UNIVERSITY OF DELHI

Bachelor of Arts (Hons) Political Science

(Effective from Academic Year 2019-20)

PAPERS FOR SEMESTER V

Applicable for students registered with Regular Colleges, Non Collegiate

Women’s Education Board and School of Open Learning

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 List of Papers and Courses for Semester V
Core Course

5.1 Paper XI - Classical Political Philosophy

5.2 Paper XII - Indian Political Thought - I

Discipline Specific Elective (DSE)

1. Citizenship in a Globalizing World

2. Human Rights in a Comparative Perspective

3. Development Process and Social Movements in Contemporary India

4. Public Policy in India

5. Colonialism and Nationalism in India

6. India’s Foreign Policy in a Globalizing world

7. Feminism: Theory and Practice

8. Dilemmas in Politics

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 2.1. Semester-wise Distribution of Courses.
B.A (Honours) Political Science
S. NO. PAPER
SEMESTER - V
5.1 Classical Political Philosophy Core Discipline - 11
5.2 Indian Political Thought - I Core Discipline - 12
5.3 & Any Two of the Following Discipline Specific Elective
5.4 (DSE) I & II
A Citizenship in a Globalizing World
B Human Rights in a Comparative
Perspective
C Development Process and Social
Movements in Contemporary India
D Public Policy in India
E Colonialism and Nationalism in India
F India’s Foreign Policy in a Globalizing
World
G Feminism: Theory and Practice
H Dilemmas in Politics

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 Courses for Programme B.A. (Hons) Political Science

Paper XI - Classical Political Philosophy

(5.1)
Core Course - (CC) Credit:6

Course Objective
This course goes back to Greek antiquity and familiarizes the students with the manner in which
the political questions were first posed and are being answered in normative ways. The aim is to
introduce to the students the questions, ideas and values of political philosophy which are being
addressed by the political philosophers as part of contemporary political thinking. In this manner
students would be familiarized with the theoretical origins of key concepts in political science.

Course Learning Outcomes

By the end of the course students would be able to:
• Understand how to read and decode the classics and use them to solve contemporary
socio-political problems.
• Connect with historically written texts and can interpret it in familiar way (the way
Philosophers think).
• Clearly present their own arguments and thoughts about contemporary issues and develop
ideas to solve them through logical validation.

Unit 1
Text and Interpretation (1 week)

Unit 2
Antiquity
Plato (2 weeks)
Philosophy and Politics, Virtues, Justice, Philosopher King/Queen, Communism, Plato on
Democracy, Women and Guardianship, Philosophic Education and Good
Aristotle (2 weeks)
Forms, Virtue, man as zoon politikon, Citizenship, Justice, State and Household,
Classification of governments

Unit 3
Interlude:
Machiavelli (2 weeks)
Vice and Virtue, Analyzing Power through Prince, Religion and morality,
Republicanism, statecraft

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Unit 4
Possessive Individualism
Hobbes (2 weeks)
Human nature, State of Nature, Social Contract and role of consent, State and sovereignty
Locke (2 weeks)
Laws of Nature, Natural Rights, Justification of Property, Right to Dissent

References
I. Text and Interpretation
T. Ball, (2004) ‘History and Interpretation’ in C. Kukathas and G. Gaus, (eds.) Handbook
of Political Theory, London: Sage Publications Ltd. pp. 18-30.
Rawls, J. Lectures on the History of Political Philosophy, Harvard University Press, London,
Introduction: 1-20.
Q. Skinner, (2002) ‘Vision of Politics’ Volume I, Meaning and understanding in the history of
Ideas, Cambridge: Cambridge University Press, pp57-89.

II. Antiquity
Plato, Republic, Chapters, trans. G.M.A Grube, revised by C.D.C. Reeve. Indianapolis: Hackett,
1992.
Plato, Sanford Encyclopaedia of Philosophy, https://plato.stanford.edu/entries/plato/
A. Skoble and T. Machan, (2007) Political Philosophy: Essential Selections. New Delhi: Pearson
Education, pp. 9-32.
R. Kraut, (1996) ‘Introduction to the study of Plato’, in R. Kraut (ed.) The Cambridge
Companion to Plato. Cambridge: Cambridge University Press, pp. 1-50.
C. Reeve, (2009) ‘Plato’, in D. Boucher and P. Kelly, (eds) Political Thinkers: From Socrates to
the Present, Oxford: Oxford University Press, pp. 62-80.
Aristotle, Politics, Chapters, trans. C.D.C. Reeve (called “Politics”) Indianapolis: Hackett,1998
Aristotle, Stanford Encyclopaedia of Philosophy, https://plato.stanford.edu/entries/aristotle-
politics/
A. Skoble and T. Machan, (2007) Political Philosophy: Essential Selections. New Delhi: Pearson
Education, pp. 53-64.
T. Burns, (2009) ‘Aristotle’, in D. Boucher, and P. Kelly, (eds) Political Thinkers: From
Socrates to the Present. Oxford: Oxford University Press, pp.81-99.
C. Taylor, (1995) ‘Politics’, in J. Barnes (ed.), The Cambridge Companion to Aristotle,
Cambridge: Cambridge University Press, pp. 232-258.

III. Interlude
Machiavelli, Republic, Chapters XII, XVII, XXI, Mansfield, Harvey C. (1985) The University of
Chicago Press: Chicago and London.

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Machiavelli, https://plato.stanford.edu/entries/machiavelli/, Stanford Encyclopaedia of
Philosophy.
A. Skoble and T. Machan, (2007) Political Philosophy: Essential Selections. New Delhi: Pearson
Education, pp. 124-130.
Q. Skinner, (2000) ‘The Adviser to Princes’, in Machiavelli: A Very Short Introduction, Oxford:
Oxford University Press, pp. 23-53.
J. Femia, (2009) ‘Machiavelli’, in D. Boucher, and P. Kelly, (eds) Political Thinkers: From
Socrates to the Present. Oxford: Oxford University Press, pp. 163-184.

IV. Possessive Individualism

Hobbes, T. Leviathan, Chapters 1, 2, 3, Curley, Edwin (1994), Hackett Publishing Company,
Inc: Indiana.
Rawls, J. Lectures on the History of Political Philosophy, Harvard University Press, London
pp.23-94.
A. Skoble and T. Machan, (2007) Political Philosophy: Essential Selections. New Delhi: Pearson
Education pp. 131-157.
D. Baumgold, (2009) ‘Hobbes’, in D. Boucher and P. Kelly (eds) Political Thinkers: From
Socrates to the Present. Oxford: Oxford University Press, pp. 189-206.
C. Macpherson (1962) The Political Theory of Possessive Individualism: Hobbes to Locke.
Oxford University Press, Ontario, pp. 17-29.
Locke, J. Two Treatise of Government (Cambridge: CUP, 1988), Book II, Chapter 1-5.
Rawls, J. Lectures on the History of Political Philosophy, Introduction: 103-38.
A. Skoble and T. Machan, (2007) Political Philosophy: Essential Selections. New Delhi: Pearson
Education, pp. 181-209.
J. Waldron, (2009) ‘John Locke’, in D. Boucher and P. Kelly, (eds) Political Thinkers: From
Socrates to the Present. Oxford: Oxford University Press, pp. 207-224.
C. Macpherson, (1962) The Political Theory of Possessive Individualism: Hobbes to Locke.
Oxford University Press, Ontario, pp. 194-214.

Additional Resources:
J. Coleman, (2000) ‘Introduction’, in A History of Political Thought: From Ancient Greece
to Early Christianity, Oxford: Blackwell Publishers, pp. 1-20.
Q. Skinner, (2010) ‘Preface’, in The Foundations of Modern Political Thought Volume
I, Cambridge: Cambridge University Press pp. ix-xv.
S. Okin, (1992) ‘Philosopher Queens and Private Wives’, in S. Okin Women in Western Political
Thought, Princeton: Princeton University Press, pp. 28-50.
R. Kraut, (1996) ‘The Defence of Justice in Plato's Republic’, in R. Kraut (ed.) The Cambridge
Companion to Plato. Cambridge: Cambridge University Press, pp. 311-337.

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T. Saunders, (1996) ‘Plato's Later Political Thought’, in R. Kraut (ed.) The Cambridge
Companion to Plato. Cambridge: Cambridge University Press, pp. 464-492.
J. Coleman, (2000) ‘Aristotle’, in J. Coleman A History of Political Thought: From Ancient
Greece to Early Christianity, Oxford: Blackwell Publishers, pp.120-186.
D. Hutchinson, (1995) ‘Ethics’, in J. Barnes, (ed.), The Cambridge Companion to Aristotle,
Cambridge: Cambridge University Press, pp. 195-232.
I. Hampsher-Monk, (2001) ‘Thomas Hobbes’, in A History of Modern Political Thought: Major
Political Thinkers from Hobbes to Marx, Oxford: Blackwell Publishers, pp. 1-67.
A. Ryan, (1996) ‘Hobbes's political philosophy’, in T. Sorell, (ed.) Cambridge Companion to
Hobbes, Cambridge: Cambridge University Press, pp. 208-245.
R. Ashcraft, (1999) ‘Locke's Political Philosophy’, in V. Chappell (ed.) The Cambridge
Companion to Locke, Cambridge. Cambridge University Press, pp. 226-251.
I. Hampsher-Monk, (2001) A History of Modern Political Thought: Major Political Thinkers
from Hobbes to Marx, Oxford: Blackwell Publishers, pp. 69-116.

Readings in Hindi

सी. एल. वेपर (1954), राज दर्शन का स्वाध्ययन, इलाहबाद: ककताब महल.

जे. पी. सूद (1969), पाश्चात्य राजनीततक चचिंतन , जय प्रकार् नाथ और किंपनी.

Teaching Learning Process

The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After com pleting
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.

Keywords
Philosophy, politics, virtue, human nature, power, republicanism, social contract, sovereignty

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 Paper XII - Indian Political Thought - I
(5.2)
Core Course - (CC) Credit:6
Course Objective
The primary objective of the course is to make students familiar with the works and studies
related to Indian Political Thought. This course introduces the specific elements and div erse
spectrum of Indian Political Thought spanning over two millennia. The basic focus of study is on
individual thinkers whose ideas are however framed by specific themes and facilitated socio -
political transformation. The course as a whole is meant to provide a sense of the broad streams
of Indian thought, while encouraging a specific knowledge of individual thinkers and texts. The
ideas contain classical as well as medieval approaches to the issue s in existence in the Indian
society. Selected extracts from some original texts are also given to discuss in class. The list of
additional readings is meant for teachers as well as the more interested students.
Course Learning Outcomes
Having successfully completed this course, student will be able to demonstrate knowledge and
understanding of basic concepts of ancient and medieval Indian political thought that are
prevalent traditions of thought in India and develop a comparative understanding of Indian and
western political thought. This course will also help students to identify and describe the key
characteristics of Indian political thought and develop a strong understanding of selected
historiographical debates.
Unit 1
Traditions of Pre-colonial Indian Political Thought (10 lectures)
a) Epistemic Foundations of Indian Political Thought
b) Brahmanic, Shramanic, Islamic and Syncretic.
Unit 2
Manu: Social Laws (6 lectures)
Unit 3
Kautilya: Theory of State (6 lectures)
Unit 4
Ved Vyasa (Shantiparva): Rajadharma (5 lectures)
Unit 5
Aggannasutta (Digha Nikaya): Theory of kingship (5 lectures)
Unit 6
Barani: Ideal Polity (6 lectures)
Unit 7
Abul Fazal: Monarchy (5 lectures)

Unit 8
Kabir: Syncretism (5 lectures)

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References
I. Traditions of Pre-colonial Indian Political Thought:
Singh, Aakash, Silika Mohapatra (2010): Indian Political Thought, A Reader, New Delhi:
Routledge.
Varma, Vishwanth Prasad, Hindu Political Thought and Its Metaphysical Foundations, Motilal
Banarsidass, Delhi 1952.
R.S. Sharma, Aspects of Political ideas and institutions in Ancient India, Delhi, 1959.
B. Parekh (1986) ‘Some Reflections on the Hindu Tradition of Political Thought’, in T. Panth am
& K. Deutsch (eds.), Political Thought in Modern India, New Delhi: Sage, pp. 17- 31.
A. Altekar (1958) ‘The Kingship’, in State and Government in Ancient India, 3rd edition, Delhi:
Motilal Banarsidass, pp. 75-108.
M. Shakir (1986) ‘Dynamics of Muslim Political Thought’, in T. Pantham, and K. Deutsch
(eds.), Political Thought in Modern India, New Delhi: Sage Publications, pp. 142- 160.
G. Pandey, (1978) Sraman Tradition: Its History and Contribution to Indian Culture,
Ahmedabad: L. D. Institute of Indology, pp. 52-73.
S. Saberwal, (2008) ‘Medieval Legacy’, in Spirals of Contention, New Delhi: Routledge, pp.1-
31.
II Manu: Social Laws
Manu (2006) ‘Rules for Times of Adversity’, in P. Olivelle, (ed. & trans.) Manu’s Code of Law:
A Critical Edition and Translation of the Manava- Dharamsastra, New Delhi: OUP, pp.208-213.
V. Mehta (1992) ‘The Cosmic Vision: Manu’, in Foundations of Indian Political Thought, Delhi:
Manohar, pp. 23- 39.
R. Sharma (1991) ‘Varna in Relation to Law and Politics (c 600 BC-AD 500)’, in Aspects
of Political Ideas and Institutions in Ancient India, Delhi: Motilal Banarsidass, pp. 233- 251.
P. Olivelle (2006) ‘Introduction’, in Manu’s Code of Law: A Critical Edition and Translation of
the Manava –Dharmasastra, Delhi: Oxford University Press, pp. 3- 50.
III. Kautilya: Theory of State
Kautilya, (1997) ‘The Elements of Sovereignty’ in R. Kangle (ed. and trns.), Arthasastra
of Kautilya, New Delhi: Motilal Publishers, pp. 511- 514.
V. Mehta, (1992) ‘The Pragmatic Vision: Kautilya and His Successor’, in Foundations of Indian
Political Thought, Delhi: Manohar, pp. 88- 109.
R. Kangle, (1997) Arthashastra of Kautilya-Part-III: A Study, Delhi: Motilal Banarsidass, rpt.,
pp. 116- 142.
IV. Ved Vyasa (Shantiparva): Rajadharma
The Mahabharata (2004), Vol. 7 (Book XI and Book XII, Part II), Chicago and London:
University of Chicago Press.
V. Varma, (1974) Studies in Hindu Political Thought and Its Metaphysical Foundations, Delhi:
Motilal Banarsidass, pp. 211- 230.

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B. Chaturvedi, (2006) ‘Dharma-The Foundation of Raja-Dharma, Law and Governance’, in The
Mahabharta: An Inquiry in the Human Condition, Delhi: Orient Longman, pp. 418- 464.
V. Agganna Sutta (Digha Nikaya): Theory of Kingship
S. Collins, (ed), (2001) Agganna Sutta: An Annotated Translation, New Delhi: Sahitya
Academy, pp. 44-49.
S. Collins, (2001) ‘General Introduction’, in Agganna Sutta: The Discussion on What is Primary
(An Annotated Translation from Pali), Delhi: Sahitya Akademi, pp. 1- 26.
B. Gokhale, (1966) ‘The Early Buddhist View of the State’, in The Journal of Asian Studies, Vol.
XXVI, (1), pp. 15- 22.
VI. Barani: Ideal Polity
I. Habib, (1998) ‘Ziya Barni’s Vision of the State’, in The Medieval History Journal, Vol. 2, (1),
pp. 19- 36.
VII. Abul Fazal: Monarchy
A. Fazl, (1873) The Ain-i Akbari (translated by H. Blochmann), Calcutta: G. H. Rouse, pp. 47-
57.
V. Mehta, (1992) ‘The Imperial Vision: Barni and Fazal’, in Foundations of Indian Political
thought, Delhi: Manohar, pp. 134- 156.
VIII. Kabir: Syncreticism
Kabir. (2002) The Bijak of Kabir, (translated by L. Hess and S. Singh), Delhi: Oxford University
Press, No. 30, 97, pp. 50- 51 & 69- 70.
V. Mehta, (1992) Foundation of Indian Political Thought, Delhi: Manohar, pp. 157- 183.
G. Omvedt, (2008) ‘Kabir and Ravidas, Envisioning Begumpura’, in Seeking Begumpura: The
Social Vision of Anti Caste Intellectual, Delhi: Navayana, pp. 91- 107.
Additional Resources:
Classic Readings
P. Olivelle, (2006) Manu’s Code of Law: A Critical Edition and Translation of the Manava –
Dharmasastra, Delhi: Oxford University Press.
R. Kangle, (1997) Arthashastra of Kautilya-: A Study, Delhi: Motilal Banarsidass,
S. Collins, (ed), (2001) Agganna Sutta: An Annotated Translation, New Delhi: Sahitya
Academy,
A. Fazl, (1873) The Ain-i Akbari (translated by H. Blochmann), Calcutta: G. H. Rouse
Kabir. (2002) The Bijak of Kabir, (translated by L. Hess and S. Singh), Delhi: Oxford University
Press.

Readings in Hindi
हररश्चिंद्र र्माश (1970) कौटलीय अथशर्ास्र ' प्राचीन भारतीय राजतनततक ववचार और सिंस्थायें कॉलेज बुक डिपो
जयपरु https://ia801600.us.archive.org/8/items/in.ernet.dli.2015.401872/2015.401872.Ancient-
Indian.pdf

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रूचच त्यागी (2015) प्राचीन एविं मध्यकालीन भारत का राजतनततक चचिंतन ददल्ली यूतनवर्सशटी प्रेस

हररश्चिंद्र वमाश (१९९९) मध्यकालीन भारत वॉल्यूम १ एिंि २ म चााँद एिंि किंपनी ददल्ली

Additional Reading:
Omvelt, Gail (1991): Dalits and the Democratic Revolutions: Dr. Ambedkar and the Dalit
Movement in Colonial India, New Delhi: Sage.
Appadorai, Arjun .Political thoughts in India: 400 B.C. – 1980, Rupa Publications
J. Spellman, (1964) ‘Principle of Statecraft’, in Political Theory of Ancient India: A Study
of Kingship from the Earliest time to Ceirca AD 300, Oxford: Clarendon Press, pp. 132- 170.
Sarvepalli Radhakrishnan & Charles Moore, A Source Book in Indian Philosophy, Princeton
University Press, 1951.
Amartya Sen, An Argumentative Indian: Writings on Indian History, Culture and Identity,
London, Allen Lane, 2005
K.K. Mittal, Materialism in Indian Thought, New Delhi, Munshiram Manoharlal Publishers,
1974.
L. Jayasurya, ‘Budhism, Politics and Statecraft’, International Journal of Buddhist Thought &
Culture, 11, 2008.
M. Alam, (2004) ‘Sharia Akhlaq’, in The Languages of Political Islam in India 1200- 1800,
Delhi: Permanent Black, pp. 26- 43
M. Alam, (2004) ‘Sharia in Naserean Akhlaq’, in Languages of Political Islam in India1200-
1800, Delhi: Permanent Black, pp. 46- 69.
I. Habib, (1998) ‘Two Indian Theorist of The State: Barani and Abul Fazal’, in Proceedings of
the Indian History Congress. Patiala, pp. 15- 39.
L. Hess and S. Singh, (2002) ‘Introduction’, in The Bijak of Kabir, New Delhi: Oxford
University Press, pp. 3- 35.

Teaching Learning Process

The teaching leaning process will include creative and constructive methods. On the one hand
teachers will use original excerpts of the indicated texts and on the oth er hand they shall help the
students to understand the relevance of these works in present time. Class lectures will use
discursive techniques that will encourage critical thinking and help students undertake
comparisons or co-relations between various topics. Power point presentations and critical
questioning emphasizing the importance of traditions/ Thinkers will break the monotony of
history and help them see the present in relation to past.
Assessment Methods
Individual/Group presentation and MCQ type test will be used. It will further e accompanied
with assessment based on evaluation of Projects in small groups based on individual topics.

Keywords
Brahmanism, Shramanism, Kautaliya, Shanti Parva, Syncretism, Manu

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 Discipline Specific Elective Courses (eight)

DSE1 - Citizenship in a Globalizing World

(C.1)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
The aim of this course is to introduce different trajectories of the debates concerning citizenship.
It delves into the relationship between the individual and the collective, the meaning of
membership, and the distribution of benefits and burdens of that membership and how these
normative dimensions of citizenship have changed over time.

Course Learning Outcomes

After completing this course students will be able to:
• Develop a broad historical, normative and empirical understanding of the idea of
citizenship.
• Understand different trajectories of the development/evolution of the concept of
citizenship.
• Understand/assess some of the major ethical challenges that citizenship faces in the wake
of globalization and the rapidly proliferating idea about the need of accommodating
diversity in multicultural political settings.

Unit 1:
Classical conceptions of citizenship.

Unit 2:
The Evolution of Citizenship and the Modern State

Unit 3:
Citizenship and Diversity

Unit 4:
Citizenship beyond the Nation-state: Globalization and global justice

Unit 5:
The idea of cosmopolitan citizenship

References:
Acharya, Ashok. (2012) Citizenship in a Globalising World. New Delhi: Pearson.
Beiner, R. (1995) Theorising Citizenship. Albany: State University of New York Press.

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Heater, Derek. (2002). World citizenship: cosmopolitan thinking and its opponents. New York:
Continuum. (Chapter 3: Identity and Morality)
Held, David (1995), Democracy and the Global Order: From the Modern State to Cosmopolitan
Governance (Stanford: Stanford University Press).
Kymlicka, W.(1995). Multicultural Citizenship, Oxford: Oxford University Press.
Kymlicka, W. (2000). “Citizenship in Culturally Diverse Societies: Issues, Contexts, Concepts”,
in W. Kymlicka, W. Norman (eds.) Citizenship in Diverse Societies, Oxford: Oxford University
Press, 1-41.
Kymlicka, W. (1999), “Citizenship in an Era of Globalization: A Response to Held,” in I.Shapiro
& C. Hacker-Cordon (eds.), Democracy's Edges (Cambridge, UK: Cambridge University Press).
Linklater, A., 1999, “Cosmopolitan Citizenship”, in Cosmopolitan Citizenship, K. Hutchings, R.
Danreuther (eds.), New York: St-Martin’s Press, 35-60.
Miller, David. (2012). “Cosmopolitanism”, in G.W. Brown & D. Held (Eds.), The cosmopolitan
reader (pp. 377-392). Malden, MA: Polity Press.
Miller, D. ( 2007). National Responsibility and Global Justice, Oxford: Oxford University Press.
Norman, W. & Kymlicka, W. (2003). “Citizenship”, in R. G. Frey & C. H. Wellman (eds.) A
Companion to Applied Ethics, Oxford: Blackwell Publishing Ltd.
Nussbaum, Martha. (2012). Patriotism and Cosmopolitanism. In G.W. Brown & D. Held (Eds.),
The Cosmopolitan Reader (pp. 155-162). Malden, MA: Polity Press.
Oliver, D. & D. Heater (1994). The Foundations of Citizenship. London, Harvester Wheatsheaf.
Parekh, B.(2000). Rethinking Multiculturalism: Cultural Diversity and Political Theory,
Cambridge, MA: Harvard University Press.
Pogge, T. W.(1992). “Cosmopolitanism and Sovereignty”, Ethics, 103: 58–75.
Scholte, Jan Aart (2000), Globalization: A Critical Introduction (New York: St. Martin's).
Tan, K.-C., 2004, Justice Without Borders. Cosmopolitanism, Nationalism and Patriotism,
Cambridge: Cambridge University Press.
Zolo, D. (1997), Cosmopolis: Prospects for World Government, Cambridge, UK: Polity Press.

Additional Resources:
Classic Readings
Aristotle, The Politics, trans. T. A. Sinclair, revised by T. J. Saunders (London: Penguin, rev.
edn. 1981)
Barker, Ernest. (1959) The Political Thought of Plato and Aristotle, London: Methuen, 1906;
reprinted, New York: Russell & Russell.
Kant, I. , 1795, “Perpetual Peace”, in Kant’s Political Writings, H. Reiss (ed., trans.), 2nd edn,
Cambridge: Cambridge University Press, 1991.

13
Marshall, T. H, 1950, Citizenship and Social Class and Other Essays, Cambridge: Cambridge
University Press.

Readings in Hindi
भागशव, राजीव. और अर्ोक आचायाश (एि.), राजनीततकर्सधािंत: एकपररचय, ददल्ली: वपएसशन, 2008.
कुमार, सिंजीव (एि.), राजनीतत र्सदधािंत की समझ, ददल्ली: ओररएिंट ब्लैकस्वान, 2019.
Teaching Learning Process
The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit, they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.
Keywords
citizenship, state, diversity, cosmopolitanism, global justice

DSE2 - Human Rights in a Comparative Perspective

(C.2)
Discipline Specific Elective - (DSE) Credit:6
Course Objective
The aim of the course is to make students aware about the different strands in the debates on
human rights and its evolution through historical and contemporary times. The course aims at
providing students conceptual tools to understand what the different generations of rights are;
and the new concerns that have emerged in the recent past. It will make studen ts aware about the
institutionalisation of the human rights and will provide knowledge on th e constitutional
frameworks of human rights especially in South Africa and in India. It intends further to develop
analytical skills of students to reflect on the issues of structural violence and human rights in
developed and developing countries. The objective is to enable students to gain insight into
comparative state response to issues such as terrorism, surveillance & censorship and gender -
based violence. A range of resources, including films, biographies, and official documents would
be used to study each theme.

Course Learning Outcomes

The course will equip students with an understanding of debates on human rights through a
comparative study of human rights concerns in different countries. While keeping India as a
common case study in all thematic analyses, it will familiarise students with the historical
evolution of human rights and the theoretical frameworks and core themes that inform the

14
debates on human rights. The course will enhance the students’ understanding of state response
to issues and human rights questions pertaining to structural violence, such as torture, terrorism,
insecurity of minority communities, caste, race, gender-based violence and rights of adivasis
from the human rights perspective.
Unit 1
I. Human Rights: Theory and Institutionalization (3 weeks)
a. Understanding Human Rights: Three Generations of Rights
b. Institutionalization: Universal Declaration of Human Rights
c. Rights in National Constitutions: South Africa and India
Unit 2
II. Issues (5 weeks)
a. Torture: USA and India
b. Surveillance and Censorship: China and India
c. Terrorism and Insecurity of Minorities: USA and India
Unit 3
III. Structural Violence (4 weeks)
a. Caste and Race: South Africa and India
b. Gender and Violence: India and Pakistan
c. Adivasis/Aboriginals and the Land Question: Australia and India

References
I. Human Rights: Theory and Institutionalization
J. Hoffman and P. Graham, (2006) ‘Human Rights’, Introduction to Political Theory, Delhi,
Pearson, pp. 436-458.
SAHRDC (2006) ‘Introduction to Human Rights’; ‘Classification of Human Rights: An
Overview of the First, Second, and Third Generational Rights’, in Introducing Human Rights,
New Delhi: Oxford University Press.
The Constitution of the Republic of South Africa, Chapter 2: Bill of Rights.
The Constitution of India, Chapter 3: Fundamental Rights
II. Issues
a. Torture: USA and India
M. Lippman, (1979) ‘The Protection of Universal Human Rights: The Problem of
Torture’ Universal Human Rights, Vol. 1(4), pp. 25-55
J. Lokaneeta, (2011) ‘Torture in the TV Show 24: Circulation of Meanings’; ‘Jurisprudence on
Torture and Interrogations in India’, in Transnational Torture Law, Violence, and State Power in
the United States and India, Delhi: Orient Blackswan.
D. O’Byrne, (2007) ‘Torture’, in Human Rights: An Introduction, Delhi: Pearson, pp. 164-197.
b. Surveillance and Censorship: China and India
Gary T, Marx (1999), Surveillance Studies’ in International Encyclopaedia of the Social and
Behavioural Sciences, 2nd Edition, Vol. 23, pp. 733-741.

15
D. O’Byrne, (2007) ‘Censorship’, in Human Rights: An Introduction, Delhi: Pearson, pp. 106-
138.
D. Lyon, (2008) Surveillance Society, Talk for Festival del Diritto, Piacenza, Italia, September
28, pp.1-7.
Hualing Fu, (2014) ‘Politicized Challenges, Depoliticized Responses: Political Monitoring in
China’s Transitions’, in Fergal Davis, Nicola McGarrity and George Williams
(eds.), Surveillance, Counter-Terrorism and Comparative Constitutionalism, New York:
Routledge.
Qiang, X. (2019). ‘President XI’s Surveillance State.’ Journal of Democracy, 30(1), pp.53-67.
SAHRDC (2014). ‘Architecture of Surveillance.’ Economic and Political Weekly, Vol.49, No.1,
U. Singh, (2014) ‘Surveillance Regimes in Contemporary India’, in Fergal Davis, Nicola
McGarrity and George Williams (eds.), Surveillance, Counter-Terrorism and Comparative
Constitutionalism, New York: Routledge.
c. Terrorism and Insecurity of Minorities: USA and India
E. Scarry, (2010) ‘Resolving to Resist’, in Rule of Law, Misrule of Men, Cambridge: Boston
Review Books, MIT, pp.1-53.
M. Ahmad, (2002) ‘Homeland Insecurities: Racial Violence the Day after September 11’, Social
Text, 72, Vol. 20(3), pp. 101-116.
U. Singh, (2007) ‘The Unfolding of Extraordinariness: POTA and the Construction of Suspect
Communities’, in The State, Democracy and Anti-terror Laws in India, Delhi: Sage Publications,
pp.165-219
III. Structural Violence
a. Caste and Race: South Africa and India
A. Pinto, (2001) ‘UN Conference against Racism: Is Caste Race?’, in Economic and Political
Weekly, Vol. 36 (30)
D. O’Byrne, (2007) ‘Apartheid’, in Human Rights: An Introduction, Delhi: Pearson, pp. 241262.
R. Wasserstorm, (2006), ‘Racism, Sexism, and Preferential Treatment: An approach to the
Topics’, in R. Goodin and P. Pettit, Contemporary Political Philosophy: An Anthology, Oxford:
Blackwell, pp-549-574
R. Wolfrum, (1998) ‘Discrimination, Xenophobia and Racism’ in J. Symonides, Human Rights:
New Dimensions and Challenges, Aldershot, Ashgate/UNESCO, pp.181-198.
b. Gender and Violence: India and Pakistan
A. Khan and R. Hussain, (2008), ‘Violence Against Women in Pakistan: Perceptions and
Experiences of Domestic Violence’, Asian Studies Review, Vol. 32, pp. 239 – 253
K. Kannabiran (2012) ‘Rethinking the Constitutional Category of Sex’, in Tools of Justice: Non-
Discrimination and the Indian Constitution, New Delhi, Routledge, pp.425-443
N. Menon (2012) ‘Desire’, Seeing Like a Feminist, New Delhi: Zubaan/Penguin, pp. 91-146
c. Adivasis/Aboriginals and the Land Question: Australia and India

16
H. Goodall, (2011) ‘International Indigenous Community Study: Adivasi Indigenous People in
India’, in A. Cadzow and J. Maynard (eds.), Aboriginal Studies, Melbourne: Nelson Cengage
Learning, pp.254-259.
K. Kannabiran, (2012) ‘Adivasi Homelands and the Question of Liberty’, in Tools of Justice:
Non-Discrimination and the Indian Constitution, New Delhi: Routledge, pp.242-271.
N. Watson (2011) ‘Aboriginal and Torres Strait Islander Identities’ in A. Cadzow and J.
Maynard (eds.), Aboriginal Studies, Melbourne: Nelson Cengage Learning, pp.43-52.
W. Fernandes (2008) ‘India's Forced Displacement Policy and Practice. Is Compensation up to
its Functions?’, in M. Cernea and H. Mathus (eds), Can Compensation Prevent Impoverishment?
Reforming Resettlement through Investments and Benefit-Sharing, New Delhi: Oxford
University Press, pp. 181-207.

Additional Resources:
Classic Readings:
Ram Manohar Lohia, The Struggle for Civil Liberties: With a Foreword by Jawaharlal Nehru,
2012.
United Nations Declaration of Human Rights (1948), United Nations, available at
https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf

Additional Readings:
A. Laws and V. Iacopino, (2002) ‘Police Torture in Punjab, India: An Extended Survey’, in
Health an Human Rights, Vol. 6(1), pp. 195-210
D. O’Byrne, (2007) ‘Theorizing Human Rights’, in Human Rights: An Introduction, Delhi,
Pearson, pp.26-70.
J. Morsink, (1999) The Universal Declaration of Human Rights: Origins, Drafting and Intent,
Philadelphia: University of Pennsylvania Press, pp. ix-xiv
J. Nickel, (1987) Making Sense of Human Rights: Philosophical Reflections on the Universal
Declaration of Human Rights, Berkeley: University of California Press.
J. Goldman, (2005) ‘Of Treaties and Torture: How the Supreme Court Can Restrain the
Executive’, in Duke Law Journal, Vol. 55(3), pp. 609-640.
K. Tsutsui and C. Wotipka, (2004) ‘Global Civil Society and the International Human Rights
Movement: Citizen Participation in Human Rights International Nongovernmental
Organizations’, Social Forces, Vol. 83(2), pp. 587-620.
L. Rabben, (2001) Amnesty International: Myth and Reality, in Agni, No. 54, Amnesty
International Fortieth Anniversary pp. 8-28
M. Mohanty, (2010) ‘In Pursuit of People’s Rights: An Introduction’, in M. Mohanty et al.,
Weapon of the Oppressed: Inventory of People’s Rights in India, New Delhi: Danish Books,
pp.1-11
M. Cranston, (1973) What are Human Rights?, New York: Taplinger
M. Ishay, (2004) The History of Human Rights: From Ancient Times to the Globalization Era,
Delhi: Orient Blackswan.

17
R. Sharan, (2009) ‘Alienation and Restoration of Tribal Land in Jharkhand in N Sundar
(ed.) Legal Grounds, New Delhi: Oxford University Press, pp. 82-112.
v. Ramraj, M. Hor and K. Roach (eds) (2005), Global Anti-Terrorism Law and Policy,
Cambridge: Cambridge University Press,.
U. Baxi, (1989) ‘From Human Rights to the Right to be Human: Some Heresies’, in S. Kothari
and H. Sethi (eds.), Rethinking Human Rights, Delhi: Lokayan, pp.181-166

Teaching Learning Process

Unit Course Learning Teaching and Assessment Method
Outcome Learning Activities
I. Human Rights: Students will Theoretical class with Students will prepare
Theory and understand the examples from project on
Institutionalization emergence and different states institutionalization of
institutionalization of human rights in
Human Rights Indian and South
African constitution
II. Issues Students will Lectures and Students will be
compare the status of interaction with real encouraged to
HR in India with life stories and participate in
respect to other documentaries on discussion on
country issues like torture, documentaries, real
surveillance, life reports etc
censorship and
terrorism.
III. Structural It will help in Comparative Students can prepare
Violence understanding how examples of structural project or do field
the structures of violence like caste survey on any aspect
violence get rooted in based in Indian, race of structural violence
different societies based in South Africa in India and can
and USA through compare to other
lectures, power point nations.
presentation and film
screening.

Keywords
Human Rights, Generations of rights, South Africa, India, Structural violence, terrorism,
surveillance, gender-based violence.

18
 DSE3 - Development Process and Social Movements in Contemporary India
(C.3)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
Under the influence of globalization, development processes in India have undergone
transformation to produce spaces of advantage and disadvantage and new geographies of power.
Such a development strategy has involved high social reproduction costs and dispossession of
vulnerable social groups giving rise to conditions of social and political contestations and
struggles. A variety of protest movements have emerged to challenge this development paradigm
that has also weakened the democratic space so very vital to the formulation of critical
consensus. This course proposes to introduce students to the conditions, contexts an d f orms of
political contestation over contemporary development paradigms and the retrieval of democratic
voice of citizens.
Course Learning Outcomes
On successful completion of the course, students would be able to:
• Show knowledge of development policies and planning in India since independence.
• Understand the development strategies and their impact on industrial and agricultural
sphere.
• Understand the emergence of social movements in response to the development policies
adopted by successive governments.
• Demonstrate awareness of the different trajectories of specific social movements in India,
their demands and successes.
Unit 1
Development Process since Independence (2 weeks)
a. State and planning
b. Liberalization and reforms
Unit 2
Industrial Development Strategy and its Impact on the Social Structure (2 weeks)
a. Mixed economy, privatization, the impact on organized and unorganized labour
b. Emergence of the new middle class

Unit 3
Agrarian Development Strategy and its Impact on the Social Structure (2 weeks)
a. Land Reforms, Green Revolution
b. Agrarian crisis since the 1990s and its impact on farmers

Unit 4
Social Movements (6 weeks)
a. Tribal, Peasant and Workers movements
b. Dalit and Women’s movements
c. Civil rights movements

19
References
I. The Development Process since Independence
A. Mozoomdar, (1994) ‘The Rise and Decline of Development Planning in India’, in T. Byres
(ed.) The State and Development Planning in India. Delhi: Oxford University Press, pp. 73-108.
A. Varshney, (2010) ‘Mass Politics or Elite Politics? Understanding the Politics of India’s
Economic Reforms’ in R. Mukherji (ed.) India’s Economic Transition: The Politics of Reforms,
Delhi: Oxford University Press, pp 146-169.
P. Chatterjee, (2000) ‘Development Planning and the Indian State’, in Zoya Hasan (ed.), Politics
and the State in India, New Delhi: Sage, pp.116-140.
P. Patnaik and C. Chandrasekhar, (2007) ‘India: Dirigisme, Structural Adjustment, and the
Radical Alternative’, in B. Nayar (ed.), Globalization and Politics in India. Delhi: Oxford
University Press, pp. 218-240.
P. Bardhan, (2005) ‘Epilogue on the Political Economy of Reform in India’, in The Political
Economy of Development in India. 6th impression, Delhi: Oxford University Press.
T. Singh, (1979) ‘The Planning Process and Public Process: A Reassessment’, R. R. Kale
Memorial Lecture, Pune: Gokhale Institute of Politics and Economics.
II. Industrial development strategy and its impact on social structure
A. Aggarwal, (2006) ‘Special Economic Zones: Revisiting the Policy Debate’, in Economic and
Political Weekly, XLI (43-44), pp.4533-36.
B. Nayar (1989) India’s Mixed Economy: The Role of Ideology and its Development, Bombay:
Popular Prakashan.
F. Frankel, (2005) ‘Crisis of National Economic Planning’, in India’s Political Economy (1947-
2004): The Gradual Revolution, Delhi: Oxford University Press, pp. 93-340.
L. Fernandes, (2007) India’s New Middle Class: Democratic Politics in an Era of Economic
Reform, Delhi: Oxford University Press.
S. Shyam, (2003) ‘Organizing the Unorganized’, in Seminar, [Footloose Labour: A Symposium
on Livelihood Struggles of the Informal Workforce, 531] pp. 47-53.
S. Chowdhury, (2007) ‘Globalization and Labour’, in B. Nayar (ed.) Globalization and Politics
in India, Delhi: Oxford University Press, pp.516-526.
V. Chibber, (2005) ‘From Class Compromise to Class Accommodation: Labor’s Incorporation
into the Indian Political Economy’ in R. Ray, and M.F. Katzenstein (eds.) Social Movements in
India, Delhi: Oxford University Press, pp 32-60.
III. Agrarian development strategy and its impact on social structure
A. Desai, (ed.), (1986) Agrarian Struggles in India After Independence, Delhi: Oxford University
Press, pp. xi-xxxvi.
F. Frankel, (1971) India’s Green Revolution: Economic Gains and Political Costs, Princeton and
New Jersey: Princeton University Press.
F. Frankel, (2009) Harvesting Despair: Agrarian Crisis in India, Delhi: Perspectives, pp. 161-69.
J. Harriss, (2006) ‘Local Power and the Agrarian Political Economy’ in Harriss, J. (ed) Power
Matters: Essays on Institutions, Politics, and Society in India, Delhi. Oxford University Press,
pp. 29-32.

20
K. Suri, (2006) ‘Political economy of Agrarian Distress’, in Economic and Political Weekly, XLI
(16) pp. 1523-1529.
P. Joshi, (1979) Land Reforms in India: Trends and Perspectives, New Delhi: Allied publishers.
P. Appu, (1974) ‘Agrarian Structure and Rural Development’, in Economic and Political
Weekly, IX (39), pp.70 – 75.
P. Sainath, (2010) ‘Agrarian Crisis and Farmers’, Suicide’, Occasional Publication22, New
Delhi: India International Centre (IIC).
M. Sidhu, (2010) ‘Globalisation vis-à-vis Agrarian Crisis in India’, in R. Deshpande and S.
Arora, (eds.) Agrarian Crises and Farmer Suicides (Land Reforms in India Series), New Delhi:
Sage, pp. 149-174.
V. Sridhar, (2006) ‘Why Do Farmers Commit Suicide? The Case Study of Andhra Pradesh’, in
Economic and Political Weekly, XLI (16).
IV. Social Movements
G. Haragopal, and K. Balagopal, (1998) ‘Civil Liberties Movement and the State in India’, in M.
Mohanty, P. Mukherji and O. Tornquist, (eds.) People’s Rights: Social Movements and the State
in the Third World New Delhi: Sage, pp. 353-371.
M. Mohanty, (2002) ‘The Changing Definition of Rights in India’, in S. Patel, J. Bagchi, and K.
Raj (eds.) Thinking Social Sciences in India: Essays in Honour of Alice Thorner Patel, New
Delhi: Sage.
G. Omvedt, (2012) ‘The Anti-caste Movement and the Discourse of Power’, in N. Jayal (ed.)
Democracy in India, New Delhi: Oxford India Paperbacks, sixth impression, pp.481 -508.
A. Ray, (1996) ‘Civil Rights Movement and Social Struggle in India’, in Economic and Political
Weekly, XXI (28). pp. 1202-1205.
A. Roy, (2010) ‘The Women’s Movement’, in N. Jayal and P. Mehta (eds.) The Oxford
Companion to Politics in India, New Delhi: Oxford University Press, pp.409-422.
N. Sundar (2007), Subalterns and Sovereigns: An Anthropological History of Bastar (1854-
2006), Delhi: OUP.
S. Bhowmick (2012), Industrial Labour and Society. Delhi: Orient Blackswan.
M. Weiner, (2001) ‘The Struggle for Equality: Caste in Indian Politics’, in A. Kohli. (ed.) The
Success of India’s Democracy, Cambridge: CUP, pp.193-225.
S. Sinha, (2002) ‘Tribal Solidarity Movements in India: A Review’, in G. Shah. (ed.) Social
Movements and the State, New Delhi: Sage, pp. 251-266.

Additional Resources:
B. Nayar, (ed.), (2007) Globalization and Politics in India. Delhi: Oxford University Press.
S. Roy and K. Debal, (2004) Peasant Movements in Post-Colonial India: Dynamics of
Mobilization and Identity, Delhi: Sage.
G. Omvedt, (1983) Reinventing Revolution, New Social Movements and the Socialist Tradition
in India, New York: Sharpe.
G. Shah, (ed.), (2002) Social Movements and the State. New Delhi: Sage Publications.
G. Shah, (2004) Social Movements in India: A Review of Literature, New Delhi: Sage.

