M.A. Development Curriculum and Core Course Outlines

M.A.
Development, 2012-13, Curriculum and Core Course Outlines
ANNEXURE III Master of Arts in Development

A Two-Year post-graduate programme
Curriculum and Core Course Outlines

To be offered from the academic year 2012-13
Azim Premji University

2012
M.A. Development, 2012-13, Curriculum and Core Course Outlines
Contents Curriculum Introduction and Rationale Objectives Programme Design Programme Structure Description of courses Field engagement Other Details Core Course Details Sociology of Development Economics of Development Political Philosophy and Politics in India Ecology and Development 17 27 31 44 Page Number 3 4 5 6 7 13 15
1. Introduction and Rationale

Development, broadly construed, refers to the range of interventions that advance and secure individual and social well-being in a sustainable and equitable manner. Any attempt to articulate the means and ends of development with greater specificity must contend with the plurality of conceptions of human well-being. In the face of this plurality and disagreement all development efforts must critically respond to the particular context and manner in which the discourse of development is articulated and acted on. Moreover, our knowledge of development is best formulated within institutional frameworks that forge development action through democratic and deliberative processes. Given the deep disagreements at the core of the idea of development globally, it is not surprising that in 21st century India the project of national development is in a state of siege. The state has lost the monopoly to define the objectives of development. Its inability to distribute the benefits and burdens of development fairly or to demonstrate credible capacity to be the primary vehicle for the implementation of development programmes has compromised the prospect of state-led development. More generally the pursuit of development as a unitary modernization project that privileges economic development over all else has been challenged by a several struggles: popular objections to the expansion of the market economy arising out of the social, economic and ecological consequences of large development projects; identity politics of caste, tribe and religion which resist the imposition of a secular individualistic culture and peasant opposition to the forced acquisition of land to further industrialization and urbanization as well as disruptions in agricultural markets that disempowers agricultural livelihoods and impoverishes rural communities have been prominent. Criticisms of the dominant model of state-led development, however, have not rendered an engagement with the process and outcomes of development irrelevant. India continues to have serious development challenges: for example, even after more than six decades of independence, India has an unacceptably high percentage of its population living in absolute poverty and alarmingly high levels of infant mortality and malnutrition. These statistics emphasise the moral necessity for state and non-state sectors to renew their engagement with the challenges of development in constructive ways. A robust engagement with this domain needs a large number of persons with a varied backgrounds, capacities and interests and an ethical outlook that provides
3
inspiration for development action. With this view, Azim Premji University intends to contribute to the knowledge and practice of development in India through its educational programmes. It is recognised that development is not a unitary discipline but an integrative field that brings together varied understandings from the social and behavioural sciences, the humanities, science and technology within a framework of analysis, policy and institutional action. The University has launched this Masters programme with the confidence that Indias development effort will benefit immensely from the availability of persons who have the benefit of a rigorous understanding of the conceptual contours of the discourses of development and its practical imperatives. This document is the curriculum specification for the Master of Arts in Development, a two year programme of post-graduate studies that the University launched in the academic year 2011-12. This curriculum specification has the following sections:
1. 2. 3. 4. 5. 6. 7.
Introduction and Rationale (this section) Programme Objectives Programme Design Programme Structure Description of courses Field engagement Other details
i. ii. iii. iv.
Teaching and learning process Assessment Duration and Flexibility Admissions
2. Objectives
This programme aims to prepare individuals capable of informed and thoughtful development action, which are aware of the complexity, depth and scope of the discourse of development, its ethical imperatives and its implications for policy and action with special reference to the Indian context that requires conceptual rigour and sensibilities in students that would help them a. acquire core understandings in and across the disciplines that contribute to the domain of development and relate them to situations on the ground
4
b. relate these conceptual frameworks to dimensions of development that are targets of public action and policy such as health, education, livelihood and sustainability c. provide students with opportunities to encounter and critically engage with instances of both challenging problems and attempted interventions d. engage with the complex lived realities of people and communities e. explore the ethical and personal dimensions to locate themselves actively in their social context
3. Programme Design
The programme is designed as a 80 credit, post-graduate degree programme at level L3 which will be a full-time four semester programme in mode M1 (Levels and Modes are as per the Universitys Framework of Standards and Quality). The students are expected to complete the programme in not less than two full academic years. It is a broad-based programme that encompasses theory, practice, research and planning relating to development with in-built possibilities of focusing on areas of student choice. Each student will be required to study eight core courses (32 credits), eight elective courses (32 credits), and two open courses (4 credits) and also obtain 12 credits through a field engagement module. The students who successfully complete the requirements of study for the programme as specified in this document and the general requirements of the University as amended from time to time will be awarded a Master of Arts (Development) degree.
4. Programme Structure
DETAILS SEMESTER 1 Sociology of Development (4) Economics of Development (4) Political Philosophy & Politics in India (4) Ecology & Development (4) Field Immersion (2) SEMESTER 2 Theory & Philosophy of Development (4) Social Interventions (4) Law and Governance (4) SUMMER SEMESTER 3 BREAK Elective 1 (4)
FIELD WORK AND INTERNSHIP (4)
WINTER BREAK
SEMESTER 4 Elective 5 (4)
Elective 2 (4)
INDEPENDENT FIELD PROJECT(6)
Elective 6 (4)
CORE COURSES
Elective 3 (4)
Elective 7 (4)
Introduction to Research (4)
Elective 4 (4)
Elective 8 (4)
FIELD ENGAGEMENT OPEN COURSES TOTAL CREDITS
Workshops for Internship Open course 1 (2) Open course 2 (2) 18 credits 4 credits
Proposal for field project
Field project report writing
20 credits
16 credits
6 credits
16 credits
Note: 1. The number within brackets indicates the number of credits awarded for each course/activity. 2. The two open courses are to be completed within the first three semesters 3. Students are required to obtain thirty-two credits by choosing electives in the third and fourth semesters of the programme from the list of electives made available. Of these, at least eight credits are to be obtained from an elective group that will focus on themes of development such as Education, Health, Livelihood and Sustainability. The rest of the credits(24) may be obtained by choosing from the other electives on offer in the semester.
5. Description of courses
Core courses The core courses are compulsory for all students. They set the context and provide the theoretical and analytical background for understanding the key debates and issues in the domains associated with development. They draw from selected disciplines to help in developing a deep understanding of the nature of development. They also equip the students with the basic skills required for effective action in this domain. By the end of the series of the core courses, the students are expected to have adequate knowledge, skills and attitude to embark on a deeper exploration of specific themes and practices development. The students will study eight core courses, each carrying four credits, in the first and second semester of the programme. A brief description of the course is included below. 1. Sociology of development This course will establish the importance of sociological analyses for a critical understanding of the theories and practices of development. The work of early social theorists like Marx, Weber and Durkheim, and contemporary social theorists like Bourdieu and Foucault remain influential in contemporary social analyses. In a course such as this one, it is necessary to engage the conceptual contributions of these theorists that have proved valuable for development studies such as class, gender, social structure and agency. Special attention will also be given to major social institutions of India such as caste, tribe and gender and to the limitations of secular social science frameworks in understanding Indian society. The course will introduce key concepts in sociology and demonstrate their heuristic relevance through a careful examination of a wide-ranging body of published research in development studies. Students will learn to appreciate, in general, the sociological method and, in particular, the sociological analyses of development. After a brief consideration of the historical origins and the disciplinary orientation of sociology, it will introduce students to the fundamental concepts of class, caste, tribe, gender, nation, social structure and agency. The heuristic value of these concepts will be demonstrated with respect to the institutional dynamics of development in India and elsewhere. They will become familiar with the formative trends in the field of development studies over the last several decades through the texts of dissent and critique advanced on the various registers of social marginality. They will also become aware of the conceptual limitations of social science in studying Indian society.
2. Economics of development Development unfolds within complex social, economic and institutional settings. Therefore, it is important that practitioners in this field learn to interpret and analyse development initiatives and interventions from multiple perspectives, including, importantly, an economic perspective. An understanding of the economic and development history, in India and around the world, and basic economic concepts and tools such as the idea of markets and exchange, constraints and trade-offs, growth and inequality, institutions and economic reform, is central to engaging with current development needs and possibilities. By the end of the course students are expected to: Understand and learn to use basic microeconomics and macroeconomic approaches and tools Have a theoretical-historical understanding of development economics, and a practical orientation of its implications for analyzing current debates; with a special focus on poverty and inequality Have some understanding of the economics of political and institutional change that may influence development.
3. Political Philosophy & Politics in India Development actors need to critically engage with the politics of state and society. Development processes are embedded in complex institutional and social relations, which should be critically understood through a political lens. This course will introduce power and politics and their application to the contexts of individual and collective action. The course is organized around the concept of politics, the methods of political science and a critical analysis of contemporary politics in India. The course is divided into two parts. The first part is an introduction to the normative theories of politics, power, the state, democracy, citizenship and participation, rights, constitution and justice. The second part offers an analysis of the institutions and the practice of democratic politics in India by critically understanding the legislature, the executive and the courts in their political contexts; the role of caste, class, religion, region and language as key determinants of politics in India; and the processes of democratization including elections and decentralization of power.
