmooring the Komagata Maru: Charting Colonial
Trajectories . UBC Press, 2019.
Page 17
University of Mumbai
Postgraduate Diploma in India Canada Studies
Semester II
Course: Theory
Course Title: Indian Experiences and Expressions in Canada
Paper: III
With effect from the academic year 2023 -24)
Page 18
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in India
Canada Studies
ii Course Code
iii Course Title Indian Experiences and Expressions
in Canada
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 Formative and Summative Assessment
(40+20+25+15)
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 19
Unit 1- Interdisciplinary Readings 10
Lectures
● Interviews, journals, documents and reports
● Academic writings on Indian -Canadian lived experiences and identity constructions
● Policy reports, seminal speeches
Unit 2- Literary Expressions 10
Lectures
● Canadian literature
● Literature by Indian writers in Canada
(The discussion may be initiated with reference to the following books/articles)
“Introduction” from The Cambridge companion to Canadian literature (Ed) Eva-
Marie Kröller
“Introduction” from Canadian literature in English . Vol by William J Keith
"Introduction to South Asian Canadian Literature: A Centennial Journey”, by Mariam
Pirbhai
"Enacting the Asian Canadian" by Christopher Lee
Unit 3- Popular Culture 10
Lectures
● Linguistic code-mixing
● Indian -Canadian Cinema
● Music and dance; popular genres
Unit 4- Contemporary research and new insights 10
Lectures
● Social media use and virtual community spaces
● Digital diasporas
● Evolving ideas of citizenship, belonging, and home
Evaluation Pattern:
Semester End Examination 40%
Short Responses (2) 20%
Long Term Paper (1) 25%
Student Seminar (1) 15%
Semester End examination will consist of
1. Essay type question (1 out of 2) 12
2. Short notes/short answer questions. (4 out of 6) 28 Semester II– Paper III
Title: Indian Experiences and Expressions in Canada
Page 20
Short responses will be based on the readings, multimedia content, and lectures covered up
to the date of the assignment. This will be an opportunity for you to react to the content,
express your opinion based on the material being analyzed, and research additional sources to
support your statements. The reaction should be no longer, than two single -spaced pages and
must include a bibliography
The students will work on a topic for the Long Term Paper in consultation with the faculty.
The paper will have a minimum of 2000 words and maximum 3000 words. The students will
follow the latest MLA convention of research writing.
The students will give a 15-minute Seminar on the topic chosen for the long term paper.
75% attendance shall be mandatory to write the examination.
Please note that we observe a zero -tolerance policy against plagiarism . Any written work
that appears to contain plagiarized passages will not be graded.
Recommended reading
Atwood, Margaret. Survival: A thematic guide to Canadian literature . House of
Anansi, 1972.
Keith, William John. Canadian literature in English . Vol. 1. The Porcupine's Quill,
2006.
Kröller, Eva-Marie, ed. The Cambridge companion to Canadian literature .
Cambridge University Press, 2017.
Lee, Christopher. "Enacting the Asian Canadian." Canadian Literature 199 (2008):
28-44.
Parikh, Jitesh P. and Dhawan, Vimal. India in Canadian Literature. New Delhi,
Creative Books, 1999.
Pirbhai, Mariam. "Introduction to South Asian Canadian Literature: A Centennial
Journey." Studies in Canadian Literature/Études en littérature canadienne 40.1
(2015): 5-26.
Shirodkar, Preeti. Reconciling Reminiscences: Tracing MG Vassanji’s Journey from
‘Routes’ to ‘Roots’. Mumbai: Shroff Publishers, 2017.
Sugunasiri, Suwanda HJ. "The Literature of Canadians of South Asian Origins: An
Overview." Canadian Ethnic Studies= Etudes Ethniques au Canada 17.1 (1985): 1.
Vevaina, Coomi S. and Barbara Godard (Eds). Intersexions: Issues of Race and
Gender in Canadian Women’s Writing. New Delhi, Creative Books, 1996.
Wattenbarger, Melanie R. "Competing Borders: Exploring Public Policy and
Literature in the Construction of Indo -Canadian Diasporic Identity." New Perspectives
in Diasporic Experience . Brill, 2014. 93-102.
Page 21
University of Mumbai
Postgraduate Diploma in India Canada Studies
Semester II
Course: Practical
Course Title: Project/Internship
Paper: IV
(With effect from the academic year 2023 -24)
Page 22
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in India
Canada Studies
ii Course Code
iii Course Title Project/Internship
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 (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 23
Introduction:
As a part of their diploma, students are expected to write a project and/or undertake an
internship at an Indian -Canadian institution. This module provides students with the
opportunity to apply and practice the knowledge gained in the course of the diploma as well
as participate in existing Indian -Canadian networks.