21
G. Rath, (ed.), (2006) Tribal development in India: The Contemporary Debate, New Delhi: Sage .
J. Harris, (2009) Power Matters: Essays on Institutions, Politics, and Society in India. Delhi:
Oxford University Press.
K. Suresh, (ed.), (1982) Tribal Movements in India, Vol I and II, New Delhi: Manohar (emphasis
on the introductory chapter).
M. Mohanty, P. Mukherji and O. Tornquist, (1998) People’s Rights: Social Movements and the
State in the Third World. New Delhi: Sage Publications.
M. Rao, (ed.), (1978) Social Movements in India, Vol. 2, Delhi: Manohar.
N. Jayal, and P. Mehta, (eds.), (2010) The Oxford Companion to Politics in India, Delhi: Oxford
University Press.
P. Bardhan, (2005) The Political Economy of Development in India, 6th impression, Delhi:
Oxford University Press.
R. Mukherji, (ed.), (2007) India’s Economic Transition: The Politics of Reforms, Delhi: Oxford
University Press.
R. Ray and M. Katzenstein, (eds.), (2005) Social Movements in India, Delhi: Oxford University
Press.
S. Chakravarty, (1987) Development Planning: The Indian Experience, Delhi: Oxford University
Press.

Teaching Learning Process

Students will engage in discussions on developmental processes in India since independence.
They would have interactive lectures on the meanings and impacts of industrial and agrarian
developmental strategies and would also be able to understand the diverse social movements that
arose as a response to such strategies. They will debate the pros and cons of the shift from
planned economy to neo liberal economy. It also makes the students understand the division of
economy and labour in two parallel sectors- organized and unorganized and the impact of
development strategies on the social structure as can be seen in the emergence of new middle
class in India. It also gives them insights on agrarian development strategy specially focussing on
land reforms and green revolution and their impact on political economy in India. Moreover, it
also sensitizes students to the agrarian crises and its impact on farmers. The course concludes
with understanding of varied social movements that emerged as a response by vulnerable
sections challenging the exploitation and exclusion in social, economic and political spheres.

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include written assignments,
viva-voce, class presentations and participation in class discussions. Students will be assessed on
the basis of their application of conceptual understanding to field-based variables. They will be
required to submit project report on any one unit of the syllabus before end term examination.

Keywords
Agrarian, Development, Industrial, Planned Economy, Neo-Liberal Economy, Social
movements, Strategies

22
 DSE4 - Public Policy in India
(C.4)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
This course provides a theoretical and practical understanding of the concepts and methods that
can be employed in the analysis of public policy. It uses the methods of political economy to
understand policy as well as understand politics as it is shaped by economic changes. The course
will be useful for students who seek an integrative link to their understanding of political science,
economic theory and the practical world of development and social change.

Course Learning Outcomes

• The student is introduced to the range of ideologies that influence the policy -making
process.
• The student learns how to relate public policies to politics.
• The student learns how to relate public policies to the political economy.
• The student is able to have a grasp of the role of social movements and interest groups in
the making of public policy.

Unit 1
Introduction to Policy Analysis (12 Lectures)

Unit 2
The Analysis of Policy in the Context of Theories of State (12 Lectures)

Unit 3
Political Economy and Policy: Interest Groups and Social Movements (12 Lectures)

Unit 4
Models of Policy Decision-Making (12 Lectures)

Unit 5
Ideology and Policy: Nehruvian Vision, Economic Liberalisation and recent developments
(12 Lectures)

References

I. Introduction to Policy Analysis

Jenkins, B. (1997) 'Policy Analysis: Models and Approaches' in Hill, M. (1997) The Policy
Process: A Reader (2nd Edition). London: Prentice Hall, pp. 30-40.

23
Dye, T.R. (2002) Understanding Public Policy. Tenth Edition. Delhi: Pearson, pp.1-9, 32-56 and
312-329.
Sapru, R.K.(1996) Public Policy : Formulation, Implementation and Evaluation. New Delhi:
Sterling Publishers, pp. 26-46.
चक्रबती, बबदयुत, प्रकार् चिंद (2018), वैश् वीकृत दुतनया में लोक प्रर्ासन, सेज भाषा, नई ददल्ली

र्सन्हा, मनोज (2010) प्रर्ासन एविं लोकनीतत, ओररयिंट ब्लैकस्वान, नई ददल्ली

IGNOU. Public Policy Analysis. MPA-015. New Delhi: IGNOU, pp. 15-26 and 55-64.
Wildavsky, A.(2004), ‘ Rescuing Policy Analysis from PPBS’ in Shafritz, J.M. & Hyde, A.C.
(eds.) Classics of Public Administration. 5th Edition. Belmont: Wadsworth, pp.271-284.

II. The Analysis of Policy in the Context of Theories of State

Dunleavy, P. and O'Leary, B. (1987) Theories of the State. London: Routledge.
McClennan, G. (1997) 'The Evolution of Pluralist Theory' in Hill, M. (ed.) The Policy Process: A
Reader. 2nd Edition. London: Prentice Hall, pp. 53-61.
Simmie, J. & King, R. (eds.) (1990) The State in Action: Public Policy and Politics. London:
Printer Publication, pp.3-21 and 171-184.
Skocpol, T. et al (eds.) (1985) Bringing the State Back In. Cambridge: Cambridge University
Press, pp. 3-43 and 343-366.
Dye, T.R. (2002) Understanding Public Policy. 10th Edition. Delhi: Pearson, pp.11-31.

III. Political Economy and Policy: Interest Groups and Social Movements.
Lukes, S. (1986) Power. Basil: Oxford , pp. 28-36.
Lukes, S. (1997) 'Three Distinctive Views of Power Compared', in Hill, M. (ed.), The Policy
Process: A Reader. 2nd Edition. London: Prentice Hall, pp. 45-52.
Giddens, A. (1998) The Third Way: The Renewal of Social Democracy. Cambridge: Polity
Press, pp. 27-64 and 99-118.

IV. Models of Policy Decision-Making

Hogwood, B. & Gunn, L. (1984) Policy Analysis for the Real World. U.K: Oxford University
Press, pp. 42-62.
Sabatier, P.L. & Mazmanian, D. (1979) 'The Conditions of Effective Policy Implementation', in
Policy Analysis, vol. 5, pp. 481-504.
Smith, G. & May, D. (1997) 'The Artificial Debate between Rationalist and Incrementalist
Models of Decision-making', in Hill, M. The Policy Process: A Reader. 2nd Edition. London:
Prentice Hall, pp. 163-174.
IGNOU. Public Policy Analysis. MPA-015, New Delhi: IGNOU, pp. 38-54.
Henry, N. (1999) Public Administration and Public Affairs. New Jersey: Prentice Hall, pp. 346-
368.

24
V. Ideology and Policy: Nehruvian Vision, Economic Liberalisation and recent developments
Self, P. (1993) Government by the Market? The Politics of Public Choice. Basingstoke:
MacMillan, pp. 1-20,70-105,113-146,198-231 and 262-277.
Girden, E.J. (1987) ‘Economic Liberalisation in India: The New Electronics Policy’ in Asian
Survey. California University Press. Volume 27, No.11. Available at:
www.jstor.org/stable/2644722.

Teaching Learning Process

This discipline Specific Elective paper is designed to allow the student to establish an integrative
link to their understanding of political science, economic theory and the practical world of
development and social change.
Each unit is planned in a way that prepares students to analytically map the theories of the state,
comprehend models of decision making while giving them an introduction of Nehruvian vision.
The teaching is modulated to bring in contemporary nuances of liberalisation and recent
developments. Simulation activities in the classroom help students make connections between
real world scenarios and theoretical concepts. The weekly seminars expose students to
contemporary academic undercurrents and provide scope to make a connecting point between
theory and practical scope of the study in India.

Assessment Methods
The practical, theoretical approach of this paper is to be assessed through extensive methods like
student presentation, problem solving approach project, term paper, etc. as part of internal
marking scheme. This paper examines the analytical approach of students through end semester
written examination. The other parameters of evaluation are based on students performance in
the class activity, and the unit wise quiz session done after each unit.

Keywords
Policy Analysis, Interest Groups, Policy Decision-Making, Nehruvian Vision, Economic
Liberalisation

25
 DSE5 - Colonialism and Nationalism in India
(C.5)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
The purpose of this course is to help students understand historically the imposition of
colonialism in India and nationalism as an ideology and movement of resistance against colonial
rule. The aim is to study the different theoretical perspectives and historical explanations for
colonialism and nationalism in India, the social, political and institutional practices that
comprised colonial rule, and the ways in which different kinds of movements, paved the way f or
independence and democracy in India.

Course Learning Outcomes

On successful completion of the course, students would be able to:
• Understand and engage with the different ways in which colonialism and nationalism
have been understood
• Understand of the nature of colonial rule and the way in which it consolidated itself in
India
• Demonstrate awareness of the impact of colonialism on Indian economy and society
• Show knowledge of the gradual emergence of anti-colonial nationalist movement in
India
• Demonstrate an understanding of the distinct periods of the nationalist movement and the
nature of resistance politics adopted in different phases
• Show awareness of the various social movements, the kind of questions they raised and
their contributions to the nationalist movement.

Unit 1
Colonialism and Nationalism:
a. Main perspectives on colonialism: Liberalism, Marxism, Postcolonialism
b. Approaches to the study of nationalism in India: Nationalist, Imperialist, Marxist, and
Subaltern interpretations

Unit 2
Colonial Rule in India and its impact:
a. Constitutional developments and the colonial state
b. Colonial ideology of civilizing mission: Utilitarians and Missionaries
c. Impact on agriculture, land relations, industry and ecology

Unit 3
Reform and Resistance:
a. The 1857 rebellion
b. Major social and religious movements
c. Education and the rise of the new middle class

26
Unit 4
Nationalist Politics and Expansion of its Social Base
a. Phases of the Nationalist Movement: Liberal constitutionalist, Swadeshi and the Radicals,
Formation of the Muslim League
b. Gandhi and mass mobilisation: Non-cooperation, Civil Disobedience, and Quit India
Movements
c. Socialist alternatives: Congress socialists, Communists
d. Communalism in Indian Politics
e. The two-nation theory, negotiations over partition

Unit 5
Social Movements
a. The Women’s Question: participation in the national movement and its impact
b. The Caste Question: anti-Brahmanical Politics
c. Peasant, Tribals, and Workers movements

References
1. Colonialism and Nationalism:
Chandra, B. (1999) Essays on Colonialism, Hyderabad. Orient Longman, pp.1-22.
Chandra, B. (1988) India’s Struggle for Independence, New Delhi. Penguin, pp.13 -30.
Fulcher, J. (2004) Capitalism: A Very Short Introduction. Oxford: Oxford University Press.
Datta, G. Sobhanlal. (2007) ‘Imperialism and Colonialism: Towards a Postcolonial
Understanding’, in Dasgupta, Jyoti Bhusan (ed.) Science, Technology, Imperialism and War.
New Delhi: Centre for Studies in Civilization Publication and DK, pp 423-466.
Guha, Ranajit. (1982). Subaltern Studies, I. Oxford University Press. Delhi. pp.1-8.
Metcalf, T. (1995) ‘Liberalism and Empire’ in Metcalf, Thomas. Ideologies of the Raj.
Cambridge: Cambridge University Press, pp.28-65.
Young, R. (2003) Postcolonialism: A Very Short Introduction. Oxford: Oxford University Press ,
pp. 9-68.
Thapar, R. (2000) ‘Interpretations of Colonial History: Colonial, Nationalist, Post -colonial’, in
DeSouza, P.R. (ed.) Contemporary India: Transitions. New Delhi: Sage, pp. 25-36.

2. Colonial Rule in India and its impact:

Bandopadhyay, S. (2015 revised edition) From Plassey to Partition and After: A History of
Modern India. New Delhi: Orient Longman, pp. 37-65; 66-138.
Chandra, B. (1999) Essays on Colonialism. Hyderabad: Orient Longman, pp. 58-78. Metcalf and
Metcalf. (2002) A Concise History of India. Cambridge: Cambridge University Press, pp. 55-80.
Sarkar, S. (1983) Modern India (1885-1847). New Delhi: Macmillan.

27
Sen, A.P. (2007), ‘The idea of Social reform and its critique among Hindus of Nineteenth
Century India’, in Bhattacharya, Sabyasachi (ed.) Development of Modern Indian Thought and
the Social Sciences. Vol X. New Delhi: Oxford University Press.
Guha, R. and Gadgil, M. (1989) ‘State Forestry and Social Conflict in British India’, in Guha, R.
and Gadgil, M. Past and Present: A Journal of Historical Studies. May: 123, pp. 141-177.
Mann, M. (2004) ‘Torchbearers Upon the Path of Progress: Britain's Ideology of a Moral and
Material Progress in India’, in Mann, M. and Fischer-Tine, H. (eds.) Colonialism as Civilizing
Mission: Cultural Ideology in British India. London: Anthem, pp. 1-26.

4. Reform and Resistance:

Bandopadhyay, S. (2015, revised edition) From Plassey to Partition and After: A History of
Modern India. New Delhi: Orient Longman, pp. 139-169.
Sen, A.P. (2007), ‘The idea of Social reform and its critique among Hindus of Nineteenth
Century India’, in Bhattacharya, Sabyasachi (ed.) Development of Modern Indian Thought and
the Social Sciences. Vol X. New Delhi: Oxford University Press.
Bandopadhyay, S. (2008) Eighteen-Fifty-Seven and Its Many Histories, in 1857: Essays from
Economic and Political Weekly, Hyderabad: Orient Blackswan. pp.1-22.

5. Nationalist Politics and Expansion of its Social Base

Bandopadhyay, S. (2015 revised edition) From Plassey to Partition and After: A History of
Modern India. New Delhi: Orient Longman, pp. 227-323; 405-438.
Sarkar, S. (1983) Modern India (1885-1847). New Delhi: Macmillan.
Jalal, A. and Bose, S. (1997) Modern South Asia: History, Culture, and Political Economy. New
Delhi: Oxford University Press, pp. 109-119; 128-134; 135-156.

6. Social Movements:
Bandopadhyaya, S. (2015 revised edition) From Plassey to Partition and After: A History of
Modern India. New Delhi: Orient Longman, pp. 334-381.

Additional Resources:
Desai, A.R. (1987 reprint) Social Background of Indian Nationalism, Bombay, Popular.
(Hindi version available as देसाई, ए.आर. (2018) भारतीय राष्ट्रवाद की सामाजजक पष्ट्ृ ठभर्ू म, सेज
भाषा, नई ददल्ली)
Chandra, B. (1988) India’s Struggle for Independence, New Delhi. Penguin.
Chatterjee, P. (2010) ‘A Brief History of Subaltern Studies’, in Chatterjee, Partha Empire &
Nation: Essential Writings (1985-2005). New Delhi: Permanent Black.
Metcalf, T. (1995) Ideologies of the Raj. Cambridge: Cambridge University Press, pp. 132- 148.
Islam, S. (2004) ‘The Origins of Indian Nationalism’, in Religious Dimensions of Indian
Nationalism. New Delhi: Media House, pp. 71-103.

28
Islam, S. (2006) ‘Rashtravaad: Ek Siddhanthik Pareepeksha’, in Bharat Mein Algaovaad aur
Dharm. New Delhi: Vani Prakashan, pp. 33-51.
Pradhan, Ram Chandra. (2008) Raj to Swaraj. New Delhi: Macmillan.
Sangari, Kumkun and Vaid, S. (1989) Recasting Woman: Essays in Colonial History. New
Delhi: Oxford University Press.
Singh, Abhay Prasad, Bharat mein Upaniveshvaad, Orient Blackswan, 2014.
Singh, Abhay Prasad, Bharat mein Rashtravaad, Orient Blackswan, 2014.
Mani, B.R. (2005) Debrahmanising History, Dominance and Resistance in Indian Society. New
Delhi: Manohar Publishers.

Teaching Learning Process

Students will have interactive lectures on various perspectives on colonialism and nationalism. It
seeks to achieve this understanding by looking at this struggle from different theoretical
perspectives that highlight its different dimensions. The course begins with a theoretical
overview and then moves on to provide an understanding of historical factors shaping nationalist
movement. It will involve detailed discussion on various phases of nationalist movement
including the role of Gandhi. The last unit will engage students on questions pertaining to
women, caste, peasants, tribes and workers using analytical literature.

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include assignments, class
presentations and viva-voce. Students will be assessed on the basis of their ability to think
critically. Students will be required to submit a critical review of any book or a film that relates
to any one unit of the syllabus before end term examination.

Keywords
Colonialism, Nationalism, 1857 Rebellion, Gandhi, Social Movements

29
 DSE6 - India’s Foreign Policy in a Globalizing World
(C.6)
Discipline Specific Elective - (DSE) Credit:6
Course Objective
This course’s objective is to teach students the domestic sources and the structural constraints on
the genesis, evolution and practice of India’s foreign policy. The endeavour is to highlight
integral linkages between the ‘domestic’ and the ‘international’ aspects of India’s foreign policy
by stressing on the shifts in its domestic identity and the corresponding changes at the
international level. Students will be instructed on India’s shifting identity as a postcolonial sta te
to the contemporary dynamics of India attempting to carve its identity as an ‘aspiring power’.
India’s evolving relations with the superpowers during the Cold War and after, bargaining
strategy and positioning in international climate change negotiations, international economic
governance, international terrorism and the United Nations facilitate an understanding of the
changing positions and development of India’s role as a global player since independence.
Course Learning Outcomes
• Students will learn about India’s diplomatic maneuvers in an essentially interest and
power seeking global hierarchical relationship.
• Students will also learn about the challenges India faces in securing its interests as a
postcolonial state.
• The study of India’s ability to engage with powerful nations of the world like US, Russia
and China will help students understand India’s perspective on international relations.
• The course will enhance students’ understanding of India’s strategies in South Asia.
• Students will also learn about India’s negotiation strategy in dealing with global trade,
environment and security regime.
Unit 1:
India’s Foreign Policy: From a Postcolonial State to an Aspiring Global Power (7
lectures)
Unit 2:
India’s Relations with the USA and Russia (9 lectures)
Unit 3:
India’s Engagements with China (6 lectures)
Unit 4:
India in South Asia: Debating Regional Strategies (9 lectures)
Unit 5:
India’s Negotiating Style and Strategies: Trade, Environment and Security Regimes
(11 lectures)
Unit 6:
India in the Contemporary Multipolar World (6 lectures)
a) EU
b) BRICS
c) SCO

30
References
Ragi, Sangit K. et.al. (2018), Imagining India as a Global Power: Prospects and Challenges,
Oxon and New York, Routledge.
Ian Hall (ed) (2014), The Engagement of India: Strategies and Responses, Washington, DC,
Georgetown University Press.
Muchkund Dubey, (2016), India’s Foreign Policy: Coping with the Changing World, New Delhi,
Orient Blackswan Pvt. Ltd.
Harsh V.Pant (ed), (2009), India’s foreign Policy in a Unipolar World, New Delhi, Routledge.
Harsh V. Pant (2016), India’s Foreign Policy-An Overview”, New Delhi: Orient Blackswan.
Harsh V. Pant (ed) (2019), New Directions in India’s foreign Policy: Theory and Praxis, New
Delhi: Cambridge University Press.
David M. Malone, (2011), Does the Elephant Dance? Contemporary Indian Foreign Policy, New
Delhi, Oxford University Press.
Sumit Ganguly (ed),(2016), Engaging the World-Indian Foreign Policy since 1947, New Delhi,
Oxford University Press.
S. Ganguly and M.S. Pardesi, “Explaining Sixty Years of India’s Foreign Policy”, India Review,
Vol.8 (1) pp.4-19.
B.R. Nayar & T.V.Paul (2004) “Major-power Status in the Modern World-India in Comparative
Perspective” in B.R Nayar and T.V Paul (eds), India in the World Order: Searching for major
Power Status, New Delhi, Foundation Books & Cambridge University Press, pp.27-64
D.M. Malone & C. Raja Mohan & S. Raghavan (eds) (2015), The Oxford Handbook of Indian
Foreign Policy, United Kingdom, Oxford University Press
Sumit Ganguly (ed) (2010), India’s Foreign Policy: Retrospect and Prospect, New Delhi, Oxford
University Press.
R.S. Yadav and S. Dhanda (eds) (2009) “India’s Foreign Policy: Contemporary Trends”, New
Delhi: Shipra Publications.
R. Dahiya and Ashok K Behuriya (eds) (2012), “India’s Neighbourhood: Challenges in the next
two Decades”, New Delhi, Pentagon Security International and IDSA.
Amitabh Mattoo and Happymon Jacob, (eds), (2014), “India and the Contemporary International
System” , New Delhi, Manohar Publications in collaboration with RCSS Colombo.
Anjali Ghosh, et. al. (eds), (2009), India’s Foreign Policy” New Delhi, Pearson.
Air Vice Marshal Kapil Kak (ed.), (2010), Comprehensive Security for an Emerging India, New
Delhi, KW Publishers Pvt. Ltd in association with Centre for Air Power Studies
R. Sikri (2009), Challenge and Strategy: Rethinking India’s Foreign Policy, New Delhi, Sage.
U. Shankar, “India’s Afghan Policy: An Evaluation”, Contemporary Central Asia, vol. VI, No1-2
pp. 55-73.
U. Shankar, (2008), State Building in Afghanistan: Linkages with International Politics, New
Delhi: Academic Excellence.

31
S. Ganguly and M. Pardesi, (2009) ‘Explaining Sixty Years of India’s Foreign Policy’, in
India Review, Vol. 8 (1), pp. 4–19.
C. Ogden, (2011) ‘International ‘Aspirations’ of a Rising Power’, in David Scott (ed.),
Handbook of India’s International Relations, London: Routeledge, pp.3-31.
W. Anderson, (2011) ‘Domestic Roots of Indian Foreign Policy’, in W. Anderson, Trysts with
Democracy: Political Practice in South Asia, Anthem Press: University Publishing Online.
S. Mehrotra, (1990) ‘Indo-Soviet Economic Relations: Geopolitical and Ideological Factors’, in
India and the Soviet Union: Trade and Technology Transfer, Cambridge University Press:
Cambridge, pp. 8-28.
R. Hathaway, (2003) ‘The US-India Courtship: From Clinton to Bush’, in S. Ganguly (ed.), India
as an Emerging Power, Frank Cass: Portland.
A. Singh, (1995) ‘India's Relations with Russia and Central Asia’, in International Affairs, Vol.
71 (1): 69-81.
M. Zafar, (1984) India and the Superpowers: India's Political Relations with the Superpowers in
the 1970s, Dhaka, University Press, Chapter 1.
R. Rajgopalan and V. Sahni (2008), ‘India and the Great Powers: Strategic Imperatives,
Normative Necessities’, in South Asian Survey, Vol. 15 (1), pp. 5–32.
C. Mohan, (2013) ‘Changing Global Order: India’s Perspective’, in A. Tellis and S. Mirski
(eds.), Crux of Asia: China, India, and the Emerging Global Order, Carnegie Endowment for
International Peace: Washington.
A. Narlikar, (2006) ‘Peculiar Chauvinism or Strategic Calculation? Explaining the Negotiating
Strategy of a Rising India’, in International Affairs, Vol. 82 (1), pp. 59 -76.
Additional Resources:
Classic Readings
A. Appadorai, (1984), Domestic Roots of Foreign Policy, New Delhi: Oxford University Press
J. Bandhopadhyaya (1970) The Making of India’s Foreign Policy, New Delhi: Allied Publishers
M.S. Rajan (1999) India and International Affairs : A Collection of Essays, New Delhi: Lancer
Books.
J. N. Dixit (1998), Across Borders: Fifty Years of India’s Foreign Policy, Delhi: Sangam Books.
Hindi Readings
सर्ु मत गािंगल
ु ी (2018), भारत की ववदेर् नीतत: पन
ु रावलोकन एविं सिंभावनाएिं, अनव
ु ादक: अर्भषेक चौधरी,
ददल्ली: ऑक्सफोिश यतू नवर्सशटी प्रेस।
आर. एस . यादव (2013), भारत की ववदेर् नीतत, ददल्ली: वपयसशन एजुकेर्न।

पष्ट्ु पेर् पन्त (2010), भारत की ववदेर् नीतत, ददल्ली: मक्रादहल एजक
ु े र्न।
जे . एन . दीक्षित (2018), भारतीय ववदेर् नीतत, ददल्ली: प्रभात प्रकार्न।
Additional Readings:

32
H. Pant, (2008) ‘The U.S.-India Entente: From Estrangement to Engagement’, in Contemporary
Debates in Indian Foreign and Security Policy: India Negotiates Its Rise in the International
System, Palgrave Macmillan: London.
D. Mistry, (2006) ‘Diplomacy, Domestic Politics, and the U.S.-India Nuclear Agreement’, in
Asian Survey, Vol. 46 (5), pp. 675-698.
H. Pant, (2011) ‘India’s Relations with China’, in D. Scott (ed.), Handbook of India’s
International Relations, London: Routeledge, pp. 233-242.
A. Tellis and S. Mirski, (2013) ‘Introduction’, in A. Tellis and S. Mirski (eds.), Crux of Asia:
China, India, and the Emerging Global Order, Carnegie Endowment for International Peace:
Washington.
S. Muni, (2003) ‘Problem Areas in India’s Neighbourhood Policy’, South Asian Survey, Vol. 10
(2), pp. 185-196.
S. Cohen, (2002) India: Emerging Power, Brookings Institution Press.
V. Sood, (2009) ‘India and regional security interests’, in A. Ayres and C. Raja Mohan (eds),
Power realignments in Asia: China, India, and the United States, New Delhi: Sage.
Online Resources:
Government of India’s Ministry of External Relations website at http://www.mea.gov.in/
and specially its library which provides online resources at http://mealib.nic.in/
The Council of Foreign Relations has a regularly updated blog on India’s foreign policy:
http://www.cfr.org/region/india/ri282
Centre for Policy Research’s blog on IR and strategic affairs though it is not exclusively on
India’s foreign policy. http://www.cprindia.org/blog/international-relations-and-security-blog
Institute for Defence Studies and Analyses: http://www.idsa.in/
Research and Information System: www.ris.org.in/
Indian Council of World Affairs: www.icwa.in/
Institute of Peace and Conflict Studies: www.ipcs.org/
Indian Council for Research on International Economic Relations: www.icrier.org/
Teaching Learning Process
This Discipline Specific Elective course is modelled to acquaint the students with India’s foreign
policy evolution and contemporary strategies. Therefore this paper will be highly engaging
involving students at every stage. Though the class will have p ower-point presentations and
conventional lectures involving chalks and boards, students will be encouraged to have group
discussions. Students will be taught to strategize in a simulating internation al event which will
help the students to understating India’s decision making process. Distinguished persons engaged
in statecraft will also deliver lecture to students on various issues.
Assessment Methods
This paper will assess the students not only in their internal assessment exam and end semester
exam but also according to their performance in the group discussion. High premium will be paid
to the quality of strategy generated by the students during debate and discussions.
Keywords
India’s Foreign Policy, India-China, India-US, India-Russia, India and South Asia

33
 DSE7 - Feminism: Theory and Practice
(C.7)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
The aim of this course is to introduce feminist theory to the students and to explain them about
contemporary debates on feminism and the history of feminist struggles. The course is meant to
inculcate feminist perspective in the young minds.

Course Learning Outcomes

After completing this course, the students will be able to:
• Understand the concept of patriarchy and different approaches of feminism
• Understand different trajectories of history of feminism as it developed in western,
socialist and Indian contexts.
• Make sense of how patriarchy functions within the family.
Unit 1
Feminist Theories, Approaches and Concepts: (22 Lectures)
Feminist theorising of the sex/gender distinction. Biologism versus social constructivism
Key Concepts in Feminism: Patriarchy, Masculinities, Sexuality, Queer
Liberal, Socialist, Marxist, Radical feminism
New Feminist Schools/Traditions- Postmodernist feminism, Postcolonial Feminimism
Unit 2
History of Feminism (22 Lectures)
Origins of Feminism in the West: France, Britain and United States of America
Feminism in the Socialist Countries: China, Cuba and erstwhile USSR
Social Reform Movements and history of Women’s struggle in India
Unit 3
Women’s Movement in India (16 Lectures)
Women’s Movement in Contemporary India (1970s to present)- Issues and Debates
Women and Society: Family, Property Rights, Personal Laws
Women and Labour: Sexual Division of Labour, Unpaid Work, Feminisation of Labour, Gender
and Development
Women and Politics: Women’s Representation and Participation in Democratic Institutions

References
I. Feminist Theories, Approaches and Concepts

34
Richardson, D. (2008) ‘Conceptualizing Gender’ in D. Richardson and V. Robinson, (ed) (2008).
Introducing Gender and Women’s Studies (3rd Edition). New York: Palgrave Macmillan
Geetha, V. (2002) Gender. Calcutta: Stree.
Geetha, V. (2007) Patriarchy. Calcutta: Stree.
Jagger, A. (1983) Feminist Politics and Human Nature. U.K.: Harvester Press, pp. 25-350.
Hines, S. (2008) ‘Feminist Theories’ in Richardson, D. and Robinson, V. (ed.) (2008).
Introducing Gender and Women’s Studies (Third Edition). New York: Palgrave Macmillan
Jackson, S. and Jones, J. (ed.) (1998) Contemporary Feminist Theories. Edinburgh University
Press, pp. 12-33, 98-112, 131-146, 177-193
II. History of Feminism
Rowbotham, Shiela. (1993) Women in Movements. New York and London: Routledge, Section
I, pp. 27-74 and 178-218.
Jayawardene, Kumari. (1986) Feminism and Nationalism in the Third World. London: Zed
Books, pp. 1-24, 71-108, and Conclusion.
Forbes, Geraldine (1998) Women in Modern India. Cambridge: Cambridge University Press, pp.
1-150.
III. Women’s Movement in India
Banerjee, Nirmala. (1999) ‘Analysing Women’s work under Patriarchy’ in Sangari, Kumkum &
Chakravarty, Uma. (eds.) From Myths to Markets: Essays on Gender. Delhi: Manohar.
Gandhi, Nandita & Shah, Nandita. (1991) The Issues at Stake – Theory and Practice in
Contemporary Women’s Movement in India. Delhi: Zubaan, pp. 7-72.
Desai, Neera & Thakkar, Usha. (2001) Women in Indian Society. New Delhi: National Book
Trust
John, Mary E. (ed.) (2008). Women’s Studies in India: A Reader. New Delhi: Penguin
Basu, A. (2011). ‘Gender and Politics’ in Jayal, N.G and Mehta, P.B (ed.) (2011). The Oxford
Companion to Politics in India: Student Edition, New Delhi: OUP

Additional Resources:
Beauvoir, Simone de (1949), The Second Sex, London: Vintage Books.
Wollstonecraft, Mary (1793), Vindication of the Rights of Woman, Dublin: J. Stockdales.
Mill, J.S. (1870), The Subjection of Women, New York: D. Appleton and Company.
Lerner, Gerda. (1986) The Creation of Patriarchy. New York: Oxford University Press.
Mohanty, C.T. (2003). Under Western Eyes: Feminist Scholarship and Colonial Discourses
in Feminism without Borders: Decolonizing Theory, Practicing Solidarity
Eisentein, Zillah. (1979) Capitalist Patriarchy and the Case for Socialist Feminism. New York:
Monthly Review Press, pp. 271-353.
Funk, Nanette & Mueller, Magda. (1993) Gender, Politics and Post-Communism. New York and
London: Routledge, Introduction and Chapter 28.

35
Chaudhuri, Maiyatree. (2003) ‘Gender in the Making of the Indian Nation State’, in Rege,
Sharmila. (ed.) The Sociology of Gender: The Challenge of Feminist Sociological Knowledge.
New Delhi: Sage.
Banarjee, Sikata. (2007) ‘Gender and Nationalism: The Masculinisation of Hinduism and Female
Political Participation’, in Ghadially, Rehana. (ed.) Urban Women in Contemporary India: A
Reader. New Delhi: Sage.
Eisentein, Zillah. (1979) Capitalist Patriarchy and the Case for Socialist Feminism. New York:
Monthly Review Press, pp. 271-353.
Funk, Nanette & Mueller, Magda. (1993) Gender, Politics and Post-Communism. New York and
London: Routledge, Introduction and Chapter 28.
Chaudhuri, Maiyatree. (2003) ‘Gender in the Making of the Indian Nation State’, in Rege,
Sharmila. (ed.) The Sociology of Gender: The Challenge of Feminist Sociological Knowledge.
New Delhi: Sage.
Banarjee, Sikata. (2007) ‘Gender and Nationalism: The Masculinisation of Hinduism and Female
Political Participation’, in Ghadially, Rehana. (ed.) Urban Women in Contemporary India: A
Reader. New Delhi: Sage.
Ray, Suranjita. Understanding Patriarchy. Available at:
<http://www.du.ac.in/fileadmin/DU/Academics/course_material/hrge_06.pdf>
Lerner, Gerda. (1986) The Creation of Patriarchy. New York: Oxford University Press.
Gandhi, Nandita & Shah, Nandita. (1991) The Issues at Stake – Theory and Practice in
Contemporary Women’s Movement in India. Delhi: Zubaan, pp. 7-72.
Shinde, Tarabai (1993) ‘Stri-Purush Tulna’, in Tharu, Susie & Lalita, K. (eds.) Women Writing
in India, 600 BC to the Present. Vol. I. New York: Feminist Press.
Desai, Neera & Thakkar, Usha. (2001) Women in Indian Society. New Delhi: National Book
Trust.
Readings in Hindi
मेनन, तनवेददता, साधना आयाश और जजनी लोकनीता (ed.), नारीवादी राजनीतत: सिंघषश एविं
मुददे, ददल्ली: दहिंदी माध्यम कायशन्वय तनदेर्ालय, 2001.
Teaching Learning Process
The teaching-learning process for this course would involve class lectures, class discussion, c lass
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.

Keywords
Gender, Sex, Feminism, Women’s Movement.

36
 DSE8 - Dilemmas in Politics
(C.8)
Discipline Specific Elective - (DSE) Credit:6
Course Objective
This course will explore, analyze and evaluate some of the central issues, values and debates in
the contemporary world that have a bearing on normative political inquiry. The issues selected as
dilemmas, though not exhaustive, are some of the salient ones discussed across societies.
Course Learning Outcomes
After taking this course, the learner will be able to appreciate:
• Why these dilemmas are part of the human condition; and
• How societies negotiate them politically.

Unit 1
The Moral Economy of Violence (2 weeks)
Unit 2
Social Exclusion, Capabilities and the Politics of Empowerment (2 weeks)
Unit 3
Global Justice and Cosmopolitanism (2 weeks)
Unit 4
Feminism and the Politics of Interpretation (2 weeks)
Unit 5
Debating human rights: the politics of Humanitarian Intervention (2 weeks)
Unit 6
Ecology and Political Responsibility (2 weeks)

References
I. The Moral Economy of Violence
Hobbes, T. (1994) Leviathan, ed. Edwin Curley. Indianapolis: Hackett (Chapters 13 and 14).
Arendt, H. (1969) On Violence. New York: Houghton Mifflin Harcourt Publishing Company.
Tilly, C. (2003) Politics of Collective Violence. New York: Cambridge University Press, pp. 1-
54.

37
Ungar, M., Bermanzohn, S. A. and Worcester, K. (2002) ‘Violence and Politics’, in Ungar, M.,
Worcester, K. (eds), Violence and Politics: Globalization’s Paradox. New York: Routledge, pp.
1-12.
II. Social Exclusion, Capabilities and the Politics of Empowerment
Sen, A. (1995) Inequality Reexamined. New Delhi: Oxford University Press, pp. 39-55, 73-87.
Sen, A. (1998) Development as Freedom. New Delhi: Oxford University Press, pp. 87-110.
Sen, A. (2000) Social Exclusion: Concept, Application, and Scrutiny. Social Development
Papers No. 1 (June), Asian Development Bank.
III. Global Justice and Cosmopolitanism
Fabre, C. (2007) Justice in a Changing World. Cambridge: Polity Press, pp. 95-112.
Held, D. (2005) ‘Principles of Cosmopolitan Order’, in Brock, G. and Brighouse, H. (eds),
Political Philosophy of Cosmopolitanism. Cambridge: Cambridge University Press, pp. 10-38.
Sypnowich, C. (2005) ‘Cosmopolitans, Cosmopolitanism and Human Flourishing’, in Brock, G.
and Brighouse, H. (eds), Political Philosophy of Cosmopolitanism. Cambridge: Cambridge
University Press, pp. 55-74.
IV: Feminism and the Politics of Interpretation
Jaggar, A. (1983) Feminist Politics and Human Nature. Forbes Boulevard: Rowman and
Litlefield, pp. 1-13; 353-394.
Chambers, C. (2008) ‘Gender’, in McKinnon, C. (ed), Issues in Political Theory. New York:
Oxford University Press, pp. 265-288.
Shanley, M. and Pateman, C. (1991) ‘Introduction’ in M. Shanley and C. Pateman (eds),
Feminist Interpretations and Political Theory. Cambridge: Polity Press, pp. 1-10.
V. Debating human rights: the politics of Humanitarian Intervention
Orend, B. (2002) Human Rights: Concept and Context. Peterborough: Broadview Press, pp.15-
101, 129-190.
Coady, C. A. J. (2008) ‘War and Intervention’, in McKinnon, C. (ed), Issues in Political Theory.
New York: Oxford University Press, pp. 56-79.
Keohane, R. O. (2003). ‘Introduction’, in Holzgrefe, J. L. and Keohane, R. O.
(eds) Humanitarian Intervention: Ethical, Legal and Political Dilemmas. New York: Cambridge
University Press. pp. 1-14.
Holzgrefe, J. L. (2003). ‘The Humanitarian Debate’, in Holzgrefe, J. L. and Keohane, R. O. (eds)
Humanitarian Intervention: Ethical, Legal and Political Dilemmas. New York: Cambridge
University Press. pp. 15-53.
Teson, F. R. (2003). ‘The Liberal case for Humanitarian Intervention’, in Holzgrefe, J. L. and
Keohane, R. O. (eds) Humanitarian Intervention: Ethical, Legal and Political Dilemmas. New
York: Cambridge University Press. pp. 56-79.
Smits, K. (2009). Can Military Intervention in Other Countries be Justified on Humanitarian
Grounds?’, in Applying Political Theory: Issues and Debates. Palgrave Macmillan, pp. 209-229.

38
Parekh, B. (1997). ‘Rethinking Humanitarian Intervention’, International Political Science
Review, 18: 49-69.
VI. Ecology and Political Responsibility
Eckersley, R. (1992) Environmentalism and Political Theory: Towards an Ecocentric Approach,
London: UCL Press, pp. 1-71.
Clark, M. (1993) ‘Environmentalism’, in Bellamy, R. (ed.), Theory and Concepts of Politics.
New York: Manchester University Press, pp. 243-264.
Bryant, R. L. & Bailey, S. (1997) Third World Political Ecology: An Introduction, London:
Routledge, pp. 27-47.
Jamieson, D. (2008) ‘Environment’, in McKinnon, C. (ed), Issues in Political Theory. New
York: Oxford University Press, pp. 313-335.
Smits, K. (2009). ‘Should the Natural Environment be Protected for Future Generations?’, in
Applying Political Theory: Issues and Debates. Palgrave Macmillan. pp. 230-250.

Additional Resources:
Arendt, Hannah. (1969) On Violence. New York: Houghton Mifflin Harcourt Publishing
Company.
Hobbes, T. (1994) Leviathan, ed. Edwin Curley. Indianapolis: Hackett.
Weber, M. (1965) Politics as Vocation. Fortress Press.
Mandle, J. (2006) Global Justice. Cambridge: Polity Press.
De Beauvoir, S. (1949) The Second Sex. Paris: Gallimard.
Walzer, M. (1977) Just and Unjust Wars: A Moral Argument with Historical Illustrations. New
York: Basic Books.
Dobson, A. (2000) Green Political Thought. London: Routledge.
Fanon, F. (1963). The Wretched of the Earth. New York: Grove Press.
Gunn, R. (1993). “Politics and Violence”, Bellamy, R. (ed.), Theories and Concepts in Politics:
An Introduction. New York: Manchester University Press, pp. 265-292.
Byrre, D. J. (2003) Human Rights. New Delhi: Pearson, pp. 1-71.
Holzgrefe, J. L. and Keohane, R. O. (eds) Humanitarian Intervention: Ethical, Legal and
Political Dilemmas. New York: Cambridge University Press.
Moellendorf, D. (2002) Cosmopolitan Justice. Boulder, CO: Westview Press.
Okin, S. M. (1989) Justice, Gender and the Family. New York: Basic Books.
Readings In Hindi
भागशव, राजीव और आचायश, अर्ोक (सिंपादक), राजनीततक र्सदधािंत: एक पररचय, ददल्ली: वपएसशन, 2011

Teaching Learning Process

The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve

39
methods like power point and film screening.
Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.
Keywords
Violence, Social Exclusion, Empowerment, Global Justice, Feminism, Human Rights, Ecology

40
 UNIVERSITY OF DELHI
Bachelor of Arts (Hons) Political Science
PAPERS FOR SEMSTER - I

(Academic Year 2019-20)

Applicable for students registered with Regular Colleges, Non

Collegiate Women’s Education Board and School of Open Learning

1
 List of Papers and Courses for Semester I
A) Core Course

1.1 Paper I- Understanding Political Theory

1.2 Paper II- Constitutional Government and Democracy in India

B) Generic Elective (Interdisciplinary)

1. Nationalism in India

2. Contemporary Political Economy

3. Women, Power and Politics

4. Gandhi and the Contemporary World

5. Understanding Ambedkar

6. Governance: Issues and Challenges

7. Politics of Globalization

8. United Nations and Global Conflicts

2
 Structure of Semester- I
S. PAPER
NO.
1.1 Language-MIL/ENGLISH Environmental Ability Enhancement (AE)
Science Compulsory
1.2 Understanding Political Theory Core Discipline - 1
1.3 Constitutional Government and Core Discipline - 2
Democracy in India
1.4 Any One of the Following Generic Elective - I (Interdisciplinary)
A Nationalism in India
B Contemporary Political Economy
C Women, Power and Politics
D Gandhi and the Contemporary World
E Understanding Ambedkar
F Governance: Issues and Challenges
G Politics of Globalization
H United Nations and Global Conflicts

3
 Courses for B.A. (Hons) Political Science for Semester - I

Paper I- Understanding Political Theory

(1.1)
Core Course - (CC) Credit:6

Course Objective
This course introduces the various ways of theorizing the political. The idea is to introduce and
assess the conventional as well as contemporary approaches to understanding politics

Course Learning Outcomes

After reading the course, the learner would
• Understand the various traditions and approaches of political theory and appreciate how
they get reflected in organizing social living
• Understand multiple frames by which the idea of political community is debated
• Understand the significance of theorizing and of applying theory into practice.

Unit 1
What is Politics: Theorizing the ‘Political’

Unit 2
Approaches to Political Theory: Normative, Historical and Empirical

Unit 3
Traditions of Political Theory: Liberal, Marxist, Anarchist and Conservative

Unit 4
Critical Perspectives in Political Theory: Feminist and Postmodern

Unit 5
The Idea of Political Community: Political Obligation

References

Unit 1
McKinnon, C. (2008) ‘Introduction’. Issues in Political Theory. New York: Oxford University
Press.