4. Ecology and development It is now well recognized that one cannot think of development processes without having to touch upon their impact on natural resources in terms of their depletion as well as through the disruption of broader bio-geochemical cycles. More specifically, there is now an established body of social and ecological critique which engages with mainstream models of development and growth, as well as with the notion of progress itself. An ecosystems approach specifically however enables us to move beyond critique to developing models of institutional and cultural transformation that are sustainable and resilient. It is consequently not possible to engage with development, whether as a student, as an activist or in any other capacity without an understanding of the ecological implications of development related interventions. This course therefore seeks to inculcate in the student an ecological manner of thinking about development alongside providing an elementary introduction to ecology as a discipline. 5. Theory and philosophy of development This course aims to provide the student with an overview of theories of development and to locate them in a broader philosophical context. Three key philosophical themes will be examined in the course - that of well-being, justice and the notion of group agency and action. While it is widely accepted that social arrangements must contribute to human well-being, a robust "theory of wellbeing" has proved elusive. Attempts to cast well-being as preference satisfaction or as rooted in hedonic states have been unsatisfactory. The second difficulty has been in linking well-being to particular social arrangements and to the agency of persons and groups without reducing it to one or the other. Here, locating the debate in the history modern European thought may be a useful antidote to the excessive individualism of the conceptions of well-being in so far as they relate to development. An understanding of the philosophy of development that accommodates the social history of 'developing' societies of Asia and Africa will perhaps help in this regard. The units on development theory will bring these ideas to the examination of how theories of development have treated their subject matter. After a brief examination of the intellectual and political origins of development in the nineteenth century colonial rule, this course will chart the conceptual career of development since the mid-twentieth century, when development took firm root in national and international discussions of policy. Development was normatively
9
entangled with the project of modernization in the newly decolonizing countries of the world. After examining select influential work of modernization theorists, the course will examine the range of powerful criticisms advanced by Marxists, feminists, environmentalists and post-colonial scholars. The work of the latter has indeed ushered in an era of post-development, where alternate paradigms of development better suited to address the demands of economic justice and ecological sustainability are sought for. We will then examine the rich variety of critical interventions in the field of development studies that have unfolded under the conceptual umbrellas of "sustainability," human development, the capabilities approach (Sen), participatory development, and good governance. 6. Social Interventions This course briefly introduces the varying meanings of social activism and provides a critical acquaintance with important initiatives undertaken to deepen and renew democratic life in post-Independence India. It will provide a valuable historical context to the tradition of social activism in the country and also introduce select major initiatives embarked upon by the state, co-operatives, and individuals, social movements and NGO activists. This course will prove valuable for at least three reasons. First, it will enable students to locate their own activist concerns within both the older and contemporary cultures of activism. Second, it will allow them to apply their analytical skills acquired in other courses to interpret the institutional dimensions of social activism. Third, it will provide them an opportunity to learn about major creative efforts at enhancing the countrys democratic well-being, their normative concerns and institutional strategies, and the practical challenges facing them and critically appreciate the possibilities and challenges of democratic activism. The initial section of this course builds a lineage to contemporary activism attempt by focusing on discussions of social service (seva) and charity (daana) in premodern India. It will then briefly introduce students to the strategies of social and educational reform seen in 19th century colonial India (Raja Ram Mohun Roy, IC Vidyasagar, Syed Ahmed Khan, Swami Vivekananda). After a short engagement with Gandhis constructive programmes, the last and the largest part of the course will provide a critical introduction to the rich variety of initiatives seen in India after Independence. It examines state-sanctioned projects like the MNREGA and legislations like the RTI, the work of co-operatives in the domain of milk and handloom textile work, the contribution of social movements like the farmers movements and organizations like the PUCL and Kerala Shastra Sahitya Parishad, attempts to mobilize workers such as Self-Employed Womens Association (SEWA) the Kerala Independent Fisherworkers Federation. (Note: The initiatives names in this section are for illustrative purposes only).
10
7. Law and governance Mainstream development discourse and practice has not paid adequate attention to the institutional dimensions of development. With the belated recognition of the role and significance of public institutions, questions such as what these institutions are, how they work and how they shape political and administrative actions and outcome have become important. More recently, the design of legal systems and law enforcement has become an important area for research and action. The course is divided into two parts. The first part will introduce the concept of law and its various social functions. The students will gain a practical familiarity of finding, reading and thinking through legal materials. A basic awareness of the origins and structure of the Indian legal system and constitution prepares the ground for understanding strategies of engagement with the legislative, executive and the courts. This section of the course concludes with a brief review of the problems and prospects of legal system reforms in India. The second part will cover both conceptual and empirical aspects of governance, and examine them from a developmental perspective. Although focused mainly on the Indian experience, it will draw on the lessons learnt from major experiments in governance across the world. The course is organized thematically, starting with a general introduction to the evolution of the governance structures and then dealing with critical issues which informed the evolution of the practice of governance such as decentralization, accountability reforms, anti-corruption strategies, new public management, public-private partnership, and e-governance. The course will also cover the process of policy formulation and implementation, and the political economy of governance and governance reforms.
8. Introduction to research
Traditionally, research-based policy-making was associated with the state and large corporations. But now even smaller non-governmental organisations design their interventions through research. So, irrespective of the scale and the level at which development practitioners work, acquaintance with research methods is essential. Other core courses in MA Development program engage students with existing research in their respective disciplines. A separate course is therefore required to introduce students to research methods and their applications to the design and assessment of development policies. This course will serve three purposes. First, it will expose students to the uses and abuses of research in the politically contentious field of development. Second, it will enable them to use research to support their development practice. Third, it will help them interface with the academia as development practitioners.
11
This course will begin with an introduction to different approaches to research and then single out empirical research for further development. This brief initial module will be followed by a module that introduces elementary statistics and then engages with the sociology of statistics and the ethics of research. The next module will discuss different approaches to framing of research questions and empirical investigation using primary and secondary sources. This will be followed by an introduction to sample and survey design and data analysis. The final module will consist of two components, the first of which will provide an introduction to statistical software packages and writing research papers. In the second, they will design their own field survey and present a report based on the analysis of the data collected. Elective courses The students will be expected to obtain 32 credits in the third and fourth semester of the programme from a set of electives chosen from a larger set offered from a variety of disciplines and fields of practice and policy. The student is required to choose four electives in each of the two semesters. Of the thirty-credits, at least eight credits are to be obtained from an elective group that will focus on themes of development such as Education, Health, Livelihood and Sustainability. The rest of the credits (24) may be obtained by choosing from the other electives on offer in the semester.
Open courses A well-rounded and balanced curriculum needs to include opportunities for the student to explore areas of human and social interest that focus on themes related to the arts, culture, the sciences, and other subjects of topical interest. These are not to be thought of extra-curricular but as integral to the curriculum. Sensibilities that develop in studying and engaging with these themes are important in general and also in particular in helping the student locating his/her learning in the context of broader human concerns. The programme therefore requires the student to obtain four credits from such open courses. Examples of open courses offered recently include Kannada literature, Film appreciation and the history of the European Renaissance. Specializations This curriculum can be delivered either as a general programme or as a programme that permits students to specialise in areas of focus. It is likely that from the academic year 2013-14 students will be permitted to specialise in certain areas. Specialization will entail that students are required to obtain a minimum number of
12
credits from elective courses chosen out of a pre-approved set. Specializations that may be developed in the near future include Public Policy or Livelihoods. In addition, students who do not wish to obtain a specialization will have the option to obtain a general degree by distributing the electives over many subjects/themes.
6. Field engagement