To facilitate such an engagement, students have the following options at their disposal:
● Choice of focusing on particular Indian groups living in Canada.
● Could involve ethnographic analysis, case studies, the study of literature, cinema, and
music pertaining to specific groups.
● Interdepartmental interactions relevant to the course
Ideas for Project:
The following is list of only suggested topics. Similar topics keeping in mind the learning and
local context may be given to the students.
● Changing narratives of Canadian Sikh identity
● The otherness of the host country
● Digital Diasporas and virtual imagined communities
● Common aporias of identity and culture in lived experiences
● Cross -border Content: Creation and Consumption
● The hierarchies and politics of gender and sexuality
● Narratives of community mental health
● Old and new subalternities and marginalization within communities
● Discourse and intervention of anti-racism communities/groups in universities and
educational institutions
● Performance Narratives and South Asian Theatre in Canada
● Narratives of nationhood, nationalism, and nostalgia
● Mainstream Hindi cinema and the constructions of ‘homeland’ in communities Semester -II– Paper IV
Title : Project/ Internship
Page 24
● Solidarity circles, ghettos, and community in Canada
● South Asian Food culture in Canada and the rhetoric of home and nostalgia
Students could take up a case study/ an ethnographic study on a particular Diaspora group
from India, the study of Literature, Cultural practices, social media etc.
Prepare and submit a report on the same to the college/study centre at the end of the
semester.
Guidelines for the Study Centre:
Since the project/internship is an integral part of this diploma course, the study centre must
identify potential organizations/institutes etc. and either enter into an MoU with them or
establish rapport with them so that the students are taken as interns.
Guidelin es for reporting and presenting project
The report may be submitted in Print (type -written) format/PDF format or in Non -Print
(Blog/Vlog/ /Web -page) 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, the award 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 3 sides.
● Use separate index sheets for all chapters should start from a new page.
● Report must contain all the necessary documents such as. Certificate of the guide,
internship completion Certificate by the institute/ organization (if an intern), student
declaration certificate, acknowledgements, table of contents, bibliography, appendix
(if any) etc.
● Students should use academic 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
● 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,
Page 25
● A well-planned rubric and additional guidelines may be prepared keeping in view the
core content, quality of the project and presentation of work.
● The project report will be assessed by two examiners (Guide +1).
● These two examiners will also assess the student's presentation. The students will be
awarded average marks given by the 02 examiners.
Evaluation Pattern:
Internal Assessment (100 Marks):
Sr. No. Particulars Marks
1 Report (Up to 5000 words - 20 pages including images, graphs,
appendix etc.) 75
2 Presentation (with the use of ICT tools) 25
Signature: Signature:
(Dr. Sudhir Nikam)
Chairman, Board of Studies Faculty of Dean
Page 26
Appendix ‘B’)
New ordinances 6817 & 6818 relating to the
Post Graduate Diploma in India Canada Studies.
1. Necessity for starting the
course: Canada has had a sustained Indian presence since the
twentieth century. Over the years, both India and Canada
have seen a steady and progressive development in the
interaction between their people at various levels such as
education, culture, cinema, and trade. This bi -national
engagement that is strengthened by a consistent increase in
the movement between the nations demands an academic
exploration. The diploma is thus designed to introduce
students to a variety of aspects related to the history, culture
and literature of Canadian society from the specific
perspective of the Indian -Canadian community. This
programme , primaril y, seeks to introduce students to Canada
through an overview of its indigenous, colonial, and
contemporary histories. Secondly, it engages with the
construction of diaspora communities and the Indian
presence in Canada. Thereafter, students explore lived
experiences as well as literary and popular expressions of
the people of Indian origin in Canada . Finally, the diploma
ends with an o pportunity for the students to apply and
practi se their learnings in Indian -Canadian networks and
institutions through a project and/or internship.
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/revisedcareerorient
edcourses.pdf ). Universities are allowed to run the diploma
/ certificate courses and with due approval of its governing
councils/ statutory council wherever required(Ref:
Page 27
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
course and no. of admissions
given in the current academic
year: The intake capacity is set to maximum 40 students per
batch.
7. Opportunities of
Employability / Employment
available after undertaking
these courses: To pur sue higher studies in Canadian Universities
To Strengthen profile for PR in Canada
To work as Research Associate/Project head at a bi -
national (India -Canada) organization
Non-profit organizations with base in India and
Canada .
Consulting firms based in India and Canada
Humanities research & development services based in
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India and Canada
International aid agencies and philanthropic
organizations
Signature:
(DrSudhirNikam)
Chairman, Board of Studies