4
Bhargava, R. (2008) ‘What is Political Theory’, in Bhargava, R. and Acharya, A. (eds), Political
Theory: An Introduction. New Delhi: Pearson Longman, pp. 2-16.
Bhargava, R. (2008) ‘Why do we need Political Theory’, in Bhargava, R. and Acharya, A. (eds),
Political Theory: An Introduction. New Delhi: Pearson Longman, pp. 17-36.

Unit 2
Glaser, D. (1995) ‘Normative Theory’, in Marsh, D. And Stoker, G. (eds), Theory and Methods
in Political Science. London: Macmillan, pp. 21-40.
Sanders, D. (1995) ‘Behavioral Analysis’, in Marsh, D. And Stoker, G. (eds), Theory and
Methods in Political Science. London: Macmillan, pp. 58-75.
Ball, T. (2004). ‘History and the Interpretation of Texts’, in Gerald F. Gaus and Chandran
Kukathas(eds), Handbook of Political Theory. London, Thousand Oaks, New Delhi: Sage
Publications, pp. 18-30.

Unit 3
Heywood, A. (1992) Political Ideologies. Basingstoke: Macmillan.
Turner, R. (1993) ‘Anarchism: What is it?’ Politics Review 3 (1): 28-32.

Unit 4
Chapman, J. (1995) ‘The Feminist Perspectie’, in in Marsh, D. And Stoker, G. (eds), Theory and
Methods in Political Science. London: Macmillan, pp. 94-114.
Chambers, C. (2008) ‘Gender’, in McKinnon, C. (ed), Issues in Political Theory. New York:
Oxford University Press, pp. 265-288.
Bannett, J. (2004) ‘Postmodern Approach to Political Theory’, in Kukathas, C. and Gaus G. F.
(eds), Handbook of Political Theory. New Delhi: Sage, pp. 46-54.

Unit 5
Shorten, A. (2016). ‘Political Community’, in Contemporary Political Theory. Palgrave, pp. 18-
45.
Brighouse, H. (2008) ‘Citizenship’, in McKinnon, C. (ed), Issues in Political Theory. New York:
Oxford University Press, pp. 241-264.
Roy, A. (2008) ‘Citizenship’, in Bhargava, R. and Acharya, A. (eds), Political Theory: An
Introduction. New Delhi: Pearson Longman, pp. 130-146.
Hyums, K. (2008) ‘Political Authority and Obligation’, in McKinnon, C. (ed), Issues in Political
Theory. New York: Oxford University Press, pp. 9-26.
Martin, Rex. (2003) ‘Political Obligation’, in Bellamy, Richard and Mason, Andrew
(eds), Political Concepts. Manchester: Manchester University Press, pp. 41-51.
Knowles, D. (2001). ‘Political Obligation’, in Political Philosophy. London: Routledge, pp. 239-
298.

5
Additional Resources:
Bellamy, R. (1993) ‘Introduction: The Demise and Rise of Political Theory’, in Bellamy, R.
(ed.), Theory and Concepts of Politics. New York: Manchester University Press, pp. 1-14.
Vincent, A. (2004) The Nature of Political Theory. New York: Oxford University Press.
Jaggar, A. (1983) Feminist Politics and Human Nature. Forbes Boulevard: Rowman and
Litlefield.
Vattimo, Gianni, 1988 [1985], The End of Modernity: Nihilism and Hermeneutics in Postmodern
Culture, Jon R. Snyder (trans.), Baltimore: Johns Hopkins University Press.
Klosko, G. (2005) Political Obligations. Oxford: Oxford University Press.

Readings in Hindi
भागर्व, र. और अशोक आचायार् (एड.), राजनीितक िसधांत: एक पिरचय, िदल्ली: िपएसर्न, 2008.
कुमार, संजीव (एड.), राजनीित िसधांत की समझ, िदल्ली: ओिरएं ट ब्लैकस्वान, 2019.

Teaching Learning Process

The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.

Keywords
Political Theory, Political, Political Community, Political Obligation

Paper II- Constitutional Government and Democracy in India

(1.2)
Core Course - (CC) Credit:6

Course Objective
The aim of this course is to enable students to gain knowledge about the constitutional design as
well as the empirical practice of state structures and institutions. The Indian Constitution
accommodates divergent theoretical impulses (liberty and equality with a focus on justice,
territorial decentralization and a unitary federation, development alongside democracy) within
itself. The course traces the embodiment of some of these conflicts in constitutional provisions,

6
and demonstrates how these have played out in political practice. It encourages a study of the
mutual interaction of various institutions of the state as well as their interaction with the larger
extra-constitutional environment. The course is expected to enable students to develop the ability
to construct rigorous arguments on Indian politics, based on empirical knowledge and informed
by a critical awareness of the scholarly literature on the subject. In addition, the course explains
the complex ways in which the emergency provisions work and how security laws may be
understood within the larger constitutional framework.

Course Learning Outcomes

At the end of the course, students shall:
• be familiarized with the debates around the origin, and evolution of the Indian
constitution.
• become aware of the manner in which government functions through its various organs.
• understand the division of power between various organs of the government at different
levels.

This course enables students to develop an understanding of the tenets of Indian

constitutionalism by engaging with Constituent Assembly debates. It enables them to understand
the working of different organs of government and analyse the interaction amongst them which
often involves both conflict and cooperation. Moreover, it enables the students to understand the
division of powers in Indian federal set-up and its asymmetrical federal arrangements, with
special emphasis on the special provisions for governance in fifth and sixth schedules of the
constitution. The students are also familiarized with the process of rural and urban governance
and the dynamics of gender and caste in these domains. The students would also become familiar
with challenges of addressing emergency conditions and security concerns within the
constitutional framework.

Unit 1
The Constituent Assembly and the Constitution
a) Philosophy of the Constitution, the Preamble, and features of the Constitution.
b) Fundamental Rights, Directive Principles and debates on Citizenship

Unit 2
Organs of Government
a) The Legislature: Power and Functions of Parliament, Debates on Representation in
Parliament.
b) The Executive: Election, Power, Functions and the changing role of President and Prime
Minister.
c) The Judiciary: Appointment of Judges in High Courts and the Supreme Court, Power and

7
Functions of High Courts and the Supreme Court.

Unit 3
Federalism and Decentralization
a) Centre-State Relations, Asymmetrical features of Federalism
b) The Panchayats and Municipalities

Unit 4
Constitutional Provisions and National Security Laws
a) Emergency Provisions
b) Preventive Detention and National Security Laws

References

I. The Constituent Assembly and the Constitution

a. Philosophy of the Constitution, the Preamble, and Features of the Constitution
G. Austin (2010), ‘The Constituent Assembly: Microcosm in Action’, in The Indian
Constitution: Cornerstone of a Nation, New Delhi: Oxford University Press, 15th print, pp.1-25.
R. Bhargava (2008), ‘Introduction: Outline of a Political Theory of the Indian Constitution’, in
R. Bhargava (ed.) Politics and Ethics of the Indian Constitution, New Delhi: Oxford University
Press, pp. 1-40.
A. Thiruvengadam (2017), The Constitution of India, A Contextual Analysis, Oxford:
Bloomsbury, Ch. ‘Origins and the Crafting of the Constitution’, pp.11-38
b. Fundamental Rights, Directive Principles and debates on Citizenship
The Constitution of India, Part II, Part III and Part IV
S.K. Chaube (2010), The Making and Working of the Indian Constitution, New Delhi: National
Book Trust [Chapter V: ‘The Rights of the Indians’, pp.33-61]
M. Khosla (2012), The Indian Constitution, New Delhi: Oxford University Press [Chapter 3:
pp.87-148]
S. Kashyap (2017), Our Constitution: An Introduction to India’s Constitution and Constitutional
Law, New Delhi: National Book Trust.
V. Rodrigues (2008), ‘Citizenship and the Indian Constitution’, in R. Bhargava (ed.) Politics and
Ethics of the Indian Constitution, New Delhi: Oxford University Press, pp.164-188.
A. Roy (2016), Citizenship in India, New Delhi: Oxford University Press, Ch.1 and Ch.2.
A. Roy (2016), ‘Ambivalence of Citizenship in Assam’ in Economic and Political Weekly,
Vol.LI, .26 and 27, pp.45-51.

II. Organs of Government

a. The Legislature

8
The Constitution of India, Part V, Chapter II
S. K. Chaube (2009), The Making and Working of the Indian Constitution, Delhi: National Book
Trust [Ch. IX: The Union Government II: The Legislature, pp.132-161]
B. Shankar and V. Rodrigues (2011), ‘The Changing Conception of Representation: Issues,
Concerns and Institutions’, in The Indian Parliament: A Democracy at Work, New Delhi: Oxford
University Press, pp. 105-173.
M.R. Madhavan (2017), ‘Parliament’, in D. Kapur, P.B. Mehta and M Vaishnav (eds.)
Rethinking Public Institutions in India, New Delhi: Oxford University Press, pp. 67-103.
A. Thiruvengadam, (2017), The Constitution of India, A Contextual Analysis, Oxford:
Bloomsbury [Ch.2 Parliament and the Executive, pp.39-70]
Shirin M. Rai and Carole Spary (2019), Performing Representation: Women Members in the
Indian Parliament, New Delhi: Oxford University Press [Ch.4: Representative Women?
Presence and Performance of Intersectionality, pp.123-167; Ch. 5: Women Members of
Parliament: Presence and Participation in Parliamentary Debates, pp.168-209]
b. The Executive
The Constitution of India, Part V, Chapter I and III
S.K. Chaube (2009), The Making and Working of the Indian Constitution, Delhi: National Book
Trust [Ch. VIII: The Union Government I: The Executive, pp.100-131].
J. Manor, (2017), ‘The Presidency’, in D. Kapur, P.B. Mehta and M Vaishnav (eds.) Rethinking
Public Institutions in India, New Delhi: Oxford University Press, pp. 33-66.
J. Manor (1994), ‘The Prime Minister and the President’, in B. Dua and J. Manor (eds.) Nehru to
the Nineties: The Changing Office of the Prime Minister in India, Vancouver: University of
British Columbia Press, pp. 20-47.
H. Khare (2003), ‘Prime Minister and the Parliament: Redefining Accountability in the Age of
Coalition Government’, in A. Mehra and G. Kueck (eds.) The Indian Parliament: A Comparative
Perspective, New Delhi: Konark, pp. 350-368.
c. The Judiciary
The Constitution of India, Part V, Chapter IV; Part VI, Chapter V
A. Sengupta (2019), Independence and Accountability of the Indian Higher Judiciary, New
Delhi, Cambridge University Press, Ch.2 ‘Appointments to the Higher Judiciary’, pp.13-62.
U. Baxi (1989), The Indian Supreme Court and Politics, The Eastern Book Company, Lucknow.
M. Khosla and Anant Padmanabhan (2017), ‘The Supreme Court’, in D. Kapur, P.B. Mehta and
M Vaishnav (eds.) Rethinking Public Institutions in India, New Delhi: Oxford University Press,
pp. 104-138.
R. Ramachandran (2006), ‘The Supreme Court and the Basic Structure Doctrine’ in B. Kirpal
et.al (eds.) Supreme but not Infallible: Essays in Honour of the Supreme Court of India, New
Delhi: Oxford University Press, pp. 107-133.
P. Khanna (2008), (second impression 2015), ‘The Indian Judicial System’ in Kamala Sankaran
and Ujjwal Kumar Singh (ed.,) Towards Legal Literacy: An Introduction to Law in India, Oxford
University Press, New Delhi.

9
B. Chakrabarty (2017), Indian Constitution, Text, Context and Interpretation, SAGE, New Delhi,
Ch.17, Judiciary in India, pp.269-293.

III. Federalism and Decentralization

a. Federalism
The Constitution of India, Part XI
R. Dhavan and R. Saxena (2006), ‘The Republic of India’, in K. Roy, C. Saunders and J. Kincaid
(eds.) A Global Dialogue on Federalism, Volume 3, Montreal: Queen’s University Press, pp.
166-197
M.P.Singh and Rekha Saxena (2013), Federalising India in the Age of Globalisation, Primus
New Delhi: Books [Ch.6: Asymmetrical Federalism, pp.79-93]
b. The Panchayats and Municipalities
The Constitution of India, Part IX and IXA
K. Mathur (2013), Panchayati Raj, Oxford India Short Introductions, New Delhi, Oxford
University Press.
J. Manor (2010), ‘Local Governance’ in P. Mehta and N. Jayal (eds.) The Oxford Companion to
Politics in India, New Delhi: Oxford University Press, pp. 61-79.
P. DeSouza, (2002) ‘Decentralization and Local Government: The Second Wind of Democracy
in India’, in Z. Hasan, E. Sridharan and R. Sudarshan (eds.) India’s Living Constitution: Ideas,
Practices and Controversies, New Delhi: Permanent Black, pp. 370-404.
M. John, (2007) ‘Women in Power? Gender, Caste and Politics of Local Urban Governance’,
in Economic and Political Weekly, Vol. 42(39), pp. 3986-3993.

IV. Constitutional Provisions and National Security Laws

The Constitution of India, Article 22, Part XVIII
S. K. Chaube (2010), The Making and Working of the Indian Constitution, New Delhi: National
Book Trust [Ch. VIV: The Emergencies, pp.243-249]
V. Marwah (1995), ‘Use and Abuse of Emergency Powers: The Indian Experience’, in B. Arora
and D. Verney (eds.) Multiple Identities in a Single State: Indian Federalism in a Comparative
Perspective, Delhi: Konark, pp. 136-159.
A.G. Noorani (2011), Challenges to Civil Rights Guarantees in India, SAHRDC, New Delhi
[Chapter 1: Preventive Detention in India, pp.1-34; Chapter 9: Armed Forces (Special Powers)
Act, pp.265-276].
U.K. Singh (2015), ‘Anti-terror laws and Human Rights’ in Kamala Sankaran and Ujjwal Kumar
Singh (ed.) Towards Legal Literacy, Oxford University Press, New Delhi. pp181-197.
G Haragopal, B Jagannatham (2009), ‘Terrorism and Human Rights: Indian Experience with
Repressive Laws’, in Economic and Political Weekly, Vol. 44(28), pp. 76-85.
SAHRDC (2006), Oxford Handbook of Human Rights and Criminal Justice in India: The System
and Procedure, Oxford University Press, New Delhi [Chapter 6: Detention, pp.72-84]

10
Additional Resources:

Classic Readings:

The Nehru Committee Report: An Anti-Separatist Manifesto (1928), The Committee Appointed
by the All Parties’ Conference, New Delhi: Michiko & Panjathan
Shriman Narayan Agarwal (1946), Gandhian Constitution for Free India, Foreword by Mahatma
Gandhi, Kitabistan, Allahabad.
Shiva Rao (1968), The Framing of India’s Constitution, A Study, Indian Institute of Public
Administration, New Delhi, printed by Government of India Press, Nasik, distributed by N.M.
Tripathi Pvt.Ltd, Bombay.

Additional Readings:

I. The Constituent Assembly and the Constitution

a. Philosophy of the Constitution, the Preamble, and Features of the Constitution
D.D. Basu (2012), Introduction to the Constitution of India, New Delhi: Lexis Nexis.
S.K. Chaube (2009), The Making and Working of the Indian Constitution, Delhi: National Book
Trust [Ch.III: The Spirit of the Indian Constitution, pp.21-29].
B. Chandra, M Mukherjee, A Mukherjee (2000), India After Independence, 1947-2000, [Ch.4.
The Evolution of the Constitution and Main Provisions, pp.31-48, Ch.5. The Architecture of the
Constitution: Basic Features and Institutions, pp.49-67.]
b. Fundamental Rights, Directive Principles and debates on Citizenship
G. Austin (2010), The Indian Constitution: Cornerstone of a Nation, New Delhi: Oxford
University Press, 15th print [Chapter 3: The Conscience of the Constitution: The Fundamental
Rights and Directive Principles of State Policy – I, pp.50-83; Chapter 4: Fundamental Rights –
II, pp.84-115].

II. Organs of Government

a. The Legislature
V. Hewitt and S. Rai (2010), ‘Parliament’, in P. Mehta and N. Jayal (eds.) The Oxford
Companion to Politics in India, New Delhi: Oxford University Press, pp. 28-42.
G. Austin (2010), The Indian Constitution: Cornerstone of a Nation, New Delhi: Oxford
University Press, 15th print [Chapter 6: The Legislature – Unity Through Popular Government,
pp.144-163]
b. The Executive
G. Austin (2010), The Indian Constitution: Cornerstone of a Nation, New Delhi: Oxford
University Press, 15th print [Chapter 5: The Executive: Strength with Democracy, pp.116-143]
c. The Judiciary

11
U. Baxi (2010), ‘The Judiciary as a Resource for Indian Democracy’, Seminar, Issue 615, pp. 61-
67.
L. Rudolph and S. Rudolph (2008), ‘Judicial Review Versus Parliamentary Sovereignty’,
in Explaining Indian Institutions: A Fifty Year Perspective, 1956-2006: Volume 2: The Realm of
Institutions: State Formation and Institutional Change. New Delhi: Oxford University Press, pp.
183-210.
G. Austin (2010), The Indian Constitution: Cornerstone of a Nation, New Delhi: Oxford
University Press, 15th print [Chapter 7: The Judiciary and the Social Revolution, pp.164-185]

III. Federalism and Decentralization

a. Federalism
Louise Tillin (2013) Remapping India: New States and their Political Origins, New Delhi:
Oxford University Press [Ch.1: Introduction: The Compromise Politics of Statehood, pp.1-26;
Ch.2: History of Territorial Design and Federal Thought in India, pp.27-66]

IV. Constitutional Provisions and National Security Laws

Venkat Iyer (2000), States of Emergency: The Indian Experience, Butterworths, New Delhi.
D.P. Jinks (2001) ‘The Anatomy of an Institutionalized Emergency: Preventive Detention and
Personal Liberty in India’, Michigan Journal of International Law, Vol.22(2), pp.323-350
U.K. Singh (2011), ‘Mapping Anti-terror Legal Regimes in India’ in Victor Ramraj et.al
(ed.), Global Anti-Terrorim Law and Policy, 2ndEdition, Cambridge, Cambridge University
Press, pp.420-446.

Hindi Readings:
ग्रेनिवल ऑिस्टन (2017), भारतीय संिवधान: राष्ट्र की आधारिशला, अनुवादक: नरेश गोस्वामी, नयी िदल्ली: वाणी
प्रकाशन.
डी डी बसु, (1989), भारत का संिवधान: एक पिरचय, (दसवां संस्करण, 2013), लेिक्सस नेिक्सस.
महेंद्र प्रसाद िसं ह एवं िहमांशु रॉय (सं.) (2013), भारतीय राजनीितक प्रणाली: सरंचना, नीित एवं िवकास, िदल्ली:
िहन्दी माध्यम कायार्न्वयन िनदेशालय, िदल्ली िवश्विवद्यालय.
माधव खोसला, (2018). भारत का संिवधान, नयी िदल्ली: ऑक्सफडर् यूिनविसर् टी प्रेस.
सुभाष काश्यप (2016) भारतीय राजनीित और संिवधान: िवकास, िववाद और िनदान, नई िदल्ली: राजकमल
प्रकाशन.
सुभाष काश्यप (2016) भारतीय राजनीित और संसद: िवपक्ष की भूिमका, नई िदल्ली: राजकमल प्रकाशन.
सुभाष काश्यप (2016), संवैधािनक-राजनीितक व्यवस्था: शासन प्रणाली और िनवार्चन प्रिक्रया, नई िदल्ली:
राजकमल प्रकाशन.
जॉजर् मैथ्यू (2009) भारत में पंचायती राज: पिरप्रेक्ष्य और अनुभव, नई िदल्ली: वाणी प्रकाशन

12
अनुपमा रॉय, (2017). ‘राष्ट्र, संिवधान और नागिरकता’, नागिरकता का स्त्री-पक्ष, (अनु.) कमल नयन चौबे, नयी
िदल्ली: वाणी प्रकाशन. पृष्ठ 186-237.

Teaching Learning Process

Students will engage in debates around the origin, and evolution of the constitution and
understand the particularities thereof. They will engage discussions on the working of different
organs of government and analyse the interaction amongst them which often involves both
conflict and cooperation. There will be interactive lectures on the division of powers in Indian
federal set-up and its asymmetrical federal arrangements, particularly focusing on the special
provisions for governance in fifth and sixth schedule of the constitution. The students are also
encouraged to conduct field work and write reports on the process of rural and urban governance
and the dynamics of gender and caste in these domains.

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include term papers, and
participation in class discussions. Students will be assessed on the basis of their ability to think
critically and creatively to solve the problems and application of conceptual understanding to
field-based variables. Before the end term examination, students will be asked to submit project
on any of the units in the syllabus to judge their critical thinking and writing ability.

Keywords
Constitution, Division of Powers, Government, Federalism, Rural Governance, Urban
Governance

GE1 - Nationalism in India

(B.1)
Generic Elective - (GE) Credit:6

Course Objective
The course aims to help students understand nationalism in India in the specific historical context
of the struggles against colonial rule in India. It looks at nationalism as from different theoretical
perspectives to emphasize its different dimensions both as a movement and ideology. The course
begins by looking at the responses to colonial dominance in the nineteenth century, and traces
the development of the anti-colonial struggle up to the mid-20th century paying attention to its
social composition and different modalities through which nationalist resistance was mobilized
and consolidated. It focuses subsequently, on the events leading to the Partition and

13
independence in 1947. In the process, the course also tries to focus on the various tensions and
contradictions within the discourse on nationalism and its engagement with the questions of
caste, class, gender and gender.

Course Learning Outcomes

On successful completion of the course, students would be able to:
• Gain an understanding of the different theoretical perspectives on the emergence and
development of nationalism in India
• Demonstrate knowledge of the historical trajectory of the development of the nationalist
movement in India, with specific focus on its different phases
• Understand the contribution of various social movements in the anti-colonial struggle
• Demonstrate awareness of the history of partition and the moment of independence that
followed

Unit 1
Approaches to the Study of Nationalism in India (8 lectures)
Nationalist, Imperialist, Marxist, and Subaltern Interpretations

Unit 2
Reformism and Anti-Reformism in the Nineteenth Century (8 lectures)
Major Social and Religious Movements in 19th century

Unit 3
Nationalist Politics and Expansion of its Social Base (18 lectures)
a. Phases of Nationalist Movement: Liberal Constitutionalists, Swadeshi and the Radicals;
Beginning of Constitutionalism in India
b. Gandhi and Mass Mobilisation: Non-Cooperation Movement, Civil Disobedience Movement,
and Quit India Movement
c. Socialist Alternatives: Congress Socialists, Communists

Unit 4
Social Movements (8 lectures)
a. The Women’s Question: Participation in the National Movement and its Impact
b. The Caste Question: Anti-Brahmanical Politics
c. Peasant, Tribals and Workers Movements

Unit 5
Partition and Independence (6 lectures)
a. Communalism in Indian Politics
b. The Two-Nation Theory, Negotiations over Partition

14
References
I. Approaches to the Study of Nationalism in India
S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India, New Delhi:
Orient Longman, pp. 184-191.
R. Thapar, (2000) ‘Interpretations of Colonial History: Colonial, Nationalist, Post-colonial’, in P.
DeSouza, (ed.) Contemporary India: Transitions, New Delhi: Sage Publications, pp. 25-36.
II. Reformism and Anti-Reformism in the Nineteenth Century
S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India, New Delhi:
Orient Longman, pp.139-158, 234-276.
A. Sen, (2007) ‘The idea of Social Reform and its Critique among Hindus of Nineteenth Century
India’, in S. Bhattacharya, (ed.) Development of Modern Indian Thought and the Social
Sciences, Vol. X. New Delhi: Oxford University Press.
III. Nationalist Politics and Expansion of its Social Base
S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India. New Delhi:
Orient Longman, pp. 279-311.
S. Sarkar, (1983) Modern India (1885-1947), New Delhi: Macmillan.
P. Chatterjee, (1993) ‘The Nation and its Pasts’, in P. Chatterjee, The Nation and its Fragments:
Colonial and Postcolonial Histories. New Delhi: Oxford University Press, pp. 76-115.
IV. Social Movements
S. Bandopadhyay, (2004) From Plassey to Partition: A history of Modern India. New Delhi:
Orient Longman, pp. 342-357, 369-381.
G. Shah, (2002) Social Movements and the State, New Delhi: Sage, pp. 13-31
V. Partition and Independence
A. Jalal, and S. Bose, (1997) Modern South Asia: History, Culture, and Political Economy. New
Delhi: Oxford University Press, pp. 135-156.
A. Nandy, (2005) Rashtravad banam Deshbhakti Translated by A. Dubey, New Delhi: Vani
Prakashan. pp. 23-33. [The original essay in English is from A. Nandy, (1994) New Delhi:
Oxford University Press, pp. 1-8.]

Additional Resources:
B. Chakrabarty and R. Pandey, (2010) Modern Indian Political Thought, New Delhi: Sage
Publications.
P. Chatterjee, (1993) The Nation and its Fragments: Colonial and Postcolonial Histories, New
Delhi: Oxford University Press.
R. Pradhan, (2008) Raj to Swaraj, New Delhi: Macmillan (Available in Hindi).
S. Islam, (2006) Bharat Mein Algaovaad aur Dharm, New Delhi: Vani Prakashan.

Teaching Learning Process

15
Students will have interactive lectures on the struggle of Indian people against colonialism. It
seeks to achieve this understanding by looking at this struggle from different theoretical
perspectives that highlight its different dimensions. The course begins discussion on the
nineteenth century Indian responses to colonial dominance in the form of reformism and its
criticism and continues through various phases up to the events leading to the Partition and
Independence. In the process, the students engage with detailed discussion on various conflicts
and contradictions by focusing on its different dimensions: communalism, class struggle, caste
and gender questions.

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include assignments, class
presentations and viva-voce. Students will be assessed on the basis of their ability to think
critically. Students will be required to submit a critical review of any book or a film that relates
to any one unit of the syllabus before end term examination.

Keywords
Caste, Communalism, Colonialism, Dominance, Gender, Partition, Peasants Nationalism,
Struggle, Workers

GE2 - Contemporary Political Economy

(B.2)
Generic Elective - (GE) Credit:6

Course Objective
Given the growing recognition worldwide of the importance of the political economy approach
to the study of global order, this course has the following objectives:
• To familiarize the students with the different theoretical approaches
• To give a brief overview of the history of the evolution of the modern capitalist world;
• To highlight the important contemporary problems, issues and debates on how these
should be addressed.

Course Learning Outcomes

• The students will learn about diverse approaches to international political economy.
• The study of role of international organization in transforming the world economy will
equip the students to understand the process of evolution of capitalism.

16
 • Insights into issues and contentions of development and perspectives on globalization
will augment students’ ability to assess its impact on culture, environment, military-
security dimensions and traditional knowledge systems.
• The paper will enable students to comprehend contemporary dilemmas in the socio-
political, gender and ethnic domains.

Unit 1
Approaches to Political Economy (15 Lectures)
a) Classical Liberalism
b) Marxism
c) Welfarism
d) Neo-liberalism
e) Gandhian approach

Unit 2
Capitalist Transformation (14 Lectures)
a) European Feudalism and Transition to Capitalism
b) Globalization: Transnational Corporations, World Trade Organization, International Non-
governmental Organizations (their role in development)

Unit 3
Issues in Development (15 Lectures)
a) Culture
b) Environment
c) Knowledge Economy

Unit 4
Globalization and Development Dilemmas (16 Lectures)
a) Artificial Intelligence
b) Gender
c) Racial and Ethnic Problems
d) Migration

References
Arblaster, A. (2006) ‘The Rise and Decline of Western Liberalism’ in Lal, D. Reviving
the Invisible Hand: The Case for Classical Liberalism in the Twentyfirst
Century. Princeton: Princeton University Press, pp. 1- 8, 17- 30, and 48- 51.
Mandel, E. (1979) An Introduction to Marxist Economic Theory. New York: Pathfinder Press,
3rd print, pp. 3-73.
Kersbergen, K.V. and Manow, P. (2009) Religion, Class Coalition and Welfare

17
State. Cambridge: Cambridge University Press, chapters 1 and 10, pp. 1-38; 266-295
Andersen, J. G. (ed.) (2008) 'The Impact of Public Policies' in Caramani, D
Comparative Politics. Oxford: Oxford University Press, ch 22, pp. 547- 563 .
Harvey, D. (2005) A Brief History of Neo-liberalism. Oxford: Oxford University Press, pp. 1-
206.
Ghosh, B.N. (2007) Gandhian Political Economy: Principles, Practice and Policy.
Ashgate Publishing Limited, pp. 21- 88.
Phukan, M. (1998) The Rise of the Modern West: Social and Economic History of Early
Modern Europe. Delhi: Macmillan India, pp. 420- 440.
Gilpin, R. (2003) Global Political Economy: Understanding the International Economic Order,
Princeton University Press, pp. 278- 304.
Kennedy, P. (1993) Preparing for the Twenty – First Century. UK: Vintage, Ch. 3
Prasad, K. (2000) NGOs and Social-economic Development Opportunities. New Delhi: Deep &
Deep, ch. 1, 2, 3, 5.
Fisher, J. (2003) Non-governments – NGOs and the Political Development in the Third
World.Jaipur: Rawat, ch. 1, 4, 6.81
Media and Television Mackay, H. (2004) ‘The Globalization of Culture’ in Held, D. (ed.)
A Globalizing World? Culture, Economics and Politics. London: Routledge, pp. 47- 84.
Tomlinson, J. (2004) ‘Cultural Imperialism’ in Lechner, F. J and Boli, J. (eds.)
The Globalization Reader. Oxford: Blackwell, pp. 303- 311.
Lechner, F. J and Boli, J. (eds.) (2004) The Globalization Reader. Oxford: Blackwell, pp. 361-
376 and 398- 404.
Held, D. and Mcrew, A. (eds.) (2000) The Global Transformations Reader. Cambridge: Polity
Press, pp. 374- 386.
Singh, S. (1997) Taming the Waters: The Political Economy of Large Dams in India. New Delhi:
Oxford University Press, pp. 133- 163, 182- 203, 204- 240.
Kesselman, M. (2007) The Politics of Globalization. Boston: Houghton Mifflin Company, pp.
330- 339.
Marglin, S. (1990) ‘Towards the Decolonisation of the Mind’ in Marglin, S. and Marglin, F. A.
(eds.) Dominating Knowledge: Development, Culture and Resistance. Oxford:
Oxford University Press, pp. 1- 28.
L. Lechner, F. J and Boli, J. (eds.) (2004) The Globalization Reader. Oxford: Blackwell, pp. 211-
244.
Held, D. and Mcrew, A. (eds.) (2000) The Global Transformations Reader. Cambridge:
Polity Press, pp. 105-155.
Omahe, K. (2004) ‘The End of the Nation State’, L. Lechner, F. J and Boli, J. (eds.)
The Globalization Reader. Oxford: Blackwell.
Glen, J. (2007) Globalization: North-South Perspectives. London: Routledge, ch.6.
Sen, A. (2006) Identity and Violence: Illusion and Destiny. London: Penguin/Allen Lane, pp.
130-148.

18
Berkovitch, N. (2004) ‘The Emergence and Tranformation of the International
Women’s Movements’ in L. Lechner, F. J and Boli, J. (eds.) The Globalization Reader.
Oxford: Blackwell, ch.31, pp. 251- 257.
Steans, J. (2000) ‘The Gender Dimension’ in Held, D. and Mcrew, A. (eds.), The
Global Transformations Reader. Cambridge: Polity Press, ch.35, pp. 366- 373.
Tickner, J. A. (2008) ‘Gender in World Politics’ in Baylis, J.,Smith, S. & Owens, P.
(eds.) Globalization of World Politics, 4th edn., New Delhi: Oxford University Press, ch.15.
Arya, S. and Roy, A. (eds.) Poverty Gender and Migration. New Delhi: Sage, Ch. 1.
Kesselman, M. (2007) The Politics of Globalization. Boston: Houghton Mifflin Company, pp.
450- 462.
Nayyar, D. (ed.) (2002) Governing Globalization. Delhi: OUP, pp. 144- 176.

Additional Resources:
Classic Readings
Robert Gilpin, (1987) The Political Economy of International Relations, Princeton:
Princeton University Press.
Susan Strange (1989), Paths to International Political Economy, London: Routledge.
Additional Readings
Gelinas, J. B. (2003) Juggernaut Politics- Understanding Predatory Globalization.
Halifax, Fernwood. Available from: www.globalpolicy.org

Teaching Learning Process

The course titled 2. Contemporary Political Economy under Generic Elective (Interdisciplinary)
of the CBCS, B. A. (Hons.) Political Science aims to familiarize the students with the various
dimensions involved in the contemporary global economy. The teaching learning process will go
beyond the classroom lectures and presentation by engaging internet sources to follow the
market trends. The lectures will be highly interactive whereas the students will be encouraged to
follow the daily market trends. To enhance the cognitive ability of the students, group
discussions will be organized to make the students understand the impact of any changes in the
global economy on the society.

Assessment Methods
The students will be assessed according to their performance in their internal assessment exam
and end semester exam. However, the students will be also assessed according to their
performance in group discussions. Weekly quiz and tests will be also the mode of assessment.

Keywords
Approaches to Political Economy, Development Debates, Development vs. Environment,
Knowledge Economy, Globalization and Development

19
 GE3 - Women, Power and Politics
(B.3)
Generic Elective - (GE) Credit:6

Course Objective
This course opens up the question of women’s agency, taking it beyond ‘women’s
empowerment’ and focusing on women as radical social agents. It attempts to question the
complicity of social structures and relations in gender inequality. This is extended to cover new
forms of precarious work and labour under the new economy.

Course Learning Outcomes

After completing this course the students will be able to:
• Understand the concept of patriarchy, feminism, family, community and state
• Understand the history of women’s movement and why these movements emerged, and
hence would be able to connect theory and practice.

Unit 1
Groundings (6 weeks)
1. Patriarchy (2weeks)
a. Sex-Gender Debates
b. Public and Private
c. Power
2. Feminism (2 weeks)
3. Family, Community, State (2weeks)
a. Family
b. Community
c. State

Unit 2
Movements and Issues (6 weeks)
1. History of the Women’s Movement in India (2 weeks)
2. Violence against women (2 weeks)
3. Work and Labour (2 weeks)
a. Visible and Invisible work
b. Reproductive and care work
c. Sex work

20
References
I. Groundings
T. Shinde, (1993) ‘Stree Purusha Tulna’, in K. Lalitha and Susie Tharu (eds), Women Writing in
India, New Delhi, Oxford University Press, pp. 221-234
U. Chakravarti, (2001) ‘Pitrasatta Par ek Note’, in S. Arya, N. Menon & J. Lokneeta
(eds.) Naarivaadi Rajneeti: Sangharsh evam Muddey, University of Delhi: Hindi Medium
Implementation Board, pp.1-7
V Geetha, (2002) Gender, Kolkata, Stree, pp. 1-20.
M. Kosambi, (2007) Crossing the Threshold, New Delhi, Permanent Black, pp. 3-10; 40-46.
N. Menon, (2008) ‘Power’, in R. Bhargava and A. Acharya (eds), Political Theory: An
Introduction, Delhi: Pearson, pp.148-157
B. Hooks, (2010) ‘Feminism: A Movement to End Sexism’, in C. Mc Cann and S. Kim
(eds), The Feminist Reader: Local and Global Perspectives, New York: Routledge, pp. 51-57.
R. Delmar, (2005) ‘What is Feminism?’, in W. Kolmar & F. Bartkowski (eds) Feminist Theory:
A Reader, pp. 27-37
R. Palriwala, (2008) ‘Economics and Patriliny: Consumption and Authority within the
Household’ in M. John. (ed) Women's Studies in India, New Delhi: Penguin, pp. 414-423
U. Chakravarti, (2003) Gendering Caste through a Feminist Len, Kolkata, Stree, pp. 139- 159.
C. MacKinnon, ‘The Liberal State’ from Towards a Feminist Theory of State, Available at
http://fair-use.org/catharine-mackinnon/toward-a-feminist-theory-of-the-state/chapter-8,
Accessed: 19.04.2013.
II. Movements and Issues
I. Agnihotri and V. Mazumdar, (1997) ‘Changing the Terms of Political Discourse: Women’s
Movement in India, 1970s-1990s’, Economic and Political Weekly, 30 (29), pp. 1869-1878.
R. Kapur, (2012) ‘Hecklers to Power? The Waning of Liberal Rights and Challenges to
Feminism in India’, in A. Loomba South Asian Feminisms, Durham and London: Duke
University Press, pp. 333-355
N. Menon, (2004) ‘Sexual Violence: Escaping the Body’, in Recovering Subversion, New Delhi:
Permanent Black, pp. 106-165
P. Swaminathan, (2012) ‘Introduction’, in Women and Work, Hyderabad: Orient Blackswan,
pp.1-17
J. Tronto, (1996) ‘Care as a Political Concept’, in N. Hirschmann and C. Stephano, Revisioning
the Political, Boulder: Westview Press, pp. 139-156.
Darbar Mahila Samanwaya Committee, Kolkata (2011) ‘Why the so-called Immoral Traffic
(Preventive) Act of India Should be Repealed’, in P. Kotiswaran, Sex Work, New Delhi, Women
Unlimited, pp. 259-262
N. Jameela, (2011) ‘Autobiography of a Sex Worker’, in P. Kotiswaran, Sex Work, New Delhi:
Women Unlimited, pp. 225-241

Additional Resources:

21
K. Millet, (1968) Sexual Politics, Available at
http://www.marxists.org/subject/women/authors/millett-kate/sexualpolitics.htm, Accessed:
19.04.2013. S. de Beauvoir (1997) Second Sex, London: Vintage.
F. Engles, Family, Private Property and State, Available at
http://readingfromtheleft.com/PDF/EngelsOrigin.pdf, Accessed: 19.04.2013.
S. Brownmiller, (1975) Against our Wills, New York: Ballantine.
N. Menon (2008) ‘Gender’, in R. Bhargava and A. Acharya (eds), Political Theory: An
Introduction, New Delhi: Pearson, pp. 224-233
R. Hussain, (1988) ‘Sultana’s Dream’, in Sultana’s Dream and Selections from the Secluded
Ones – translated by Roushan Jahan, New York: The Feminist Press.
S. Ray ‘Understanding Patriarchy’, Available at
http://www.du.ac.in/fileadmin/DU/Academics/course_material/hrge_06.pdf, Accessed:
19.04.2013.
Saheli Women’s Centre, (2007) Talking Marriage, Caste and Community: Women’s Voices from
Within, New Delhi: monograph 114
C. Zetkin, ‘Proletarian Woman’, Available at
http://www.marxists.org/archive/zetkin/1896/10/women.htm, Accessed: 19.04.2013.
J. Ghosh, (2009) Never Done and Poorly Paid: Women’s Work in Globalising India, Delhi:
Women Unlimited
Justice Verma Committee Report, Available at http://nlrd.org/womens-rightsinitiative/justice-
verma-committee-report-download-full-report, Accessed: 19.04.2013.
N. Gandhi and N. Shah, (1992) Issues at Stake – Theory and Practice in the Women’s
Movement, New Delhi: Kali for Women.
V. Bryson, (1992) Feminist Political Theory, London: Palgrave-MacMillan, pp. 175-180; 196-
200
M. Mies, (1986) ‘Colonisation and Housewifisation’, in Patriarchy and Accumulation on a
World Scale London: Zed, pp. 74-111, Available at
http://caringlabor.wordpress.com/2010/12/29/maria-mies-colonizationand-housewifization/,
Accessed: 19.04.2013.
R. Ghadially, (2007) Urban Women in Contemporary India, Delhi: Sage Publications.
Saheli Women’s Centre (2001) ‘Reproductive Health and Women’s Rights, Sex Selection and
feminist response’ in S Arya, N. Menon, J. Lokneeta (eds), Nariwadi Rajneeti, Delhi, pp. 284-
306
V. Bryson (2007) Gender and the Politics of Time, Bristol: Polity Press
Readings in Hindi:
D. Mehrotra, (2001) Bhartiya Mahila Andolan: Kal, Aaj aur Kal, Delhi: Books for Change
G. Joshi, (2004) Bharat Mein Stree Asmaanta: Ek Vimarsh, University of Delhi: Hindi Medium
Implementation Board
N. Menon (2008) ‘Power’, in R. Bhargava and A. Acharya (eds) Political Theory: An
Introduction, New Delhi: Pearson

22
N. Menon (2008) ‘Gender’, in R. Bhargava and A. Acharya (eds) Political Theory: An
Introduction, New Delhi, Pearson
R. Upadhyay and S. Upadhyay (eds.) (2004) Aaj ka Stree Andolan, Delhi: Shabd Sandhan.
मेनन, िनवेिदता, साधना आयार् और िजनी लोकनीता (ed.), नारीवादी राजनीित: संघषर् एवं मुद्दे, िदल्ली: िहं दी
माध्यम कायर्न्वय िनदेशालय,2001.

Teaching Learning Process

The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.

Keywords
patriarchy, feminism, family, community, power, state, movement

GE4 - Gandhi and the Contemporary World

(B.4)
Generic Elective - (GE) Credit:6

Course Objective
Locating Gandhi in a global frame, the course seeks to elaborate Gandhian thought and examine
its practical implications. It will introduce students to key instances of Gandhi’s continuing
influence right up to the contemporary period and enable them to critically evaluate his legacy.

Course Learning Outcomes

This course will help students to understand Gandhian philosophy in a critical and analytical
manner. It will also help in describing the impact of Gandhian thought on Indian and global
politics. It will help in identifying and explaining selected approaches and methods that
historians have used to study the history of anti-colonial Indian politics.