Engagement with field practice forms an integral part of this masters programme. It will help students develop a deeper understanding of the practical implications of the educational understanding gained through the programme. The multiple opportunities for field engagement, starting from the first semester onwards will set the tone for the Masters programme, as well as provide exposure to various settings. The field engagements will also allow them to introspect on their own role as change agents within the larger landscape. It is hoped that the experience will build humility, empathy, optimism and a sense of anticipation for the future. All activities within the module of field engagement will be supervised to varying degrees and the students effort and learning will be evaluated. Since the field engagement module is seen as central to the curriculum it has an allocation of twelve credits. These credits are distributed over three key activities and opportunities. 1. Field exposure and immersion 2 credits 2. Internship 4 credits 3. Independent field project 6 credits A brief description of each of the above is included below. Field exposure and immersion (2 credits) In the first semester, students will go for a two-week field exposure which is meant to provide opportunities to strengthen the theoretical understanding provided through core courses in the semester. The effort will be to create the space for experiencing the realities of rural/urban/tribal communities, the social, political and economic structures, understand cultural systems and engage with people and institutions. This field camp would be co-coordinated by faculty and students and organized through local organizations. The students will be attending workshops during the first semester to prepare them for the field trips followed by the two week field trip which the students undertake in small groups. The time spent in preparation in the university will be credit-ed at the standard rate of 1 credit = 36 hrs of learning. The time spent during the field trip will have a credit equivalence of 1 credit = 80 hours of field time.
13
Internship (4 credits) At the end of the second semester students will spend a period of six weeks with an organization, including from among the Azim Premji Foundations field institutes. Specific supervised field activities will be designed in consultation with the organization to promote understanding of the development issues and encourage them to be involved in practice. The experience of working with development organizations will provide the students with skills and understanding that help them relate their learning in the courses of study to ground realities of Indian society. Equally importantly, it will give them an opportunity to reflect on the ways in which ideas of development are understood and carried out in practice, and allow them to examine and perhaps reconceptualise its practice. In particular, students will get the opportunity to locate themselves in this landscape and think critically of their interests and future roles. Students will maintain reports and focus on developing perspective, develop skills and engage with the functioning of the agency. As in the case of field immersion in the first semester, the students will go through workshops of approximately 2 hours each (for 8 to 10 weeks) during the semester that prepare them for the internship. Attendance and understanding developed here will be evaluated and will receive 1 credit. The six week internship at the end of the second semester will carry 3 credits that will be graded based on the students attendance in the internship programme, reports from the organisation and the evaluation of the final report submitted. Independent field project (6 credits) At the end of the third semester, students will spend a period of eight weeks focusing on a special area or development domain. The student will be encouraged to identify specific areas of intervention and develop a proposal and implementation process in consultation with the programme and work towards developing it or delivering it. This may or may not be in an institutional setting, depending on the problem that the students desire to engage with. While the specific sites and institutional contexts for fieldwork may be mutiple, all students will engage with a set of development problems by immersion in the location and context most relevant to the problem they address. As a general matter fieldwork will not deal exclusively with research using secondary sources or archival work though this may be some part of their response to a development problem.
14
Students will be facilitated in identifying an appropriate site to carry out their fieldwork, in accordance with their interests. It is also possible that students choose to revisit their site of summer placement to continue working on an issue they encountered there. The total number of credits allocated for the independent field project will be split in the following manner: (i) (ii) (iii) Planning and proposal writing in the third semester 1 credit Field work 4 credits Report writing and presentation 1 credit
The University will work with potential organizations, in advance, to structure meaningful fieldwork opportunities for the students. It is expected that all students can be matched with projects offered by the institutions, based on their interests and skills. Students are also welcome to design and suggest their own projects, which meet the criteria laid out by the University. In general, a faculty member from the University and a nodal person from the partner institute will jointly monitor and evaluate the students work, based on the learning goals set by the University. Students and faculty are expected in touch with the field institutions, before the start of the project to work out all operational details of the project.
7. Other Details
(i) Teaching and learning process The pedagogical approaches will be guided by the relevant section (section 6) of the Universitys Framework of Standards and Quality. (ii) Assessment Assessment will follow the policies of the University as laid out in section 7 of the Framework of Standards and Quality. (iii) Duration and flexibility The M.A. in Development is a two-year, full time post graduate degree programme. Students will be allowed the flexibility to complete the programme in not more than four years in case of leave of absence due to special circumstances. Students may also be allowed to take less than the complete credit load in a given semester, under special circumstances. These decisions shall be at the discretion of the University after consideration of the circumstances and availability of academic resources.
15
(iv) Admissions and eligibility Students who have a bachelors degree from a recognised university in India or abroad are eligible to apply to the programme. Students shall be admitted on the basis of their performance in a written test and interview. Appropriate criteria and procedures may be applied to compensate for socio-economic and other disadvantages during admission, as per the policies of the University.
16
Course Title Programme Title Mode Course ID Course Type Academic Year Course Development Team
Sociology of Development Master of Arts in Development M1 Level SOD311 Credits Core Semester 2012-13 Chandan Gowda
L3 4 I
Rationale This course will establish the importance of sociological analyses for a critical understanding of the theories and practices of development. The work of early social theorists like Marx, Weber and Durkheim, and contemporary social theorists like Bourdieu and Foucault remain influential in contemporary social analyses. In a course such as this one, it is necessary to engage the conceptual contributions of these theorists that have proved valuable for development studies such as class, gender, social structure and agency. Special attention will also be given to major social institutions of India such as caste, tribe and gender and to the limitations of secular social science frameworks in understanding Indian society. The course will introduce key concepts in sociology and demonstrate their heuristic relevance through a careful examination of a wide ranging body of published research in development studies. Objectives Students will learn to appreciate, in general, the sociological method and, in particular, the sociological analyses of development. After a brief consideration of the historical origins and the disciplinary orientation of sociology, it will introduce students to the fundamental concepts of class, caste, tribe, gender, nation, social structure and agency. The heuristic value of these concepts will be demonstrated with respect to the institutional dynamics of development in India and elsewhere. They will become familiar with the formative trends in the field of development studies over the last several decades through the texts of dissent and critique advanced on the various registers of social marginality. They will also become aware of the conceptual limitations of social science in studying Indian society.
17
Syllabus
Week Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Teaching Methods
Topic Introducing Sociology and Early Social Theory Early Social Theory Contemporary Social Theory Contemporary Social Theory Theorizing Class Class and Development Caste Caste, Religion and Development Adivasis Adivasis and Development Theorizing Gender Gender and Development Displacement Scrutinizing Development Interventions Scrutinizing Development Interventions (Continued) Scrutinizing Development Interventions (Continued)
The classes will be structured around a short lecture followed by class discussion. Documentary films will be screened and guest lectures delivered in class on occasion. Students will get opportunities for clarifying the course readings in weekly hour-long tutorial sessions with a faculty tutor.
18
Assessment
Assessment Criteria Group Work Book Review 3 Response Papers on Readings & Top two Scores R1 R2 Attendance Mid-Term & Class Exam Participation Essay Questions Final Exam Essay Questions
Weightage
15%
15%
5%
5%
10%
25%
25%
Readings Week 1 Introducing Sociology and Early social theory The essays by Mills and Bauman and May are lively, serious and readable introductions to the enterprise of sociology. Marxs preface is, of course, a classic statement of his method of historical materialism, which continues to inform sociological analyses in the present. Class 1: C. Wright Mills. 1970(1959). Excerpts from Chapter 1, The Sociological Imagination, The Sociological Imagination, Penguin Books, Pps 9-20. Class 2: Bauman, Zygmunt and Tim May. 2001. Introduction: The Discipline of Sociology, Thinking Sociologically, Blackwell Publishers. Class 3: Marx, Karl. 1972. Preface to A Contribution to the Critique of Political Economy, A Marx-Engels Reader 2nd Edition (Ed) Robert Tucker. New York: W.W. Norton & Company. Pp 3-6. Week 2 Early Social Theory (Continued) The excerpts from Weber and Durkheim will both introduce these influential theorists and allow students to engage with issues of foundational importance to sociology such as value-neutrality, emergentism, and the logic of functional analyses. Tumins essay is, of course, an elaborate critical response to functional attempts at explaining the relevance and persistence of the social division of labour.
19
Class 1: Weber, Max. 2011. Objectivity in Social Science, and Basic Sociological Terms, Classical Sociological Theory (Editors), Craig Calhoun, Joseph Gerteis, James Moody and Steven Pfaff, Wiley Blackwell. Pps. 211-227. Class 2: Durkheim, Emile. 2000 (1972). Excerpts from Chapter 1, The Field of Sociology, Emile Durkheim: Selected Writings (Editor) Anthony Giddens. Cambridge University Press. Class 3: Melvin Tumin. 1953. Some Principles of Stratification: A Critical Analysis, American Sociological Review, Vol. 18, No. 4. Pp. 387-394 Week 3 Contemporary Social Theory Raymond Williamss short essays convey the complexities of conceptualizing the concepts of ideology and hegemony, which have proved compelling for social analyses. Giddens essay introduces the necessity of observing the interplay between structure and agency and helps steer clear of both structural determinism and voluntarism. Bourdieus article illustrates the need for examining forms of capital other than economic capital, which nevertheless have an internally specific economic logic. Class 1: Williams, Raymond (1977). Ideology, and Hegemony, Marxism and Literature, Oxford: Oxford University Press. Pps. 11-20 and 83-89. Class2. Giddens, Anthony. 2011. Agency, Structure, Contemporary Sociological Theory, (Editors) Craig Calhoun, Joseph Gerteis, James Moody and Steven Pfaff, Wiley Blackwell. Pps. 231-242. Class 3. Bourdieu, Pierre. (1986) The Forms of Capital, Handbook of Theory and Research for the Sociology of Education (Editor) J. Richardson (New York, Greenwood), Pps 241-25. Week 4 - Contemporary Social Theory (Continued) The excerpts from Foucault will introduce students to his argument against the postEnlightenment narrative of human progress. Granovetters article is an influent ial restatement of the view that economic institutions are embedded in social institutions. Latour argues against the proclivity of post-Enlightenment thought to separate the social world from the object world, and the world of the moderns from that of the nonmoderns. Class 1. Foucault, Michel (1984). The Body of the Condemned, Docile Bodies, and The Means of Correct Training, The Foucault Reader (Ed) Paul Rabinow. New York: Pantheon. Pp.170-205. Class 2. Granovetter, Mark. 2011. Economic Embeddness, Contemporary Sociological Theory, (Editors) Craig Calhoun, Joseph Gerteis, James Moody and Steven Pfaff, Wiley Blackwell. Pps. 162-170.