Unit 1
Gandhi on Modern Civilization and Ethics of Development (2 weeks)
a. Conception of Modern Civilisation and Alternative Modernity

23
b. Critique of Development: Narmada Bachao Andolan

Unit 2
Gandhian Thought: Theory and Action (4 weeks)
a. Theory of Satyagraha
b. Satyagraha in Action
i. Peasant Satyagraha: Kheda and the Idea of Trusteeship
ii. Temple Entry and Critique of Caste
iii. Social Harmony: 1947and Communal Unity

Unit 3
Gandhi’s Legacy (4 weeks)
a) Tolerance: Anti - Racism Movements (Anti - Apartheid and Martin Luther King)
b) The Pacifist Movement
c) Women’s Movements
d) Gandhigiri: Perceptions in Popular Culture

Unit 4
Gandhi and the Idea of Political (2 weeks)
a) Swaraj
b) Swadeshi

References
I. Gandhi on Modern Civilization and Ethics of Development
B. Parekh, (1997) ‘The Critique of Modernity’, in Gandhi: A Brief Insight, Delhi: Sterling
Publishing Company, pp. 63-74.
K. Ishii, (2001) ‘The Socio-economic Thoughts of Mahatma Gandhi: As an Origin of Alternative
Development’, Review of Social Economy. Vol. 59 (3), pp. 297-312.
D. Hardiman, (2003) ‘Narmada Bachao Andolan’, in Gandhi in his Time and Ours. Delhi:
Oxford University Press, pp. 224- 234.
A Baviskar, (1995) ‘The Politics of the Andolan’, in In the Belly of the River: Tribal Conflict
Over Development in the Narmada Valley, Delhi: Oxford University Press, pp.202-228.
R Iyer, (ed) (1993) ‘Chapter 4’ in The Essential Writings of Mahatma Gandhi, New Delhi:
Oxford University Press.
R. Ramashray, (1984) ‘Liberty Versus Liberation’, in Self and Society: A Study in Gandhian
Thought, New Delhi: Sage Publication.
II. Gandhian Thought: Theory and Action
B. Parekh, (1997) ‘Satyagrah’, in Gandhi: A Brief Insight, Delhi: Sterling Publishing Company,
pp. 51-63.
D. Dalton, (2000) ‘Gandhi’s originality’, in A. Parel (ed) Gandhi, Freedom and Self-Rule, New

24
Delhi: Lexington Books, pp.63-86.
D. Hardiman, (1981) ‘The Kheda Satyagraha’, in Peasant Nationalists of Gujarat: Kheda District,
1917-1934, Delhi: Oxford University Press, pp. 86-113.
J. Brown, (2000) ‘Gandhi and Human Rights: In search of True humanity’, in A. Parel (ed)
Gandhi, Freedom and Self-Rule, New Delhi: Lexington Books, pp. 93-100.
R. Iyer, (2000) ‘Chapter 10 and 11’, in The Moral and Political Thought of Mahatma Gandhi,
New Delhi: Oxford University Press, pp. 251-344
I. Knudegaard, (2010), Gandhi’s Vision for Indian Society: Theory and Action, Master Thesis in
History, University of Oslo, Available
at https://www.duo.uio.no/bitstream/handle/10852/23275/IngfridxKnudegaardxmasteroppgavexi
xhistorie.pdf?sequence=1&isAllowed=y, Accessed: 14.05.2019, pp.27-38.
P. Rao, (2009) ‘Gandhi, Untouchability and the Postcolonial Predicament: A Note’. Social
Scientist. Vol. 37 (1/2). Pp. 64-70.
B. Parekh, (1999) ‘Discourse on Unsociability’, in Colonialism, Tradition and Reform: An
Analysis of Gandhi's Political Discourse, New Delhi: Sage Publication.
D. Hardiman, (2003) ‘Fighting Religious Hatreds’, in Gandhi in His Time and Ours. Delhi:
Oxford University Press.
III. Gandhi’s Legacy
D. Hardiman, (2003) ‘Gandhi’s Global Legacy’, in Gandhi in His Time and Ours. Delhi: Oxford
University Press, pp. 238-283.
Manimala, (1984) ‘Zameen Kenkar? Jote Onkar: Women’s participation in the Bodhgaya
struggles’, in M. Kishwar and R. Vanita (eds) In Search of Answers: Indian Women’s Voices
from Manushi, London: Zed Press.
M. Shah, (2006) ‘Gandhigiri; A Philosophy of Our Times’, The Hindu Available at
http://www.hindu.com/2006/09/28/stories/2006092802241000.htm, Accessed: 14.05.2019.
A. Ghosh and T. Babu, (2006) ‘Lage Raho Munna Bhai: Unravelling Brand ‘Gandhigiri’,
Economic and Political Weekly, 41 (51), pp. 5225 – 5227.
H. Trivedi (2011) ‘Literary and Visual Portrayal of Gandhi’, in J Brown and A Parel (eds)
Cambridge Companion to Gandhi, Cambridge University Press 2011, pp. 199-218.
IV. Gandhi and the Idea of Political
P. Chatterjee, (1986) ‘The Moment of Maneuver’, in Nationalist Thought and the Colonial
World: A derivative discourse?, Delhi: Zed Books.
Indian Council for Historical Research (1976) ‘The Logic of Gandhian Nationalism: Civil
Disobedience and the Gandhi – Irwin Pact, 1930-31’, Indian Historical Review, Available at
http://www.ichrindia.org/journal.pdf, Accessed: 18.04.2013.
D. Dalton, (1996) ‘Swaraj: Gandhi’s Idea of Freedom’, in Mahatma Gandhi: Selected Political
Writings, USA: Hackett Publishing, pp. 95-148.
A. Parel (ed.) (1997) ‘Editor’s Introduction’, in Gandhi, Hind Swaraj and Other Writings
Cambridge: Cambridge University Press.

25
Additional Resources:
Classics
M K Gandhi “ Hind Swaraj” Navjeevan Trust, Ahmedabad, 1910,
https://www.indiawaterportal.org/sites/indiawaterportal.org/files/hind_swarajya_mk_gandhi_201
0.pdf
M. K. Gandhi Chapter XII&XIII, “ Satyagraha in South Africa, Navjivan Trust, Ahmmedabad,
1928, pp. 95-107
M.K. Gandhi, (1941) ‘Chapter 1, 2, 9, 15, and 16’, in Constructive Programme: Its Meaning and
Place, Ahmedabad: Navjivan Trust.
M.K. Gandhi’s India of my Dreams (compiled R.K.Prabhu): “The meaning of Swaraj” (no.2); “
“Communal unity” (no.59); “The curse of untouchability” (no.61); “Religious tolerance in India”
(no.62); “The problem of minorities” (no.66)
https://ia802902.us.archive.org/22/items/Mere_sapno_ka_Bharat-
mk_gandhi/MereSapnoKaBharat-MkGandhi1947.pdf

Additional Readings:
Additional Readings
A. Baviskar, (1995) ‘National Development, Poverty and the environment’, in In the Belly
of the River: Tribal Conflict Over Development in the Narmada Valley, Delhi: Oxford
University Press, pp. 18-33.
B. Parekh, (1997) ‘Religious Thought’, in Gandhi: A Brief Insight, Delhi: Sterling Publishing
Company.
R. Iyer, (1993) The Essential Writings of Mahatma Gandhi, New Delhi: Oxford University
Press, pp. 299-344; 347-373.
S. Sarkar, (1982) Modern India 1885-1947, New Delhi: Macmillan, pp. 432-39.
R. Iyer, (2001) The Moral and Political Thought of Mahatma Gandhi, New Delhi: Oxford
University Press. pp. 344-358.
H. Coward, (2003) ‘Gandhi, Ambedkar, and Untouchability’, in H. Coward (ed) Indian Critiques
of Gandhi, New York: State University of New York Press, pp. 41-66.
J. Lipner, (2003) ‘A Debate for Our Times’, in Harold Coward (ed) Indian Critiques of
Gandhi, New York: State University of New York Press, pp. 239-58
M. Gandhi, (1941) ‘Chapter 1, 2, 9, 15, and 16’, in Constructive Programme: Its Meaning and
Place, Ahmedabad: Navjivan Trust.
R. Terchek, (1998) Gandhi: Struggling for Autonomy, USA: Rowman and Littlefield Publishers.
N. Dirks, (2001), ‘The Reformation of Caste: Periyar, Ambedkar and Gandhi’, in Castes of
Mind: Colonialism and the making of Modern India, Princeton: Princeton University Press.
R. Mukharjee, (ed) (1995), The Penguin Gandhi Reader, New Delhi: Penguin.
T. Weber, (2006) 'Gandhi is dead, Long live Gandhi- The Post Gandhi Gandhian Movement in
India', in Gandhi, Gandhism and the Gandhians, New Delhi: Roli.
A. Taneja, (2005) Gandhi Women and the National Movement 1920-1947, New Delhi:

26
Haranand Publishers.
J. Brown, (2008) Gandhi and Civil Disobedience: The Mahatma in Indian Politics, Cambridge:
Cambridge University Press, 2008
R. Ramashray, (1984) ‘What Beyond the Satanic Civilization?’, in Self and Society: A Study in
Gandhian Thought, New Delhi: Sage Publication.
Readings in Hindi
म.क गाँधी 'िहन्द स्वराज ' नवजीवन ट्रस्ट 1916.
म .क गाँधी मेरे सपनो का भारत 1947
नेमा, जे. पी और प्रताप िसं ह ‘गाँधी जी का दशर्न’ “धमर् की अवधारणा” िरसचर् पिब्लकेशन्स जयपुर, 2018 पृष्ठ
56-62.
नेमा, जे. पी और प्रताप िसं ह ‘गाँधी जी का दशर्न’ "सत्याग्रह की अवधारणा” िरसचर् पिब्लकेशन्स जयपुर, 2018
पृष्ठ 79-85.
नेमा, जे. पी और प्रताप िसं ह ‘गाँधी जी का दशर्न’ "स्वराज्य की अवधारणा” िरसचर् पिब्लकेशन्स जयपुर, 2018
पृष्ठ 86-97.
जैन, मानक ‘गाँधी के िवचारों की 21वीं सदी में प्रासंिगकता’ (भाग-2) “अस्पृश्यता िनवारण में गाँधी का योगदान”
आिद पिब्लकेशन्स, जयपुर 2010, पृष्ठ 275-317
अग्रवाल, सुनील कुमार ‘गाँधी और सांप्रदाियक एकता’ “सांप्रदाियक एकता का दशर्न और गाँधी” अजुनर्
पिब्लिशं ग हाउस, नई िदल्ली 2009 पृष्ठ 189-219.
झा, मनोज कुमार ‘िहन्दू -मुिस्लम एकता और गाँधी : एक अध्ययन “सांप्रदाियक सौहाद्र् और गाँधी” सन्मागर्
प्रकाशन, िदल्ली 1990 पृष्ठ 119-146.
कुमार प्रभात ‘स्वतंत्रता संग्राम और गाँधी’ “गाँधी का सत्याग्रह-दशर्न” िहं दी माध्यम कायार्न्वय िनदेर्शालय, नई
िदल्ली, 2013.
िमश्र, अिनल दत्त ‘गाँधी एक अध्ययन’ “गाँधी और पयार्वरण” िपयसर्न प्रकाशन, िदल्ली 2016 पृष्ठ 239-249.

Teaching Learning Process

The mainstay of this paper is to make students understanding the contemporary relevance of
Gandhi. This will thereby involve use of Gandhi’s Original works and how Gandhian ideas are
been used by practitioners.
Activities
Topic 1
1. Reading of primary texts:- M K Gandhi Chapter VI and XIII “ Hind Swaraj” Navjeevan Trust,
Ahmedabad, 1910
2. A site visit to any on-going developmental project preferably in NCT Delhi by students and
submission of report on Environmental law Violation and Resistance by People in a Gandhian

27
Way.
Topic 2
1. Reading of primary texts:- M K Gandhi Chapter XII&XIII, “ Satyagraha in South Africa,
Navjivan Trust, Ahmmedabad, 1928, pp. 95-107
2. A Report followed by presentation on functioning of Cooperative and Community
engagement for example Amuland/or SEWA in Gujarat to understand Trusteeship and its
relevance
Topic 3
1. Movie Screenings (Movies like Lage Raho Munna Bhai, Gandhi by Richard Attenboroughand
Student’s Participation in reviewing/discussing the movie from a Gandhian perspective or
Cultural engagement of Students with Gandhian Ideas through Staging of a street play.
Topic 4
Student Visit to Any Gandhian Institution in Delhi like, Gandhi Darshan and Smiriti to
understand on-going Gandhian work and programme and interacting with Gandhian activists.

Assessment Methods
Film/Documentary review and group discussions will be used to understand the critical mindset
of individual students. Field work can be undertaken in areas where Gandhian methods are being
used to attain justice. These visits can be translated to working paper of group under the
guidance of course instructors.

Keywords
Gandhi, Swaraj, Modern Civilization, Tolerance, Social Harmony

GE5 - Understanding Ambedkar

(B.5)
Generic Elective - (GE) Credit:6

Course Objective
This course is broadly intended to introduce Ambedkar’s ideas and their relevance in
contemporary India, by looking beyond caste. Ambedkar’s philosophical contributions towards
Indian economy and class question, sociological interpretations on religion, gender, caste and
cultural issues; ideas on politics such as concepts of nation, state, democracy, law and
constitutionalism are to be pedagogically interrogated and interpreted. This will help students to
critically engage themselves with the existing social concerns, state and economic structures and
other institutional mechanisms. This also will facilitate them to strengthen their creative thinking
with a collective approach to understand ongoing social, political, cultural and economic issues

28
of the society.

Course Learning Outcomes

The course is designed to provide students the original writings and ideas of Ambedkar on
diverse issues beyond caste and equip them to critically engage with the ideas, interpretations.
By engaging with the original sources as well as secondary writings on Ambedkar’s ideas that
cover, caste, class, gender, religion, state, democracy and constitution the students will be able to
understand a thinker in the context and contemporaneity. At the end of the course, students shall
be equipped with the method of understanding the ideas, philosophy and relevance of a particular
thinker. Students shall also be able to reflect on the method of the thinker’s engagement with the
then context, issues and concepts. Finally, the students shall be equipped in understanding the
conceptual and philosophical diversity, situatedness and significance of Ambedkar beyond his
contribution in the sphere of social justice and drafting the Indian constitution. The course thus
provides an opportunity to the students to understand Ambedkar for his several important
contributions in the field of religion, state, democracy, gender, economy and history.

Unit 1
Introducing Ambedkar (1 week)
Approach to Study Polity, History, Economy, Religion and Society

Unit 2
Caste and Religion (3 weeks)
a. Caste, Untouchability and Critique of Hindu Social Order
b. Religion and Conversion

Unit 3
Women’s Question (2 weeks)
a. Rise and Fall of Hindu Women
b. Hindu Code Bill

Unit 4
Political Vision (2 weeks)
a. Nation and Nationalism
b. Democracy and Citizenship

Unit 5
Constitutionalism (2 weeks)
a. Rights and Representations
b. Constitution as an Instrument of Social Transformation

29
Unit 6
Economy and Class Question (2 weeks)
a. Planning and Development
b. Land and Labour

References

I. Introducing Ambedkar
G. Omvedt, (2008) ‘Phule-Remembering The Kingdom of Bali’, Seeking Begumpura Navyana,
pp. 159-184.
M. Gore, (1993) The Social Context of an Ideology: Ambedkar’s Political and Social Thought,
Delhi: Sage Publication, pp. 73-122 ; 196-225.
B. Ambedkar, (1989) ‘Annihilation of Caste with a Reply to Mahatma Gandhi’, in Dr.
Babasaheb Ambedkar Writings and Speeches: Vol. 1, Education Deptt., Government of
Maharashtra, Mumbai, pp. 23-96.

II. Caste and Religion

The Untouchables Who were they and why they become Untouchables?, Available at
http://www.ambedkar.org/ambcd/39A.Untouchables%20who%20were%20they_why%20th
ey%20became%20PART%20I.htm, Accessed: 18.04.2013.
B. Ambedkar, (1987) ‘The Hindu Social Order: Its Essential Principles’, in Dr. Babasaheb
Ambedkar Writings and Speeches: Vol. 3, Education Deptt., Government of Maharashtra, 1989,
pp. 95-129.
B. Ambedkar, (2003) ‘What way Emancipation?’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra, Mumbai, pp-175-201.

III. Women’s Question

S. Rege, (2013) ‘Against the Madness of Manu’, in B. R. Ambedkar’s Writings on Brahmanical
Patriarchy, Navyana Publication, pp. 13-59 ; 191-232.
B. Ambedkar, (2003) ‘The Rise and Fall of Hindu Woman: Who was Responsible for It?’, in Dr.
Babasaheb Ambedkar Writings and Speeches Vol. 17- II, Education Deptt., Government of
Maharashtra, Mumbai, pp. 109-129.

IV. Political Vision

B. Ambedkar, (1991) ‘What Gandhi and Congress have done to the Untouchables’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Education Deptt, Government of Maharashtra,
Vol.9, pp. 40-102; 181-198; 274-297.
B. Ambedkar, (2003) ‘Conditions Precedent for the successful working of Democracy’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt, Government of
Maharashtra, Mumbai, pp. 472-486.

30
G. Aloysius, (2009). Ambedkar on Nation and Nationalism, Critical Quest, Delhi.
B. R. Ambedkar, (2003), ‘I have no Homeland’, in Dr. Babasaheb Ambedkar Writings and
Speeches Vol- 17, Education Deptt., Government of Maharashtra, Mumbai, pp-51-58.

V. Constitutionalism
Ambedkar, Evidence before South Borough committee on Franchise, Available
at http://www.ambedkar.org/ambcd/07.%20Evidence%20before%20the%20Southborough%2
0Committee.htm, Accessed: 19.04.2013.
Constituent Assembly Debates, Ambedkar’s speech on Draft Constitution on 4th November
1948, CAD Vol. VII, Lok Sabha Secretariat, Government of India, 3rd Print, pp. 31-41.
B. Ambedkar, (2013), States and Minorities, Delhi: Critical Quest.

VI. Economy and Class Question

B. Ambedkar, (1987) ‘Buddha or Karl Marx’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-442-462.
S. Thorat, (2007) ‘Economic System, Development and Economic Planning’, in S. Thorat and
Aryama (eds), Ambedkar in Retrospect: Essays on Economics, Politics and Society, Delhi:
Rawat Publishers, pp. 25-48.
B. Ambedkar, (1991) ‘Labor and Parliamentary Democracy and Welfare’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 10, Education Deptt., Government of Maharashtra,
Mumbai, pp. 106-112; 139-143; 243-252
B. Mungekar, (2007) ‘Labour Policy’ in S. Thorat and Aryama (eds), Ambedkar in Retrospect:
Essays on Economics, Politics and Society, Delhi: Rawat Publishers, pp. 76-92.

Additional Resources:

Classics
Ambedkar, B. R. (1987) ‘Philosophy of Hinduism’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-3-92.
Ambedkar, B. R. (1989) ‘The Hindu Social Order: Its Essential Principles’, in Dr. Babasaheb
Ambedkar Writings and Speeches: Vol. 3, Education Dptt., Government of Maharashtra, pp. 95-
129.
Ambedkar, B. R. (1987) ‘The Women and the Counter-Revolution’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp. 427-
437.
Ambedkar, B. R. (2003) ‘The Rise and Fall of Hindu Woman: Who was Responsible for It?’, in
Dr. Babasaheb Ambedkar Writings and Speeches Vol. 17- II, Education Deptt., Government of
Maharashtra, Mumbai, pp. 109-129.
Ambedkar, B. R. (2003), ‘I have no Homeland’, in Dr. Babasaheb Ambedkar Writings and
Speeches Vol- 17, Education Deptt., Government of Maharashtra, Mumbai, pp-51-58.

31
Ambedkar, B. R. (2003) ‘Conditions Precedent for the successful working of Democracy’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt, Government of
Maharashtra, Mumbai, pp. 472-486.
Ambedkar, B. R. (2003), ‘Role of Dr. B. R. Ambedkar in Bringing The Untouchables on the
Political Horizon of India and Lying A Foundation of Indian Democracy’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt., Government of Maharashtra,
Mumbai, pp-63-178.
Ambedkar, B. R. (2003) ‘Buddhism paved way for Democracy and Socialistic Pattern of
Society’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt.,
Government of Maharashtra, Mumbai, pp. 406-409.
Ambedkar, B. R. (2003) ‘Failure of Parliamentary Democracy will Result in Rebellion, Anarchy
and Communism’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education
Deptt., Government of Maharashtra, Mumbai, pp. 423-437.
Ambedkar, B. R. (2003) ‘Prospects of Democracy in India’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra, Mumbai, pp.
519-523.
Ambedkar, B. R. (2003), ‘Depressed Classes against Second Chamber: Dr. Ambedkar on Joint
Parliamentary Committee Report Provision for Better Representation Demanded’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt, Government of
Maharashtra, Mumbai, pp. 231-243.
Ambedkar, B. R. (2013), States and Minorities, Delhi: Critical Quest.
Ambedkar, B. R. (1991) ‘Labor and Parliamentary Democracy and Welfare’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 10, Education Deptt., Government of Maharashtra,
Mumbai, pp. 106-112; 139-143; 243-252.
Ambedkar, B. R. (1987) ‘Buddha or Karl Marx’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-442-462

Readings in Hindi
अम्बेडकर, बी.आर., डॉ.(2013). एक राष्ट्र का अपने घर के िलए आह्वान. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर्
वांग्मय(Vol. 15, pp. 11-21). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). राज्य और अल्पसंख्यक. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय(Vol. 2,
pp. 167-240). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). कायर्पािलका. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 17, pp. 17-
18). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.

32
अम्बेडकर, बी.आर., डॉ.(2013). भारत में छोटी जोतों की समस्या और उसका िनवारण. In बाबासाहेब डॉ.
अम्बेडकर सम्पूणर् वांग्मय(Vol. 2, pp. 243-276). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और
अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). न्यायपािलका की स्वतंत्रता. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol.
3, pp. 205-209). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). भारतीय-श्रिमक युद्ध जीतने के िलए क्यों दृढ़संकल्प है. In बाबासाहेब डॉ.
अम्बेडकर सम्पूणर् वांग्मय(Vol. 18, pp. 27-34). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और
अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). छोटे िकसान राहत िवधेयक. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय(Vol.
3, pp. 146-155). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). िहन्दुत्व का दशर्न. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 6, pp. 15-
120). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). भारत में जाितप्रथा. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 1, pp.
17-36). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). जाितप्रथा-उन्मूलन और महात्मा गांधी को िदया गया उत्तर. In बाबासाहेब डॉ.
अम्बेडकर सम्पूणर् वांग्मय (Vol. 1, pp. 37-51). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और
अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). िहन्दू समाज, व्यवस्था. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय(Vol. 6, pp.
122-163). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). नारी और प्रितक्रािन्त. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 7, pp.
330-342). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). मजदू र और संसदीय लोकतंत्र.In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय
(Vol. 18, pp. 95-101). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). कमर्चारी कल्याण और सामािजक सुरक्षा. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर्
वांग्मय(Vol. 18, pp. 309-312). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता
मंत्रालय.
डॉ. अम्बेडकर. (2015). जाितभेद का उच्छे द. िदल्ली: गौतम बुक सेन्टर.
ितलक, रजनी. (2012). डॉ. अम्बेडकर और मिहला आन्दोलन. Inडॉ. अम्बेडकर और मिहला आन्दोलन (pp. 5-
20). िदल्ली: बुक्स इं िडया.

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िदसोिदया, रजनी. (2012). नारी क्रांित के अग्रदू तः डॉ. अंबेडकर. Inडॉ. अम्बेडकर और मिहला आन्दोलन (pp. 25-
35). िदल्ली:बुक्स इं िडया.
परमार, डॉ. तारा. (2012). डॉ. बाबा साहेबअम्बेडकर का भारतीय नारी उत्थान में योगदान. Inडॉ. अम्बेडकर और
मिहला आन्दोलन (pp. 36-40). िदल्ली:बुक्स इं िडया.
मेघवाल, कुसुम. (2012). िहं दु कोड िबल और डॉ. अम्बेडकर. In डॉ. अम्बेडकर और मिहला आन्दोलन (pp. 41-
46). िदल्ली:बुक्स इं िडया.
ितलक, रजनी. (2012). मिहला आं दोलन की रीढ़-सािवत्रीबाई फूले. In डॉ. अम्बेडकर और मिहला आन्दोलन (pp.
21-24). िदल्ली:बुक्स इं िडया.
मेघवाल, कुसुम. (1994). डॉ. अम्बेडकर और मिहला जागरण. In भारतीय नारी के उद्धारकः डॉ. बी. आर.
अम्बेडकर (pp. 113-122). उदयपुरः राजस्थान दिलत सािहत्य अकादमी.
मेघवाल, कुसुम. (1994). नारी स्वतंत्रता व समानता का शुभारंभ. In भारतीय नारी के उद्धारकः डॉ. बी. आर.
अम्बेडकर (pp. 123-128). उदयपुरः राजस्थान दिलत सािहत्य अकादमी.
सोनटक्के, यशवंत. (2017). धमार्ंतरण. In बाबासाहेब डॉ. आं बेडकर के िवचार (pp. 320-333). नई िदल्ली:
सम्यक प्रकाशन.
सोनटक्के, यशवंत. (2017). राष्ट्र और राष्ट्रीयता. In बाबासाहेब डॉ. आं बेडकर के िवचार(pp. 169-174). नई
िदल्ली: सम्यक प्रकाशन.
सोनटक्के, यशवंत. (2017). लोकतांित्रक समाज. In बाबासाहेब डॉ. आं बेडकर के िवचार(pp. 67-88). नई
िदल्ली: सम्यक प्रकाशन.
सोनटक्के, यशवंत. (2017). राष्ट्र और राष्ट्रीयता. In बाबासाहेब डॉ. आं बेडकर के िवचार(pp. 178-198). नई
िदल्ली: सम्यक प्रकाशन.
जाटव, डी. आर., डॉ. (1996). श्रिमक वगर्ः सुरक्षा एवं कल्याण. In डॉ. अम्बेडकर के आिथर् क िवचार (प्रयोजन एवं
प्रासंिगकता)(pp. 67-77). जयपुर: समता सािहत्य.
जाटव, डी. आर., डॉ. (1996). आिथर् क िवचारधारा की श्रृंखला में. In डॉ. अम्बेडकर के आिथर् क िवचार (प्रयोजन
एवं प्रासंिगकता)(pp. 100-109). जयपुर: समता सािहत्य.

E- references:
www.Ambedkar.org
www.veliwada.com
https://drambedkarbooks.files.wordpress.com/2009/03/selected-work-of-dr-b-r-ambedkar.pdf
https://nmuthumohan.wordpress.com/2012/10/10/ambedkar-and-problems-of-historical-

34
materialism/

Additional Readings:

I. Introducing Ambedkar
E. Zelliot, (1996) ‘From Untouchable to Dalit: Essays on the Ambedkar Movement’, in The
Leadership of Babasaheb Ambedkar, Delhi: Manohar, pp. 53-78.
G. Omvedt, Liberty Equality and Community: Dr. Ambedkar’s Vision of New Social Order,
Available at http://www.ambedkar.org/research/LibertyEquality.htm, Accessed: 19.04.2013.

II. Caste and Religion

B. Ambedkar, (1987) ‘Philosophy of Hinduism’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-3-92.
E. Zelliot, (2013) ‘Ambedkar’s World: The Making of Babasaheb and the Dalit Movement’, in
The Religious Conversion Movement-1935-1956, Delhi, pp. 143-173.

III. Women’s Question

B. Ambedkar, (1987) ‘The Women and the Counter-Revolution’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp. 427-
437.
P. Ramabai , (2013), The High Caste Hindu Woman, Critical Quest, Delhi.

IV. Political Vision

B. Ambedkar, (2003), ‘Role of Dr. B. R. Ambedkar in Bringing the Untouchables on the
Political Horizon of India and Lying A Foundation of Indian Democracy’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt., Government of Maharashtra,
Mumbai, pp-63-178.
B. Ambedkar, (2003) ‘Buddhism paved way for Democracy and Socialistic Pattern of Society’,
in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt., Government
of Maharashtra, Mumbai, pp. 406-409.
B. Ambedkar, (2003) ‘Failure of Parliamentary Democracy will Result in Rebellion, Anarchy
and Communism’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education
Deptt., Government of Maharashtra, Mumbai, pp. 423-437.
B. Ambedkar, (2003) ‘Prospects of Democracy in India’, in Dr. Babasaheb Ambedkar Writings
and Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra, Mumbai, pp. 519-523.
B. Ambedkar, (2003) ‘People cemented by feeling of one country, One Constitution and One
Destiny, Take the Risk of Being Independent’, in Dr. Babasaheb Ambedkar Writings and
Speeches Vol. 17-III, Education Deptt, Government of Maharashtra, Mumbai, pp. 13-59.

35
V. Constitutionalism
A. Gajendran, (2007) ‘Representation’, in S. Thorat and Aryama (eds.), Ambedkar in Retrospect:
Essays on Economics, Politics and Society, Delhi: Rawat Publishers, pp. 184-194.
B. Ambedkar, (2003), ‘Depressed Classes against Second Chamber: Dr. Ambedkar on Joint
Parliamentary Committee Report Provision for Better Representation Demanded’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt, Government of
Maharashtra, Mumbai, pp. 231-243.

VI. Economy and Class Question

R. Ram, (2010) ‘Dr, Ambedkar, Neo Liberal Market-Economy and Social Democracy in India’,
in Human Rights Global Focus, Vol. V (384), pp. 12-38, Available at
www.roundtableindia.co.in, Accessed: 19.04.2013.
B. Ambedkar, (2003) ‘Trade Union must Enter Politics to Protect their Interests’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt, Government of
Maharashtra, Mumbai, pp.174-192.
B. Ambedkar, (1991) ‘Why Indian Labour determined to War’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 10, Education Deptt, Government of Maharashtra, Mumbai, pp. 36-
43.
A. Teltumbde and S. Sen (eds), ‘Caste Question in India’, in Scripting the Change, Selected
Writings of Anuradha Ghandi, pp. 62- 91.

Teaching Learning Process

This will involve acquainting the students with excerpts of Ambedkar’s original writing collected
in various volumes. The focus of class lecture would be on one hand to locate Ambedkar’s
Thought in the context of his times and on the other hand to understand the influences on him
that had made him dream of a equitable world. Serial Samvidhan could be used as an audio-
visual aid to understand Ambedkar and his contemporary vision on important issues especially
his speech that was delivered during adoption of constitution. Filed visit to Ambedkar memorial
or Mumbai to celebrate Mahparnivaran diwas can further augment students understanding of
continuing relevance of Ambedkar in present times.

Format for Student Presentations

(1) Five presentations on any original writing/speeches by B. R Ambedkar can be used by the
students for presentations (Preferably other than compulsory writings that has been suggested in
the reading list)
(2) Six Presentations on the different issues concerned to Ambedkar’s works and their relevance
in contemporary India. (Preferably other than compulsory writings that has been suggested in the
reading list)
(3) One Presentation on Critical understanding on Ambedkar’s Ideas.
References for Students’ Presentations:

36
1) Babasaheb Ambedkar, Writings and Speeches, 22 Volumes (Available on
www.ambedkar.org)
2) Narendra Jadhav, Ambedkar Spoke, 3 Volumes
3) Any other related audio-visual source

Assessment Methods
Reflective and critical test will form the mainstay of assessment for this paper. Quiz and group
presentations will further be used to analysis students Understanding of Ambedkar’s views.

Keywords
Ambedkar, Religion, Constitutionalism, Women, Justice, Equality

GE6 - Governance: Issues and Challenges

(B.6)
Generic Elective - (GE) Credit:6

Course Objective
This paper deals with concepts and different dimensions of governance highlighting the major
debates in the contemporary times. There is a need to understand the importance of the concept
of governance in the context of a globalising world, environment, administration, development.
The essence of governance is explored through the various good governance initiatives
introduced in India.

Course Learning Outcomes

• The students are acquainted with the changing nature of governance in the era of
globalization.
• The students are introduced to the most contemporary ideas of sustainable development
and green governance.
• The students become familiar with a rigorous introduction to the best practices in India
on good governance.

Unit 1
Government and Governance: Concepts [ 12 lectures ]
a) Role of State in The Era of Globalisation
b) State, Market and Civil Society

Unit 2
Governance and Development [ 12 lectures ]
Changing Dimensions of Development Strengthening Democracy through Good Governance

37
Unit 3
Environmental Governance [ 12 lectures ]
a) Human-Environment Interaction
b) Green Governance: Sustainable Human Development

Unit 4
Local Governance [ 12 lectures ]
a) Democratic Decentralisation
b) People's Participation in Governance

Unit 5
Good Governance Initiatives in India: Best Practices [20 lectures]
a) Public Service Delivery
b) Electronic Governance
c) Citizens Charter & Right to Information
d) Corporate Social Responsibility

References

GOVERNMENT AND GOVERNANCE: CONCEPTS

B. Chakrabarty and M. Bhattacharya, (eds.) The Governance Discourse. New Delhi: Oxford
University Press,1998
Surendra Munshi and Biju Paul Abraham (eds.), Good Governance, Democratic Societies and
Globalisation, Sage Publishers, 2004
United Nation Development Programme, Reconceptualising Governance, New York, 1997
Carlos Santiso, Good Governance and Aid Effectiveness: The World Bank and Conditionality,
Johns Hopkins University, The Georgetown Public Policy Review, Volume VII, No.1, 2001
Vasudha Chotray and Gery Stroker, Governance Theory: A Cross Disciplinary Approach,
Palgrave Macmillan, 2008
J. Rosenau, ‘Governance, Order, and Change in World Politics’, in J. Rosenau, and E. Czempiel
(eds.) Governance without Government: Order and Change in World Politics, Cambridge:
Cambridge University Press, 1992
B. Nayar (ed.), Globalization and Politics in India. Delhi: Oxford University Press, 2007 pp. 218-
240.
Smita Mishra Panda, Engendering Governance Institutions: State, Market And Civil Society,
Sage Publications, 2008
Neera Chandhoke, State and Civil Society Explorations In Political Theory, Sage Publishers,
1995
िसं ह, अभय प्रसाद एवं कृष्ण मुरारी (2018), शासन: मुद्दे एवं चुनौितयाँ, ओिरयंट ब्लैकस्वान, नई िदल्ली

38
चक्रबतीर्, िबद्युत, प्रकाश चंद (2018), वैश्वीकृत दुिनया में लोक प्रशासन, सेज भाषा, नई िदल्ली
िसन्हा, मनोज (2010) प्रशासन एवं लोकनीित, ओिरयंट ब्लैकस्वान, नई िदल्ली

GOVERNANCE AND DEVELOPMENT

B. C. Smith, Good Governance and Development, Palgrave, 2007
World Bank Report, Governance And Development, 1992
P. Bardhan, ‘Epilogue on the Political Economy of Reform in India’, in The Political Economy
of Development in India. 6th edition, Delhi: Oxford University Press, 2005
J. Dreze and A. Sen, India: Economic Development and Social Opportunity. New Delhi: Oxford
University Press, 1995
Niraja Gopal Jayal[ed.], Democracy in India, Oxford University Press, 2007
ENVIRONMENTAL GOVERNANCE
Ramachandra Guha, Environmentalism: A Global History, Longman Publishers, 1999
J.P. Evans, Environmental Governance, Routledge, 2012
Emilio F. Moran, Environmental Social Science: Human - Environment interactions and
Sustainability, Wiley-Blackwell, 2010
Burns H Weston and David Bollier, Green Governance: Ecological Survival, Human Rights and
the Law of the Commons, Cambridge University Press, 2013
Bina Agarwal, Gender And Green Governance, Oxford University Press, Oxford, 2013
J. Volger, ‘Environmental Issues’, in J. Baylis, S. Smith and P. Owens (eds.) Globalization of
World Politics, New York: Oxford University Press, 2011, pp. 348-362.
A. Heywood, Global Politics, New York: Palgrave, 2011, pp. 383-411.
N. Carter, The Politics of Environment: Ideas, Activism, Policy, Cambridge: Cambridge
University Press, 2007, pp. 13-81.

LOCAL GOVERNANCE
Pranab Bardhan and Dilip Mookherjee, Decentralization and Local Governance in Developing
Countries: A Comparative Perspective, MIT Press, 2006
T.R. Raghunandan, Decentralization And Local Governments: The Indian Experience, Readings
On The Economy, Polity And Society, Orient Blackswan, 2013
Pardeep Sachdeva, Local Government In India, Pearson Publishers, 2011
P. de Souza, (2002) ‘Decentralization and Local Government: The Second Wind of Democracy
in India’, in Z. Hasan, E. Sridharan and R. Sudarshan (eds.) India’s Living
Constitution: Ideas, Practices and Controversies, New Delhi: Permanent Black, 2002
Mary John, ‘Women in Power? Gender, Caste and Politics of Local Urban
Governance’, Economic and Political Weekly, Vol. 42(39), 2007

GOOD GOVERNANCE INITIATIVES IN INDIA: BEST PRACTICES

Niraja Gopal Jayal, Democracy and the State: Welfare, Secularism, and Development in
Contemporary India, Oxford University Press, 1999

39
Reetika Khera[ed.], The Battle for Employment Guarantee, Oxford University Press, 2011
Nalini Juneja, Primary Education for All in the City of Mumbai: The Challenge Set By Local
Actors', International Institute For Educational Planning, UNESCO : Paris, 2001
Maxine Molyneux and Shahra Razavi, Gender, Justice, Development, and Rights, Oxford
University Press, 2002
Jugal Kishore, National Health Programs of India: National Policies and Legislations, Century
Publications, 2005
Jean Drèze and Amartya Sen, India, Economic Development and Social Opportunity, Oxford
University Press, 1995
K. Lee and Mills, The Economic Of Health In Developing Countries, Oxford University Press,
1983
Marmar Mukhopadhyay and Madhu Parhar (eds.) Education in India: Dynamics of
Development, Shipra Publications, 2007
K. Vijaya Kumar, Right to Education Act 2009: Its Implementation as to Social Development in
India, Akansha Publishers, 2012
Amartya Sen and Jean Dreze, Omnibus: Poverty and Famines, Hunger and Public Action, India-
Economic Development and Social Opportunity, Oxford University Press, 1998
Jean Dreze and Amartya Sen, An Uncertain Glory: India And Its Contradictions, Princeton
University Press, 2013
Reetika Khera, ‘Rural Poverty And Public Distribution System’, Economic and Political Weekly,
Vol-XLVIII, No.45-46, Nov 2013
Pradeep Chaturvedi, Women And Food Security: Role Of Panchayats, Concept Publishing
House, 2002
Bidyut Mohanty, “Women, Right to Food and Role of Panchayats”, Mainstream, Vol. LII, No.
42, October 11, 2014
D. Crowther, Corporate Social Responsibility, Deep and Deep Publishers, 2008
Sanjay K. Agarwal, Corporate Social Responsibility in India, Sage Publishers, 2008
Pushpa Sundar, Business & Community: The Story of Corporate Social Responsibility in India,
New Delhi: Sage Publications, 2013.

Teaching Learning Process

The General Elective course titled, Governance: Issues and Challenges in CBCS programme aim
to engage the students in the classroom by following the 6 E's and S (Engage, Explore, Explain,
Elaborate, Evaluate, Extend, and Standards) strategy. The lesson plan is designed to continually
engage students to add/ construct new knowledge in combination with the existing knowledge.
Teachers give the lecture to introduce the concepts, process and incorporate the skills in students
to probe the ‘essential question’ which every unit comes with forming the basis of enquiry.
Critical thinking and cooperative learning is another teaching learning tool used in this course to
engage students to learn together in a group promoting a climate of deliberation, discussion, and
knowledge sharing. This is crucial since this paper deals with a topic like sustainable

40
development, green governance which requires active participation from civil society, academia,
students, bureaucracy, politics, etc. Power Point Presentation, audio visual methods like
documentary screening are significant in this course to engage the students with real life
globalized scenarios.

Assessment Methods
This course has a scope of undertaking field studies to understand the globalized discourse using
contextual, theoretical, grounded, mixed method approach. The students will be evaluated on the
written semester examination. Internal examination can be assessed on various parameters like
project/ article/ term paper/ group presentation/ field work. Additionally, students reflective and
cognitive thinking will be assessed by the contribution they make in classroom discussions and
group projects.

Keywords
Good Governance, Green Governance, Democratic Decentralisation, Public Service Delivery, E-
Governance, RTI, Corporate Social Responsibility (CSR)

GE7 - Politics of Globalization

(B.7)
Generic Elective - (GE) Credit:6

Course Objective
The objective of this generic elective paper is to make students from diverse background
understand the process of globalization from a political perspective. This paper will create a
broad understanding of the issues and processes globalization based on critical analysis of the
various anchors and dimensions of globalization.

Course Learning Outcomes

• The students will learn about the nature, significance and contemporary debates around
globalization.
• The study of various approaches and concepts of globalization and the role of
international economic organizations will augment students’ knowledge on international
political economy.
• The course will provide an insight into the alternative understanding of globalization and
various critical aspects related to it.
• The paper will equip students with a comprehensive knowledge of the impact of
globalization on developing countries in the context of contemporary international issues
like civil society, social movements and human migration.

41
Unit 1
Concept of Globalization: Globalization debate; for and against.

Unit 2
Approaches to understanding globalization:
a) Liberal approach
b) Radical approach

Unit 3
International Institutions/Regimes
a) World Bank
b) International Monetary Fund
c) The World Trade Organization

Unit 4
Issues in Globalization:
Alternative Perspectives on its nature and character, critical dimensions: economic, political and
cultural

Unit 5
Globalization and democracy: State, sovereignty and the civil society.

Unit 6
Globalization and Politics in developing countries
a) Globalization and social movements
b) Globalization and the demise of Nation State
c) Globalization and human migration

Unit 7
The inevitability of globalization: Domestic and Global responses

References

J. Baylis, Smith and Owens, eds. (2017) The Globalization of World Politics: An Introduction to
International Relations, New York: Oxford University Press.
Joseph E. Stiglitz (2018), Globalization and Its Discontents Revisited: Anti-Globalization in the
Era of Trump, New York: W.W. Norton & Company.
Jagdish Bhagwati (2007), In Defense of Globalization, Oxford, Oxford University Press.

42
Manfred B. Steger (2017) Globalization: A Very Short Introduction, New York: Oxford
University Press.
Paul Hirst, G. Thompson and S. Bromley (2009), Globalization in Question, Malden, Polity
Press.
John Clark (ed.), (2003) Globalizing Civic Engagement: Civil Society and Transnational Action,
London, Earthscan.
Sanjeev Khagram, James Riker and Korthrxu Sikkink (ed.) (2002) Restructuring World Politics:
Transnational Social Movements, MN, University of Minnesota Press.
Bernard Hoelkman and Michel Kostecki, the Political Economy of the World Trading System:
From GATT to WTO, New York, OUP.
Arjun Appadurai, (1996), Modernity at Large: Cultural Dimensions of Globalisation, University
of Minnesota Press.
Deepak Nayyar (ed.) (2002), Governing Globalization: Issues and Institutions, Oxford
University Press.
Held, David and Anthony Mc grew (ed.), (2003), The Global Transformation Reader: An
introduction to the Globalization Debate, 2nd Cambridge, Polity Press, Blackwell Publishing.
Joseph E Stiglitz, (2002), Globalisation and its Discontents, US, W.W. Norton and Company.
Noreena Hertz, (2000), The silent take over: Global Capitalism and the death of Democracy,
Praeger.
Nye Joseph S and John D. Donanu (ed.) (2000) Governance in a Globalizing World, Washington
dc, Brooking Institution Press.
Tyler Cowen, (2000) Creative Destruction: How Globalization is changing the world’s culture,
New Jersey, Princeton University Press.

Additional Resources:
Classic Readings
David Held and Anthony McGrew, et.al (1999) Global Transformation: Politics, Economy and
Culture, Stanford, Stanford University Press.
David Held and Anthony McGrew (2003), eds., the Global Transformations Reader: An
Introduction to the Globalization Debate, Malden, Polity Press.

Additional Readings
Keohane Robert and Joseph S. Nye Jr. (Spring 2002), “Globalization: What is new, what is
not”, Foreign Policy, No.118. pp. 104-119, Washington. Newsweek Interactive, LLC.
Marc Lindenberg and Coralie Bryant, Going Global: Transforming Relief and Development
NGOs, Bloomfield, Kumarian Press.
Sen, A. (2006) Identity and Violence: Illusion and Destiny. London: Penguin/Allen Lane, ch.7,
pp.130-148.

Readings in Hindi

43
पुष्पेश पन्त (2016), भूमंडलीकरण एवं भारत, िदल्ली:एक्सेस पिब्लिशं ग.