20
Latour, Bruno. 2011. We have Never Been Modern, Contemporary Sociological Theory, (Editors) Craig Calhoun, Joseph Gerteis, James Moody and Steven Pfaff, Wiley Blackwell. Pps. 448-460 Class 3: Documentary Film (TBA) Week 5 Theorizing Class After encountering Marxs unfinished influential statement on classes and Bendix and Lipsets reconstruction of Marxs theory of classes, students will appreciate the challenges of theorizing middle class (Deshpande) and the class structure in rural society (Beteille) in India. Class 1: Marx, Karl (1967). A Note on Classes, Class, Status and Power: Social Stratification in Comparative Perspective (Eds) Reinhard Bendix and S. M. Lipset. London: Routledge & Kegan Paul. Pps. 5-6 Bendix, Reinhard and Lipset, Seymour Martin (1967): Karl Marxs Theory of Social Classes, Class, Status and Power: Social Stratification in Comparative Perspective (Eds) Reinhard Bendix and S. M. Lipset. London: Routledge & Kegan Paul. Pps 6-9. Class 2: Deshpande, Satish,2006. Mapping the 'Middle: Issues in the Analysis of the Non-Poor Classes in India, Contested Transformations: Changing Economies and Identities in Contemporary India (Editors) Mary E. John, Praveen Kumar Jha and Surinder S. Jodhka, Tulika Books. Class 3: Beteille, Andre. 2010(2007). Class Structure in an Agrarian Society: The Case of the Jotedars, Sociology and Anthropology of Economic Life 1: The Moral Embedding of Economic Action (Editors) Veena Das and Ranendra K Das, New Delhi: Oxford University Press, Pps. 37-55. Week 6: Class and Development The first two readings in the section reveal the economic class dimensions of contemporary development in India. Ching Kwan Lee shows how the economic transformation in China unmakes the older working class struggles and restructures the new labour movements. Class 1: Fernandes, Leela. 2007. State Power, Urban Space and Civic Life, Indias New Middle Class: Democratic Politics in an Era of Economic Reform, Routledge, Pps. 173-206. Class 2: Baviskar, Amita. 2011. Cows, Cars and Cycle Rickshaws: Bourgeois Environmentalists and the Battle for Delhi's Streets, Elite and Everyman: The Cultural Politics of the Indian Middle Classes (Editors) Amita Baviskar and Raka Ray, Routledge, 2011.
21
Class 3: Lee, Ching Kwan.2007. The Unmaking of the Chinese Working Class in the Northeastern Rustbelt, Working in China: Ethnographies of Labor and Workplace Transformation, New York: Routledge. Week 7 - Caste The readings by MN Srinivas and Barnard Cohn are short, classic anthropological introductions to the specificities of the institution of caste in India. The readings by Gandhi, Lohia and Ambedkar, are influential non-academic reflections on the institutions of caste and will introduce students to texts that have informed major political mobilizations around caste in modern India. Gopal Gurus essay provides a good introduction to the conceptual career of Dalit. Class 1: Srinivas, M.N. 1962. Varna and Jati, Caste in Modern India and Other Essays. Bombay: Asia Publishing House. Cohn, Bernard. 1970. Chapter 11, Indian Social Structure and Culture: Caste, India: The Social Anthropology of a Civilization, Oxford University Press, Pps. 124-141. Class 2: Gandhi, Mahatma. 2002 (1931). Caste Must Go, Caste and Democratic Politics in India (Ed) Ghanshyam Shah. New Delhi: Permanent Black. Pp. 80-82. Lohia, Ram Manohar. 2002 (1959). Excerpts. Towards the Destruction of Castes and Classes, Caste and Democratic Politics in India (Ed) Ghanshyam Shah. New Delhi: Permanent Black. Pp. 108-133. Class 3: Ambedkar, B. R. Castes in India, The Essential Writings of B.R. Ambedkar, (Ed) Valerian Rodrigues. New Delhi: Oxford University Press. Pp. 239-262. Gopal Guru (2005), Understanding the Category Dalit, in Gopal Guru (ed.), Atrophy in Dalit Politics, Dalit Intellectual Collective (DCI), Intervention 1, Pp. 66-77. Week 8 Caste, Religion and Development The readings by Deshpande, Newman and Jodhka, and Robinson, illustrate the institutional consequences of membership in the institutions of caste and religion (in this case, Christianity) in contemporary India. Class 1: Deshpande, Satish. 2003. Caste Inequalities in India Today, Contemporary India: A Sociological View, Penguin Books. Deshpande, Satish. 2006. Exclusive Inequalities: Merit, Caste and Discrimination in Indian Higher Education, Economic and Political Weekly, June 17, pp. 2438-2444. Class 2: Newman, Katherine and Surinder Jodhka. 2009. In the Name of Globalization: Meritocracy, Productivity and the Hidden Language of Caste, Blocked by Caste:
22
Economic Discrimination in Modern India (Editors) Sukhadeo Thorat and Katherine S. Newman, Oxford University Press, Pps 52-87. Class 3: Robinson, Rowena. 2010. Indian Christians: Trajectories of Development, Religion, Community And Development: Changing Contours Of Politics And Policy In India (Editors) Gurpreet Mahajan and Surinder S. Jodhka, Routledge. Pps. 151-172. Week 9 - Adivasis Xaxa provides a succinct, comprehensive summary of the scholarly literature on tribes in India. Amita Baviskar shows the discrepancies between the interests of tribal and those of environmental activists. Anvita Abbi reflects on the disappearance of tribal languages and knowledges in our times. Class 1: Virginius Xaxa (2003), Tribes in India, The Oxford India Companion to Sociology and Social Anthropology, (Ed) Veena Das, New Delhi: Oxford University Press, pp. 373-408. Class 2: Baviskar, Amita. 1997. Tribal Politics and the Discourses of Environmentalism, Contributions to Indian Sociology, Volume 31, Number 2. Class 3: Abbi, Anvita. 2102. Chapter 13, Declining Adivasi Knowledge Systems and Killing of Linguistic Diversity, Social Exclusion and Adverse Inclusion: Development and Deprivation of Adivasis In India, (Editors) Dev Nathan and Virginius Xaxa, Oxford University Press, 2012. Week 10 - Adivasis and Development As their titles themselves indicate, the articles in this section reveal the complex politics of resettlement and rehabilitation of tribal displaces. Xaxas essay explains why the tribals benefited less from affirmative action policies than the scheduled castes. Class 1: Jean Dreze, Meera Samson and Satyajit Singh. 1997. Chapter 2, Resettlement Politics and Tribal Interests, Dam and the Nation: Displacement and Resettlement in the Narmada Valley. New Delhi: Oxford University Press. Pp. 66-92. Class 2: Dev, Nathan. 2012. Chapter 17, Displacement and Reconstruction of Livelihoods, and Chapter 18, Community Representatives' Views on Development Processes, Social Exclusion and Adverse Inclusion: Development and Deprivation of Adivasis In India, (Editors) Dev Nathan and Virginius Xaxa, Oxford University Press, 2012. Class 3: Xaxa, Virginius. 2008 Protective Discrimination: Why the Scheduled Tribes Lag Behind the Scheduled Castes, State, Society and Tribes, New Delhi: Pearson Education India. Pp 87100.
23
Week 11 - Theorizing Gender Gayle Rubins essay is a classic attempt at theorizing the origins of patriarchy and gender inequality. Uma Chakravarthys essay attempts to explain gender in ancient India keeping in view its active relations with the institutions of caste, class and state. Her other essay performs a similar task for contemporary India. Class 1: Rubin, Gayle (1975). The Traffic in Women: The Political Economy of Sex, Toward an Anthropology of Women (Ed) R.R. Reiter. New York: Monthly Review Press. Class 2: Chakravarthy, Uma. 1993. Conceptualizing Brahminical Patriarchy in Early India: Gender, Caste, Class and State, Economic and Political Weekly. Class 3: Chakravarthi, Uma. Chapter 9, Caste and Gender in Contemporary India, Gendering Caste: Through a Feminist Lens, Stree Books, Pps 139-170. Week 12 - Gender and Development Shirin Rai provides a brief introduction to the variety of attempts to explain the importance of gender analysis for development studies. The other readings in this section are case-specific illustrations of the relevance of an analytical focus on gender in understanding processes of development. Class 1: Rai, Shirin. 2011. Gender and Development: Theoretical Perspectives, The Women, Gender and Development Reader (Second Edition) (Editors) Nalini Visvanathan, Lynn Duggan, Nan Wiegersma and Laurie Nisonoff. Zed Books, Pps. 14-21. Class 2: Barbara Harriss-White, Gender Cleansing: The Paradox of Development and the Deteriorating Female Life-Chances in Tamil Nadu, Signposts: Gender Issues in PostIndependence India (Editor) Rajeshwari Sunder Rajan. New Delhi: Oxford University Press. Pps 125-154. Class 3: Maithreyi Krishnaraj, Womens Work in Indian Census: Beginnings of Change, Bina Agarwal, Why do Women Need Independent Rights in Land, and Nirmala Banerjee, How Real is the Bogey of Feminization? Womens Studies in India (Editor) Mary E. John, New Delhi: Penguin Books, 2008. Week 13 - Displacement Rob Jenkinss article is a brief introduction to the contentious phenomenon of creating special economic zones. Michael Cerneas piece illustrates the multiple sociological dimensions of loss due to displacement and shows that rehabilitating the displaced includes more than land compensation. Lyla Mehta demonstrates the importance of an independent analytical focus on gender in studies of displacement.
24
Class 1: Rob Jenkins, 2011. The Politics of Indias Special Economic Zones, Understanding India's New Political Economy (Editors) Sanjay Ruparelia, Sanjay Reddy, John Harriss and Stuart Corbridge, Routledge, 2011, Pps. 49-65. Class 2: Michael M. Cernea, 2003. For a New Economics of Resettlement: A Sociological Critique of the Compensation Principle, International Social Science Journal, Volume 55, Issue 175, Pps. 37-45. Lyla Mehta, The Double-Bind: A Gender Analysis of Forced Displacement and Resettlement, Displaced by Development: Confronting Marginalisation and Gender Injustice, New Delhi: Sage Publications, Pps. 3-33. Class 3: Documentary Film (TBA) Week 14 Scrutinizing Development Interventions In this section, James Scott and James Fergusion show the inherent limitations of expert top-down planning with reference to cases from Stalinist Russia and Lesotho. Malini Ranganathan points out the importance of examining the motivations of the targetbeneficiaries of development projects. Class 1: Scott, James. 1999. Soviet Collectivization, Capitalist Dreams, Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed , New Haven: Yale University Press, Pps. 193-223. Class 2: Ferguson, James. 1997. Development and Bureaucratic Power in Lesotho, The Post-Development Studies Reader (Editor) Majid Rahnema with Victoria Bawtree, New York: Zed Books, Pps.223-233 Class 3: Ranganathan, Malini . 2011. The Embeddedness of Cost Recovery: Water Reforms and Associationism at Bangalores Fringes, Urban Navigations: Politics, Space and the City in South Asia (Editors), Jonathan Shapiro Anjaria & Colin McFarlane, Routledge India. Week 15 - Scrutinizing Development Interventions (Continued) Randall Packard points out the shifting motivations and justifications for international interventions in the health sector in the developing countries and locates the importance of understanding shifting conceptual schemes within the context of international power asymmetries. Stacy Pigg illustrates the transnational organizations proclivity towards using a global conceptual currency and how they might not fit local realities (Nepal, in this case) and become amenable to varied appropriations on the
25
ground, as it were. Lyla Mehta performs a similar exercise with reference to the concept of scarcity and shows how it masks the complex realities of water-use in rural Gujarat. Class 1: Packard, Randall. 1997. Visions of Postwar Health and their Impact on Public Health Interventions in the Developing World, International Development and the Social Sciences (Editors) Frederick Cooper and Randall Packard, Berkeley: University of California Press, Pps. 93-115. Class 2: Pigg, Stacy Leigh. 1997. Found in Most Traditional Societies: Traditional Medical Practitioners Between Culture and Development, International Development and the Social Sciences (Editors) Frederick Cooper and Randall Packard, Berkeley: University of California Press, Pps. 259-290. Class 3: Lyla Mehta, 2003. Contexts and Constructions of Water Scarcity, Economic and Political Weekly, November 2003, Volume 38, Number 48 Week 16 - Scrutinizing Development Interventions (Continued) Nandy reconstructs Kapil Bhattacharjees environmentalist critique of the Damodar Valley Corporation and shows the limits of his dissenting modern imagination. Corbridge et al demonstrate that how the poor are not passive objects of development interventions but actively resist and/or advance their welfare interests. Class 1: Ashis Nandy, 2002. The Scope and Limits of Dissent: Indias First Modern Environmentalist and his Critique of the DVC, The Romance of the State, New Delhi: Oxford University Press, Ppf 182-207. Class 2: Corbridge, Stuart, Glyn Williams, Manoj Srivastava and Ren Vron. 2005. Chapter 7, Protesting the State, Seeing the State: Governance and Governmentality in India, Cambridge University Press. Pps. 219-249. Class 3: Documentary Film (TBA)
26
Economics of Development Master of Arts in Development M1 Level EOD311 Credits Core Semester 2012-13 Chiranjib, Namita, Vikas
L3 4 1
Rationale Development unfolds within complex social, economic and institutional settings. Therefore, it is important that practitioners in this field learn to interpret and analyse development initiatives and interventions from multiple perspectives, including, importantly, an economic perspective. An understanding of the economic and development history, of India and other countries, and basic economic concepts and tools such as the idea of markets and exchange, constraints and trade-offs, growth and inequality, institutions and economic reform, is central to engaging with current development needs and possibilities. Objectives By the end of the course students are expected to: Understand and learn to use basic microeconomics and macroeconomic approaches and tools; Have a theoretical-historical understanding of development economics, and a practical orientation of its implications for analyzing current debates; with a special focus on poverty and inequality; and Have some understanding of the economics of political and institutional change that may influence development. This introductory core course will also build the basis for, and interest in, future elective courses.
27
Syllabus
Module 1
Understanding development from an economic standpoint This introductory module will focus on the importance of an economic lens to understanding development. It will orient students to the basics of economic and development theory, and look at the economic factors linked to growth, underdevelopment, poverty, inequality, etc.
Module 2
Tool sets of economics This module is divided into three sub-modules: Introduction to microeconomics, Introduction to macroeconomics, and Introduction to institutions. In each of these, the students will be introduced to the relevant analytical concepts and be taught how to use them. The challenge is not the complexity of concepts and frameworks. Rather it is to inspire and develop the ability of students with different interests and academic backgrounds to use these frameworks to understand and interpret development challenges and interventions. The microeconomic tools will include rational choice analysis of individuals and firms, the idea of equilibrium, the idea of exchange and the inter-connected markets for different resources (land, labour capital), market failure, etc. The section on macroeconomics will focus on the economic environment within which development takes place, macroeconomic policies and the rationale and impact of globalization. The role of institutions, especially, the role of the government shall foregrounded by discussions on market failure. The need for rules and institutions (government and non-government) will be highlighted. Issues of efficiency, effectiveness and limitations of non-market interventions and institutions will be taken up here.
Module 3
Development Theories
28
Module 4
This module will deal with the idea of development, its theoretical and historical underpinnings and the common indicators including growth, human development, sustainable development and economic understanding of wellbeing. It will look at the historical evolution of the thinking on development from growth (growth theories, trade, investment in capital, human capital, technology and innovation, etc) to more complex ideas about human development, structural barriers to development, etc. Empirical comparisons between nations with different trajectories and within different contexts will be highlighted here. Development challenges in India This module will highlight some of the specific challenges faced in India (poverty, inequality, gender discrimination, etc.) These will be situated within the broad context of Indias economic and development history since independence. The focus of the module will be to bring together the learning of the modules on micro- and macro-economic tools and institutions and the evolving understanding of development, to understand the particular development path adopted by India, its policy and planning purposes and its impact on some key development indicators such as poverty, inequality, and gender. The course will end with a discussion on the crisis of development facing us, and possibilities of intervention.
Teaching Methods This course will be based on lectures, workshops and assignments. Students will be preassigned reading material. Students will be encouraged to use the tools learnt to analyze and interpret real life situations, through individual and group class assignments and practicum exercises. Assessment Assessment Criteria Class attendance and participation Class assignments, practicum, term papers 40% Tests, quizzes and examinations
Weightage
10%
50%
29
Readings Bradman, Pranab. 1998. Political Economy of Development in India, New Delhi: OUP. Bhagwati, Jagdish. 1993. India in Transition: Freeing the Economy, Oxford: Clarendon Press. Ray, D. 1998. Development Economics. Princeton, NJ: Princeton University Press. Santhakumar, V. Forthcoming. Economics for Development Practitioners, New Delhi: Sage. Roy, Tirthankar. 2011. The Economic History of India, 1857-1947, New Delhi: OUP. Varian, Hal R. 2010. Intermediate Microeconomics: A modern approach. New Delhi, East-West Press.
30
Political Philosophy and Politics in India Master of Arts in Development M1 Level L3 POL312 Credits 4 Core Semester I 2012-13 Sudhir Krishnaswamy, Narayana A, Srikrishna Ayyangar, Vishnupad Mishra, Manavi B.H
Rationale M.A. (Development) students need to critically engage with politics in state and society. This course will help students think about issues of power and politics and negotiate these issues in the practical world. Development processes are embedded in complex institutional and social relations, which should be critically understood through a political lens. This course will equip students with tools of political analysis to transform their perspective and practice of development. Objectives The course has three objectives: To introduce students to the concept of politics and a brief history of politics in India. C. To help students get a critical perspective on key issues related to political development. D. To help students critically analyze politics in contemporary India and engage with proposals for political reforms.
B.
Syllabus In keeping with the objectives the course is organized into two parallel sections: Political Philosophy and Politics in India. These sections integrate a normative and empirical understanding of politics in general and Indian politics in particular. While the readings speak directly to the Indian political experience, many are also explicitly concerned with political development (the establishment of equitable and sustainable democratic institutions such as electoral processes, government and civil society organizations and equitable markets). In other words, the course does not deal with economic development issues as they might be covered from other disciplinary perspectives, but explicitly is concerned with the state and societal mechanisms that complement equitable economic development.
31
Unit I: Political Philosophy This part of the course is designed to help students think through the concepts underlying the study of politics. Weeks 1-3 encourage students to ask whether politics in necessary in all societies and if so, what authority is necessary in a political society? We then turn to examine the nature of political authority, how such authority is legitimately constituted and the nature of membership in a political society. While the State has been the primary political authority in modern societies, we examine the range of political authorities that constitute contemporary societies. From week 5-10 we turn specific forms of political authority, namely democracy and authoritarianism. While democracy may be the most attractive form of government, it is commonly subjected to limits: constitutionalism, liberal rights and emergencies are the three accepted limits to democratic authority and we examine each of these in details. to specific concepts in political thought. In weeks 11-14 we examine the purposes of the State and political authority. We assess two goals in some detail: the pursuit of justice and the protection of rights. This section rounds off with a final session discussing the nature of the discipline of political philosophy and its relevance to the study of politics in general and development in particular. Unit II: Indian Politics This part of the course will make students familiar with not just a historical outline of Indian politics post - Independence but also help them understand essential thematic issues that influence the Indian political system. Weeks 1 to 6 will cover various phases of post - Independence political history from independence till Indira Gandhi, the period of the 1990s and the post 2000 period. Each week will have one reading suggestive of a thematic overview that is, locating political events within a theoretical perspective that highlights an appreciation of the contemporary global context. After becoming familiar with the chronology of events, appreciated through some essential readings, weeks 6 to 15 will cover certain thematic issues that underline the Indian political experience and will provide an overview of the institutional mechanisms of democratic governance. Thus, identity politics in terms of caste, class, religion and ethnicity, the organs of the political state - bureaucracy, courts and legislature and methods of political accountability - elections, social movements, media will be covered within these weeks. Weeks 10 and 11 will highlight opportunities and constraints that the Indian political system is exposed to. Week 12 will help place the Indian democratic experience in a global context that questions, (some argue moved beyond) the predominance of the US in the international arena and week 13 will provide an overview of the politics in our neighboring countries. Week 14 will provide an appreciation of competing visions of the Indian democratic dream that incorporate concerns beyond just economic growth and fair electoral processes, the latter being uncritically considered as being equivalent to a democratic political system.
32
Weeks 1 2
Unit 1 Political Philosophy Introduction to Politics Power
Unit 2 - Politics The Beginnings of Nation building Independence and complimentary visions for development of the Nation State Nation Nehru building under
3 4 5 6 7 8
Membership in a Political Society Political Authority Democracy & Authoritarianism
De-Institutionalization under Indira Gandhi Market Reforms and Democratic Development
Limits to Democracy I - Constitutions & The Makings of a new Constitutionalism Politico Economic System Limits to Democracy II - Liberty and Identities and Liberalism Development Limits to Democracy III: Emergency and Exception Protecting Rights States Political
of The Organizations of Democracy: Bureaucracy, Courts, Parliament Accountability Systems for Democratic Deepening: Elections, Media, Social Movements Development Terrorism, Inequality Development Opportunities: Capital and Groups Constraints: Corruption,
10
Rights II - Rights and Development
11
Theoretical Foundations of Justice
Social Business
12
Justice Revisited
Tiger, Dragon and the Post American Developing World?