Teaching Learning Process

The Course titled 7. Politics of Globalization under Generic Elective (Interdisciplinary) in
CBCS, B.A. (Hons.) Political Science aims to acquaint the students about various nuances of
globalization. Therefor the teaching learning process will help students acquaint with the
linkages between theory and practice. The students will be engaged in classroom lectures with
power-point presentations. Short documentary or relevant videos will be screened. This will be
followed by group discussions and debate. To inculcate criticality among the student’s
contemporary issues will be discussed. Students will be also familiarized with contemporary
jargons and issues.

Assessment Methods
The students will be assessed according to their performance in internal exam and end semester
exam. Besides, students will also be assessed according to their performance in class discussions.
Students will be given take home tests and will be encouraged to make presentations.

Keywords
Globalization, Migration, World Bank, IMF, WTO, Global South

GE8 - United Nations and Global Conflicts

(B.8)
Generic Elective - (GE) Credit:6

Course Objective
This course provides a comprehensive introduction to the most important multilateral political
organization in international relations. It provides a detailed account of the organizational
structure and the political processes of the UN, and how it has evolved since 1945, especially in
terms of dealing with the major global conflicts. The course imparts a critical understanding of
the UN’s performance until now and the imperatives as well as processes of reforming the
organization in the context of the contemporary global system.

Course Learning Outcomes

• The students will learn about the evolution of United Nations as an international
organization, its principles and institutional structure.
• The course will develop an in depth understanding of United Nations role in peace
keeping and peace building since the Second World War.

44
 • Students will learn about major global conflicts and United Nations role in conflict
management.
• The paper will evolve analytical skills of the students on United Nations role in creating
an equitable social economic world order.
• The course will assess United Nations contributions and shortcomings in maintaining
international peace and security.
• The paper will enhance knowledge on the imperatives of reforming the organization in
contemporary global system.

Unit 1
The United Nations (29 Lectures)
(a) An Historical Overview of the United Nations
(b) Principles and Objectives
(c) Structures and Functions: General Assembly; Security Council, and Economic
and Social Council; the International Court of Justice, and the specialised
agencies (International Labour Organisation [ILO], United Nations Educational,
Scientific and Cultural Organisation [UNESCO], World Health Organisation [WHO],
and UN programmes and funds: United Nations Children’s Fund *UNICEF+, United
Nations Development Programme [UNDP], United Nations Environment Programme
[UNEP], UN Women, United Nations High Commissioner for Refugees [UNHCR]),
Critical Asssessment of Secretary General
(d) Peace Keeping, Peace Making and Enforcement, Peace Building and Responsibility
to Protect
(e) Millennium Development Goals

Unit 2
Major Global Conflicts since the Second World War (20 Lectures)
(a) Korean War
(b) Vietnam War
(c) Afghanistan Wars
(d) Balkans: Serbia and Bosnia

Unit 3
Assessment of the United Nations as an International Organisation: Imperatives
of Reforms and the Process of Reforms (11 Lectures)

References

Hurd, Ian (2011), “Theorizing International Organizations: Choices and Methods in the Study of
International Organizations", Journal of International Organizations Studies 2(2): 7-22.

45
Karns, Margaret P. and Karen A. Mingst (2009), International Organizations: The Politis
and Processes of Global Governance, 2nd Edition, Boulder: Lynne Rienner, Chapter 2.
Goldstein, J. and Pevehouse, J.C. (2006) International relations. 6th edn. New Delhi: Pearson,
pp. 265-282.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium. London:
Continuum, pp.1-20.
Gareis, S.B. and Varwick, J. (2005) The United Nations: an introduction. Basingstoke: Palgrave,
pp. 1-40.
Gowan, P. (2010) ‘US: UN’, in Gowan, P. ‘A calculus of power: grand strategy in the twenty-
first century. London: Verso, pp. 47-71.
Thakur, R. (1998) ‘Introduction’, in Thakur, R. (eds.) Past imperfect, future uncertain: The UN
at Ffifty. London: Macmillan, pp. 1-14.
Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction. Basingstoke: Palgrave,
pp. 15-21.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium. London:
Continuum, pp. 21-141.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
119-135.
Nambiar, S. (1995) ‘UN peace-keeping operations’, in Kumar, S. (eds.) The United Nations at
fifty. New Delhi, UBS, pp. 77-94.
Whittaker, D.J. (1997) ‘Peacekeeping’, in United Nations in the contemporary world. London:
Routledge, pp. 45-56.
Murthy, C.S.R. (2001) “United Nations Peacekeeping in Intrastate Conflicts: Emerging Trends”,
International Security, Vol 38, no. 3, pp. 207-27.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education,
pp.264-266.
Sangal, P.S. (1986) ‘UN, peace, disarmament and development’, in Saxena, J.N. et.al. United
Nations for a better world. New Delhi: Lancers, pp.109-114.
Ghali, B.B. (1995) An agenda for peace. New York: UN, pp.5-38.
United Nations Department of Public Information. (2008) The United Nations Today. New
York: UN.
White, B. et al. (eds.) (2005) Issues in world politics. 3rd edn. New York: Macmillan, pp. 113-
132.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 116-
124.
Armstrong, D., Lloyd, L. and Redmond, J. (2004) International organisations in world politics,
3rd edn. New York: Palgrave Macmillan, pp. 42-43.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
64-65 and 172-173.

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Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 528-
546.
Baylis, J. and Smith, S. (eds.) (2008) The globalization of world politics. an introduction
to international relations. 4th edn. Oxford: Oxford University Press, pp. 562-564.
Achcar, G. (2004) Eastern cauldron. New York: Monthly Review Press, pp. 29-45 and 234-241.
Achcar, G. (2003) The clash of barbarisms: Sept. 11 and the making of the new world disorder.
Kolkata: K.P. Bachi & Co., pp. 76-81.
Prashad, V. (2002) War against the planet. New Delhi: Leftword, pp. 1-6.
Ali, T. (ed.) (2000) Masters of the Universe. London: Verso, pp. 203-216.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp.570-
576.
Ali, T. (ed.) (2000) Masters of the Universe. London: Verso, pp. 230-245 and 271-284.
Kaldor, M. and Vashee, B. (eds.) (1997) New wars. London: Wider Publications for the
UN University, pp. 137-144 and 153-171.
Roberts, A. and Kingsbury, B. (eds.) (1994) United Nations, Divided World. 2nd edn. Oxford:
Clarendon Press, pp. 420-436.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium.
London: Continuum, pp. 196-223 and 295-326.
Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction. Basingstoke: Palgrave,
pp. 214-242.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
91-112.

Additional Resources:
Classical Readings:
Hanhimäki, Jussi M. (2015) The United Nations: A Very Short Introduction., New York: Oxford
University Press
Weiss, Thomas G. and Daws, Sam ed. (2007) The Oxford Handbook on the United Nations,
Oxford: OUP.
Claude, I. (1984) Swords into plowshares: the progress and problems of international
organisation. 4thedn. New York: Random House
Hindi Readings:
वमार्, िवजय कुमार (2018) संयुक्त राष्ट्र और वैिश्वक संघषर्, New Delhi: Orient Blackswan.
UN India (2019) “सतत् िवकास लक्ष्य”, accessed on 5 April, 2019, Available at:
http://in.one.un.org/sustainable-development-goal/
UN India (2019) “सुधार के िलए एकजुट”, accessed on 5 April, 2019, Available at:
http://in.one.un.org/reforms/
Additional Readings
Baylis, J. and Smith, S. (eds.) (2008) The globalization of world politics. an introduction
to international relations. 4th edn. Oxford: Oxford University Press, pp. 405-422.

47
White, B. et al. (eds.) (2005) Issues in world politics. 3rd edn. New York: Macmillan, pp. 113-
132.
Baxi, U. (1986) ‘Crimes against the right to development’, in Saxena, J.N. et.al. United Nations
for a better world. New Delhi: Lancers, pp.240-248.
Viotti, P.R. and Kauppi, M.V. (2007) International relations and world politic: security,
economy, identity. 3rd edn. New Delhi: Pearson Education, pp. 470-471.
Goldstein, J.S. (2003) International relations. 3rd edn. Delhi: Pearson Education, pp 43-51.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson
Education, pp.24-27.
Claude, I. (1984) Swords into plowshares: the progress and problems of
international organisation. 4th edn. New York: Random House.
Dodds, F. (ed.) (1987) The way forward: beyond the agenda 21. London: Earthscan.
Rajan, M.S., Mani, V.S and Murthy, C.S.R. (eds.) (1987) The nonaligned and the
United Nations. New Delhi: South Asian Publishers.
South Asia Human Rights Documentation Centre. (2006) Human rights: an overview.
New Delhi: Oxford University Press.
Anan, K. (1997) Renewing the United Nations: A Programme for Survival. General Assembly
Document: A/51/950; 14 July 1997. Available from
http://daccessdds.un.org/doc/UNDOC/GEN/N97/189/79/1MG/n9718979.pdf, Open Element
(accessed on 13 October 2011).

Teaching Learning Process

The course titled United Nations and Global Conflicts under Generic Elective (Interdisciplinary)
in CBCS, B.A. (Hons.) Political Science aims to acquaint students about the role and nature of
United Nations. Therefore, the teaching learning process will involve classroom lectures with
power-point presentation. The students will be engaged in group discussions and debate. To
make the students better understand the function and decision-making process of the United
Nations, mock sessions of United Nations will be enacted. In addition to this academicians and
practitioner of international relations will be engaged to deliver lectures to the students.

Assessment Methods
The students will be assessed according to their performance in internal assessment exam and
end semester exam. Besides this conventional approach, students will be assessed according to
their performance in mock sessions. Surprise tests will also be a mode of assessment.

Keywords
United Nations, UNGA, UNSC, UNHCR, Peace Keeping, R2P, MDG, Korean War, Vietnam
War

48
 UNIVERSITY OF DELHI
Bachelor of Arts (Hons) Political Science

(Effective from Academic Year 2019-20)

PAPERS FOR SEMESTER III

Applicable for students registered with Regular Colleges, Non

Collegiate Women’s Education Board and School of Open Learning

1
 List of Papers and Courses for Semester III
A) Core Course

3.1 Paper V - Introduction to Comparative Government and Politics

3.2 Paper VI - Perspectives on Public Administration

3.3 Paper VII - Perspectives on International Relations and World History

B) Generic Elective (Interdisciplinary)

1. Nationalism in India

2. Contemporary Political Economy

3. Women, Power and Politics

4. Gandhi and the Contemporary World

5. Understanding Ambedkar

6. Governance: Issues and Challenges

7. Politics of Globalization

8. United Nations and Global Conflicts

D) Ability Enhancement (AE Skill Based)

1. Your Laws, Your Rights

2. Public Opinion and Survey Research

3. Legislative Practices and Procedures

4. Peace and Conflict Resolution

2
 Structure of Semester III

S. PAPER
NO.
SEMESTER - III
3.1 Introduction to Comparative Government Core Discipline - 5
and Politics
3.2 Perspectives on Public Administration Core Discipline - 6
3.3 Perspectives on International Relations and Core Discipline - 7
World History
3.4 Any One of the Following Generic Elective - III
(Interdisciplinary)
A Nationalism in India
B Contemporary Political Economy
C Women, Power and Politics
D Gandhi and the Contemporary World
E Understanding Ambedkar
F Governance: Issues and Challenges
G Politics of Globalization
H United Nations and Global Conflicts
3.5 Any one of the following Ability Enhancement - I (Skill Based)
A Your Laws, Your Rights
B Public Opinion and Survey Research
C Legislative Practices and Procedures
D Peace and Conflict Resolution

3
 Courses for B.A. (Hons) Political Science for Semester III

Paper V - Introduction to Comparative Government and Politics

(3.1)
Core Course - (CC) Credit:6

Course Objective
This course aims to familiarise students to basic concepts, methods and scope of comparative
politics, different approaches their strengths and weaknesses. The objective is to provide deeper
understanding of structures and functions of institutions in comparative perspective. The course
will examine politics in a historical framework while engaging with various themes of
comparative analysis in developed and developing countries. The historical context of modern
state, constitutional development and their political economy could be understood with specific
references; such as capitalism with reference to Britain, socialism with reference to China,
colonialism and decolonization with reference to Brazil and Nigeria.

Course Learning Outcomes

This paper would enable student to understand the legacy of the discipline. Studying different
political systems from different continents across the world will introduce students to a range of
political regimes, culture and their political economy. Students will learn to delineate ways to
understand how state relates to the economy and how culture shapes the political discourse in a
particular context. It would enhance the ability of students to use analytical frame of gender,
race, ethnicity and their intersectionality in comparative perspective. Students will develop
reflective thinking and ability to ask relevant questions pertinent to the discipline and will also
develop aptitude for research.

Unit 1
Understanding Comparative Politics (2 weeks lecture)
a) Nature and scope
b) Why Compare and Methods of Comparison
c) Going beyond Eurocentrism

Unit 2
Approaches to Studying Comparative Politics (2 weeks lecture)
a) Institutional Approach, System Approach, Structural Functional Approach
b) Political Culture
c) New Institutionalism

4
Unit 3
Historical context of modern government (16 lectures)
a) Capitalism: meaning and development: globalization
b) Socialism: meaning, growth and development
c) Colonialism and decolonization: meaning, context, forms of colonialism; anticolonialism
struggles and process of decolonization

Unit 4
Themes for comparative analysis (18 lectures)
A comparative study of constitutional developments and political economy in the following
countries: Britain, Brazil, Nigeria and China.

References
I. Understanding Comparative Politics (2 Weeks lectures)
Landman, Todd. 2008. Issues and Methods in Comparative Politics (An Introduction). New
York: Routledge.
J. Kopstein, and M. Lichbach, (eds), (2005) Comparative Politics: Interests, Identities, and
Institutions in a Changing Global Order. Cambridge: Cambridge University Press, pp.1-5; 16-36;
253-290.
M. Mohanty, (1975) ‘Comparative Political Theory and Third World Sensitivity’, in Teaching
Politics, Nos. 1 and 2, pp. 22-38
II. Approaches to Studying Comparative Politics:
M. Pennington, (2009) ‘Theory, Institutional and Comparative Politics’, in J. Bara and M.
Pennington (eds.) Comparative Politics: Explaining Democratic System. Sage Publications, New
Delhi, pp. 13-40.
R. M. Howard, (2009) ‘Culture in Comparative Political Analysis’, in M. Lichback and A.
Zuckerman, (eds.) Comparative Political: Rationality, Culture, and Structure. Cambridge:
Cambridge University Press, pp. 134- 161.
G. Bingham Powell, Jr. Kaare Strom, Melanie Menion, Russell J. Dalton, “Political System:
Environment and Interdependence”, pp 27-33.
B. Rosamond, (2005) ‘Political Culture’, in B. Axford, et al. Politics, London: Routledge, pp. 57-
81.
II Historical context of modern government
a. Capitalism:
R. Suresh, (2010) Economy & Society -Evolution of Capitalism, New Delhi, Sage Publications,
pp. 151-188; 235-268.
G. Ritzer, (2002) ‘Globalization and Related Process I: Imperialism, Colonialism, Development,
Westernization, Easternization’, in Globalization: A Basic Text. London: Wiley-Blackwell, pp.
63-84.

5
b. Socialism:
A. Brown, (2009) ‘The Idea of Communism’, in Rise and Fall of Communism, Harpercollins (e-
book), pp. 1-25; 587-601.
J. McCormick, (2007) ‘Communist and Post-Communist States’, in Comparative Politics in
Transition, United Kingdom: Wadsworth, pp. 195-209
c. Colonialism, decolonization& postcolonial society:
P. Duara, (2004) ‘Introduction: The Decolonization of Asia and Africa in the Twentieth
Century’, in P. Duara, (ed), Decolonization: Perspective From Now and Then. London:
Routledge, pp. 1-18.
J. Chiryankandath, (2008) ‘Colonialism and Post-Colonial Development’, in P. Burnell, et. al,
Politics in the Developing World. New Delhi: Oxford University Press, pp. 31-52.
IV. Themes for comparative analysis
L. Barrington et. al (2010) Comparative Politics - Structures & Choices, Boston, Wadsworth, pp.
212-13; 71-76; 84-89.
M. Grant, (2009) ‘United Kingdom Parliamentary System’ in The UK Parliament. Edinburgh:
Edinburgh University Press, pp. 24-43
J. McCormick, (2007) Comparative Politics in Transition, UK: Wadsworth, pp. 260-270 (China)
M. Kesselman, J. Krieger and William (2010), Introduction to Comparative Politics: Political
Challenges and Changing Agendas, UK: Wadsworth. pp. 47-70 (Britain); 364- 388 (Nigeria);
625-648 (China); 415-440 (Brazil).

Additional Resources:
Classic Readings
Aristotle: ‘Politics,’ Benjamin Jowett, Batoche Books, The Clarendon Press, 1999
Karl Marx: Critique of Political Economy, Progress Publishers, Moscow, Translated: S.W.
Ryazanskaya, 1859.
Aime Cesarie: ‘Discourse on Colonialism’, Translated by Joan Pinkham, New York: Monthly
Review Press. 2000
Additional Readings
I. Understanding Comparative Politics (2 Weeks lectures)
A. Roy, (2001) ‘Comparative Method and Strategies of Comparison’, in Punjab Journal of
Politics. Vol. xxv (2), pp. 1-15.
J. Blondel, (1996) ‘Then and Now: Comparative Politics’, in Political Studies. Vol. 47 (1), pp.
152-160.
N. Chandhoke, (1996) ‘Limits of Comparative Political Analysis ‘, in Economic and Political
Weekly, Vol. 31 (4), January 27, pp.PE 2-PE2-PE8
II. Approaches to Studying Comparative Politics:
P. Hall, Taylor and C. Rosemary, (1996) ‘Political Science and the Three New Institutionalism’,
Political Studies. XLIV, pp. 936-957.

6
L. Rakner, and R. Vicky, (2011) ‘Institutional Perspectives’, in P. Burnell, et .al. (eds.) Political
in the Developing World. Oxford: Oxford University Press, pp. 53-70.
II Historical context of modern government
a. Capitalism -Essential Readings:
M. Dobb, (1950) ‘Capitalism’, in Studies in the Development of Capitalism. London: Routledge
and Kegan Paul Ltd, pp. 1-32.
E. Wood, (2002) ‘The Agrarian origin of Capitalism’, in Origin of Capitalism: A Long View.
London: Verso, pp. 91-95; 166-181.
A. Hoogvelt, (2002) ‘History of Capitalism Expansion’, in Globalization and Third World
Politics. London: Palgrave, pp. 14-28.
b. Socialism- Essential Readings:
R. Meek, (1957) ‘The Definition of Socialism: A Comment’, The Economic Journal. 67 (265),
pp. 135-139
c. Colonialism, decolonization& postcolonial society:
M. Mohanty, (1999) ‘Colonialism and Discourse in India and China’, Available at
http://www.ignca.nic.in/ks_40033.html http, Accessed: 24.03.2011.
IV. Themes for comparative analysis (18 lectures)
P. Rutland, (2007) ‘Britain’, in J. Kopstein and M. Lichbach. (eds.) Comparative Politics:
Interest, Identities and Institutions in a Changing Global Order. Cambridge: Cambridge
University Press, pp. 39-79.

Teaching Learning Process

Unit Course Learning Teaching and Learning Assessment Method
Outcome Activities
I. Understanding Learning what, why and Primarily theory class Assessment through
Comparative how to compare with an with power point discussion on nature of
Politics objective to discern presentations comparative politics and
Eurocentric bias eurocentricism
II. Approaches to Let student understand Theory classes with a Power point presentation
Studying the different approaches focus on critical analysis by students on different
Comparative to study Comparative of historical approaches and
Politics politics development of the field discussion in the class
of Comparative politics
III. Historical Students will learn the A comparative approach Students will be
context of modern emergence and on different forms of encouraged to prepare
government development different government through a project on capitalism,
forms of government discussion in class socialism and
colonialism by focusing
on some classics

7
IV. Themes for Student will study Theory class through Students will be
comparative through the examples discussion on different evaluated through a
analysis from the globe aspects of governance in comparative case study
Britain, Brazil, Nigeria of countries
and China

Keywords
Eurocentricism, Cultural Approach, Brazil, Nigeria, India

Paper VI - Perspectives on Public Administration

(3.2)
Core Course - (CC) Credit:6

Course Objective
The course introduces the discipline of public administration. This paper encompasses public
administration in its historical context with an emphasis on the various classical and
contemporary administrative theories. The course also explores some of the recent trends,
including feminism and ecological conservation and how the call for greater democratization is
restructuring public administration. The course will also attempt to provide the students a
comprehensive understanding on contemporary administrative developments.

Course Learning Outcomes

• The student will be able to understand an overview of the discipline and how it is
different from private administration.
• The student will be introduced to the evolution of the discipline, its changing contours
through a study of the different theories, ranging from the classical, neo-classical and
contemporary theories.
• The students will be better equipped to analyse processes of leadership and conflict-
management that have become increasingly significant in contemporary administration.
• The student learns about major contemporary approaches in public administration.
• The student is specially made sensitive to the feminist perspective in Public
administration.

Unit 1
Public Administration as a Discipline [15 lectures]
a) Meaning, Dimensions and Significance of the Discipline
b) Public and Private Administration
c) Evolution of Public Administration

8
Unit 2
Theoretical Perspectives [25 lectures]
a) Classical Theories
i. Scientific Management (F.W. Taylor)
ii. Administrative Management (Gullick, Urwick and Fayol)
iii. Ideal-Type Bureaucracy (Max Weber)
b) Neo-Classical Theories
i. Human Relations Theory (Elton Mayo)
ii. Rational Decision-Making (Herbert Simon)
c) Contemporary Theories
i. Ecological Approach (Fred Riggs)
ii. Innovation and Entrepreneurship (Peter Drucker)

Unit 3
Public Policy [10 lectures]
a) Concept, relevance and approaches
b) Formulation, implementation and evaluation

Unit 4
Major Approaches in Public Administration [20 lectures]
a) Development Administration
b) New Public Administration
c) New Public Management
d) New Public Service Approach
e) Good Governance
f) Feminist Perspectives

References
I. Public Administration as a Discipline
a) Meaning, Dimensions and Significance of the Discipline.
Nicholas Henry, Public Administration and Public Affairs, Prentice Hall, 1999
D. Rosenbloom, R. Kravchuk. and R. Clerkin, (2009) Public Administration: Understanding
Management, Politics and Law in Public Sector, 7th ed., New Delhi: McGraw Hill, pp. 1-40
W. Wilson, (2004) ‘The Study of Administration’, in B. Chakrabarty and M. Bhattacharya (eds),
Administrative Change and Innovation: A Reader, New Delhi: Oxford University Press, pp. 85-
101
चक्रबतीर्, िबद्युत, प्रकाश चंद (2018), वैश्वीकृत दुिनया में लोक प्रशासन, सेज भाषा, नई िदल्ली
भट्टाचायार्, मोिहत (2007) लोक प्रशासन के नए आयाम, जवाहर प्रकाशन, नई िदल्ली

9
िसन्हा, मनोज (2010) प्रशासन एवं लोकनीित, ओिरयंट ब्लैकस्वान, नई िदल्ली
बासु, रुमकी (2012), लोक प्रशासन: संकल्प एवं िसद्धांत, जवाहर बुक सेंटर, िदल्ली
यादव, सुषमा (2016), लोक प्रशासन: िसद्धांत एवं व्यवहार, ओिरयंट ब्लैकस्वान, नई िदल्ली
कटािरया, सुरेन्द्र (2015), प्रशासिनक िसद्धांत एवं प्रबंध, नैशनल पिब्लकेशन हाउस
महेश्वरी, श्री राम (2008), भारतीय प्रशासन, ओिरयंट ब्लैकस्वान, नई िदल्ली
पद्म, रामचंद्रन, भारत में लोक प्रशासन, नैशनल बुक ट्रस्ट, नई िदल्ली
b) Public and Private Administration.
M. Bhattacharya, (2008) New Horizons of Public Administration, 5th Revised Edition. New
Delhi: Jawahar Publishers, pp. 37-44.
G. Alhson, (1997) ‘Public and Private Management’, in J. Shafritz and A. Hyde (eds) Classics of
Public Administration, 4th ed., Forth Worth: Hartcourt Brace, TX, pp. 510-529.
c) Evolution of Public Administration
N. Henry, Public Administration and Public Affairs, 12th edition. New Jersey: Pearson,2013
M. Bhattacharya, Restructuring Public Administration: A New Look, New Delhi: Jawahar
Publishers, 2012
P. Dunleavy and C. Hood, “From Old Public Administration to New Public Management”,
Public Money and Management, Vol. XIV No-3, 1994
M. Bhattacharya, New Horizons of Public Administration, New Delhi: Jawahar Publishers, 2011
II. Theoretical Perspectives
Scientific Management
D. Gvishiani, Organisation and Management, Moscow: Progress Publishers, 1972
F. Taylor, ‘Scientific Management’, in J. Shafritz, and A. Hyde, (eds.) Classics of Public
Administration, 5th Edition. Belmont: Wadsworth, 2004
P. Mouzelis, ‘The Ideal Type of Bureaucracy’ in B. Chakrabarty, and M. Bhattacharya (eds),
Public Administration: A Reader, New Delhi: Oxford University Press, 2003
Administrative Management
D. Ravindra Prasad, Y. Pardhasaradhi, V. S. Prasad and P. Satyrnarayana (eds), Administrative
Thinkers, Sterling Publishers, 2010
E. J. Ferreira, A. W. Erasmus and D. Groenewald, Administrative Management, Juta Academics,
2010
Ideal Type-Bureaucracy
M. Weber, ‘Bureaucracy’, in C. Mills, and H. Gerth, From Max Weber: Essays in Sociology.
Oxford: Oxford University Press, 1946
Warren G. Bennis, Beyond Bureaucracy, Mc Graw Hill, 1973

10
Human Relations Theory
D. Gvishiani, Organisation and Management, Moscow: Progress Publishers, 1972
B. Miner, ‘Elton Mayo and Hawthrone’, in Organisational Behaviour 3: Historical Origins and
the Future. New York: M.E. Sharpe, 2006
Rational-Decision Making
S. Maheshwari, Administrative Thinkers, New Delhi: Macmillan, 2009
Fredrickson and Smith, ‘Decision Theory’, in The Public Administration Theory Primer.
Cambridge: Westview Press, 2003
Ecological approach
R. Arora, ‘Riggs’ Administrative Ecology’ in B. Chakrabarty and M. Bhattacharya (eds) Public
Administration: A reader, New Delhi, Oxford University Press, 2003
A. Singh, Public Administration: Roots and Wings. New Delhi: Galgotia Publishing Company,
2002
F. Riggs, Administration in Developing Countries: The Theory of Prismatic Society. Boston:
Houghton Miffin,1964
Innovation and Entrepreneurship
Peter F. Drucker, Innovation and Entrepreneurship, London: Harper Collins,1999
Peter F. Drucker, The Practice of Management, London: Harper Collins, 2006
III. Public Policy
Concept, Relevance and Approaches
T. Dye, (1984) Understanding Public Policy, 5th Edition. New Jersey: Prentice Hall, pp. 1-44
Xun Wu, M. Ramesh, Michael Howlett and Scott Fritzen, The Public Policy Primer: Managing
the Policy Process, Rutledge, 2010
Mary Jo Hatch and Ann L. Cunliffe Organisation Theory: Modern, Symbolic and Postmodern
Perspectives, Oxford University Press, 2006
Michael Howlett, Designing Public Policies: Principles and Instruments, Routledge, 2011
The Oxford Handbook of Public Policy, Oxford University Press, 2006
Formulation, implementation and evaluation
Prabir Kumar De, Public Policy and Systems, Pearson Education, 2012
R.V. Vaidyanatha Ayyar, Public Policy Making in India, Pearson, 2009
Surendra Munshi and Biju Paul Abraham (eds) Good Governance, Democratic Societies and
Globalisation, Sage Publishers, 2004
IV. Major Approaches in Public Administration
a) Development administration

11
M. Bhattacharya, Social Theory, Development Administration and Development Ethics, New
Delhi: Jawahar Publishers, 2006, Chapter 2 and 4.
F. Riggs, The Ecology of Public Administration, Part 3, New Delhi: Asia Publishing House,
1961
चक्रबतीर्, िबद्युत, प्रकाश चंद (2018), भारतीय प्रशासन, सेज भाषा, नई िदल्ली
b) New Public Administration
M. Bhattacharya, Public Administration: Issues and Perspectives, New Delhi: Jawahar
Publishers, 2012
H. Frederickson, ‘Toward a New Public Administration’, in J. Shafritz, & A. Hyde, (eds.)
Classics of Public Administration, 5th Edition, Belmont: Wadsworth, 2004
c) New Public Management
U. Medury, Public administration in the Globalization Era, New Delhi: Orient BlackSwan, 2010
A. Gray, and B. Jenkins, ‘From Public Administration to Public Management’ in E. Otenyo and
N. Lind, (eds.) Comparative Public Administration: The Essential Readings. Oxford University
Press, 1997
C. Hood, ‘A Public Management for All Seasons’, in J. Shafritz, & A. Hyde, (eds.) Classics of
Public Administration, 5th Edition, Belmont: Wadsworth, 2004
d) New Public Service Approach
R.B. Denhart & J.V. Denhart “The New Public Service: Serving Rather Than Steering”, in
Public Administration Review, Volume 60, No. 6, November-December 2000
e) Good Governance
A. Leftwich, ‘Governance in the State and the Politics of Development’, in Development and
Change. Vol. 25,1994
M. Bhattacharya, ‘Contextualizing Governance and Development’ in B. Chakrabarty and M.
Bhattacharya, (eds.) The Governance Discourse. New Delhi: Oxford University Press,1998
B. Chakrabarty, Reinventing Public Administration: The India Experience. New Delhi: Orient
Longman, 2007
U. Medury, Public administration in the Globalisation Era, New Delhi: Orient Black Swan, 2010
f) Feminist Perspective
Camila Stivers, Gender Images in Public Administration, California: Sage Publishers, 2002
Radha Kumar, The History of Doing, New Delhi: Kali for Women, 1998
Sylvia Walby, Theorising Patriarchy, Oxford, Basil Blackwell, 1997
Amy. S. Wharton, The Sociology Oo Gender, West Sussex: Blackwell-Wiley Publishers, 2012
Nivedita Menon [ed.], Gender and Politics, Delhi: Oxford University Press, 1999
Simone De Beauvoir, The Second Sex, London: Picador, 1988
Alison Jaggar, Feminist Politics and Human Nature, Brighton: Harvester Press,1983

12
Maxine Molyneux and Shahra Razavi, Gender, Justice, Development and Rights, Oxford:
Oxford University Press, 2002

Teaching Learning Process

The course titled, Paper VI - Perspectives on Public Administration, in Programme (CBCS) B.A.
(Hons.) Political Science aims to adept students in Public Administration by engaging them in
classroom lectures using Experiental Learning (EL) Perspective. It prioritises and emphasises on
student’s passion and cognition. It opts for pragmatism in teaching and integrates theory and
practice. Students are encouraged to interact in the classroom by critically engaging with the
thinkers taught to them and relate it to complex everyday worlds to understand the continuity and
change in the discourse. In this programme apart from classroom lecture delivery the different
mediums adapted to transfer the knowledge includes Power Point presentations, use of audio-
visual resources such as screening of movie/documentary. Additionally, the weekly seminars
held in Department fosters an opportunity for students to participate in discussions on arrays of
issues.

Assessment Methods
Aiming to break the monotony of a single assessment method, this course uses varieties of
assessment tools. The preferred option to evaluate the large scale of students is written semester
examination and internal examination. Apart from that, this course also assesses students on the
basis of their engagement in the quiz session, debate session done after completion of every unit.
For some units, students are also required to submit a term paper/ article.

Keywords
Public Administration, Private Administration, Scientific management, Bureaucracy, Public
Policy, Good Governance

Paper VII- Perspectives on International Relations and World History

(3.3)
Core Course - (CC) Credit:6

Course Objective
This paper seeks to equip students with the basic intellectual tools for understanding
International Relations. It introduces students to some of the most important theoretical
approaches for studying international relations. The course begins by historically contextualizing
the evolution of the international state system before discussing the agent-structure problem
through the levels-of-analysis approach. After having set the parameters of the debate, students
are introduced to different theories in International Relations. It provides a fairly comprehensive
overview of the major political developments and events starting from the twentieth century.

13
Students are expected to learn about the key milestones in world history and equip them with the
tools to understand and analyze the same from different perspectives. A key objective of
the course is to make students aware of the implicit Euro - centricism of International Relations
by highlighting certain specific perspectives from the Global South.

Course Learning Outcomes

• The students will have a comprehensive understanding of both historical processes and
contemporary practices in International Relations.
• Major theoretical perspectives will broaden the critical insight and inculcate among
students the significance and rigor of the study of international relations.
• The paper will go beyond eurocentrism in international relations and reflect on the global
South perspectives.
• It will evolve analytical skills to further explore both theoretical and actual key
milestones in international relations.

Unit 1
Studying International Relations (15 Lectures)
a. How do you understand International Relations: Levels of Analysis (3 lectures)
b. History of IR: Emergence of the International State System (2 Lectures)
c. Pre-Westphalia and Westphalia (5 lectures)
d. Post-Westphalia (5 lectures)

Unit 2
Theoretical Perspectives (25 Lectures)
a. Classical Realism & Neo-Realism (6 lectures)
b. Liberalism & Neoliberalism (5 lectures)
c. Marxist Approaches (5 lectures)
d. Feminist Perspectives (4 lectures)
e. Eurocentricism and Perspectives from the Global South (5 Lectures)

Unit 3
An Overview of Twentieth Century IR History (20 Lectures)
a. World War I: Causes and Consequences (1 Lecture)
b. Significance of the Bolshevik Revolution (1 Lecture)
c. Rise of Fascism / Nazism (2 Lectures)
d. World War II: Causes and Consequences (3 Lectures)
e. Cold War: Different Phases (4 Lectures)
f. Emergence of the Third World (3 Lectures)
g. Collapse of the USSR and the End of the Cold War (2 Lectures)
h. Post-Cold War Developments and Emergence of Other Power Centers of Power (4 Lectures)

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References
A. Studying International Relations
M. Nicholson, (2002) International Relations: A Concise Introduction, New York: Palgrave, pp.
1-4.
R. Jackson and G. Sorensen, (2007) Introduction to International Relations: Theories and
Approches, 3rd Edition, Oxford: Oxford University Press, pp. 2-7.
S. Joshua. Goldstein and J. Pevehouse, (2007) International Relations, New York: Pearson
Longman, 2007, pp. 29-35.
C. Brown and K. Ainley, (2009) Understanding International Relations, Basingstoke: Palgrave,
pp. 1-16.
R. Mansbach and K. Taylor, (2012) Introduction to Global Politics, New York: Routledge, pp.
33-68.
K. Mingst, (2011) Essentials of International Relations, New York: W.W. Nortan and Company,
pp. 16-63.
P. Viotti and M. Kauppi, (2007) International Relations and World Politics: Security, Economy,
Identity, Pearson Education, pp. 40-85.
J. Singer, (1961) ‘The International System: Theoretical Essays’, World Politics, Vol. 14(1), pp.
77-92.
B. Buzan, (1995) ‘The Level of Analysis Problem in International Relations Reconsidered,’ in K.
Booth and S. Smith, (eds), International Relations Theory Today, Pennsylvania: The
Pennsylvania State University Press, pp. 198-216.
B. Theoretical Perspectives
E.H. Carr, (1981) The Twenty Years Crisis, 1919-1939: An Introduction to the Study of
International Relations, London: Macmillan, pp. 63-94.
H. Morgenthau, (2007) ‘Six Principles of Political Realism’, in R. Art and R. Jervis,
International Politics, 8th Edition, New York: Pearson Longman, pp. 7-14.
T. Dunne and B. Scmidt, (2008) ‘Realism’, in J. Baylis and S. Smith (eds), The Globalization of
World Politics: An Introduction to International Relations, New York: Oxford University Press,
pp. 90-107.
K. Waltz, (2007) ‘The Anarchic Structure of World Politics’, in R. Art and R. Jervis,
International Politics, 8th Edition, New York: Pearson Longman, pp. 29-49.
T. Dunne, (2008) ‘Liberalism’, in J. Baylis and S. Smith (eds.), The Globalization of
World Politics: An Introduction to International Relations, New York: Oxford University Press,
pp. 108-123.
R. Keohane and J. Nye, (2000) ‘Transgovernmental Relations and the International
Organization’, in M. Smith and R. Little (eds.), Perspectives on World Politics, New York:
Routledge, pp. 229-241.

15
I. Wallerstein, (2000) ‘The Rise and Future Demise of World Capitalist System: Concepts for
Comparative Analysis’, in Michael Smith and Richard Little (eds), Perspectives on World
Politics, New York: Routledge, pp. 305-317.
S. Hobden and R. Jones, (2008) ‘Marxist Theories of International Relations’ in J. Baylis and S.
Smith (eds), The Globalization of World Politics: An Introduction to International Relations,
New York: Oxford University Press, pp. 142-149; 155-158.
J. Goldstein and J. Pevehouse, (2007) International Relations, New York: Pearson Longman, pp.
494-496; 500-503.
J. Tickner, (2007) ‘A Critique of Morgenthau’s Principles of Political Realism’, in R. Art and R.
Jervis, International Politics, 8th Edition, New York: Pearson Longman, pp. 15-28.
F. Halliday, (1994) Rethinking International Relations, London: Macmillan, pp. 147- 166.
A. Acharya and B. Buzan, (2007) ‘Why Is There No Non- Western IR Theory: Reflections on
and From Asia’, International Relations of The Asia- Pacific, Vol 7(3), pp. 285-286.
T. Kayaoglu, (2010) 'Westphalian Eurocentrism in I R Theory', in International Studies
Review, Vol. 12(2), pp. 193-217.
C. An Overview of Twentieth Century IR History
Hobsbawm, E. (1995) Age of Extreme: The Short Twentieth Century, 1914—1991. London:
Abacus, pp. 22-35; pp. 54-78; pp. 108-141.
Carr, E.H. (2004) International Relations between the Two World Wars: 1919-1939. New York:
Palgrave, pp. 197-231 and 258-278.
Taylor, A.J.P. (1961) The Origins of the Second World War. Harmondsworth: Penguin, pp.29-
65.
Carrtuthers, S.L. (2005) ‘International History, 1900-1945’ in Baylis, J. and Smith, S. (eds.)
(2008) The Globalization of World Politics. An Introduction to International Relations. 4th edn.
Oxford: Oxford University Press, pp. 76-84.
Calvocoressi, P. (2001) World Politics: 1945—2000. Essex: Pearson, pp. 3-91.
Scott, L. (2005) ‘International History, 1945-1990’ in Baylis, J. and Smith, S. (eds.) (2008) The
Globalization of World Politics. An Introduction to International Relations. 4th edn. Oxford:
Oxford University Press, pp. 93-101.
Hobsbawm, E. (1995) Age of Extreme: The Short Twentieth Century, 1914—1991. London:
Abacus, pp. 207-222; pp. 225-226.
Scott, L. (2005) ‘International History, 1945-1990’ in Baylis, J. and Smith, S. (eds.) (2008) The
Globalization of World Politics. An Introduction to International Relations. 4th edn. Oxford:
Oxford University Press, pp. 93-101.
Additional Resources:
Classic Readings
Hans J. Morgenthau (1948), Politics among Nations, 8th edition, revisedby K Thompson and D.
Clinton, New York, McGraw Hill, 2006.

16
E. H. Carr (1985), International Relations between the two world wars 1919-1939, London,
MacMillan.
Kenneth Waltz (1959) Man, the State and War, Columbia, Columbia University Press.
Daniel Philpott (1999), “Westphalia, Authority and International Society”, Political
Studies, XLVII, pp. 566-539.
Readings in Hindi:
अजय कुमार (2011), अन्तराष्ट्रीय संबंधों के िसधांत : एक पिरचय, िदल्ली: िपयसर्न एजुकेशन.
पुष्पेश पन्त (2017), 21वी शताब्दी में अन्तराष्ट्रीय सम्बन्ध, िदल्ली: मक्ग्रा िहल पिब्लिशं ग, पांचवा एिडशन.
रुम्की बासु (2015), अन्तराष्ट्रीय राजनीित: अवधारणाएं , िसधांत तथा मुद्द,े िदल्ली: सेज भाषा पिब्लकेशन.
Additional Readings
A. Studying International Relations
K. Mingst and J. Snyder, (2011) Essential Readings in International Relations, New York: W.W.
Nortan and Company, pp. 1-15.
M. Smith and R. Little, (eds) (2000) ‘Introduction’, in Perspectives on World Politics, New
York: Routledge, 2000, 1991, pp. 1-17.
J. Baylis and S. Smith (eds), (2008) The Globalization of World Politics: An Introduction to
International Relations, New York: Oxford University Press, pp. 1-6.
R. Mansbach and K. Taylor, (2008) Introduction to Global Politics, New York: Routledge, pp. 2-
32.
J. Baylis, S. Smith and P. Owens, (2008) The Globalization of World Politics: An Introduction to
International Relations, New York: Oxford University Press, pp. 36-89.
R. Mansbach and K. Taylor, (2008) Introduction to Global Politics, New York: Routledge, pp.
70-135.
J Goldstein and J. Pevehouse, (2007) International Relations, New York: Pearson Longman, pp.
50-69.
E. Hobsbawm, (1995) Age of Extremes: The Short Twentieth Century 1914-1991, Vikings.
S. Lawson, (2003) International Relations, Cambridge: Polity Press, pp. 21-60.
K. Mingst, (2011) Essentials of International Relations, New York: W.W. Nortan and Company,
pp. 93-178.
J. Goldstein and J. Pevehouse, (2007) International Relations, New York: Pearson Longman, pp.
35-49.
B. Theoretical Perspectives
M. Nicholson, (2002) International Relations: A Concise Introduction, New York: Palgrave, pp.
6-7.
H. Bull, (2000) ‘The Balance of Power and International Order’, in M. Smith and R. Little (eds),
Perspectives on World Politics, New York: Routledge, pp. 115-124.

17
M. Nicholson, International Relations: A Concise Introduction, New York: Palgrave, 2002, pp.
120-122.
J. Goldstein and J. Pevehouse, (2007) International Relations, New York: Pearson Longman, pp.
138-148.
S. Smith and P. Owens, (2008) ‘Alternative Approaches to International Theory’ in J. Baylis and
S. Smith (eds), The Globalization of World Politics: An Introduction to International Relations,
New York: Oxford University Press, pp. 181-184.
J. Goldstein and J. Pevehouse, (2007) International Relations, New York: Pearson Longman, pp.
127-137.
R. Jackson and G. Sorensen, (2007) Introduction to International Relations: Theories and
Approaches, 3rd Edition, Oxford: Oxford University Press, pp. 97-128.
J. Galtung, (2000) ‘A Structural Theory of Imperialism’, in M. Smith and R. Little, (eds),
Perspectives on World Politics, New York: Routledge, pp. 292-304.
A. Frank, (1966) ‘The Development of Underdevelopment’ Monthly Review, pp. 17-30.
P. Viotti and M. Kauppi (2007), International Relations and World Politics: Security, Economy,
Identity, Pearson Education, pp. 40-85.
Modern History Sourcebook: Summary of Wallerstein on World System Theory, Available at
http://www.fordham.edu/halsall/mod/Wallerstein.asp, Accessed: 19.04.2013
O. Weaver and A. Tickner, (2009) ‘Introduction: Geocultural Epistemologies’, in A. Tickner and
O. Waever (eds), International Relations: Scholarship Around The World, London: Routledge,
pp. 1-31.
R. Kanth (ed), (2009) The Challenge of Eurocentris: Global Perspectives,Policy & Prospects,
New York: Palgrave-McMillan.
S. Amin, (2010) Eurocentrism: Modernity, Religion & Democracy, New York: Monthly Review
Press.
C. An Overview of Twentieth Century IR History
Brezeznski, Z. (2005) Choice: Global Dominance or Global Leadership. New York: Basic
Books, pp. 85-127.
Gill, S. (2005) ‘Contradictions of US Supremacy’ in Panitch, L. and Leys, C. (eds.)
Socialist Register: The Empire Reloaded. London: Merlin Press. 2004, London, Merlin Press and
New York, Monthly Review Press. Socialist Register, pp.24-47.
Therborn, G. (2006) ‘Poles and Triangles: US Power and Triangles of Americas, Asia
and Europe’ in Hadiz, V.R. (ed.) Empire and Neo Liberalism in Asia. London: Routledge, pp.23-
37.