33
13 14
Why do we need Political Theory / The Political Economy of Philosophy? our Neighbours Political Philosophy in India Competing Visions for a Modern India
Teaching Methods The course will primarily be delivered through class room lectures, discussions and focused tutorial assignments. Lecture Discussions: For each student, each week will comprise four hours of lecture discussions: two each in Political Philosophy and Indian Politics. Tutorials: For the purpose of tutorials the students will be divided into smaller batches of 15-20. Each group shall have eight tutorials of two hours each during the course of the term. Assessment
Assessment Criteria Weightage
Four Tutorial Essays 60%
Written Examination 25%
Tutorial Participation 10%
Class Participation 5%
Readings
UNIT I: POLITICAL PHILOSOPHY Week 1: Introduction to Politics o Hobbes, Leviathan, scanned copy of print available on: www.archive.org/ o Wolff Jonathan, An Introduction to Political Philosophy (OUP, New York, 2006) Ch. 1 o Aristotle, Politics (http://classics.mit.edu/Aristotle/politi cs.html) (also see www.archive.org/ for
Unit 2: INDIAN POLITICS Week 1: The Beginnings of Nation building o Moore, Barrington, Social Origins of Dictatorship and Democracy: Lord and Peasant in the Making of the Modern World, (Beacon Press, Boston, 1966). o Chatterjee, Partha, Nationalist
34
scanned copies of print editions) Book I Extended Readings: o Kautilya, The Kautilya Arthastra, Book 1 (Concerning the topic of training), Chapter 13, Section 9 (Keeping a watch over seducible and non-seducible parties in ones own territory), Sutra 1-14 [also Chapters 1, 4, 5, and 15; Book 8, Chapter 2] o Kangle, R. P. (1988a), The Kauilya Arthastra: A Critical Edition with a Glossary Vol. 1 (2nd Ed.), Delhi: Motilal Banarsidass. Book 1, Chapter 13, Section 9, Sutra 1-14 [also Chapters 1, 4, 5, and 15; Book 8, Chapter 2] (1988b), The Kautilya Arthastra: An English Translation with Critical and Explanatory Notes Vol. 2 (2nd Ed.), Delhi: Motilal Banarsidass. Book 1, Chapter 13, Section 9, Sutra 1-14 [also Chapters 1, 4, 5, and 15; Book 8, Chapter 2] (1988c), The Kautilya Arthastra: A Study Vol. 3 (1st Ed.), Delhi: Motilal Banarsidass. Chapter 5, Page 116-142 o Manu, The Mnava-Dharmastra, Book VII, Verses 1-36 o Olivelle, Patrick (2006), Manus Law Code: A Critical Edition and Translation of the Mnava-Dharmastra, New Delhi: Oxford University Press. Week 2: Power
Thought in the Colonial World, (University of Minnesota Press, 1993). Extended Reading: o Ramanujan, A.K., Is There an Indian Way of Thinking? An Informal Essay, in The Collected Essays of A.K. Ramanujan, Vinay Dharwadker (ed.), (Oxford University Press, New Delhi, 1999).
Week 2: Independence and complimentary visions for o Lukes Steven, Power: A Radical View, development of the Nation State (Palgrave McMillan, 2nd edn, 2005) o Foucault Michel, Power, Right, Truth, in R. o Huntington Samuel P., E. Goodin and P. Pettit, Contemporary Political Order in Changing
35
Political Philosophy: An Anthology, (Blackwell Publishing, 1993), pp. 541548.
Societies, (Yale University Press, 1968). o Nehru Jawaharlal, Speech On the Granting of Indian Independence, 14 August 1947, Modern History Sourcebook, (Internet History Sourcebook Project, 2010). o Nehru Jawaharlal, The Discovery of India, (Oxford University Press, 1989). o Guha, Ramchandra (ed.), Makers of Modern India, (Penguin Publishers, 2010). Extended Reading: o Guha Ranajit, (ed.), Subaltern Studies I: Writings on South Asian History & Society, (Oxford University Press India, New Delhi, 1982). o Nandy, Ashish, The Intimate Enemy: Loss and Recovery of Self under Colonialism, (Oxford University Press, 1983). Week 3: Nation building under Nehru o Rudolph, Lloyd I., and Rudolph, Susanne Hoeber, In Pursuit of Lakshmi: The Political Economy of the Indian State, (University of Chicago Press, Chicago, 1987). o Chakravarty, Sukhamoy, Development Planning: The Indian Experience, (Clarendon Press, Oxford, 1987). o Kothari, Rajni, (ed.), Caste in Indian Politics,
36
Week 3: Membership in a Political Society o Plato, The Apology of Socrates, available at: (http://classics.mit.edu/Plato/apology. html) o Hirschmann Albert, Exit, Voice, and Loyalty, (Harvard University Press, 1970) Chs to be specified. Extended Reading: o Rousseau, Discourse on the Origin and Basis of Inequality among Men, (scanned copies of print available on:
www.archive.org/) o Rousseau, Of The Social Contract, Or Principles of Political Right (scanned copies of print available on: www.archive.org/) o Pateman Carole, Participation and Democratic Theory, (Cambridge University Press, 1976)
(Orient Longman, Hyderabad , 1970). o Weiner, Myron, Party Building in a New Nation: The Indian National Congress, (University of Chicago Press, 1967). o Kaviraj, Sudipta, (1988), A Critique of the Passive Revolution, Economic and Political Weekly, Vol. 23, No. 45/47, p. 2429. Extended Reading:
o Frankel, Francine, India's Political Economy 1947-2004: The Gradual Revolution, (Oxford University Press, 2005). o Jalal, Ayesha, Democracy and Authoritarianism in South Asia: A Comparative and Historical Perspective, (Cambridge University Press, 1995). Week 4: Political Authority o Arendt Hannah, What is Authority?, in Hannah Arendt, Between Past And Future: Eight Exercises In Political Thought, (Penguin Books, 1993), pp. 91-142. o Rolf Sartorius (1981), Political Authority and Political Obligation, Virginia Law Review, 67 (1), pp. 3-17 (available at: http://www.jstor.org/pss/1072829) o Q. Skinner, State, in R. E. Goodin and P. Pettit, Contemporary Political Week 4: De-Institutionalization under Indira Gandhi o Dornbusch, R & Edwards, S., (eds.), The Macroeconomics of Populism in Latin America, (University of Chicago Press 1991). o Bardhan, Pranab, The Political Economy of Development in India, (Oxford University Press, 1984). o Kaviraj, Sudipta, (1986), Indira Gandhi and Indian
37
Philosophy: An Anthology, (Blackwell Publishing, 2006), pp. 3-25. Leslie Green, The Authority and the State, (Clarendon Press, 1990), Ch. 2 o P. Abrams (1988), Notes on the Difficulty of Studying the State, Journal of Historical Sociology, 1 (1), pp. 58-89.
Politics, Economic and Political Weekly, Vol. 21, September 2027, , p. 1702. o Kohli, Atul, Democracy And Discontent: India's Growing Crisis Of Governability, (Cambridge University Press, Cambridge, 1990). Extended Reading: o Varshney, Ashutosh, Democracy, Development and the Countryside, (Cambridge University Press, 1998).
Week 5: Democracy & Authoritarianism o Mill J. S., Considerations on Representative Government, available at: (http://www.gutenberg.org/ebooks/56 69) o Tocqueville Alexis de, Democracy in America, Vol I available at: http://www.gutenberg.org/ebooks/81 5 and Vol II available at: http://www.gutenberg.org/ebooks/81 6) o Dahl Robert, Democracy and its Critics, (Yale University Press, 1989)
Week 5: Market Reforms and Democratic Development o Przeworski, Adam (ed.), Democracy and Development; Political Institutions and Well-Being in the World, (Cambridge University Press, New York, 1950-1990). o Jaffrelot, Christopher, The Hindu Nationalist Movement and Indian Politics, (Penguin Publishers, 2000). o Chandra, Kanchan, Why Ethnic Parties Succeed: Patronage and Ethnic Head Counts in India, (Cambridge University Press, 2004). o Jenkins, Rob, Democratic Politics and Economic Reform in India, (Cambridge University Press, Cambridge, 2000).
38
o Sreedharan E., Coalition Politics and Democratic Consolidation in Asia, (Oxford University Press India, 2012). Week 6: Limits to Democracy Constitutions & Constitutionalism I - Week 6: The Makings of a new Politico Economic System? o Herbert Kitschelt, Linkages between Citizens and Politicians in Democratic Politics, Comparative Political Studies 33.6-7 (AugustSeptember 2000) 845-79. o Hood, Christopher, The Tools of Government in the Digital Age, (Palgrave Macmillan, London, 2007). o Atul Kohli, Politics of Economic Growth in India 1980-2005, Economic and Political Weekly, 2006. Parts 1 and II. o Varshney, Ashutosh, Ethnic Conflict and Civic Life: Hindus and Muslims in India, (Yale University Press, London, 2000). o Chibber and Nooruddin, (2004), Party System Fragmentation , Comparative Political Studies, Vol. 37, No. 2 o Appadorai, Arjun, (Spring 2000), Modernity at Large: Cultural Dimensions of Globalization, Journal of World History, Volume 11, Number 1, pp. 157-15. Week 7: Identities and Political Development o M. N. Srinivas, The Dominant Caste and Other Essays,
39
o Garsten Bryan, Representative Government and Popular Sovereignty, in Ian Shapiro et al (eds) Political Representation (Cambridge University Press) o Stanford Encyclopedia of Philosophy, Constitutionalism (http://plato.stanford.edu/entries/con stitutionalism/) Extended Reading: o Elster Jon, Democracy and Constitutionalism, (Cambridge University Press, 1993), Chps 3 and 4. o Bellamy Robert, Political Constitutionalism: A Republican Defence of the Constitutionality of Democracy, (Cambridge University Press, 2007)
Week 7: Limits to Democracy II - Liberty and Liberalism o Wolff Jonathan, An Introduction to Political Philosophy, (Oxford University
Press, 2006), Ch 4. o Stanford Encyclopedia on Philosophy, Liberalism available at: (http://plato.stanford.edu/entries/libe ralism/) Extended Reading: o Berlin Isaiah, Four Essays on Liberty, (Oxford University Press, 1969) o Locke John, The Two Treatises of Civil Government, available at: http://oll.libertyfund.org/title/222.
Week 8: Limits to Democracy III: States of Emergency and Exception o Mill J. S., On Liberty, Ch. 4, available at: see http://www.bartleby.com/130/. o Wolff Jonathan, An Introduction to Political Philosophy, (Oxford University Press, 2006) Ch. 6.
(Oxford University Press, Delhi, 1987). o Dipankar Gupta, Social Stratification, (Oxford University Press, 1999). o Andre Beteille, Caste, Class and Power: Changing Patterns of Stratification in a Tanjore Village, (University of California Press, 1965) o Nicholas Dirks, Castes of Mind: Colonialism and the Making of Modern India, (Princeton University Press, 2001). o John Harriss, Class and Politics, in, Niraja Gopal, Jayal and Pratap Bhanu Mehta, (Eds), The Oxford Companion to Indian Politics, (Oxford University Press, 2010). o Ronald Herring and Rina Agarwala (2006), Resurrecting Class, Critical Asian Studies, Vol 38 (4). o T.N. Madan, (1987) Secularism in its Place, The Journal of Asian Studies, Vol. 46 (4), pp. 747- 759 o Ashish Nandy, (1995), An Anti Secularist Manifesto, India International Centre Quarterly, Vol. 22, No. 1, pp. 35-64. Week 8: The Organizations of Democracy: Bureaucracy, Courts, Parliament o Devesh Kapur and Pratap Bhanu Mehta, (2006), The Indian Parliament as an Institution of Accountability, Paper no. 23, Democracy, Governance and Human
40
Rights series, (United Nations Research Institute for Social o M. Sandel, Liberalism and the Limits of Development, Geneva) Justice (Cambridge University Press, o Jessica Seddon Wallack, 1998) Indias Parliament as a Representative Institution, India Review, Vol 7, Issue 2. o B.P.R. Vithal, (1997), Evolving Trends in the Bureaucracy, in State and Politics in India, Partha Chatterjee (ed.), pp. 20831 o Appu P.S, (2005) The All India Services, Economic and Political Weekly, Vol. XL (9). o Pratap Bhanu Mehta, (2007) The Rise of Judicial Sovereignty, Journal of Democracy, Volume 18 (2), pp. 70-83 o Upendra Baxi, The Indian Supreme Court and Politics, (Eastern Book Company, 1980). Week 9: Accountability Systems Week 9: Protecting Rights for Democratic Deepening: o Stanford Encyclopedia of Philosophy Elections, Media, Social Rights, Rights Movements (http://plato.stanford.edu/entries/righ o Yogendra Yadav, (1999), ts/ ) Electoral Politics in the Time o Dworkin Ronald, Rights as Trumps, in J. of Change: India's Third Waldron, Theories of Rights, (Oxford Electoral System, 1989-99, University Press, 1977) pp. 15367 Economic and Political Weekly, Vol. 34, No. 34/35 pp. 2393- 2399. o Arvind Rajagopal, Politics after Television: Hindu Nationalism and the Reshaping of the Public in India, (Cambridge University Press, 2001). o Gail Omvedt, Reinventing Extended Reading:
41
Week 10: Rights Development
II
Rights
Revolution: New Social Movements and the Socialist Tradition in India, (M E Sharpe Inc., 1992). and Week 10: Development Constraints: Terrorism, Corruption, Inequality o Kanti Bajpai, Roots of Terrorism, (Penguin Books, 2003). o Angus Deaton and Jean Dreze, (2002), Poverty and Inequality in India: A Reexamination, Economic and Potlical Weekly, Vol. 37, No. 36 pp. 3729-3748. o Himanshu and Abhijit Sen, (2004), Poverty and Inequality in India, Economic and Political Weekly, Vol. 39, No. 38, pp. 4247-4263.