Teaching Learning Process

In this course the purpose is to equip students with the basic intellectual tools for understanding
International Relations by introducing them to some of the most important theoretical approaches

18
in the discipline. One of the important goals of the teaching-learning process in this course is to
make students aware of the implicit Euro-centricism of International Relations by highlighting
certain specific perspectives from the Global South.
In this course the teaching process would include a combination of different pedagogic tools like
class lecture, class discussion, class presentations, group discussion and debates. The students
will also learn through power-point presentations and film screening. The teaching-learning
process would also focus on regular revision through different methods like holding quiz after
the end of every unit, dividing the class into different groups based on different ideologies in the
discipline and holding a free debate amongst them on different issues relevant for the course.
Students will also be asked to do small write-ups on a question or a topic given to them based on
their understanding of the problem/issue after completing every unit.

Assessment Methods
Students will be assessed at different stages during the completion of this course. They will be
assessed on the basis of their performance in group discussions after completion of every unit,
class presentations and one assignment on a given topic.

Keywords
International Relations, Realism, Liberalism, Marxism, Feminism, Eurocentricism

GE1 - Nationalism in India

(B.1)
Generic Elective - (GE) Credit:6

Course Objective
The course aims to help students understand nationalism in India in the specific historical context
of the struggles against colonial rule in India. It looks at nationalism as from different theoretical
perspectives to emphasize its different dimensions both as a movement and ideology. The course
begins by looking at the responses to colonial dominance in the nineteenth century, and traces
the development of the anti-colonial struggle up to the mid-20th century paying attention to its
social composition and different modalities through which nationalist resistance was mobilized
and consolidated. It focuses subsequently on the events leading to the Partition and independence
in 1947. In the process, the course also tries to focus on the various tensions and contradictions
within the discourse on nationalism and its engagement with the questions of caste, class, gender
and gender.

Course Learning Outcomes

On successful completion of the course, students would be able to:

19
 • Gain an understanding of the different theoretical perspectives on the emergence and
development of nationalism in India
• Demonstrate knowledge of the historical trajectory of the development of the nationalist
movement in India, with specific focus on its different phases
• Understand the contribution of various social movements in the anti-colonial struggle
• Demonstrate awareness of the history of partition and the moment of independence that
followed

Unit 1
Approaches to the Study of Nationalism in India (8 lectures)
Nationalist, Imperialist, Marxist, and Subaltern Interpretations

Unit 2
Reformism and Anti-Reformism in the Nineteenth Century (8 lectures)
Major Social and Religious Movements in 19th century

Unit 3
Nationalist Politics and Expansion of its Social Base (18 lectures)
a. Phases of Nationalist Movement: Liberal Constitutionalists, Swadeshi and the Radicals;
Beginning of Constitutionalism in India
b. Gandhi and Mass Mobilisation: Non-Cooperation Movement, Civil Disobedience Movement,
and Quit India Movement
c. Socialist Alternatives: Congress Socialists, Communists

Unit 4
Social Movements (8 lectures)
a. The Women’s Question: Participation in the National Movement and its Impact
b. The Caste Question: Anti-Brahmanical Politics
c. Peasant, Tribals and Workers Movements

Unit 5
Partition and Independence (6 lectures)
a. Communalism in Indian Politics
b. The Two-Nation Theory, Negotiations over Partition

References
I. Approaches to the Study of Nationalism in India
S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India, New Delhi:
Orient Longman, pp. 184-191.
R. Thapar, (2000) ‘Interpretations of Colonial History: Colonial, Nationalist, Post-colonial’, in P.
DeSouza, (ed.) Contemporary India: Transitions, New Delhi: Sage Publications, pp. 25-36.

20
II. Reformism and Anti-Reformism in the Nineteenth Century
S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India, New Delhi:
Orient Longman, pp.139-158, 234-276.
A. Sen, (2007) ‘The idea of Social Reform and its Critique among Hindus of Nineteenth Century
India’, in S. Bhattacharya, (ed.) Development of Modern Indian Thought and the Social
Sciences, Vol. X. New Delhi: Oxford University Press.
III. Nationalist Politics and Expansion of its Social Base
S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India. New Delhi:
Orient Longman, pp. 279-311.
S. Sarkar, (1983) Modern India (1885-1947), New Delhi: Macmillan.
P. Chatterjee, (1993) ‘The Nation and its Pasts’, in P. Chatterjee, The Nation and its Fragments:
Colonial and Postcolonial Histories. New Delhi: Oxford University Press, pp. 76-115.
IV. Social Movements
S. Bandopadhyay, (2004) From Plassey to Partition: A history of Modern India. New Delhi:
Orient Longman, pp. 342-357, 369-381.
G. Shah, (2002) Social Movements and the State, New Delhi: Sage, pp. 13-31
V. Partition and Independence
A. Jalal, and S. Bose, (1997) Modern South Asia: History, Culture, and Political Economy. New
Delhi: Oxford University Press, pp. 135-156.
A. Nandy, (2005) Rashtravad banam Deshbhakti Translated by A. Dubey, New Delhi: Vani
Prakashan. pp. 23-33. [The original essay in English is from A. Nandy, (1994) New Delhi:
Oxford University Press, pp. 1-8.]

Additional Resources:
B. Chakrabarty and R. Pandey, (2010) Modern Indian Political Thought, New Delhi: Sage
Publications.
P. Chatterjee, (1993) The Nation and its Fragments: Colonial and Postcolonial Histories, New
Delhi: Oxford University Press.
R. Pradhan, (2008) Raj to Swaraj, New Delhi: Macmillan (Available in Hindi).
S. Islam, (2006) Bharat Mein Algaovaad aur Dharm, New Delhi: Vani Prakashan.

Teaching Learning Process

Students will have interactive lectures on the struggle of Indian people against colonialism. It
seeks to achieve this understanding by looking at this struggle from different theoretical
perspectives that highlight its different dimensions. The course begins discussion on the
nineteenth century Indian responses to colonial dominance in the form of reformism and its
criticism and continues through various phases up to the events leading to the Partition and
Independence. In the process, the students engage with detailed discussion on various conflicts

21
and contradictions by focusing on its different dimensions: communalism, class struggle, caste
and gender questions.

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include assignments, class
presentations and viva-voce. Students will be assessed on the basis of their ability to think
critically. Students will be required to submit a critical review of any book or a film that relates
to any one unit of the syllabus before end term examination.

Keywords
Caste, Communalism, Colonialism, Dominance, Gender, Partition, Peasants Nationalism,
Struggle, Workers

GE2 - Contemporary Political Economy

(B.2)
Generic Elective - (GE) Credit:6

Course Objective
Given the growing recognition worldwide of the importance of the political economy approach
to the study of global order, this course has the following objectives:
• To familiarize the students with the different theoretical approaches
• To give a brief overview of the history of the evolution of the modern capitalist world;
• To highlight the important contemporary problems, issues and debates on how these
should be addressed.

Course Learning Outcomes

• The students will learn about diverse approaches to international political economy.
• The study of role of international organization in transforming the world economy will
equip the students to understand the process of evolution of capitalism.
• Insights into issues and contentions of development and perspectives on globalization
will augment students’ ability to assess its impact on culture, environment, military-
security dimensions and traditional knowledge systems.
• The paper will enable students to comprehend contemporary dilemmas in the socio-
political, gender and ethnic domains.

22
Unit 1
Approaches to Political Economy (15 Lectures)
a) Classical Liberalism
b) Marxism
c) Welfarism
d) Neo-liberalism
e) Gandhian approach

Unit 2
Capitalist Transformation (14 Lectures)
a) European Feudalism and Transition to Capitalism
b) Globalization: Transnational Corporations, World Trade Organization, International Non-
governmental Organizations (their role in development)

Unit 3
Issues in Development (15 Lectures)
a) Culture
b) Environment
c) Knowledge Economy

Unit 4
Globalization and Development Dilemmas (16 Lectures)
a) Artificial Intelligence
b) Gender
c) Racial and Ethnic Problems
d) Migration

References
Arblaster, A. (2006) ‘The Rise and Decline of Western Liberalism’ in Lal, D. Reviving the
Invisible Hand: The Case for Classical Liberalism in the Twentyfirst Century. Princeton:
Princeton University Press, pp. 1- 8, 17- 30, and 48- 51.
Mandel, E. (1979) An Introduction to Marxist Economic Theory. New York: Pathfinder Press,
3rd print, pp. 3-73.
Kersbergen, K.V. and Manow, P. (2009) Religion, Class Coalition and Welfare State.
Cambridge: Cambridge University Press, chapters 1 and 10, pp. 1-38; 266-295
Andersen, J. G. (ed.) (2008) 'The Impact of Public Policies' in Caramani, D. Comparative
Politics. Oxford: Oxford University Press, ch 22, pp. 547- 563.
Harvey, D. (2005) A Brief History of Neo-liberalism. Oxford: Oxford University Press.

23
Ghosh, B.N. (2007) Gandhian Political Economy: Principles, Practice and Policy. Ashgate
Publishing Limited, pp. 21- 88.
Phukan, M. (1998) The Rise of the Modern West: Social and Economic History of Early
Modern Europe. Delhi: Macmillan India, pp. 420- 440.
Gilpin, R. (2003) Global Political Economy: Understanding the International Economic Order,
Princeton University Press, pp. 278- 304.
Kennedy, P. (1993) Preparing for the Twenty – First Century. UK: Vintage, Ch. 3
Prasad, K. (2000) NGOs and Social-economic Development Opportunities. New Delhi: Deep &
Deep, ch. 1, 2, 3, 5.
Fisher, J. (2003) Non-governments – NGOs and the Political Development in the Third World.
Jaipur: Rawat, ch. 1, 4, 6.81
Mackay, H. (2004) ‘The Globalization of Culture’ in Held, D. (ed.) A Globalizing World?
Culture, Economics and Politics. London: Routledge, pp. 47- 84.
Tomlinson, J. (2004) ‘Cultural Imperialism’ in Lechner, F. J and Boli, J. (eds.) The Globalization
Reader. Oxford: Blackwell, pp. 303- 311.
Lechner, F. J and Boli, J. (eds.) (2004) The Globalization Reader. Oxford: Blackwell, pp. 361-
376 and 398- 404.
Held, D. and Mcrew, A. (eds.) (2000) The Global Transformations Reader. Cambridge: Polity
Press, pp. 374- 386.
Singh, S. (1997) Taming the Waters: The Political Economy of Large Dams in India. New Delhi:
Oxford University Press, pp. 133- 163, 182- 203, 204- 240.
Kesselman, M. (2007) The Politics of Globalization. Boston: Houghton Mifflin Company, pp.
330- 339.
Marglin, S. (1990) ‘Towards the Decolonisation of the Mind’ in Marglin, S. and Marglin, F. A.
(eds.) Dominating Knowledge: Development, Culture and Resistance. Oxford:
Oxford University Press, pp. 1- 28.
L. Lechner, F. J and Boli, J. (eds.) (2004) The Globalization Reader. Oxford: Blackwell, pp. 211-
244.
Held, D. and Mcrew, A. (eds.) (2000) The Global Transformations Reader. Cambridge:
Polity Press, pp. 105-155.
Omahe, K. (2004) ‘The End of the Nation State’, L. Lechner, F. J and Boli, J. (eds.) The
Globalization Reader. Oxford: Blackwell.
Glen, J. (2007) Globalization: North-South Perspectives. London: Routledge, ch.6.
Sen, A. (2006) Identity and Violence: Illusion and Destiny. London: Penguin/Allen Lane, pp.
130-148.
Berkovitch, N. (2004) ‘The Emergence and Tranformation of the International Women’s
Movements’ in L. Lechner, F. J and Boli, J. (eds.) The Globalization Reader. Oxford: Blackwell,
ch.31, pp. 251- 257.

24
Steans, J. (2000) ‘The Gender Dimension’ in Held, D. and Mcrew, A. (eds.), The Global
Transformations Reader. Cambridge: Polity Press, ch.35, pp. 366- 373.
Tickner, J. A. (2008) ‘Gender in World Politics’ in Baylis, J., Smith, S. & Owens, P.
(eds.) Globalization of World Politics, 4th edn., New Delhi: Oxford University Press, ch.15.
Arya, S. and Roy, A. (eds.) Poverty Gender and Migration. New Delhi: Sage, Ch. 1.
Kesselman, M. (2007) The Politics of Globalization. Boston: Houghton Mifflin Company, pp.
450- 462.
Nayyar, D. (ed.) (2002) Governing Globalization. Delhi: OUP, pp. 144- 176.

Additional Resources:
Classic Readings
Robert Gilpin, (1987) The Political Economy of International Relations, Princeton: Princeton
University Press.
Susan Strange (1989), Paths to International Political Economy, London: Routledge.
Additional Readings
Gelinas, J. B. (2003) Juggernaut Politics- Understanding Predatory Globalization.
Halifax, Fernwood. Available from: www.globalpolicy.org

Teaching Learning Process

The course aims to familiarize the students with the various dimensions involved in the
contemporary global economy. The teaching learning process will go beyond the classroom
lectures and presentation by engaging internet sources to follow the market trends. The lectures
will be highly interactive whereas the students will be encouraged to follow the daily market
trends. To enhance the cognitive ability of the students, group discussions will be organized to
make the students understand the impact of any changes in the global economy on the society.

Assessment Methods
The students will be assessed according to their performance in their internal assessment exam
and end semester exam. However, the students will be also assessed according to their
performance in group discussions. Weekly quiz and tests will be also the mode of assessment.

Keywords
Approaches to Political Economy, Development Debates, Development vs. Environment,
Knowledge Economy, Globalization and Development

25
 GE3 - Women, Power and Politics
(B.3)
Generic Elective - (GE) Credit:6

Course Objective
This course opens up the question of women’s agency, taking it beyond ‘women’s
empowerment’ and focusing on women as radical social agents. It attempts to question the
complicity of social structures and relations in gender inequality. This is extended to cover new
forms of precarious work and labour under the new economy.

Course Learning Outcomes

After completing this course, the students will be able to:
• Understand the concept of patriarchy, feminism, family, community and state.
• Understand the history of women’s movement and why these movements emerged, and
hence would be able to connect theory and practice.

Unit 1
Groundings (6 weeks)
1. Patriarchy (2weeks)
a. Sex-Gender Debates
b. Public and Private
c. Power
2. Feminism (2 weeks)
3. Family, Community, State (2weeks)
a. Family
b. Community
c. State

Unit 2
Movements and Issues (6 weeks)
1. History of the Women’s Movement in India (2 weeks)
2. Violence against women (2 weeks)
3. Work and Labour (2 weeks)
a. Visible and Invisible work
b. Reproductive and care work
c. Sex work

26
References
I. Groundings
T. Shinde, (1993) ‘Stree Purusha Tulna’, in K. Lalitha and Susie Tharu (eds), Women Writing in
India, New Delhi, Oxford University Press, pp. 221-234
U. Chakravarti, (2001) ‘Pitrasatta Par ek Note’, in S. Arya, N. Menon & J. Lokneeta
(eds.) Naarivaadi Rajneeti: Sangharsh evam Muddey, University of Delhi: Hindi Medium
Implementation Board, pp.1-7
V Geetha, (2002) Gender, Kolkata, Stree, pp. 1-20.
M. Kosambi, (2007) Crossing the Threshold, New Delhi, Permanent Black, pp. 3-10; 40-46.
N. Menon, (2008) ‘Power’, in R. Bhargava and A. Acharya (eds), Political Theory: An
Introduction, Delhi: Pearson, pp.148-157
B. Hooks, (2010) ‘Feminism: A Movement to End Sexism’, in C. Mc Cann and S. Kim
(eds), The Feminist Reader: Local and Global Perspectives, New York: Routledge, pp. 51-57.
R. Delmar, (2005) ‘What is Feminism?’, in W. Kolmar & F. Bartkowski (eds) Feminist Theory:
A Reader, pp. 27-37
R. Palriwala, (2008) ‘Economics and Patriliny: Consumption and Authority within the
Household’ in M. John. (ed) Women's Studies in India, New Delhi: Penguin, pp. 414-423
U. Chakravarti, (2003) Gendering Caste through a Feminist Len, Kolkata, Stree, pp. 139- 159.
C. MacKinnon, ‘The Liberal State’ from Towards a Feminist Theory of State, Available at
http://fair-use.org/catharine-mackinnon/toward-a-feminist-theory-of-the-state/chapter-8,
Accessed: 19.04.2013.
II. Movements and Issues
I. Agnihotri and V. Mazumdar, (1997) ‘Changing the Terms of Political Discourse: Women’s
Movement in India, 1970s-1990s’, Economic and Political Weekly, 30 (29), pp. 1869-1878.
R. Kapur, (2012) ‘Hecklers to Power? The Waning of Liberal Rights and Challenges to
Feminism in India’, in A. Loomba South Asian Feminisms, Durham and London: Duke
University Press, pp. 333-355
N. Menon, (2004) ‘Sexual Violence: Escaping the Body’, in Recovering Subversion, New Delhi:
Permanent Black, pp. 106-165
P. Swaminathan, (2012) ‘Introduction’, in Women and Work, Hyderabad: Orient Blackswan,
pp.1-17
J. Tronto, (1996) ‘Care as a Political Concept’, in N. Hirschmann and C. Stephano, Revisioning
the Political, Boulder: Westview Press, pp. 139-156.
Darbar Mahila Samanwaya Committee, Kolkata (2011) ‘Why the so-called Immoral Traffic
(Preventive) Act of India Should be Repealed’, in P. Kotiswaran, Sex Work, New Delhi, Women
Unlimited, pp. 259-262

27
N. Jameela, (2011) ‘Autobiography of a Sex Worker’, in P. Kotiswaran, Sex Work, New Delhi:
Women Unlimited, pp. 225-241

Additional Resources:
K. Millet, (1968) Sexual Politics, Available at
http://www.marxists.org/subject/women/authors/millett-kate/sexualpolitics.htm, Accessed:
19.04.2013.
S. de Beauvoir (1997) Second Sex, London: Vintage.
F. Engles, Family, Private Property and State, Available at
http://readingfromtheleft.com/PDF/EngelsOrigin.pdf, Accessed: 19.04.2013.
S. Brownmiller, (1975) Against our Wills, New York: Ballantine.
N. Menon (2008) ‘Gender’, in R. Bhargava and A. Acharya (eds), Political Theory: An
Introduction, New Delhi: Pearson, pp. 224-233
R. Hussain, (1988) ‘Sultana’s Dream’, in Sultana’s Dream and Selections from the Secluded
Ones – translated by Roushan Jahan, New York: The Feminist Press.
S. Ray ‘Understanding Patriarchy’, Available at
http://www.du.ac.in/fileadmin/DU/Academics/course_material/hrge_06.pdf, Accessed:
19.04.2013.
Saheli Women’s Centre, (2007) Talking Marriage, Caste and Community: Women’s Voices
from Within, New Delhi: monograph 114
C. Zetkin, ‘Proletarian Woman’, Available at
http://www.marxists.org/archive/zetkin/1896/10/women.htm, Accessed: 19.04.2013.
J. Ghosh, (2009) Never Done and Poorly Paid: Women’s Work in Globalising India, Delhi:
Women Unlimited
Justice Verma Committee Report, Available at http://nlrd.org/womens-rightsinitiative/justice-
verma-committee-report-download-full-report, Accessed: 19.04.2013.
N. Gandhi and N. Shah, (1992) Issues at Stake – Theory and Practice in the Women’s
Movement, New Delhi: Kali for Women.
V. Bryson, (1992) Feminist Political Theory, London: Palgrave-MacMillan, pp. 175-180; 196-
200
M. Mies, (1986) ‘Colonisation and Housewifisation’, in Patriarchy and Accumulation on a
World Scale London: Zed, pp. 74-111, Available at
http://caringlabor.wordpress.com/2010/12/29/maria-mies-colonizationand-housewifization/,
Accessed: 19.04.2013.
R. Ghadially, (2007) Urban Women in Contemporary India, Delhi: Sage Publications.
Saheli Women’s Centre (2001) ‘Reproductive Health and Women’s Rights, Sex Selection and
feminist response’ in S Arya, N. Menon, J. Lokneeta (eds), Nariwadi Rajneeti, Delhi, pp. 284-
306
V. Bryson (2007) Gender and the Politics of Time, Bristol: Polity Press

28
Readings in Hindi:
D. Mehrotra, (2001) Bhartiya Mahila Andolan: Kal, Aaj aur Kal, Delhi: Books for Change
G. Joshi, (2004) Bharat Mein Stree Asmaanta: Ek Vimarsh, University of Delhi: Hindi Medium
Implementation Board
N. Menon (2008) ‘Power’, in R. Bhargava and A. Acharya (eds) Political Theory: An
Introduction, New Delhi: Pearson
N. Menon (2008) ‘Gender’, in R. Bhargava and A. Acharya (eds) Political Theory: An
Introduction, New Delhi, Pearson
R. Upadhyay and S. Upadhyay (eds.) (2004) Aaj ka Stree Andolan, Delhi: Shabd Sandhan.
मेनन, िनवेिदता, साधना आयार् और िजनी लोकनीता (ed.), नारीवादी राजनीित: संघषर् एवं मुद्दे, िदल्ली: िहं दी माध्यम
कायर्न्वय िनदेशालय,2001.

Teaching Learning Process

The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.

Keywords
patriarchy, feminism, family, community, power, state, movement

GE4 - Gandhi and the Contemporary World

(B.4)
Generic Elective - (GE) Credit:6

Course Objective
Locating Gandhi in a global frame, the course seeks to elaborate Gandhian thought and examine
its practical implications. It will introduce students to key instances of Gandhi’s continuing
influence right up to the contemporary period and enable them to critically evaluate his legacy.

29
Course Learning Outcomes
This course will help students to understand Gandhian philosophy in a critical and analytical
manner. It will also help in describing the impact of Gandhian thought on Indian and global
politics. It will help in identifying and explaining selected approaches and methods that
historians have used to study the history of anti-colonial Indian politics.

Unit 1
Gandhi on Modern Civilization and Ethics of Development (2 weeks)
a. Conception of Modern Civilisation and Alternative Modernity
b. Critique of Development: Narmada Bachao Andolan

Unit 2
Gandhian Thought: Theory and Action (4 weeks)
a. Theory of Satyagraha
b. Satyagraha in Action
i. Peasant Satyagraha: Kheda and the Idea of Trusteeship
ii. Temple Entry and Critique of Caste
iii. Social Harmony: 1947and Communal Unity

Unit 3
Gandhi’s Legacy (4 weeks)
a) Tolerance: Anti - Racism Movements (Anti - Apartheid and Martin Luther King)
b) The Pacifist Movement
c) Women’s Movements
d) Gandhigiri: Perceptions in Popular Culture

Unit 4
Gandhi and the Idea of Political (2 weeks)
a) Swaraj
b) Swadeshi

References
I. Gandhi on Modern Civilization and Ethics of Development
B. Parekh, (1997) ‘The Critique of Modernity’, in Gandhi: A Brief Insight, Delhi: Sterling
Publishing Company, pp. 63-74.
K. Ishii, (2001) ‘The Socio-economic Thoughts of Mahatma Gandhi: As an Origin of Alternative
Development’, Review of Social Economy. Vol. 59 (3), pp. 297-312.

30
D. Hardiman, (2003) ‘Narmada Bachao Andolan’, in Gandhi in his Time and Ours. Delhi:
Oxford University Press, pp. 224- 234.
A Baviskar, (1995) ‘The Politics of the Andolan’, in In the Belly of the River: Tribal Conflict
Over Development in the Narmada Valley, Delhi: Oxford University Press, pp.202-228.
R Iyer, (ed) (1993) ‘Chapter 4’ in The Essential Writings of Mahatma Gandhi, New Delhi:
Oxford University Press.
R. Ramashray, (1984) ‘Liberty Versus Liberation’, in Self and Society: A Study in Gandhian
Thought, New Delhi: Sage Publication.
II. Gandhian Thought: Theory and Action
B. Parekh, (1997) ‘Satyagrah’, in Gandhi: A Brief Insight, Delhi: Sterling Publishing Company,
pp. 51-63.
D. Dalton, (2000) ‘Gandhi’s originality’, in A. Parel (ed) Gandhi, Freedom and Self-Rule, New
Delhi: Lexington Books, pp.63-86.
D. Hardiman, (1981) ‘The Kheda Satyagraha’, in Peasant Nationalists of Gujarat: Kheda District,
1917-1934, Delhi: Oxford University Press, pp. 86-113.
J. Brown, (2000) ‘Gandhi and Human Rights: In search of True humanity’, in A. Parel (ed)
Gandhi, Freedom and Self-Rule, New Delhi: Lexington Books, pp. 93-100.
R. Iyer, (2000) ‘Chapter 10 and 11’, in The Moral and Political Thought of Mahatma Gandhi,
New Delhi: Oxford University Press, pp. 251-344
I. Knudegaard, (2010), Gandhi’s Vision for Indian Society: Theory and Action, Master Thesis in
History, University of Oslo, Available at:
https://www.duo.uio.no/bitstream/handle/10852/23275/IngfridxKnudegaardxmasteroppgavexixh
istorie.pdf?sequence=1&isAllowed=y, Accessed: 14.05.2019, pp.27-38.
P. Rao, (2009) ‘Gandhi, Untouchability and the Postcolonial Predicament: A Note’. Social
Scientist. Vol. 37 (1/2). Pp. 64-70.
B. Parekh, (1999) ‘Discourse on Unsociability’, in Colonialism, Tradition and Reform: An
Analysis of Gandhi's Political Discourse, New Delhi: Sage Publication.
D. Hardiman, (2003) ‘Fighting Religious Hatreds’, in Gandhi in His Time and Ours. Delhi:
Oxford University Press.
III. Gandhi’s Legacy
D. Hardiman, (2003) ‘Gandhi’s Global Legacy’, in Gandhi in His Time and Ours. Delhi: Oxford
University Press, pp. 238-283.
Manimala, (1984) ‘Zameen Kenkar? Jote Onkar: Women’s participation in the Bodhgaya
struggles’, in M. Kishwar and R. Vanita (eds) In Search of Answers: Indian Women’s Voices
from Manushi, London: Zed Press.
M. Shah, (2006) ‘Gandhigiri; A Philosophy of Our Times’, The Hindu Available at
http://www.hindu.com/2006/09/28/stories/2006092802241000.htm, Accessed: 14.05.2019.
A. Ghosh and T. Babu, (2006) ‘Lage Raho Munna Bhai: Unravelling Brand ‘Gandhigiri’,
Economic and Political Weekly, 41 (51), pp. 5225 – 5227.

31
H. Trivedi (2011) ‘Literary and Visual Portrayal of Gandhi’, in J Brown and A Parel (eds)
Cambridge Companion to Gandhi, Cambridge University Press 2011, pp. 199-218.
IV. Gandhi and the Idea of Political
P. Chatterjee, (1986) ‘The Moment of Maneuver’, in Nationalist Thought and the Colonial
World: A derivative discourse?, Delhi: Zed Books.
Indian Council for Historical Research (1976) ‘The Logic of Gandhian Nationalism: Civil
Disobedience and the Gandhi – Irwin Pact, 1930-31’, Indian Historical Review, Available at
http://www.ichrindia.org/journal.pdf, Accessed: 18.04.2013.
D. Dalton, (1996) ‘Swaraj: Gandhi’s Idea of Freedom’, in Mahatma Gandhi: Selected Political
Writings, USA: Hackett Publishing, pp. 95-148.
A. Parel (ed.) (1997) ‘Editor’s Introduction’, in Gandhi, Hind Swaraj and Other Writings
Cambridge: Cambridge University Press.

Additional Resources:
Classics
M K Gandhi “ Hind Swaraj” Navjeevan Trust, Ahmedabad, 1910,
https://www.indiawaterportal.org/sites/indiawaterportal.org/files/hind_swarajya_mk_gandhi_201
0.pdf
M. K. Gandhi Chapter XII&XIII, “ Satyagraha in South Africa, Navjivan Trust, Ahmmedabad,
1928, pp. 95-107
M.K. Gandhi, (1941) ‘Chapter 1, 2, 9, 15, and 16’, in Constructive Programme: Its Meaning and
Place, Ahmedabad: Navjivan Trust.
M.K. Gandhi’s India of My Dreams (Compiled R.K.Prabhu): “The meaning of Swaraj” (no.2); “
“Communal unity” (no.59); “The curse of untouchability” (no.61); “Religious tolerance in India”
(no.62); “The problem of minorities” (no.66). Available at:
https://ia802902.us.archive.org/22/items/Mere_sapno_ka_Bharat-
mk_gandhi/MereSapnoKaBharat-MkGandhi1947.pdf

Additional Readings:
A. Baviskar, (1995) ‘National Development, Poverty and the environment’, in In the Belly
of the River: Tribal Conflict Over Development in the Narmada Valley, Delhi: Oxford
University Press, pp. 18-33.
B. Parekh, (1997) ‘Religious Thought’, in Gandhi: A Brief Insight, Delhi: Sterling Publishing
Company.
R. Iyer, (1993) The Essential Writings of Mahatma Gandhi, New Delhi: Oxford University
Press, pp. 299-344; 347-373.
S. Sarkar, (1982) Modern India 1885-1947, New Delhi: Macmillan, pp. 432-39.
R. Iyer, (2001) The Moral and Political Thought of Mahatma Gandhi, New Delhi: Oxford
University Press. pp. 344-358.

32
H. Coward, (2003) ‘Gandhi, Ambedkar, and Untouchability’, in H. Coward (ed) Indian Critiques
of Gandhi, New York: State University of New York Press, pp. 41-66.
J. Lipner, (2003) ‘A Debate for Our Times’, in Harold Coward (ed) Indian Critiques of
Gandhi, New York: State University of New York Press, pp. 239-58
M. Gandhi, (1941) ‘Chapter 1, 2, 9, 15, and 16’, in Constructive Programme: Its Meaning and
Place, Ahmedabad: Navjivan Trust.
R. Terchek, (1998) Gandhi: Struggling for Autonomy, USA: Rowman and Littlefield Publishers.
N. Dirks, (2001), ‘The Reformation of Caste: Periyar, Ambedkar and Gandhi’, in Castes of
Mind: Colonialism and the making of Modern India, Princeton: Princeton University Press.
R. Mukharjee, (ed) (1995), The Penguin Gandhi Reader, New Delhi: Penguin.
T. Weber, (2006) 'Gandhi is dead, Long live Gandhi- The Post Gandhi Gandhian Movement in
India', in Gandhi, Gandhism and the Gandhians, New Delhi: Roli.
A. Taneja, (2005) Gandhi Women and the National Movement 1920-1947, New Delhi:
Haranand Publishers.
J. Brown, (2008) Gandhi and Civil Disobedience: The Mahatma in Indian Politics, Cambridge:
Cambridge University Press.
R. Ramashray, (1984) ‘What Beyond the Satanic Civilization?’, in Self and Society: A Study in
Gandhian Thought, New Delhi: Sage Publication.

Readings in Hindi
म.क गाँधी 'िहन्द स्वराज ' नवजीवन ट्रस्ट 1916.
म .क गाँधी मेरे सपनो का भारत 1947
नेमा, जे. पी और प्रताप िसं ह ‘गाँधी जी का दशर्न’ “धमर् की अवधारणा” िरसचर् पिब्लकेशन्स जयपुर, 2018 पृष्ठ
56-62.
नेमा, जे. पी और प्रताप िसं ह ‘गाँधी जी का दशर्न’ "सत्याग्रह की अवधारणा” िरसचर् पिब्लकेशन्स जयपुर, 2018
पृष्ठ 79-85.
नेमा, जे. पी और प्रताप िसं ह ‘गाँधी जी का दशर्न’ "स्वराज्य की अवधारणा” िरसचर् पिब्लकेशन्स जयपुर, 2018
पृष्ठ 86-97.
जैन, मानक ‘गाँधी के िवचारों की 21वीं सदी में प्रासंिगकता’ (भाग-2) “अस्पृश्यता िनवारण में गाँधी का योगदान”
आिद पिब्लकेशन्स, जयपुर 2010, पृष्ठ 275-317.
अग्रवाल, सुनील कुमार ‘गाँधी और सांप्रदाियक एकता’ “सांप्रदाियक एकता का दशर्न और गाँधी” अजुनर्
पिब्लिशं ग हाउस, नई िदल्ली 2009 पृष्ठ 189-219.
झा, मनोज कुमार ‘िहन्दू -मुिस्लम एकता और गाँधी : एक अध्ययन “सांप्रदाियक सौहाद्र् और गाँधी” सन्मागर्
प्रकाशन, िदल्ली 1990 पृष्ठ 119-146.

33
कुमार प्रभात ‘स्वतंत्रता संग्राम और गाँधी’ “गाँधी का सत्याग्रह-दशर्न” िहं दी माध्यम कायार्न्वय िनदेर्शालय, नई
िदल्ली, 2013.
िमश्र, अिनल दत्त ‘गाँधी एक अध्ययन’ “गाँधी और पयार्वरण” िपयसर्न प्रकाशन, िदल्ली 2016 पृष्ठ 239-249.

Teaching Learning Process

The mainstay of this paper is to make students understanding the contemporary relevance of
Gandhi. This will thereby involve use of Gandhi’s Original works and how Gandhian ideas are
been used by practitioners.

Activities
Topic 1
1. Reading of primary texts:- M K Gandhi Chapter VI and XIII “ Hind Swaraj” Navjeevan Trust,
Ahmedabad, 1910
2. A site visit to any on-going developmental project preferably in NCT Delhi by students and
submission of report on Environmental law Violation and Resistance by People in a Gandhian
Way.
Topic 2
1. Reading of primary texts:- M K Gandhi Chapter XII&XIII, “ Satyagraha in South Africa,
Navjivan Trust, Ahmmedabad, 1928, pp. 95-107
2. A Report followed by presentation on functioning of Cooperative and Community
engagement for example Amuland/or SEWA in Gujarat to understand Trusteeship and its
relevance
Topic 3
1. Movie Screenings (Movies like Lage Raho Munna Bhai, Gandhi by Richard Attenboroughand
Student’s Participation in reviewing/discussing the movie from a Gandhian perspective or
Cultural engagement of Students with Gandhian Ideas through Staging of a street play.
Topic 4
Student Visit to Any Gandhian Institution in Delhi like, Gandhi Darshan and Smiriti to
understand on-going Gandhian work and programme and interacting with Gandhian activists.

Assessment Methods
Film/Documentary review and group discussions will be used to understand the critical mindset
of individual students. Field work can be undertaken in areas where Gandhian methods are being
used to attain justice. These visits can be translated to working paper of group under the
guidance of course instructors.

Keywords
Gandhi, Swaraj, Modern Civilization, Tolerance, Social Harmony

34
 GE5 - Understanding Ambedkar
(B.5)
Generic Elective - (GE) Credit:6

Course Objective
This course is broadly intended to introduce Ambedkar’s ideas and their relevance in
contemporary India, by looking beyond caste. Ambedkar’s philosophical contributions towards
Indian economy and class question, sociological interpretations on religion, gender, caste and
cultural issues; ideas on politics such as concepts of nation, state, democracy, law and
constitutionalism are to be pedagogically interrogated and interpreted. This will help students to
critically engage themselves with the existing social concerns, state and economic structures and
other institutional mechanisms. This also will facilitate them to strengthen their creative thinking
with a collective approach to understand ongoing social, political, cultural and economic issues
of the society.

Course Learning Outcomes

The course is designed to provide students the original writings and ideas of Ambedkar on
diverse issues beyond caste and equip them to critically engage with the ideas, interpretations.
By engaging with the original sources as well as secondary writings on Ambedkar’s ideas that
cover, caste, class, gender, religion, state, democracy and constitution the students will be able to
understand a thinker in the context and contemporaneity. At the end of the course, students shall
be equipped with the method of understanding the ideas, philosophy and relevance of a particular
thinker. Students shall also be able to reflect on the method of the thinker’s engagement with the
then context, issues and concepts. Finally, the students shall be equipped in understanding the
conceptual and philosophical diversity, situatedness and significance of Ambedkar beyond his
contribution in the sphere of social justice and drafting the Indian constitution. The course thus
provides an opportunity to the students to understand Ambedkar for his several important
contributions in the field of religion, state, democracy, gender, economy and history.

Unit 1
Introducing Ambedkar (1 week)
Approach to Study Polity, History, Economy, Religion and Society

Unit 2
Caste and Religion (3 weeks)
a. Caste, Untouchability and Critique of Hindu Social Order
b. Religion and Conversion

35
Unit 3
Women’s Question (2 weeks)
a. Rise and Fall of Hindu Women
b. Hindu Code Bill

Unit 4
Political Vision (2 weeks)
a. Nation and Nationalism
b. Democracy and Citizenship

Unit 5
Constitutionalism (2 weeks)
a. Rights and Representations
b. Constitution as an Instrument of Social Transformation

Unit 6
Economy and Class Question (2 weeks)
a. Planning and Development
b. Land and Labour

References
I. Introducing Ambedkar
G. Omvedt, (2008) ‘Phule-Remembering The Kingdom of Bali’, Seeking Begumpura Navyana,
pp. 159-184.
M. Gore, (1993) The Social Context of an Ideology: Ambedkar’s Political and Social Thought,
Delhi: Sage Publication, pp. 73-122 ; 196-225.
B. Ambedkar, (1989) ‘Annihilation of Caste with a Reply to Mahatma Gandhi’, in Dr.
Babasaheb Ambedkar Writings and Speeches: Vol. 1, Education Deptt., Government of
Maharashtra, Mumbai, pp. 23-96.
II. Caste and Religion
The Untouchables: Who were they and why they became Untouchables? Available at
http://www.ambedkar.org/ambcd/39A.Untouchables%20who%20were%20they%20why%20th
ey%20became%20PART%20I.htm, Accessed: 18.04.2013.
B. Ambedkar, (1987) ‘The Hindu Social Order: Its Essential Principles’, in Dr. Babasaheb
Ambedkar Writings and Speeches: Vol. 3, Education Deptt., Government of Maharashtra, 1989,
pp. 95-129.
B. Ambedkar, (2003) ‘What way Emancipation?’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra, Mumbai, pp-175-201.
III. Women’s Question

36
S. Rege, (2013) ‘Against the Madness of Manu’, in B. R. Ambedkar’s Writings on Brahmanical
Patriarchy, Navyana Publication, pp. 13-59 ; 191-232.
B. Ambedkar, (2003) ‘The Rise and Fall of Hindu Woman: Who was Responsible for It?’, in Dr.
Babasaheb Ambedkar Writings and Speeches Vol. 17- II, Education Deptt., Government of
Maharashtra, Mumbai, pp. 109-129.
IV. Political Vision
B. Ambedkar, (1991) ‘What Gandhi and Congress have done to the Untouchables’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Education Deptt, Government of Maharashtra,
Vol.9, pp. 40-102; 181-198; 274-297.
B. Ambedkar, (2003) ‘Conditions Precedent for the successful working of Democracy’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt, Government of
Maharashtra, Mumbai, pp. 472-486.
G. Aloysius, (2009). Ambedkar on Nation and Nationalism, Critical Quest, Delhi.
B. R. Ambedkar, (2003), ‘I have no Homeland’, in Dr. Babasaheb Ambedkar Writings and
Speeches Vol- 17, Education Deptt., Government of Maharashtra, Mumbai, pp-51-58.
V. Constitutionalism
Ambedkar, Evidence before South Borough committee on Franchise, Available
at http://www.ambedkar.org/ambcd/07.%20Evidence%20before%20the%20Southborough%2
0Committee.htm, Accessed: 19.04.2013.
Constituent Assembly Debates, Ambedkar’s speech on Draft Constitution on 4th November
1948, CAD Vol. VII, Lok Sabha Secretariat, Government of India, 3rd Print, pp. 31-41.
B. Ambedkar, (2013), States and Minorities, Delhi: Critical Quest.
VI. Economy and Class Question
B. Ambedkar, (1987) ‘Buddha or Karl Marx’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-442-462.
S. Thorat, (2007) ‘Economic System, Development and Economic Planning’, in S. Thorat and
Aryama (eds), Ambedkar in Retrospect: Essays on Economics, Politics and Society, Delhi:
Rawat Publishers, pp. 25-48.
B. Ambedkar, (1991) ‘Labor and Parliamentary Democracy and Welfare’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 10, Education Deptt., Government of Maharashtra,
Mumbai, pp. 106-112; 139-143; 243-252
B. Mungekar, (2007) ‘Labour Policy’ in S. Thorat and Aryama (eds), Ambedkar in Retrospect:
Essays on Economics, Politics and Society, Delhi: Rawat Publishers, pp. 76-92.

Additional Resources:
Classics
Ambedkar, B. R. (1987) ‘Philosophy of Hinduism’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-3-92.

37
Ambedkar, B. R. (1989) ‘The Hindu Social Order: Its Essential Principles’, in Dr. Babasaheb
Ambedkar Writings and Speeches: Vol. 3, Education Dptt., Government of Maharashtra, pp. 95-
129.
Ambedkar, B. R. (1987) ‘The Women and the Counter-Revolution’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp. 427-
437.
Ambedkar, B. R. (2003) ‘The Rise and Fall of Hindu Woman: Who was Responsible for It?’, in
Dr. Babasaheb Ambedkar Writings and Speeches Vol. 17- II, Education Deptt., Government of
Maharashtra, Mumbai, pp. 109-129.
Ambedkar, B. R. (2003), ‘I have no Homeland’, in Dr. Babasaheb Ambedkar Writings and
Speeches Vol- 17, Education Deptt., Government of Maharashtra, Mumbai, pp-51-58.
Ambedkar, B. R. (2003) ‘Conditions Precedent for the successful working of Democracy’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt, Government of
Maharashtra, Mumbai, pp. 472-486.
Ambedkar, B. R. (2003), ‘Role of Dr. B. R. Ambedkar in Bringing The Untouchables on the
Political Horizon of India and Lying A Foundation of Indian Democracy’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt., Government of Maharashtra,
Mumbai, pp-63-178.
Ambedkar, B. R. (2003) ‘Buddhism paved way for Democracy and Socialistic Pattern of
Society’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt.,
Government of Maharashtra, Mumbai, pp. 406-409.
Ambedkar, B. R. (2003) ‘Failure of Parliamentary Democracy will Result in Rebellion, Anarchy
and Communism’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education
Deptt., Government of Maharashtra, Mumbai, pp. 423-437.
Ambedkar, B. R. (2003) ‘Prospects of Democracy in India’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra, Mumbai, pp.
519-523.
Ambedkar, B. R. (2003), ‘Depressed Classes against Second Chamber: Dr. Ambedkar on Joint
Parliamentary Committee Report Provision for Better Representation Demanded’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt, Government of
Maharashtra, Mumbai, pp. 231-243.
Ambedkar, B. R. (2013), States and Minorities, Delhi: Critical Quest.
Ambedkar, B. R. (1991) ‘Labor and Parliamentary Democracy and Welfare’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 10, Education Deptt., Government of Maharashtra,
Mumbai, pp. 106-112; 139-143; 243-252.
Ambedkar, B. R. (1987) ‘Buddha or Karl Marx’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-442-462

38
Readings in Hindi
अम्बेडकर, बी.आर., डॉ.(2013). एक राष्ट्र का अपने घर के िलए आह्वान. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर्
वांग्मय(Vol. 15, pp. 11-21). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). राज्य और अल्पसंख्यक. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय(Vol. 2,
pp. 167-240). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). कायर्पािलका. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 17, pp. 17-
18). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). भारत में छोटी जोतों की समस्या और उसका िनवारण. In बाबासाहेब डॉ.
अम्बेडकर सम्पूणर् वांग्मय(Vol. 2, pp. 243-276). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और
अिधकािरता मंत्रालय.

अम्बेडकर, बी.आर., डॉ.(2013). न्यायपािलका की स्वतंत्रता. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol.
3, pp. 205-209). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). भारतीय-श्रिमक युद्ध जीतने के िलए क्यों दृढ़संकल्प है. In बाबासाहेब डॉ.
अम्बेडकर सम्पूणर् वांग्मय (Vol. 18, pp. 27-34). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और
अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). छोटे िकसान राहत िवधेयक. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय(Vol.
3, pp. 146-155). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). िहन्दुत्व का दशर्न. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 6, pp. 15-
120). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). भारत में जाितप्रथा. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 1, pp.
17-36). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). जाितप्रथा-उन्मूलन और महात्मा गांधी को िदया गया उत्तर. In बाबासाहेब डॉ.
अम्बेडकर सम्पूणर् वांग्मय (Vol. 1, pp. 37-51). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और
अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). िहन्दू समाज, व्यवस्था. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय(Vol. 6, pp.
122-163). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). नारी और प्रितक्रािन्त. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 7, pp.
330-342). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). मजदू र और संसदीय लोकतंत्र.In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय
(Vol. 18, pp. 95-101). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.

39
अम्बेडकर, बी.आर., डॉ. (2013). कमर्चारी कल्याण और सामािजक सुरक्षा. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर्
वांग्मय(Vol. 18, pp. 309-312). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता
मंत्रालय.
डॉ. अम्बेडकर. (2015). जाितभेद का उच्छे द. िदल्ली: गौतम बुक सेन्टर.
ितलक, रजनी. (2012). डॉ. अम्बेडकर और मिहला आन्दोलन. Inडॉ. अम्बेडकर और मिहला आन्दोलन (pp. 5-
20). िदल्ली: बुक्स इं िडया.
िदसोिदया, रजनी. (2012). नारी क्रांित के अग्रदू तः डॉ. अंबेडकर. Inडॉ. अम्बेडकर और मिहला आन्दोलन (pp. 25-
35). िदल्ली:बुक्स इं िडया.
परमार, डॉ. तारा. (2012). डॉ. बाबा साहेबअम्बेडकर का भारतीय नारी उत्थान में योगदान. Inडॉ. अम्बेडकर और
मिहला आन्दोलन (pp. 36-40). िदल्ली:बुक्स इं िडया.
मेघवाल, कुसुम. (2012). िहं दु कोड िबल और डॉ. अम्बेडकर. In डॉ. अम्बेडकर और मिहला आन्दोलन (pp. 41-
46). िदल्ली:बुक्स इं िडया.
ितलक, रजनी. (2012). मिहला आं दोलन की रीढ़-सािवत्रीबाई फूले. In डॉ. अम्बेडकर और मिहला आन्दोलन (pp.
21-24). िदल्ली:बुक्स इं िडया.
मेघवाल, कुसुम. (1994). डॉ. अम्बेडकर और मिहला जागरण. In भारतीय नारी के उद्धारकः डॉ. बी. आर.
अम्बेडकर (pp. 113-122). उदयपुरः राजस्थान दिलत सािहत्य अकादमी.
मेघवाल, कुसुम. (1994). नारी स्वतंत्रता व समानता का शुभारंभ. In भारतीय नारी के उद्धारकः डॉ. बी. आर.
अम्बेडकर (pp. 123-128). उदयपुरः राजस्थान दिलत सािहत्य अकादमी.
सोनटक्के, यशवंत. (2017). धमार्ंतरण. In बाबासाहेब डॉ. आं बेडकर के िवचार (pp. 320-333). नई िदल्ली:
सम्यक प्रकाशन.
सोनटक्के, यशवंत. (2017). राष्ट्र और राष्ट्रीयता. In बाबासाहेब डॉ. आं बेडकर के िवचार(pp. 169-174). नई
िदल्ली: सम्यक प्रकाशन.
सोनटक्के, यशवंत. (2017). लोकतांित्रक समाज. In बाबासाहेब डॉ. आं बेडकर के िवचार(pp. 67-88). नई
िदल्ली: सम्यक प्रकाशन.
सोनटक्के, यशवंत. (2017). राष्ट्र और राष्ट्रीयता. In बाबासाहेब डॉ. आं बेडकर के िवचार(pp. 178-198). नई
िदल्ली: सम्यक प्रकाशन.
जाटव, डी. आर., डॉ. (1996). श्रिमक वगर्ः सुरक्षा एवं कल्याण. In डॉ. अम्बेडकर के आिथर् क िवचार (प्रयोजन एवं
प्रासंिगकता)(pp. 67-77). जयपुर: समता सािहत्य.
जाटव, डी. आर., डॉ. (1996). आिथर् क िवचारधारा की श्रृंखला में. In डॉ. अम्बेडकर के आिथर् क िवचार (प्रयोजन
एवं प्रासंिगकता)(pp. 100-109). जयपुर: समता सािहत्य.

40
E- references:
www.Ambedkar.org
www.veliwada.com
https://drambedkarbooks.files.wordpress.com/2009/03/selected-work-of-dr-b-r-ambedkar.pdf
https://nmuthumohan.wordpress.com/2012/10/10/ambedkar-and-problems-of-historical-
materialism/

Additional Readings:
I. Introducing Ambedkar
E. Zelliot, (1996) ‘From Untouchable to Dalit: Essays on the Ambedkar Movement’, in The
Leadership of Babasaheb Ambedkar, Delhi: Manohar, pp. 53-78.
G. Omvedt, Liberty Equality and Community: Dr. Ambedkar’s Vision of New Social Order,
Available at http://www.ambedkar.org/research/LibertyEquality.htm, Accessed: 19.04.2013.
II. Caste and Religion
B. Ambedkar, (1987) ‘Philosophy of Hinduism’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-3-92.
E. Zelliot, (2013) ‘Ambedkar’s World: The Making of Babasaheb and the Dalit Movement’, in
The Religious Conversion Movement-1935-1956, Delhi, pp. 143-173.
III. Women’s Question
B. Ambedkar, (1987) ‘The Women and the Counter-Revolution’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp. 427-
437.
P. Ramabai, (2013), The High Caste Hindu Woman, Critical Quest, Delhi.
IV. Political Vision
B. Ambedkar, (2003), ‘Role of Dr. B. R. Ambedkar in Bringing the Untouchables on the
Political Horizon of India and Lying A Foundation of Indian Democracy’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt., Government of Maharashtra,
Mumbai, pp-63-178.
B. Ambedkar, (2003) ‘Buddhism paved way for Democracy and Socialistic Pattern of Society’,
in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt., Government
of Maharashtra, Mumbai, pp. 406-409.
B. Ambedkar, (2003) ‘Failure of Parliamentary Democracy will Result in Rebellion, Anarchy
and Communism’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education
Deptt., Government of Maharashtra, Mumbai, pp. 423-437.
B. Ambedkar, (2003) ‘Prospects of Democracy in India’, in Dr. Babasaheb Ambedkar Writings
and Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra, Mumbai, pp. 519-523.

41
B. Ambedkar, (2003) ‘People cemented by feeling of one country, One Constitution and One
Destiny, Take the Risk of Being Independent’, in Dr. Babasaheb Ambedkar Writings and
Speeches Vol. 17-III, Education Deptt, Government of Maharashtra, Mumbai, pp. 13-59.
V. Constitutionalism
A. Gajendran, (2007) ‘Representation’, in S. Thorat and Aryama (eds.), Ambedkar in Retrospect:
Essays on Economics, Politics and Society, Delhi: Rawat Publishers, pp. 184-194.
B. Ambedkar, (2003), ‘Depressed Classes against Second Chamber: Dr. Ambedkar on Joint
Parliamentary Committee Report Provision for Better Representation Demanded’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt, Government of
Maharashtra, Mumbai, pp. 231-243.
VI. Economy and Class Question
R. Ram, (2010) ‘Dr, Ambedkar, Neo Liberal Market-Economy and Social Democracy in India’,
in Human Rights Global Focus, Vol. V (384), pp. 12-38, Available at
www.roundtableindia.co.in, Accessed: 19.04.2013.
B. Ambedkar, (2003) ‘Trade Union must Enter Politics to Protect their Interests’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt, Government of
Maharashtra, Mumbai, pp.174-192.
B. Ambedkar, (1991) ‘Why Indian Labour determined to War’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 10, Education Deptt, Government of Maharashtra, Mumbai, pp. 36-
43.
A. Teltumbde and S. Sen (eds), ‘Caste Question in India’, in Scripting the Change, Selected
Writings of Anuradha Ghandi, pp. 62- 91.

Teaching Learning Process

This will involve acquainting the students with excerpts of Ambedkar’s original writing collected
in various volumes. The focus of class lecture would be on one hand to locate Ambedkar’s
Thought in the context of his times and on the other hand to understand the influences on him
that had made him dream of a equitable world. Serial Samvidhan could be used as an audio-
visual aid to understand Ambedkar and his contemporary vision on important issues especially
his speech that was delivered during adoption of constitution. Filed visit to Ambedkar memorial
or Mumbai to celebrate Mahparnivaran diwas can further augment students understanding of
continuing relevance of Ambedkar in present times.

Format for Student Presentations

(1) Five presentations on any original writing/speeches by B. R Ambedkar can be used by the
students for presentations (Preferably other than compulsory writings that has been suggested in
the reading list)

42
(2) Six Presentations on the different issues concerned to Ambedkar’s works and their relevance
in contemporary India. (Preferably other than compulsory writings that has been suggested in the
reading list)
(3) One Presentation on Critical understanding on Ambedkar’s Ideas.
References for Students’ Presentations:
1) Babasaheb Ambedkar, Writings and Speeches, 22 Volumes (Available on
www.ambedkar.org)
2) Narendra Jadhav, Ambedkar Spoke, 3 Volumes
3) Any other related audio-visual source

Assessment Methods
Reflective and critical test will form the mainstay of assessment for this paper. Quiz and group
presentations will further be used to analysis students Understanding of Ambedkar’s views.

Keywords
Ambedkar, Religion, Constitutionalism, Women, Justice, Equality

GE6 - Governance: Issues and Challenges

(B.6)
Generic Elective - (GE) Credit:6

Course Objective
This paper deals with concepts and different dimensions of governance highlighting the major
debates in the contemporary times. There is a need to understand the importance of the concept
of governance in the context of a globalising world, environment, administration, development.
The essence of governance is explored through the various good governance initiatives
introduced in India.

Course Learning Outcomes

• The students are acquainted with the changing nature of governance in the era of
globalization.
• The students are introduced to the most contemporary ideas of sustainable development
and green governance.

43
 • The students become familiar with a rigorous introduction to the best practices in India
on good governance.

Unit 1
Government and Governance: Concepts [12 lectures]
a) Role of State in The Era of Globalisation
b) State, Market and Civil Society

Unit 2
Governance and Development [12 lectures]
Changing Dimensions of Development Strengthening Democracy through Good Governance

Unit 3
Environmental Governance [12 lectures]
a) Human-Environment Interaction
b) Green Governance: Sustainable Human Development

Unit 4
Local Governance [12 lectures]
a) Democratic Decentralisation
b) People's Participation in Governance

Unit 5
Good Governance Initiatives in India: Best Practices [20 lectures]
a) Public Service Delivery
b) Electronic Governance
c) Citizens Charter & Right to Information
d) Corporate Social Responsibility

References
Government and Governance: Concepts
B. Chakrabarty and M. Bhattacharya, (eds.) The Governance Discourse. New Delhi: Oxford
University Press,1998
Surendra Munshi and Biju Paul Abraham (eds.), Good Governance, Democratic Societies and
Globalisation, Sage Publishers, 2004
United Nation Development Programme, Reconceptualising Governance, New York, 1997
Carlos Santiso, Good Governance and Aid Effectiveness: The World Bank and Conditionality,
Johns Hopkins University, The Georgetown Public Policy Review, Volume VII, No.1, 2001

44
Vasudha Chotray and Gery Stroker, Governance Theory: A Cross Disciplinary Approach,
Palgrave Macmillan, 2008
J. Rosenau, ‘Governance, Order, and Change in World Politics’, in J. Rosenau, and E. Czempiel
(eds.) Governance without Government: Order and Change in World Politics, Cambridge:
Cambridge University Press, 1992
B. Nayar (ed.), Globalization and Politics in India. Delhi: Oxford University Press, 2007 pp. 218-
240.
Smita Mishra Panda, Engendering Governance Institutions: State, Market And Civil Society,
Sage Publications, 2008
Neera Chandhoke, State and Civil Society Explorations In Political Theory, Sage Publishers,
1995
िसं ह, अभय प्रसाद एवं कृष्ण मुरारी (2018), शासन: मुद्दे एवं चुनौितयाँ, ओिरयंट ब्लैकस्वान, नई िदल्ली

चक्रबतीर्, िबद्युत, प्रकाश चंद (2018), वैश्वीकृत दुिनया में लोक प्रशासन, सेज भाषा, नई िदल्ली
िसन्हा, मनोज (2010) प्रशासन एवं लोकनीित, ओिरयंट ब्लैकस्वान, नई िदल्ली
Governance and Development
B. C. Smith, Good Governance and Development, Palgrave, 2007
World Bank Report, Governance And Development, 1992
P. Bardhan, ‘Epilogue on the Political Economy of Reform in India’, in The Political Economy
of Development in India. 6th edition, Delhi: Oxford University Press, 2005
J. Dreze and A. Sen, India: Economic Development and Social Opportunity. New Delhi: Oxford
University Press, 1995
Niraja Gopal Jayal[ed.], Democracy in India, Oxford University Press, 2007
Environmental Governance
Ramachandra Guha, Environmentalism: A Global History, Longman Publishers, 1999
J.P. Evans, Environmental Governance, Routledge, 2012
Emilio F. Moran, Environmental Social Science: Human - Environment interactions and
Sustainability, Wiley-Blackwell, 2010
Burns H Weston and David Bollier, Green Governance: Ecological Survival, Human Rights and
the Law of the Commons, Cambridge University Press, 2013
Bina Agarwal, Gender And Green Governance, Oxford University Press, Oxford, 2013
J. Volger, ‘Environmental Issues’, in J. Baylis, S. Smith and P. Owens (eds.) Globalization of
World Politics, New York: Oxford University Press, 2011, pp. 348-362.
A. Heywood, Global Politics, New York: Palgrave, 2011, pp. 383-411.
N. Carter, The Politics of Environment: Ideas, Activism, Policy, Cambridge: Cambridge
University Press, 2007, pp. 13-81.

45
Local Governance
Pranab Bardhan and Dilip Mookherjee, Decentralization and Local Governance in Developing
Countries: A Comparative Perspective, MIT Press, 2006
T.R. Raghunandan, Decentralization And Local Governments: The Indian Experience, Readings
On The Economy, Polity And Society, Orient Blackswan, 2013
Pardeep Sachdeva, Local Government In India, Pearson Publishers, 2011
P. de Souza, (2002) ‘Decentralization and Local Government: The Second Wind of Democracy
in India’, in Z. Hasan, E. Sridharan and R. Sudarshan (eds.) India’s Living Constitution: Ideas,
Practices and Controversies, New Delhi: Permanent Black, 2002
Mary John, ‘Women in Power? Gender, Caste and Politics of Local Urban Governance’,
Economic and Political Weekly, Vol. 42(39), 2007
Good Governance Initiatives in India: Best Practices
Niraja Gopal Jayal, Democracy and the State: Welfare, Secularism, and Development in
Contemporary India, Oxford University Press, 1999
Reetika Khera[ed.], The Battle for Employment Guarantee, Oxford University Press, 2011
Nalini Juneja, Primary Education for All in the City of Mumbai: The Challenge Set By Local
Actors', International Institute For Educational Planning, UNESCO: Paris, 2001
Maxine Molyneux and Shahra Razavi, Gender, Justice, Development, and Rights, Oxford
University Press, 2002
Jugal Kishore, National Health Programs of India: National Policies and Legislations, Century
Publications, 2005
Jean Drèze and Amartya Sen, India, Economic Development and Social Opportunity, Oxford
University Press, 1995
K. Lee and Mills, The Economic of Health in Developing Countries, Oxford University Press,
1983
Marmar Mukhopadhyay and Madhu Parhar (eds.) Education in India: Dynamics of
Development, Shipra Publications, 2007
K. Vijaya Kumar, Right to Education Act 2009: Its Implementation as to Social Development in
India, Akansha Publishers, 2012
Amartya Sen and Jean Dreze, Omnibus: Poverty and Famines, Hunger and Public Action, India-
Economic Development and Social Opportunity, Oxford University Press, 1998
Jean Dreze and Amartya Sen, An Uncertain Glory: India And Its Contradictions, Princeton
University Press, 2013
Reetika Khera, ‘Rural Poverty and Public Distribution System’, Economic and Political Weekly,
Vol-XLVIII, No.45-46, Nov 2013
Pradeep Chaturvedi, Women and Food Security: Role of Panchayats, Concept Publishing House,
2002

46
Bidyut Mohanty, “Women, Right to Food and Role of Panchayats”, Mainstream, Vol. LII, No.
42, October 11, 2014
D. Crowther, Corporate Social Responsibility, Deep and Deep Publishers, 2008
Sanjay K. Agarwal, Corporate Social Responsibility in India, Sage Publishers, 2008
Pushpa Sundar, Business & Community: The Story of Corporate Social Responsibility in India,
New Delhi: Sage Publications, 2013.

Teaching Learning Process

The General Elective course titled, Governance: Issues and Challenges in CBCS programme aim
to engage the students in the classroom by following the 6 E's and S (Engage, Explore, Explain,
Elaborate, Evaluate, Extend, and Standards) strategy. The lesson plan is designed to continually
engage students to add/ construct new knowledge in combination with the existing knowledge.
Teachers give the lecture to introduce the concepts, process and incorporate the skills in students
to probe the ‘essential question’ which every unit comes with forming the basis of enquiry.
Critical thinking and cooperative learning is another teaching learning tool used in this course to
engage students to learn together in a group promoting a climate of deliberation, discussion, and
knowledge sharing. This is crucial since this paper deals with a topic like sustainable
development, green governance which requires active participation from civil society, academia,
students, bureaucracy, politics, etc. Power Point Presentation, audio visual methods like
documentary screening are significant in this course to engage the students with real life
globalized scenarios.

Assessment Methods
This course has a scope of undertaking field studies to understand the globalized discourse using
contextual, theoretical, grounded, mixed method approach. The students will be evaluated on the
written semester examination. Internal examination can be assessed on various parameters like
project/ article/ term paper/ group presentation/ field work. Additionally, students reflective and
cognitive thinking will be assessed by the contribution they make in classroom discussions and
group projects.

Keywords
Good Governance, Green Governance, Democratic Decentralisation, Public Service Delivery, E-
Governance, RTI, Corporate Social Responsibility (CSR)

47
 GE7 - Politics of Globalization
(B.7)
Generic Elective - (GE) Credit:6

Course Objective
The objective of this generic elective paper is to make students from diverse background
understand the process of globalization from a political perspective. This paper will create a
broad understanding of the issues and processes globalization based on critical analysis of the
various anchors and dimensions of globalization.

Course Learning Outcomes

• The students will learn about the nature, significance and contemporary debates around
globalization.
• The study of various approaches and concepts of globalization and the role of
international economic organizations will augment students’ knowledge on international
political economy.
• The course will provide an insight into the alternative understanding of globalization and
various critical aspects related to it.
• The paper will equip students with a comprehensive knowledge of the impact of
globalization on developing countries in the context of contemporary international issues
like civil society, social movements and human migration.

Unit 1
Concept of Globalization: Globalization debate; for and against.

Unit 2
Approaches to understanding globalization:
a) Liberal approach
b) Radical approach

Unit 3
International Institutions/Regimes
a) World Bank
b) International Monetary Fund
c) The World Trade Organization

Unit 4
Issues in Globalization:
Alternative Perspectives on its nature and character, critical dimensions: economic, political and
cultural

48
Unit 5
Globalization and democracy: State, sovereignty and the civil society.

Unit 6
Globalization and Politics in developing countries
a) Globalization and social movements
b) Globalization and the demise of Nation State
c) Globalization and human migration

Unit 7
The inevitability of globalization: Domestic and Global responses

References
J. Baylis, Smith and Owens, eds. (2017) The Globalization of World Politics: An Introduction to
International Relations, New York: Oxford University Press.
Joseph E. Stiglitz (2018), Globalization and Its Discontents Revisited: Anti-Globalization in the
Era of Trump, New York: W.W. Norton & Company.
Jagdish Bhagwati (2007), In Defense of Globalization, Oxford, Oxford University Press.
Manfred B. Steger (2017) Globalization: A Very Short Introduction, New York: Oxford
University Press.
Paul Hirst, G. Thompson and S. Bromley (2009), Globalization in Question, Malden, Polity
Press.
John Clark (ed.), (2003) Globalizing Civic Engagement: Civil Society and Transnational Action,
London, Earthscan.
Sanjeev Khagram, James Riker and Korthrxu Sikkink (ed.) (2002) Restructuring World Politics:
Transnational Social Movements, MN, University of Minnesota Press.
Bernard Hoelkman and Michel Kostecki, the Political Economy of the World Trading System:
From GATT to WTO, New York, OUP.
Arjun Appadurai, (1996), Modernity at Large: Cultural Dimensions of Globalisation, University
of Minnesota Press.
Deepak Nayyar (ed.) (2002), Governing Globalization: Issues and Institutions, Oxford
University Press.
Held, David and Anthony Mc grew (ed.), (2003), The Global Transformation Reader: An
introduction to the Globalization Debate, 2nd Cambridge, Polity Press, Blackwell Publishing.
Joseph E Stiglitz, (2002), Globalisation and its Discontents, US, W.W. Norton and Company.
Noreena Hertz, (2000), The silent take over: Global Capitalism and the death of Democracy,
Praeger.
Nye Joseph S and John D. Donanu (ed.) (2000) Governance in a Globalizing World, Washington
dc, Brooking Institution Press.

49
Tyler Cowen, (2000) Creative Destruction: How Globalization is changing the world’s culture,
New Jersey, Princeton University Press.

Additional Resources:
Classic Readings
David Held and Anthony McGrew, et.al (1999) Global Transformation: Politics, Economy and
Culture, Stanford, Stanford University Press.
David Held and Anthony McGrew (2003), eds., the Global Transformations Reader: An
Introduction to the Globalization Debate, Malden, Polity Press.
Additional Readings
Keohane Robert and Joseph S. Nye Jr. (Spring 2002), “Globalization: What is new, what is
not”, Foreign Policy, No.118. pp. 104-119, Washington. Newsweek Interactive, LLC.
Marc Lindenberg and Coralie Bryant, Going Global: Transforming Relief and Development
NGOs, Bloomfield, Kumarian Press.
Sen, A. (2006) Identity and Violence: Illusion and Destiny. London: Penguin/Allen Lane, ch.7,
pp.130-148.
Readings in Hindi
पुष्पेश पन्त (2016), भूमंडलीकरण एवं भारत, िदल्ली:एक्सेस पिब्लिशं ग.

Teaching Learning Process

The Course titled 7. Politics of Globalization under Generic Elective (Interdisciplinary) in
CBCS, B.A. (Hons.) Political Science aims to acquaint the students about various nuances of
globalization. Therefor the teaching learning process will help students acquaint with the
linkages between theory and practice. The students will be engaged in classroom lectures with
power-point presentations. Short documentary or relevant videos will be screened. This will be
followed by group discussions and debate. To inculcate criticality among the student’s
contemporary issues will be discussed. Students will be also familiarized with contemporary
jargons and issues.

Assessment Methods
The students will be assessed according to their performance in internal exam and end semester
exam. Besides, students will also be assessed according to their performance in class discussions.
Students will be given take home tests and will be encouraged to make presentations.

Keywords
Globalization, Migration, World Bank, IMF, WTO, Global South

50
 GE8 - United Nations and Global Conflicts
(B.8)
Generic Elective - (GE) Credit:6

Course Objective
This course provides a comprehensive introduction to the most important multilateral political
organization in international relations. It provides a detailed account of the organizational
structure and the political processes of the UN, and how it has evolved since 1945, especially in
terms of dealing with the major global conflicts. The course imparts a critical understanding of
the UN’s performance until now and the imperatives as well as processes of reforming the
organization in the context of the contemporary global system.

Course Learning Outcomes

• The students will learn about the evolution of United Nations as an international
organization, its principles and institutional structure.
• The course will develop an in depth understanding of United Nations role in peace
keeping and peace building since the Second World War.
• Students will learn about major global conflicts and United Nations role in conflict
management.
• The paper will evolve analytical skills of the students on United Nations role in creating
an equitable social economic world order.
• The course will assess United Nations contributions and shortcomings in maintaining
international peace and security.
• The paper will enhance knowledge on the imperatives of reforming the organization in
contemporary global system.

Unit 1
The United Nations (29 Lectures)
(a) An Historical Overview of the United Nations
(b) Principles and Objectives
(c) Structures and Functions: General Assembly; Security Council, and Economic
and Social Council; the International Court of Justice, and the specialised
agencies (International Labour Organisation [ILO], United Nations Educational,
Scientific and Cultural Organisation [UNESCO], World Health Organisation [WHO],
and UN programmes and funds: United Nations Children’s Fund *UNICEF+, United
Nations Development Programme [UNDP], United Nations Environment Programme
[UNEP], UN Women, United Nations High Commissioner for Refugees [UNHCR]),
Critical Asssessment of Secretary General

51
 (d) Peace Keeping, Peace Making and Enforcement, Peace Building and Responsibility
to Protect
(e) Millennium Development Goals

Unit 2
Major Global Conflicts since the Second World War (20 Lectures)
(a) Korean War
(b) Vietnam War
(c) Afghanistan Wars
(d) Balkans: Serbia and Bosnia

Unit 3
Assessment of the United Nations as an International Organisation: Imperatives
of Reforms and the Process of Reforms (11 Lectures)

References
Hurd, Ian (2011), “Theorizing International Organizations: Choices and Methods in the Study of
International Organizations", Journal of International Organizations Studies 2(2): 7-22.
Karns, Margaret P. and Karen A. Mingst (2009), International Organizations: The Politis
and Processes of Global Governance, 2nd Edition, Boulder: Lynne Rienner, Chapter 2.
Goldstein, J. and Pevehouse, J.C. (2006) International relations. 6th edn. New Delhi: Pearson,
pp. 265-282.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium. London:
Continuum, pp.1-20.
Gareis, S.B. and Varwick, J. (2005) The United Nations: an introduction. Basingstoke: Palgrave,
pp. 1-40.
Gowan, P. (2010) ‘US: UN’, in Gowan, P. ‘A calculus of power: grand strategy in the twenty-
first century. London: Verso, pp. 47-71.
Thakur, R. (1998) ‘Introduction’, in Thakur, R. (eds.) Past imperfect, future uncertain: The UN
at Ffifty. London: Macmillan, pp. 1-14.
Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction. Basingstoke: Palgrave,
pp. 15-21.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium. London:
Continuum, pp. 21-141.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
119-135.
Nambiar, S. (1995) ‘UN peace-keeping operations’, in Kumar, S. (eds.) The United Nations at
fifty. New Delhi, UBS, pp. 77-94.

52
Whittaker, D.J. (1997) ‘Peacekeeping’, in United Nations in the contemporary world. London:
Routledge, pp. 45-56.
Murthy, C.S.R. (2001) “United Nations Peacekeeping in Intrastate Conflicts: Emerging Trends”,
International Security, Vol 38, no. 3, pp. 207-27.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education,
pp.264-266.
Sangal, P.S. (1986) ‘UN, peace, disarmament and development’, in Saxena, J.N. et.al. United
Nations for a better world. New Delhi: Lancers, pp.109-114.
Ghali, B.B. (1995) An agenda for peace. New York: UN, pp.5-38.
United Nations Department of Public Information. (2008) The United Nations Today. New
York: UN.
White, B. et al. (eds.) (2005) Issues in world politics. 3rd edn. New York: Macmillan, pp. 113-
132.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 116-
124.
Armstrong, D., Lloyd, L. and Redmond, J. (2004) International organisations in world politics,
3rd edn. New York: Palgrave Macmillan, pp. 42-43.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
64-65 and 172-173.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 528-
546.
Baylis, J. and Smith, S. (eds.) (2008) The globalization of world politics. an introduction
to international relations. 4th edn. Oxford: Oxford University Press, pp. 562-564.
Achcar, G. (2004) Eastern cauldron. New York: Monthly Review Press, pp. 29-45 and 234-241.
Achcar, G. (2003) The clash of barbarisms: Sept. 11 and the making of the new world disorder.
Kolkata: K.P. Bachi & Co., pp. 76-81.
Prashad, V. (2002) War against the planet. New Delhi: Leftword, pp. 1-6.
Ali, T. (ed.) (2000) Masters of the Universe. London: Verso, pp. 203-216.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp.570-
576.
Ali, T. (ed.) (2000) Masters of the Universe. London: Verso, pp. 230-245 and 271-284.
Kaldor, M. and Vashee, B. (eds.) (1997) New wars. London: Wider Publications for the
UN University, pp. 137-144 and 153-171.
Roberts, A. and Kingsbury, B. (eds.) (1994) United Nations, Divided World. 2nd edn. Oxford:
Clarendon Press, pp. 420-436.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium.
London: Continuum, pp. 196-223 and 295-326.

53
Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction. Basingstoke: Palgrave,
pp. 214-242.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
91-112.

Additional Resources:
Classical Readings:
Hanhimäki, Jussi M. (2015) The United Nations: A Very Short Introduction., New York: Oxford
University Press
Weiss, Thomas G. and Daws, Sam ed. (2007) The Oxford Handbook on the United Nations,
Oxford: : Oxford University Press.
Claude, I. (1984) Swords into plowshares: the progress and problems of international
organisation. 4thedn. New York: Random House
Hindi Readings:
वमार्, िवजय कुमार (2018) संयुक्त राष्ट्र और वैिश्वक संघषर्, New Delhi: Orient Blackswan.
UN India (2019) “सतत् िवकास लक्ष्य”, accessed on 5 April, 2019, Available at:
http://in.one.un.org/sustainable-development-goal/
UN India (2019) “सुधार के िलए एकजुट”, accessed on 5 April, 2019, Available at:
http://in.one.un.org/reforms/

Additional Readings
Baylis, J. and Smith, S. (eds.) (2008) The globalization of world politics. an introduction
to international relations. 4th edn. Oxford: Oxford University Press, pp. 405-422.
White, B. et al. (eds.) (2005) Issues in world politics. 3rd edn. New York: Macmillan, pp. 113-
132.
Baxi, U. (1986) ‘Crimes against the right to development’, in Saxena, J.N. et.al. United Nations
for a better world. New Delhi: Lancers, pp.240-248.
Viotti, P.R. and Kauppi, M.V. (2007) International relations and world politic: security,
economy, identity. 3rd edn. New Delhi: Pearson Education, pp. 470-471.
Goldstein, J.S. (2003) International relations. 3rd edn. Delhi: Pearson Education, pp 43-51.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson
Education, pp.24-27.
Claude, I. (1984) Swords into plowshares: the progress and problems of
international organisation. 4th edn. New York: Random House.
Dodds, F. (ed.) (1987) The way forward: beyond the agenda 21. London: Earthscan.

54
Rajan, M.S., Mani, V.S and Murthy, C.S.R. (eds.) (1987) The nonaligned and the
United Nations. New Delhi: South Asian Publishers.
South Asia Human Rights Documentation Centre. (2006) Human rights: an overview.
New Delhi: Oxford University Press.
Anan, K. (1997) Renewing the United Nations: A Programme for Survival. General Assembly
Document: A/51/950; 14 July 1997. Available at:
http://daccessdds.un.org/doc/UNDOC/GEN/N97/189/79/1MG/n9718979.pdf, Open Element
(accessed on 13 October 2011).

Teaching Learning Process

The course aims to acquaint students about the role and nature of United Nations. Therefore, the
teaching learning process will involve classroom lectures with power-point presentation. The
students will be engaged in group discussions and debate. To make the students better
understand the function and decision-making process of the United Nations, mock sessions of
United Nations will be enacted. In addition to this academicians and practitioner of international
relations will be engaged to deliver lectures to the students.

Assessment Methods
The students will be assessed according to their performance in internal assessment exam and
end semester exam. Besides this conventional approach, students will be assessed according to
their performance in mock sessions. Surprise tests will also be a mode of assessment.

Keywords
United Nations, UNGA, UNSC, UNHCR, Peace Keeping, R2P, MDG, Korean War, Vietnam
War

AE1 - Your Laws, Your Rights

(D.1)
AECC (Electives) - (AECCE) Credit:4

Course Objective
More often than not, when we talk of laws we mean authoritatively sanctioned rules, which are
considered essential for a well-ordered society. Yet laws in a democracy are also about
constituting a society marked by equality, freedom, and dignity. The rights approach to law has
assumed importance in democracies, precisely because of people’s struggles to broaden the

55
understanding of law as something which reflects the will of the people. As such law becomes an
important source of rights and duties, which develop and strengthen alongside institutions of
representative democracy, constitutional norms, and the rule of law. This course aims to help the
students understand law as a source of rights, and as a progressively widening sphere of justice,
welfare, and dignity. This relationship between laws and rights will be studied through specific
values which have come to be seen as integral for a democratic society viz., equality and non-
discrimination, empowerment, redistribution and recognition of traditional rights etc.

Course Learning Outcomes

On the successful completion of the course, students would be able to:
• Demonstrate an understanding of law as a source of right.
• Develop an understanding of democratic values such as equality, justice etc. and learn
about different laws enacted to uphold these values.
• Demonstrate an awareness of democratic rights guaranteed to Indian citizens and persons
• Develop skills related to using ordinary legal procedures to safeguard the rights
guaranteed to citizens and persons
• Show basic awareness of ordinary procedures such as obtaining different kinds of identity
documents
• Show understanding of the structure and principles of the Indian legal system

Unit 1
Rule of law and the Criminal Justice System in India (1 week)

Unit 2
Laws relating to criminal justice administration (2 weeks)
a) How to file a complaint, First Information Report (FIR)
b) Detention, arrest and bail

Unit 3
Equality and non-discrimination (4 weeks)
a) Gender: the protection of women against domestic violence, rape and sexual harassment
b) Caste: laws abolishing untouchability and providing protection against atrocities
c) Class: laws concerning minimum wages
d) Disability and equality of participation and opportunity

Unit 4
Empowerment (2 weeks)
a) Access to information
b) Rights of the consumer

Unit 5
Redistribution, recognition and livelihood (2 weeks)
a) Traditional rights of forest dwellers and the issue of women’s property rights

56
b) Rural employment guarantee

Unit 6
Access to Identification documents and Social Security Schemes (1 week / exercises only)
Familiarise yourself with the following: Procedure for obtaining an Election Commission of
India Identity Card, Driving license, Ration Card, Rashtriya Swasthya Bima Yojna, Old Age
Pension Scheme.

References
I. Rule of law and the Criminal Justice System in India
A. Andrew, (1996) ‘Arbitrary Government and the Rule of Law’, in Arguing About the Law, An
Introduction to Legal Philosophy, Wordsworth, Boston, pp.3-19.
SAHRDC, (2006) ‘Criminal Procedure and Human Rights in India’ in Oxford Handbook of
Human Rights and Criminal Justice in India- The system and Procedure, New Delhi: Oxford
University Press, pp.5-15.
V. S. Deshpande, (2006), ‘Nature of the Indian Legal System’ in Joseph Minattur (ed.), Indian
Legal System, 2nd ed., New Delhi: Indian Law Institute, pp. 1-21, available at
http://14.139.60.114:8080/jspui/bitstream/123456789/738/5/Nature%20of%20the%20Indian%20
Legal%20System.pdf
II. Laws relating to criminal justice administration
B. Pandey, (2008) ‘Laws Relating to Criminal Justice: Challenges and Prospects’, in K.
Sankaran and U. Singh, Towards Legal Literacy, New Delhi: Oxford University Press, pp.61-77.
SAHRDC, (2006)‘Reporting a Crime: First Information Report’, in Oxford Handbook of Human
Rights and Criminal Justice in India- The system and Procedure, New Delhi: Oxford University
Press, pp.16-26.
SAHRDC, (2006) ‘Bail’, in Oxford Handbook of Human Rights and Criminal Justice in India:
The system and Procedure, New Delhi: Oxford University Press, pp.59-71.
SAHRDC, (2006) ‘Detention’, in Oxford Handbook of Human Rights and Criminal Justice in
India- The system and Procedure. New Delhi: Oxford University Press, Pp.72-84.
Nyaaya, India’s Laws Explained, FIR, Arrest, Bail, available at https://nyaaya.in/topic/first-
information-report-fir, https://nyaaya.in/topic/bail, https://nyaaya.in/topic/arrest
P. Mathew, (2003) Your Rights if you are Arrested, New Delhi. Indian Social Institute.
III. Equality and non-discrimination
V. Kumari, (2008) ‘Offences Against Women’, in K, Sankaran and U. Singh (eds.) Towards
Legal Literacy, New Delhi: Oxford University Press.
S. Durrany, (2006) The Protection of Women From Domestic Violence Act 2005, New Delhi:
Indian Social Institute.

57
M. Sakhrani, (2017), Sexual Harassment: The Conundrum of Law, Due Process, and
Justice, Economic and Political Weekly (Engage), available at
https://www.epw.in/engage/article/sexual-harassment-conundrum-law-due-process-and-justice
P. D. Mathew, (2004) The Measure to Prevent Sexual Harassment of Women in Work
Place. New Delhi: Indian Social Institute.
P. Mathew, (2002) The Law on Atrocities Against Scheduled Castes and Scheduled Tribes, New
Delhi: Indian Social Institute.
K. Saxena, (2011) ‘Dalits’, in M. Mohanty et al., Weapon of the Oppressed, Inventory of
People’s Rights in India. Delhi: Danish Books, Pp.15-38
P. Mathew, (2004) The Minimum Wages Act, 1948, New Delhi: Indian Social Institute.
K. Sankaran, (2008) ‘Labour Laws and the World of Work’, in K, Sankaran and U. Singh
(eds.) Towards Legal Literacy, New Delhi: Oxford University Press, Pp.119-131.
K. Saxena, (2011) ‘Adivasis’, in M. Mohanty et al., Weapon of the Oppressed, Inventory of
People’s Rights in India, Delhi: Danish Books, Pp.39-65.
N. Jain, (2011) ‘Physically/Mentally Challenged’, in M. Mohanty et al. Weapon of the
Oppressed, Inventory of People’s Rights in India, Delhi: Danish Books, pp.171-179.
IV. Empowerment
N. Kurian, (2011) ‘Consumers’, in M. Mohanty et al., Weapon of the Oppressed, Inventory of
People’s Rights in India. Delhi: Danish Books.
Vishnu Konoorayar, (2008), ‘Consumer Law’, In Towards Legal Literacy in India. K. Sankaran
and U.K. Singh (eds). New Delhi: Oxford University Press.
S. Naib, (2013) ‘Right to Information Act 2005’, in The Right to Information in India, New
Delhi: Oxford University Press, Available
athttp://www.humanrightsinitiative.org/publications/rti/guide_to_use_rti_act_2005_English2012
lightAspire.pdf, Accessed: 19.04.2013.
A. Baviskar, (2010), Winning the right to information in India: Is knowledge power, I n J
Gaventa & R McGee (eds) Citizen Action and National Policy Reform, London: Zed
S. M. Laskar (2016), Importance of Right to Information for Good Governance in India, Bharati
Law Review, Oct-Dec, available at
http://docs.manupatra.in/newsline/articles/Upload/AC9CD2C7-B8AD-4C5A-B910-
3751BFE5CB28.pdf
Nyaaya, India’s Laws Explained, Request to Obtain Information, available at
https://nyaaya.in/topic/right-to-information/request-to-obtain-information
V. Redistribution, Recognition and livelihood
M. Sarin and O. Baginski, (2010) India’s Forest Rights Act -The Anatomy of a Necessary but
Not Sufficient Institutional Reform, Department for International Development. Available at
www.ippg.org.uk(Accessed: 10.04.2013).
J. Dreze, Dey and Khera, (2008) Employment Guarantee Act, A Primer, New Delhi: National
Book Trust (Also available in Hindi).

58
Additional Resources:
Bare Acts:
o Consumer Protection Act, 1986, Available at
http://chdslsa.gov.in/right_menu/act/pdf/consumer.pdf, Accessed: 10.04.2013.
o Criminal law Amendment Act, 2013, Available at
http://egazette.nic.in/WriteReadData/2013/E_17_2013_212.pdf, Accessed: 10.04.2013.
o Mahatma Gandhi National Rural Employment Guaranty Act, 2005, Available at
http://nrega.nic.in/rajaswa.pdf, Accessed: 10.04.2013.
o National Food Security Act 2011, Available at
http://nac.nic.in/foodsecurity/nfsb_final.pdf, Accessed: 10.04.2013.
o Protection of Women Against Domestic Violence Act, 2005, Available at
http://wcd.nic.in/wdvact.pdf, Accessed: 10.04.2013.
o Right to Information Act, 2005, Available at http://righttoinformation.gov.in/rti-act.pdf,
Accessed: 10.04.2013.
o Scheduled Castes and Scheduled Tribes Prevention of Atrocities Act, 1989, Available at
http://tribal.nic.in/writereaddata/linkimages/poaact989E4227472861.pdf, Accessed: 10.04.2013.
o Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act
2006, Available at http://tribal.gov.in/writereaddata/mainlinkFile/File1033.pdf, Accessed:
10.04.2013.
o The Minimum Wages Act, 1948, Available at
http://www.ilo.org/dyn/travail/docs/623/Minimum%20Wages%20Act%201948.pdf, Accessed:
10.04.2013.
o The Persons with Disabilities (Equal Opportunities, Protection of Rights, Full Participation)
Act, 1995, Available at http://bhind.nic.in/Sparsh_disability%20act%201995.pdf, Accessed:
10.04.2013.
o The Right of Children to Free and Compulsory Education Act, 2009, Available at
http://www.delta.org.in/form/rte.pdf , Accessed: 10.04.2013.
o The Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Bill,
2012, Available at
http://164.100.24.219/BillsTexts/LSBillTexts/PassedLoksabha/144C_2010_LS_Eng.pdf,
Accessed: 10.04.2013.
o Criminal Law Amendment Act, 2013, Available at:
mha.nic.in/pdfs/TheCrimnalLaw030413.pdf, Accessed: 15.04.2013.
Additional Readings:
I. Rule of law and the Criminal Justice System in India
K. Sankaran and U. Singh, (2008) ‘Introduction’, in Towards Legal Literacy. New Delhi: Oxford
University Press, pp. xi – xv.
III. Equality and non-discrimination

59
Gender Study Group, (1996) Sexual Harassment in Delhi University, A Report, Delhi:
University of Delhi.
A. Kidwai, (2013), Sexual Harassment in the Workplace: the Verma Committee and
After, Economic and Political Weekly, Vol. 48, Issue No. 06
D. Srivastva, (2007) ‘Sexual Harassment and Violence against Women in India: Constitutional
and Legal Perspectives’, in C. Kumar and K. Chockalingam (eds) Human Rights, Justice, and
Constitutional Empowerment, Delhi: Oxford University Press.
IV. Empowerment
Live Law, Highlights of Consumer Protection Bill-2018, available at
https://www.livelaw.in/highlights-consumer-protection-bill-2018-read-bill/
A. Roberts, (2010) ‘A Great and Revolutionary Law? The First Four Years of India’s Right to
Information Act’, Public Administration Review. Volume 70, Issue 6, pp. 925–933.
SAHRDC, (2006) ‘Consumer Rights’, in Introducing Human Rights, Oxford University Press,
pp. 118-134.