o Shue Henry, Basic Rights (Princeton University Press, 1980) Chs 1 and 2 o MC Nussbaum and A Sen, The Quality of Life (Oxford University Press, New York, 1993) Introduction and Chapter 1 Extended Reading:
o Nussbaum MC, Capabilities and Human Rights, 66 Fordham Law Review, 273 (1997-1998) o Pogge T, Are we violating the human rights of the worlds poor?, Yale Human Rights and Development Law Journal 2011 (available at: http://www.law.yale.edu/documents/ pdf/LawJournals/1._Pogge.pdf ) Week 11: Theoretical Foundations of Week 11: Development Opportunities: Social Capital and Justice Business Groups o Rawls John, A Theory of Justice, (Harvard University Press, 1971) Chs 1 and 2 o Wolff Jonathan, Introduction to Political Theory, (Oxford University Press, 2006) Ch 5. Extended Reading: o Dworkin on Justice [To be Specified] o Aristotle on Justice [To be Specified]
o Anirudh Krishna, (2003), What is happening to Caste? A View from Some North Indian Villages, The Journal of Asian Studies , Vol. 62, No. 4, pp. 1171-1193. o Atul Kohli, Politics of Redistribution in India, in Pratap Mehta and Niraja Gopal Jayal (eds.), The Oxford Companion to Politics in India, (Oxford University Press, 2010)
42
Week 12: Justice Revisited
Week 12: Tiger, Dragon and the Post American Developing World? o Fareed Zakaria, Post American World, (W. W. Norton & Company, 2008). o India-China comparisons (readings to be decided)
o A. Sen, Idea of Justice, (Harvard University Press, 2009) Chs 1 and 2 Extended Reading: o Walzer Michael, Spheres of Justice: A Defense Of Pluralism And Equality, (Basic Books, 1983) o Sandel M, Liberalism and the Limits of Justice, Cambridge University Press, 1998)
Week 13: Why do we need Political Theory Week 13: The Political Economy of / Philosophy? our Neighbors o Bhargava R., Political Theory: Ilosophy, (Taylor & Francis, 2008) Extended Reading: An o Hussain Haqqani, (2006), History Repeats Itself in Pakistan, Journal of Democracy, Vol. 17(4), pp. 110-124. o Bangladesh (reading to be decided) o Sri Lanka, The New Yorker Article, [To be Specified] o Myanmar (reading to be decided)
o Berlin Isaiah, Does Political Theory Still Exist? in H. Hardy (ed.), Concepts and Categories: Philosophical Essays, (The Viking Press, 1962), pp. 143172. o Connolly William, Essentially Contested Concepts in Politics, in William Connolly, The Terms of Political Discourse, (Princeton University Press, 1993), pp. 9-44. o Skinner Quentin, (1969), Meaning and Understanding in the History of Ideas, History and Theory, 8 (1), pp. 3-53
43
Ecology and Development Master of Arts in Development M1 Level EDV311 Credits Core Semester 2012-13 Purnendu Kavoori, Narayan P.S.
L3 4 I
Rationale It is now well recognized that one cannot think of development processes without having to touch upon their impact on natural resources in terms of their depletion as well as through the disruption of broader bio-geochemical cycles and deterioration in the environmental quality of life. More specifically, there is now an established body of social and ecological critique which engages with mainstream models of development and growth, as well as with the notion of progress itself. An ecosystems approach specifically however enables us to move beyond critique to developing models of institutional and cultural transformation that are sustainable and resilient. It is consequently not possible to engage with development, whether as a student, as an activist or in any other capacity without an understanding of the ecological implications of development related interventions. This course therefore seeks to inculcate in the student an ecological manner of thinking about development alongside providing an elementary introduction to ecology as a discipline. Objectives The objective of the course is to equip the student with 1. An overview of sustainable development through an exploration of its historical tensions and conflicting socio-economic implications. 2. An understanding the basic concepts and organizing principles of ecology e.g. resilience, diversity, cycles stocks, flows and feedback loops, 3. The capacity for analysing ecological issues at the local level through study of actual cases. 4. The basic concepts and characteristics of industrial ecology 5. An introductory survey of environmental legislation and the functioning of regulatory bodies.
44
Syllabus The thematic areas that will be covered in the Ecology & Development course are provided below, along with the weekly plan Introduction Week 1 The emergence of ecology as a development issue. Broad contours of contemporary ecological crisis. Case of the Aral Sea
Ecosystem Principles and Processes: Scientific basis of ecology as a discipline. Idea of a habitat and basic ecosystem classifications. Population ecology, important concepts. Community ecology, different types of communities, why and how they change and persist. Challenges in applying bio-ecosystem principles to the study of social systems and historical processes.
Week 2
Sustainability Concepts
Week 3
Introduction to major ecological fault-lines; need to understand the larger tensions between ecological systems and developmental processes. History and background of sustainability as a concept. Its strengths and limitations. Different parameters that can be used to understand sustainability. Political dimensions of sustainability challenges.
Bio-geochemical cycles Week 4 Introduction to hydrological cycles at local and global levels. Intertwining of land use systems, production priorities and technology, with water. Outline of carbon cycle. History and reasons for emerging crisis. Nitrogen cycle, its relation with land use and long term impact on ecosystem
Production systems and processes Week 5 8 History and impact of agriculture on land use and shaping of habitats. Technology and agricultural intensification. Understanding the Green Revolution. Case studies for India and other parts of the world. Green agriculture, its potential and
45
limitations, case of Cuba. Livestock production and its importance for livelihoods. Pastoralism, transhumance and sustainability. Intensification and industrialization of livestock production and its ecological consequences. Comparison with green revolution. Fisheries in-land and coastal. Tension between communities and markets. Legal and policy environment. Impact of commercial fisheries on livelihoods and environment. Ecological history of the industrial revolution. Resources and international division of labour. Sustainable production management, e.g. cradle to cradle approach. Recycling and waste management. Energy and industrial production. Alternative energy sources. Institutional and economic considerations.
Institutions and interventions The intermeshing of ecological concerns with economic and political issues in the context of emerging social movements. Tensions between competing goals of conservation and social change. Common property resources and their importance in livelihoods. Different conceptual approaches to CPRs. Institutional and policy aspects shaping the future of commons. Introduction to forests from a community and stakeholder perspective. Role of forests in livelihoods. History of conservation and its links with state and markets. Changing policy of conservation. The city as an ecological actor. Hinterland interactions and sustainability of urbanization. Initiatives in the making of sustainable resource use. Climate change, the accumulating evidence and broad trends. The role of primary production and industry in climate change. The political and international responses to climate change. History of international efforts at environmental regulation. Tensions between north and south. Role of NGOs. Governance issues and policy initiatives.
Week 9 12
Schools of thought: Week 13 The rise of deep ecology and its critique. The influence of anarchism on ecological thought and critique of industrialism Contribution of feminist approaches Marxism and ecology Influence of resilience and non-equilibrium concepts Environmental economics, contribution and limitations Ecological approaches in anthropology and history
46
Week 14 16
Ecology and ethics Preparation for term paper and semester examinations Evaluation
Teaching methods Two one hour classes and one two hour class every week. A combination of lectures and group work will be used. Assessment Assessment Criteria Term Paper (3,000-3500 words) Written Examination Class participation through group work 20%
Weightage
30%
50%
Readings Articles Bolin, B., The Carbon Cycle, Internet Corbridge, S., From forest struggles to forest citizens? Joint forest Management in the Unquiet woods of Indias Jharkhand. Environment and Planning, 28, 2145-2164, 1997. DSouza, R., Supply- Side hydrology in India: the Last Gasp, Economic and Political Weekly, Sept. 6, 2003. Ehrlich, P. And H. Mooney, Extinction, Substitution and Ecosystem Services, Bioscience, 33(4), 248-252, 1983. Guha, R., Forestry Debate and the Draft Forest Act: Who Wins, Who Loses?, Economic and Political Weekly, August 20, 1994. Guha, R., and M. Gadgil, State Forestry and Social conflict in British India, Past and Present, May 1989, 141-177 Hardin, G.A., The Tragedy of the Commons, Science, 162, 1243-1248 Hattingh, J., Faultines in the Concepts of Sustainability and Sustainable Development, Web Article Jodha, N.S., Commom Property Resources and the rural poor, Economic and Political Weekly, 1986, 21 (27), 1169-81. Lele. S., Sustainable Development: A Critical Review, World Development, vol.19, 607-621, 1991.
47
Mebratu, D., Sustainability and Sustainable Development: Historical and Conceptual Review, Environ Impact Ass Rev, 1998: 18; 493-520. Mehta, L., Contexts and Constructions of Water Scarcity, Economic and Political Weekly, Nov., 29, 2003. Najam, A., Developing Countries Perspectives on Population, Environment and Development, Population Research and Population Review, Vol . 15, No.1 (Feb 1996), 1-19. Norgaard, R.B., Sustainability as Inter-generational equity: the challenge to economic thought and practice, World bank Discussion paper, No. idp97,June 1991. Pimental, D., et.al., Water Resources: Agriculture, the Environment and Society: an Assessment of the Status of Water Resources, BioScience, Vol. 47,No.2, 97-107, Feb., 1997. Rockstrom, J., A Safe Operating Space for Humanity: Identifying and quantifying Planetary Boundaries, Nature, Vol. 461/24, Sept., 2009. Simon, J.L., Resources, Population, Environment: An Oversupply of False Bad News, Science, New Series, Vol. 208, No 4451 (Jun 27. 1980), 1431-1437. Karan, P.P., Environmental Movements in India, Geographical Review, vol.84, no.1, Jan 1994, 32-44. Tierney, J., Betting on the Planet, Internet Source. White, Lynn, The Historical roots of our Ecological Crisis Science. 155. 12031207. Books: Baviskar, A., In the Belly of the river: tribal conflicts over development in the Narmada, OUP, 2005. Begon, Harper and Townsend, Ecology: Individuals Populations and Communities, 1986. Blaikie P.M., and H., Brookfield, Land Degradation and Society, London, Methuen 1987. Bromley, D.W., (ed), Making the Commons Work: Theory, Practice, Policy, Inst. For Contemporary Studies, San Francisco, 1992. Carson, R. Silent Spring, Houghton Muffen, Boston, 1962. Crosby, A.W., Ecological Imperialism: the Biological Expansion of Europe , OUP, N.D., 1986. Daly, H., Steady State Economics, Washington, Island Press, 1991. Eugene P. Odum, Fundamentals of Ecology, 1971. John B. Foster, Marxs Ecology: Materialism and Nature. Monthly Review Foundation, 2000, New York. Martinez-Alier, The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation, Edward Elgar, Ma., U.S., 2002.
48
Murray Bookchin, The Philosophy of Social Ecology: Essays on Dialectical Naturalism, (Indian edition) Rawat Publishers, Jaipur, 1996. Pepper, D., Eco-socialism: From Deep Ecology to Social Justice, Routledge, 1993. Robbins, P., J. Hintz and S.A. Moore, Environment and Society: A critical Introduction Wiley Blackwell, Oxford UK, 2010. Schumacher, E.F., Small is beautiful: Economics as if People mattered, Harper and Row, N.Y., 1975. Shiva, V., and M. Miess, Eco-femisnism, ZED, 1994 Shiva, V., Mono-cultures of the mind: Perspectives on bio-diversity and biotechnology, ZED 1993. Sumi Krishna, Genderscapes: Revisioning Natural Resource Management, Kali for Women, Delhi, 1998.
49

M.A. Development Curriculum and Core Course Outlines

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

M.A. Development Curriculum and Core Course Outlines

Hochgeladen von

Copyright:

Verfügbare Formate

M.A.

Development, 2012-13, Curriculum and Core Course Outlines

ANNEXURE III Master of Arts in Development

Curriculum and Core Course Outlines

Azim Premji University

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

1. Introduction and Rationale

M.A. Development, 2012-13, Curriculum and Core Course Outlines

Teaching and learning process Assessment Duration and Flexibility Admissions

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

SEMESTER 4 Elective 5 (4)

INDEPENDENT FIELD PROJECT(6)

Introduction to Research (4)

FIELD ENGAGEMENT OPEN COURSES TOTAL CREDITS

Proposal for field project

Field project report writing

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

Unit 1 Political Philosophy Introduction to Politics Power

Membership in a Political Society Political Authority Democracy & Authoritarianism

De-Institutionalization under Indira Gandhi Market Reforms and Democratic Development

Rights II - Rights and Development

Theoretical Foundations of Justice

Tiger, Dragon and the Post American Developing World?

M.A. Development, 2012-13, Curriculum and Core Course Outlines

Assessment Criteria Weightage

Four Tutorial Essays 60%

Written Examination 25%

Tutorial Participation 10%

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

Political Philosophy: An Anthology, (Blackwell Publishing, 1993), pp. 541548.

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines

M.A. Development, 2012-13, Curriculum and Core Course Outlines