Other suggested readings:

K. Chaubey, (2013) ‘Do Pragatisheel Kanoonon ki Dastan: Rajya, Jan Andolan aur Pratirdoh’,
Pratiman: Samay, Samaj, Sanskriti, CSDS- Vani Prakashn, pp. 149-177.
S. Dahiwale, (2009) ‘Khairlanji: Insensitivity of Mahar Officers’, Economic and Political
Weekly, Vol. 44 (31), pp. 29-33.
J. Kothari, (2005) ‘Criminal Law on Domestic Violence’, Economic and Political Weekly, Vol.
40(46), pp. 4843-4849.
H. Mander, and A. Joshi, The Movement for Right to Information in India, People’s Power for
the Control of Corruption. Available at
http://www.rtigateway.org.in/Documents/References/English/Reports/12.%20An%20article%20
on%20RTI%20by%20Harsh%20Mander.pdf, Accessed: 10.04.2013.
P. Mathew, and P. Bakshi, (2005) ‘Indian Legal System’, New Delhi: Indian Social Institute.
P. Mathew, and P. Bakshi, (2005) ‘Women and the Constitution’, New Delhi: Indian Social
Institute.
N. Menon, (2012) ‘Sexual Violence’, in Seeing Like a Feminist, New Delhi: Zubaan and
Penguin, pp. 113-146.
M, Mohanty et al. (2011) Weapon of the Oppressed, Inventory of People’s Rights in India.
Delhi: Danish Books.
Centre for Good Governance, (2008) Right to Information Act, 2005: A Citizen’s Guide,
Available at
http://www.rtigateway.org.in/Documents/Publications/A%20CITIZEN'S%20GUIDE.pdf,
Accessed: 10.04.2013.
K. Sankaran, and U. Singh, (eds.) (2008) Towards Legal Literacy. New Delhi: Oxford University
Press.

60
A. Pandey, (2004) Rights of the Consumer. New Delhi: Indian Social Institute.

Teaching Learning Process

Students will receive interactive lectures on conception of rule of law. Students will engage in
discussions on law as a source of rights, as a progressively widening sphere of substantive
justice, welfare, and dignity. The relationship between laws and rights will be studied through
specific values which have come to be seen as integral for a democratic society viz., equality and
non-discrimination, empowerment, redistribution and recognition of traditional rights etc.

Suggested exercises for students

1. Discuss the debates around any recent Ordinance, Bill or Act in Parliament.
2. How to file a FIR? In case there has been a theft in the neighbourhood how would you
file the first-Hand Information Report?
3. Under what circumstances can detention and arrest become illegal?
4. Discuss any contemporary practice or event that violates the equality and protection
against discrimination laws.
5. Read Ordinance XV -D of University of Delhi and make a list of the kinds of conduct
that would qualify as sexual harassment.
6. Your friend has shared with you an incident of unwelcome verbal remarks on her by a
person of higher authority in your college, what would you do?
7. Visit any nearby construction site and talk to the workers about their daily wage. Find out
the minimum wage in Delhi for such construction work. Assess the awareness among the
workers about their minimum wages and the law related to it.
8. You have seen a lady in your neighbourhood being beaten up by her husband. Identify
the concerned Protection Officer in case you want to provide information about this
incident.
9. Read the Vishakha Guidelines as laid down by the Supreme Court and the Act against
sexual harassment at the workplace. Discuss what constitutes sexual harassment and the
mechanisms available for its redressal in your institution.
10. What is the procedure to file an RTI?
11. You bought a product from a nearby shop which was expired, the shop keeper refused to
return it. Use your knowledge of Consumer Protection Act to decide what you do next?
12. Do you think the provisions of Forest Rights Act (FRA) address the question of gender
equality?
13. What must you keep in mind as a consumer while making a purchase that may later help
you make use of Consumer Protection Act? (Hint- Should you ask for a Bill?)
14. In your surroundings have you witnessed any incident that would be considered offensive
under the SC and ST Act? Make a class room presentation on it.

61
 15. After reading the Disabilities Act, discuss in your classroom, whether the differently
abled people in your college are able to exercise the rights and facilities guaranteed under
the law.
16. Discuss the procedure for issuing a job card under MNREGA.
17. You have read the rural job guarantee scheme under MNREGA. Do you think that there
is a need for similar guarantee scheme in urban areas? Discuss with your classmates

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include viva-voce and
participation in class discussions. Students will be assessed on the basis of their ability to think
critically and creatively to solve the problems and application of conceptual understanding to
field-based variables. Students will be required to submit a critical review of any book or a film
that relates to any one unit of the syllabus before end term examination.

Keywords
Democracy, Dignity, Equality, Empowerment, Justice, Recognition, Redistribution, Rule of Law

AE2 - Public Opinion and Survey Research

(D.2)
AECC (Electives) - (AECCE) Credit:4

Course Objective
This course will introduce the students to the debates, principles and practices of public opinion
polls in the context of democracies, with special reference to India. It will familiarize the
students with the principles and practice of survey research and conceptualizing and measuring
public opinion using quantitative methods. The course will give special attention to developing
basic skills pertaining to the collection, analysis and utilization of quantitative data.

Course Learning Outcomes

On the successful completion of the course, students will be able to:
• Understand the importance of public opinion in a democracy and the role of survey
research in comprehending the working of a democratic political system
• Learn about the methods used for conducting surveys and interpreting survey data
• Acquire basic skill sets related to understanding public opinion formation and conducting
research through the use of sample date, framing a questionnaire, etc.

62
 • Acquire basic skill sets related to measurement of public opinion such as data analysis
using statistical methods.

Unit 1
Introduction to the course (6 lectures)
Definition and characteristics of public opinion, conceptions and characteristics, debates about
its role in a democratic political system, uses for opinion poll

Unit 2
Measuring Public Opinion with Surveys: Representation and sampling (6 lectures)
a. What is sampling? Why do we need to sample? Sample design.
b. Sampling error and non-response
c. Types of sampling: Non random sampling (quota, purposive and snowball sampling); random
sampling: simple and stratified

Unit 3
Survey Research (2 lectures)
a. Interviewing: Interview techniques pitfalls, different types of and forms of interview
b. Questionnaire: Question wording; fairness and clarity.

Unit 4
Quantitative Data Analysis (4 lectures)
a. Introduction to quantitative data analysis
b. Basic concepts: correlational research, causation and prediction, descriptive and inferential
Statistics

Unit 5
Interpreting polls (6 lectures)
Prediction in polling research: possibilities and pitfalls
Politics of interpreting polling

References
I. Introduction to the course
R. Erikson and K. Tedin, (2011) American Public Opinion, 8th edition, New York: Pearson
Longman Publishers. pp. 40-46.
G. Gallup, (1948) A guide to public opinion polls Princeton, Princeton University Press, 1948.
Pp. 3-13.
II. Measuring Public Opinion with Surveys: Representation and sampling
G. Kalton, (1983) Introduction to Survey Sampling Beverly Hills, Sage Publication.

63
Lokniti Team (2009) ‘National Election Study 2009: A Methodological Note’, Economic and
Political Weekly, Vol. XLIV (39)
Lokniti Team, (2004) ‘National Election Study 2004’, Economic and Political Weekly, Vol.
XXXIX (51).
‘Asking About Numbers: Why and How’, Political Analysis (2013), Vol. 21(1): 48-69, (first
published online November 21, 2012)
III. Survey Research
H. Asher, (2001) ‘Chapters 3 and 5’, in Polling and the Public: What Every Citizen Should
Know, Washington DC: Congressional Quarterly Press.
R. Erikson and K. Tedin, (2011) American Public Opinion, 8th edition, New York, Pearson
Longman Publishers, pp. 40-46.
IV. Quantitative Data Analysis
A. Agresti and B. Finlay, (2009) Statistical methods for the Social Sciences, 4th edition, Upper
saddle river, NJ: Pearson-Prentice Hall.
S. Kumar and P. Rai, (2013) ‘Chapter 1’, in Measuring Voting Behaviour in India, New Delhi:
Sage.
V. Interpreting polls
R. Karandikar, C. Pyne and Y. Yadav, (2002) ‘Predicting the 1998 Indian Parliamentary
Elections’, Electoral Studies, Vol. 21, pp. 69-89.
M. McDermott and K. A. Frankovic, (2003) ‘Horserace Polling and Survey Methods Effects: An
Analysis of the 2000 Campaign’, Public Opinion Quarterly 67, pp. 244-264.

Additional Resources:
Additional Readings:
K. Warren, (2001) ‘Chapter 2’, in In Defense of Public Opinion Polling, Boulder: Westview
Press, pp. 45-80.
W. Cochran, (2007) ‘Chapter 1’, Sampling Techniques, John Wiley & Sons.
G. Gallup, (1948) A Guide to Public Opinion Polls. Princeton: Princeton University Press, pp.
14-20; 73-75.
D. Rowntree (2000) Statistics Without Tears: An Introduction for Non Mathematicians, Harmon
dsworth: Penguin.

Teaching Learning Process

Students will be taught different forms of sampling methods and will receive training in
conducting surveys. They will be given interactive lectures on measuring public opinion and will
be taught quantitative methods and imparted with basic skills of collection, verification and
analysis of data. Students will be assessed on continuous basis followed by end term
examination. Internal assessment will be conducted at the end of each unit which may include

64
term papers, assignments, projects and viva- voce. They will be assessed on the basis of their
ability to critically apply their conceptual understanding to the field work. They will be required
to submit project report on any one unit of the syllabus before end term examination.

Keywords
Analysis, Collection, Data, Public Opinion, Quantitative, Sampling, Survey

AE3 - Legislative Practices and Procedures

(D.3)
AECC (Electives) - (AECCE) Credit:4

Course Objective
This course will acquaint the students with the legislative process in India at various levels, to
impart them with the elementary skills required to part of a legislative support team and expose
them to real life legislative work. The skills provided by this course will include the
understanding of legislative procedures, comprehending policy concerns which serve as the
objective for legislative practices, drafting new legislation, tracking and analysing feedback on
ongoing bills, writing press releases, conducting meetings with various stakeholders, monitoring
media and public opinion, managing constituent relations and handling inter-office
communications. It will also deepen their understanding and appreciation of the legislative
process and its importance for a robust democracy.

Course Learning Outcomes

On the successful completion of the course, students shall be able to:
• Understand the structure and functions of law-making bodies in India at different levels
• Demonstrate knowledge of the legislative procedures in India
• Acquire skills related to a close reading of legislative documents
• Understand the relationship between the people and their elected representatives
• Develop beginners’ skills to become a part of a support team engaged in different levels
of the law-making functions

Unit 1
Powers and functions of people’s representative at different tiers of governance (6 lectures)
Members of Parliament, State legislative assemblies, functionaries of rural and urban local self -
government from Zila Parishad, Municipal Corporation to Panchayat/ward.

Unit 2

65
Supporting the Legislative Process (2 lectures)
How a bill becomes law, role of the Standing committee in reviewing a bill, legislative
consultants, the framing of rules and regulations.

Unit 3
Supporting the Legislative Committees (6 lectures)
Types of committees, role of committees in reviewing government finances, policy,
programmes, and legislation.

Unit 4
Reading the Budget Document (6 lectures)
Overview of Budget Process, Role of Parliament in reviewing the Union Budget, Railway
Budget, Examination of Demands for Grants of Ministries, Working of Ministries.

Unit 5
Support in media monitoring and communication (4 lectures)
Types of media and their significance for legislators; Basics of communication in print and
electronic media.

References
I. Powers and functions of people’s representative at different tiers of governance
M. Madhavan, and N. Wahi, (2008) Financing of Election Campaigns PRS, Centre for Policy
Research, New Delhi, Available at:
http://www.prsindia.org/uploads/media/conference/Campaign_finance_brief.pdf, Accessed:
19.04.2013
S. Vanka, (2008) Primer on MPLADS, Centre for Policy Research, New Delhi, Available
at http://www.prsindia.org/parliamenttrack/primers/mplads-487/, Accessed: 19.04.2013
H. Kalra, (2011) Public Engagement with the Legislative Process PRS, Centre for Policy
Research, New Delhi, Available at:
http://www.prsindia.org/administrator/uploads/media/Conference%202011/Public%20Engageme
nt%20with%20the%20Legislative%20Process.pdf, Accessed: 19.04.2013.
Government of India (Lok Sabha Secretariat), (2009) Parliamentary Procedures
(Abstract Series), Available at http://164.100.47.132/LssNew/abstract/index.aspx, Accessed:
19.04.2013
II. Supporting the legislative process
Government of India, (Ministry of Parliamentary Affairs), (2009) Legislation,
Parliamentary Procedure, Available at
http://mpa.nic.in/Manual/Manual_English/Chapter/chapter- 09.htm, Accessed: 19.04.2013

66
Government of India, (Ministry of Parliamentary Affairs) (2009), Subordinate
Legislation, Parliamentary Procedure, Available at:
http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-11.htm Accessed: 19.04.2013
D. Kapur and P. Mehta, (2006) ‘The Indian Parliament as an Institution of
Accountability’, Democracy, Governance and Human Rights, Programme Paper Number 23,
United Nations Research Institute for Social Development, Available at:
http://www.unrisd.org/UNRISD/website/document.nsf/240da49ca467a53f80256b4f005ef245/8e
6fc72d6b546696c1257123002fcceb/$FILE/KapMeht.pdf, Accessed: 19.04.2013
O. Agarwal and T. Somanathan, (2005) ‘Public Policy Making in India: Issues and Remedies’,
Available at:
http://www.cprindia.org/admin/paper/Public_Policy_Making_in_India_14205_TV_SOMANAT
HAN.pdf, Accessed: 19.04.2013
B. Debroy, (2001) ‘Why we need law reform’ Seminar January.
III. Supporting the Legislative Committees
P. Mehta, ‘India’s Unlikely Democracy: The Rise of Judicial Sovereignty’, Journal of
Democracy, Vol. 18(2), pp.70-83.
Government link: http://loksabha.nic.in/; http://rajyasabha.nic.in/; http://mpa.nic.in/
K. Sanyal, (2011) Strengthening Parliamentary Committees PRS, Centre for Policy Research,
New Delhi, Available at:
http://www.prsindia.org/administrator/uploads/media/Conference%202011/Strengthening%20Pa
rliamentary%20Committees.pdf, Accessed: 19.04.2013
IV. Reading the Budget Document
A. Celestine, (2011) How to Read the Union Budget PRS, Centre for Policy Research, New
Delhi, Available at http://www.prsindia.org/parliamenttrack/primers/how-to-read-the- union-
budget-1023/, Accessed: 19.04.2013
V. Support in media monitoring and communication
G. Rose, (2005) ‘How to Be a Media Darling: There's No getting Away From It’, State
Legislatures, Vol. 31(3).

Additional Resources:
N. Jayal and P. Mehta (eds), (2010) The Oxford Companion to Politics in India, Oxford
University Press: New Delhi.
B. Jalan, (2007) India’s Politics, New Delhi: Penguin.
Initiating Discussion on Various Type of Debates in Rajya Sabha, Available at
http://rajyasabha.nic.in/rsnew/publication_electronic/75RS.pdf, Accessed: 19.04.2013.
Praxis of Parliamentary Committees: Recommendations of Committee on Rules published
by Rajya Sabha, available at:
http://rajyasabha.nic.in/rsnew/publication_electronic/Praxis.pdf,Accessed: 19.04.2013.
S.J. Phansalkar, Policy Research in the Indian Context

67
N. Singh, ‘Some Economic Consequences of India’s Institutions of Governance: A Conceptual
Framework’, Available at:
http://econ.ucsc.edu/faculty/boxjenk/wp/econ_conseq_2003_rev2.pdf,Accessed:19.04.2013.
R. Guha, (2007), India After Gandhi, Macmillan: New Delhi.
Parliamentary Procedures (Abstract Series) published by Lok Sabha, Available at
http://164.100.47.132/LssNew/abstract/index.aspx, website: www.loksabha.nic.in, Accessed:
19.04.2013.
Committees of Lok Sabha, Available at:
http://164.100.47.134/committee/committee_list.aspxAccessed: 19.04.2013.
Ethics Committee of Rajya Sabha, available at:
http://rajyasabha.nic.in/rsnew/publication_electronic/ethics_committee.pdf,Accessed: 19.4.2013.
Committees of Parliament, Parliamentary Procedure, Ministry of Parliamentary Affairs,
Available at http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-12.htm, Accessed:
19.04.2013.
Nomination of Members of Parliament on Committees, Councils, Boards and Commissions, etc.,
set up by the Government, Ministry of Parliament Affairs, Available at
http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-14.htm, Accessed: 19.04.2013.
Parliamentary Procedures: Problems and Perspectives 2009 Published by Rajya Sabha, Available
at http://rajyasabha.nic.in/rsnew/publication_electronic/parl_procedure2009.pdf, Accessed:
19.04.2013.
Primer on the Budget Process published by PRS, Available at
http://www.prsindia.org/parliamenttrack/primers/the-budget-process-484/, Accessed:
19.04.2013.
Background note on Financial Oversight by Parliament published by PRS, Available
at http://www.prsindia.org/administrator/uploads/media/Conference%20note/Conference%20not
e%20on%20financial%20oversight.pdf,Accessed: 19.04.2013.
P. Keefer and S Khemani, (2009) ‘When Do Legislators Pass On "Pork"? The Determinants of
Legislator Utilization of a Constituency Development Fund in India’, in World Bank Policy
Research Working Paper Series 4929, pp. 1-45, Available at: http://ssrn.com/abstract=1405160,
Accessed: 19.04.2013.
Parliamentary Procedures (Abstract Series), Lok Sabha, Available at
http://164.100.47.132/LssNew/abstract/process.htm
Budget, Parliamentary Procedure, Ministry of Parliamentary Affairs, available at
http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-07.htm, Accessed: 19.04.2013.
http://mpa.nic.in/mpahandbook/parlia13.pdf

Teaching Learning Process

Students will engage in discussion on legislative procedures. They will be imparted elementary
skills to become part of legislative support team and engage in real legislative work by attending

68
legislative meetings and monitoring media and public developments. They will be given
interactive lectures on powers and functions of representatives at different tiers of governance.

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include assignments,
participation in class discussions and viva voce. They will be evaluated on the basis of their
skills to become part of legislative support team and engage in real legislative work. They will be
required to submit project report on any one unit of the syllabus before end term examination.

Keywords
Functions, Governance, Legislature, Powers, Procedures, Representative

AE4 - Peace and Conflict Resolution

(D.4)
AECC (Electives) - (AECCE) Credit:4

Course Objective
The objective of an undergraduate application course for common students in Peace and Conflict
Studies will cover in-depth knowledge of conflict analysis, conflict resolution, conflict
prevention, as well as the historical and cultural context of organized violence. Peace and
Conflict Resolution addresses the sources of war, social oppression and violence and the
challenges of promoting peace and justice internationally and domestically. It also introduces
more equitable, cooperative and nonviolent methods that can be used to transform unjust, violent
or oppressive world situations. This course provides students with an overview of the Peace and
Conflict Studies discipline, including key concepts and related theories. The course is designed
to familiarize students with the historical background of various peace movements, to analyze
principles used to resolve conflict, and to provide a view of how peace and conflict resolution are
being pursued today. The course will also cover extensive understanding of current research and
development within the field of peace and conflict studies and perspective of the environment,
gender, migration, and ethnicity.

69
Course Learning Outcomes
• The paper will equip students with an in-depth understanding of theoretical and actual
observations on both domestic and international sources of conflict and war, conflict
resolution and conflict transformation.
• The students will enhance their analytical ability by learning about different models
employed in conflict resolution.
• The course will develop analytical outlook in conflict resolution on equitable, cooperative
and non-violent techniques of conflict resolution and transformation.
• Further deliberations on peace movements across the world and especially in war torn
regions will help students develop independent perspective on conflict resolution.
• The study of issues like migration, information flow and normative concepts will
augment students, understanding and knowledge.

Unit 1
International Peace and Conflict Resolution: Sources of War: International and Domestic
Issues and Trends

Unit 2
What is Conflict: Introduction to International Conflict Resolution

Unit 3
International Conflict Resolution Theory: Models developed by Johan Galtung, Joseph
Montville, Morton Deutsch, William Zartman, Levy Jack

Unit 4
Conflict resolution: Background of Various Peace Movements and Concepts, Principles
used to resolve conflict

Unit 5
Cross-border relationships between the world’s peaceful and war-torn zones (migration
and information flows, economic transactions, international rules and regulations,
normative concepts and political decisions)

Unit 6
Conflict Transformation: Is Peace Possible? Resolve problems through conflict analyses
and instrumentation of peace concepts

References
Webel, Charles & Jorgen Johansen (ed). 2012. Peace and Conflict Studies: A Reader. Routledge.
New York.

70
Galtung, Johan et al. 2000. Searching for Peace: The Road to Transcend. Pluto Press in
Association with Transcend. p. xiii.
Galtung, Johan. 1990. “Violence and Peace” in Paul Smoker, Ruth Davies & Barbara Munske
(eds.) A Reader is Peace Studies. Pergamon Press: Oxford. 9-14.
Terriff, Terry et al, 1999. ‘Peace Studies’, Security Studies Today, Polity press.
Kriesberg, Louis, Constructive Conflicts: From Escalation to Resolution, Rowman & Littlefield,
Maryland, 1998, pp. 58-150.
Ramsbotham, O., Woodhouse, T., & Miall, H. (2016). Contemporary Conflict Resolution
(Fourth ed.). (Chapter One, pp. 3 37). Cambridge: Polity Press.
Jeong, H.-W. (2000). Peace and conflict studies. Burlington: Ashgate.
Starkey, Boyer, and Wilkenfield, Negotiating a Complex World. Rowman & Littlefield,
Maryland, 1999, pp. 1-74.
Zartman, William, "Dynamics and Constraints in Negotiations in Internal Conflicts", in Zartman,
William (ed), Elusive Peace: Negotiating an End to Civil Wars, The Brookings Institution,
Washington, 1995, pp. 3-29.
Levy, Jack, "Contending Theories of International Conflict: A Levels-of-Analysis Approach" in
Crocker et al, Managing Global Chaos, USIP, 1995, pp. 3-24.
Carr, Edward H., "Realism and Idealism," Richard Betts (ed), Conflict After the Cold War,
Boston: Simon & Schuster, 1994.
Hampson, Fen Osler, Nurturing Peace, USIP, 1996, pp. 3-25.
Galtung, Johan, There Are Alternatives: Four Roads to Peace and Security, Nottingham,
Spokesman, 1984, pp. 162-205.
Kelman, Herbert C., "Interactive Problem Solving", in Fisher, Ronald J. (ed.) Interactive Conflict
Resolution, Syracuse University Press, 1997, pp. 56-74.
Kritz, Neil J., "The Rule of Law in the Post-conflict Phase: Building a Stable Peace", in Crocker
et al, Managing Global Chaos, USIP, 1996, pp. 587-606.
Galtung, Johan, "The Basic Need Approach", in Human Needs: A Contribution to the Current
Debate, Verlag, Cambridge, 1980, pp. 55-126.
Saunders, Harold H., A Public Peace Process: Sustained Dialogue to Transform Racial and
Ethnic Conflicts, New York, 1999, pp. 1-80.
Deutsch, Morton, The Resolution of Conflict: Constructive and Destructive Processes, New
Haven, Yale University Press, 1973, pp. 1-123.
Galtung, Johan, Peace by Peaceful Means: Peace and conflict, Development and Civilization,
Sage, London, 1996, pp. 9-114.
Quackenbush Stephen L., International Conflict: Logic and Evidence, Sage: CQ press,
Washington, 2015.
Louis Kriesberg and Bruce W. Dayton, Constructive Conflicts: from Escalation to Resolution
(5th edition), Rowman & Littlefield Publishers; Fifth edition, 2016.

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Hampson, F.O., Crocker C.A. and Aall, P. R. (2007). Negotiation and international conflict. In
C. Webel & J. Galtung (Eds.), Handbook of peace and conflict studies (pp. 35-50). New York:
Routledge.
Horowitz, S. (2007). Mediation. In C. Webel and J. Galtung (Eds.). Handbook of peace and
conflict studies (51-63). New York: Routledge.
Assefa, H. (1999). The Meaning of reconciliation. In People building peace: 35 inspiring stories
from around the world (pp. 37-45), Utrecht: European Centre for Conflict Prevention.
Boulding, E. (2000). Peace movements and their organizational forms: The seedbed of peace
cultures. In Cultures of peace: The hidden side of history (pp. 56-84), New York: Syracuse
University Press.
Cortright, D. (2008). Banning the bomb. In Peace: A history of movements and ideas.
Cambridge: Cambridge University Press, 126-154.
Young, N. (1987). Peace movements in history. In Barash, D.P. (ed.) (2000), Approaches to
peace: A reader in peace studies (pp. 228-237), New York: Oxford University Press.
Weber, T. (2001). Gandhian philosophy, conflict resolution theory and practical approaches to
negotiation. Journal of Peace Research, 38 (4), 493-513.
Braithwaite, A., Salehyan, I., & Savun, B. (2019). Refugees, forced migration, and conflict:
Introduction to the special issue. Journal of Peace Research, 56(1), 5–11.
https://doi.org/10.1177/0022343318814128
Hoffmann, J. (2013). Conceptualizing ‘communication for peace’. UPEACE Open Knowledge
Network Occasional Working Papers,1(January), University for Peace, San Jose, Costa Rica.
Mansfield, E., & Pevehouse, J. (2000). Trade blocs, trade flows, and international conflict.
International Organization, 54(4), 775-808.
Williams, A. (2015). Changing normative environment for conflict management. In Crocker et.
al. (Eds.) Managing Conflict in a World Adrift. Washington, US: United States Institute of Peace
Press.
Upadhyaya, P. & Kolås, A. (2018). Perspectives from peace research. In P. Upadhyaya
(ed.) Long walk of peace: Towards a culture of prevention (pp. 26-69). Paris: UNESCO.

Additional Resources:
Classic Readings
Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6(3), pp.
167-191.
Galtung, Johan, The True Worlds: A Transnational Perspective, New York, Free Press, 1980, pp.
107-149.
Galtung, Johan. 1967. “Theories of Peace: A Synthetic Approach to Peace Thinking”.
International Peace Research Institute, Oslo.
Rummel, R.J. 1981. Understanding Conflict and War, Vol:5, Beverly Hills, CA: Sage
Publications.

72
Deutsch, M. (1983). Conflict Resolution: Theory and practice. Political Psychology, 4(3), 431-
453.
Gandhi, M.K. (1916) (1964), “On Ahimsa: Reply to Lala Lajpat Rai (October 1916)”, in The
Collected Works of Mahatma Gandhi, Vol.-XIII, Delhi: The Publications Division, Ministry of
Information and Broadcasting, Government of India.

Teaching Learning Process

This course aims to familiarize students about the peace and conflict resolution around the world
by engaging them in elaborate classroom lectures consisting debate and discussions. The lectures
will include power point presentation and screening of short videos which will be followed by
debate and discussion on the topic. The entire process is designed so as to enhance the cognitive
ability of the students and encourage them to think critically. The students will also prepare skits
simulating models used in the peace and conflict resolution and present them in the class. The
regular seminars will further enhance students understanding of the course.

Assessment Methods
The students will be assessed on their performance in their internal examination as well as their
end semester examination. However, the assessment would go beyond this conventional method
and also would assess the students for performance in class in which the skit presentation,
participation in debate and discussion will also be valued.

Keywords
Peace, Conflict, War, Conflict Resolution, Conflict Transformation

73
 UNIVERSITY OF DELHI
Bachelor of Arts (Hons) Political Science

(Effective from Academic Year 2019-20)

PAPERS FOR SEMESTER IV

Applicable for students registered with Regular Colleges, Non Collegiate

Women’s Education Board and School of Open Learning

1
 List of Papers and Courses for Semester IV
A) Core Course

4.1 Paper VIII - Political Processes and Institutions in Comparative Perspective

4.2 Paper IX - Public Policy and Administration in India

4.3 Paper X - Global Politics

B) Generic Elective (Interdisciplinary): Any Four

1. Nationalism in India

2. Contemporary Political Economy

3. Women, Power and Politics

4. Gandhi and the Contemporary World

5. Understanding Ambedkar

6. Governance: Issues and Challenges

7. Politics of Globalization

8. United Nations and Global Conflicts

D) Ability Enhancement (AE Skill Based): Any Two

1. Your Laws, Your Rights

2. Public Opinion and Survey Research

3. Legislative Practices and Procedures

4. Peace and Conflict Resolution

2
 B.A (Honours) Political Science (Semester IV)
S. PAPER
NO.
SEMESTER - IV
4.1 Political Processes and Institutions in Core Discipline - 8
Comparative Perspective
4.2 Public Policy and Administration in India Core Discipline - 9
4.3 Global Politics Core Discipline - 10
4.4 Any One of the Following Generic Elective - IV
(Interdisciplinary)
A Nationalism in India
B Contemporary Political Economy
C Women, Power and Politics
D Gandhi and the Contemporary World
E Understanding Ambedkar
F Governance: Issues and Challenges
G Politics of Globalization
H United Nations and Global Conflicts
4.5 Any one of the following Ability Enhancement - II (Skill
Based)
A Your Laws, Your Rights
B Public Opinion and Survey Research
C Legislative Practices and Procedures
D Peace and Conflict Resolution

3
Courses for Programme B.A. (Hons) Political Science (Sem - IV)

Paper VIII - Political Processes and Institutions in Comparative Perspective

(4.1)
Core Course - (CC) Credit:6

Course Objective
In this course students will be trained in the application of comparative methods to the study of
politics. The course is comparative in both what we study and how we study. In the process the
course aims to introduce undergraduate students to some of the range of issues, literature, and
methods that cover comparative politics.

Course Learning Outcomes

The paper will equip students with an in-depth understanding of different political systems and
regime types. Students would be able to contrast unitary and federal, democratic and
authoritarian systems. It will help students to develop analytical skills to reflect institutional
structures and their functioning such as party systems, electoral systems. It will provide insight
into the process of evolution of nation state in the context of West and post-colonial societies.
Students will develop insights into the process of democratization in post-colonial, post-
authoritarian and post-communist societies.

Unit 1
Forms of Government: (8 lectures)
a) Unitary and Federal System
b) Regime Types: Democratic, Authoritarian, Populism and Totalitarian

Unit 2
Electoral Systems (8 lectures):
Definition and procedures, Types of election system (First Past the Post, Proportional
Representation, Mixed Representation)

Unit 3
Parties and Party Systems (8 lectures)
Historical contexts of the emergence of the party system and types of parties

Unit 4
Nation-state (8 lectures)
What is nation–state? Historical evolution in Western Europe and postcolonial contexts ‘Nation’
and ‘State’: debates

4
Unit 5
Gendering Comparative Politics: Institutions and Processes (8 lectures)
a. Political Representation
b. Women in Conflict and Peace

References

1.a. Forms of Government: Unitary and Federal System

M. Burgess, (2006) Comparative Federalism: Theory and Practice. London: Routledge, pp. 135-
161.
R. Watts, (2008) ’Introduction’, in Comparing Federal Systems. Montreal and Kingston: McGill
Queen’s University Press, pp. 1-27.
1.b. Forms of Government: Regime Types: Democratic, Authoritarian, Populism and
Totalitarian
Michael G. Roskin, Robert L. Cord, James A. Medeiros and Walter S. Johnes “Unitary or
Federal Systems”, pp 54-60.
Michael G. Roskin, Robert L. Cord, James A. Medeiros and Walter S. Johnes “Regimes”, pp 86-
100.
Cas Mudde and Cristobal Rovira Kaltwasser (2017), Populism, A Very Short Introduction,
Oxford University Press.

II. Electoral System

A. Heywood, (2002) ‘Representation, Electoral and Voting’, in Politics. New York: Palgrave,
pp. 223-245.
A. Evans, (2009) ‘Elections Systems’, in J. Bara and M. Pennington, (eds.) Comparative politics.
New Delhi: Sage Publications, pp. 93-119.

III. Parties and Party Systems: Historical contexts of emergence of the party system and
types of parties
A. Cole, (2011) ‘Comparative Political Parties: Systems and Organizations’, in J. Ishiyama, and
M. Breuning, (eds) 21st Century Political Science: A Reference Book. Los Angeles: Sage
Publications, pp. 150-158.
A. Heywood, (2002) ‘Parties and Party System’, in Politics. New York: Palgrave, pp. 247-268.
Geovanni Sartori (1976). Parties and Party Systems: A Framework for Analysis. Cambridge:
Cambridge University Press.

IV: Nation-state
W. O’Conner, (1994) ‘A Nation is a Nation, is a Sate, is a Ethnic Group, is a …’, in J.
Hutchinson and A. Smith, (eds.) Nationalism. Oxford: Oxford University Press, pp. 36-46.

5
K. Newton, and J. Deth, (2010) ‘The Development of the Modern State ‘, in Foundations of
Comparative Politics: Democracies of the Modern World. Cambridge: Cambridge University
Press, pp. 13-33.

V. Gendering Comparative Politics: Institutions and Processes

Baldez Lisa (2010). Symposium. The Gender Lacuna in Comparative Politics. March 2010 | Vol.
8/No. 199-205
Beckwith Karen (2010). Comparative Politics and the Logics of a Comparative Politics of
Gender. American Political Science Association. Vol. 8, No. 1 (March 2010), pp. 159-168
John Rod Martin and Hague Harrop McCormick (2019). “Political Participation”. pp 216-232.
London: Macmillan international and Red Globe Press.
Garrisoned Mind “Women and Arms Conflicts in South Asia”, edited by Laxmi Murthy and
Mitu Verma (eds). Introduction Chapter. New Delhi, Speaking Tiger.

Additional Resources:
Classic Readings
Hannah Arendt (1951) Origin of Totalitarianism, New York: A Harvest Book.
Roy Macridi (2009) Introduction to Comparative Politics: Political Regimes and Political
Change Pearson College Div; Pap/Psc edition.
Giovanni Sartori (1987), The Theory of Democracy Revisited, Columbia University, New York.

Additional Readings
I. Forms of Government
R. Saxena, (2011) ‘Introduction’, in Saxena, R (eds.) Varieties of Federal Governance: Major
Contemporary Models. New Delhi: Cambridge University Press, pp. xii-x1.
II: Electoral System
R. Moser, and S. Ethan, (2004) ‘Mixed Electoral Systems and Electoral System Effects:
Controlled Comparison and Cross-national Analysis’, in Electoral Studies. 23, pp. 575-599.
III. Parties and Party Systems
B. Criddle, (2003) ‘Parties and Party System’, in R. Axtmann, (ed.) Understanding Democratic
Politics: An Introduction. London: Sage Publications, pp. 134-142.
IV: Nation-state
A. Heywood, (2002), ‘The State’, in Politics. New York: Palgrave, pp. 85-102
V. Gendering Comparative Politics
Caraway Teri L. (2010). American Political Science Association. Vol. 8, No. 1 (March 2010),
pp. 169-175.
Schwindt- Leslie A. Bayer (2010). Comparison and Integration: A Path toward a Comparative
Politics of Gender, American Political Science Association, Vol. 8, No. 1 (March 2010), pp. 177-
182.

6
Krook Mona Lena (2011). Gendering Comparative Politics: Achievements and Challenges.
Politics & Gender 7(1), pp 99-105

Teaching Learning Process

Unit Course Learning Teaching and Learning Assessment Method
Outcome Activities
I. Forms of Student will learn Theory lectures and Student will be
Government different forms of examples from the encouraged to have
government like globe help student discussion on merits
unitary, federal, understand the nuances and demerits of
democratic, totalitarian of specific forms of different forms and
etc government desirability for India
II. Electoral Systems Electoral systems have Comparative study Students can prepare
been key to understand through lectures and project on similar
the political systems presentation by systems but different
students on different outcomes or
electoral systems assignments on
classics
III. Parties and Party Students will learn the Theoretical study Student may review
Systems emergence of parties through classics and some classics and
and party system Power point demonstrate working
presentation of of parties by grouping
comparative study of themselves
elections system
IV. Nation-state To understand the Lectures and study of Students may
evolution and classics to understand encourage to prepare
development of nation the Nation and state project on comparative
state debate in West and study of emergence of
East nation state
V. Gendering To understand the By focusing on themes Students can study role
Comparative Politics: comparative politics like women of women in Indian
Institutions and through the representation and context by doing
Processes perspective of gender women in conflict and interview survey or
peace the teaching will data analysis form the
try to analyze the role state studied
of women

Keywords
Forms of Government, Electoral Systems, Party Systems, Nation-state

7
 Paper IX - Public Policy and Administration in India
(4.2)
Core Course - (CC) Credit:6

Course Objective
The paper seeks to introduce the interface between public policy and administration in India. The
essence of public policy lies in its effectiveness in translating the governing philosophy into
programs and policies and making it a part of the community living. It deals with issues of
decentralization, financial management, citizens and administration and social welfare from a
non-western perspective.

Course Learning Outcomes

• The student is introduced to theoretical perspectives on public policy, a major sub-
discipline of public administration.
• This is a paper devoted specially to the Indian context, so the student will become
familiar with details of public policy adopted in India.
• Students will recognize the significance of local governance – both rural and urban.
• The students will become familiar with a range of budgetary procedures and practices, as
part of the budget cycle in India.
• The student is exposed to mechanisms of grievance redressal and a range of specific
social welfare policies.

Unit 1
Public Policy [10 lectures]
a. Definition, characteristics and models
b. Public Policy Process in India

Unit 2
Decentralization [10 lectures]
a. Meaning, significance and approaches and types
b. Local Self Governance: Rural and Urban

Unit 3
Budget [12 lectures]
a. Concept and Significance of Budget
b. Budget Cycle in India
c. Various Approaches and Types of Budgeting

Unit 4
Citizen and Administration Interface [15 lectures]
a. Public Service Delivery
b. Redressal of Public Grievances: RTI, Lokpal, Citizens’ Charter and E-Governance

8
Unit 5
Social Welfare Administration [20 lectures]
a. Concept and Approaches of Social Welfare
b. Social Welfare Policies:
i. Education: Right to Education,
ii. Health: National Health Mission,
iii. Food: Right to Food Security
iv. Employment: MNREGA

References
I. Public Policy
T. Dye, (1984) Understanding Public Policy, 5th Edition. U.S.A: Prentice Hall
R.B. Denhardt and J.V. Denhardt, (2009) Public Administration, New Delhi: Brooks/Cole
J. Anderson, (1975) Public Policy Making. New York: Thomas Nelson and sons Ltd.
M. Howlett, M. Ramesh, and A. Perl, (2009), Studying Public Policy: Policy Cycles and Policy
Subsystems, 3rd edition, Oxford: Oxford University Press.
T. Dye, (2002) Understanding Public Policy, New Delhi: Pearson.
Y. Dror, (1989) Public Policy Making Reexamined. Oxford: Transaction Publication.

II. Decentralization
Satyajit Singh and Pradeep K. Sharma [eds.] Decentralisation: Institutions and Politics In Rural
India, OUP, 2007
D. A. Rondinelli and S. Cheema, Decentralisation and Development, Beverly Hills: Sage
Publishers, 1983
N.G. Jayal, Democracy and The State: Welfare, Secular and Development in Contemporary
India, Oxford: Oxford University Press,1999
Bidyut Chakrabarty, Reinventing Public Administration: The Indian Experience, Orient
Longman, 2007
Noorjahan Bava, Development Policies and Administration in India, Delhi: Uppal Publishers,
2001
Gabriel Almond and Sidney Verba, The Civic Culture, Boston: Little Brown, 1965
M.P. Lester, Political Participation- How and Why do People Get Involved in Politics Chicago:
McNally, 1965
Sinha, Manoj (2010) Prahasan evam Lokniti, Orient Blackswan, New Delhi.
Basu, Rumki (2012), Lok Prashasan Sankalp Avam Siddhant, Jawahar Book Centre: Delhi.
Chakrabarty, Bidyut and Prakash Chand (2018), Bhartiya Prashasan, Sage Bhasha: New Delhi.
Kataria, Surendra (2017), Bhartiya Lok Prashasan, National Publication House: New Delhi.
Kataria, Surendra (2015), Prashasnik Sidhant evam Prabandh, National Publication House.

9
Maheshwari, Sri Ram (2008), Bhartiya Prashasan, Orient Blackswan: New Delhi.
Padma, Ramchandran, Bharat me Lok Prashasan, National Book Trust: New Delhi.

III. Budget
Erik-Lane, J. (2005) Public Administration and Public Management: The Principal Agent
Perspective. New York: Routledge
Henry, N. (1999) Public Administration and Public Affairs. New Jersey: Prentice Hall
Caiden, N. (2004) ‘Public Budgeting Amidst Uncertainity and Instability’, in Shafritz, J.M. &
Hyde, A.C. (eds.) Classics of Public Administration. Belmont: Wadsworth

IV Citizen and Administration Interface

R. Putnam, Making Democracy Work, Princeton University Press, 1993
Jenkins, R. and Goetz, A.M. (1999) ‘Accounts and Accountability: Theoretical Implications of
the Right to Information Movement in India’, in Third World Quarterly. June
Sharma, P.K. & Devasher, M. (2007) ‘Right to Information in India’ in S. Singh & P. Sharma
(eds.) Decentralization: Institutions and Politics in Rural India. New Delhi: Oxford University
Press
Vasu Deva, E-Governance in India: A Reality, Commonwealth Publishers, 2005
World Development Report, World Bank, Oxford University Press, 1992.
M.J. Moon, The Evolution of Electronic Government Among Municipalities: Rheoteric or
Reality, American Society for Public Administration, Public Administration Review, Vol 62,
Issue 4, July-August 2002
Pankaj Sharma, E-Governance: The New Age Governance, APH Publishers, 2004
Pippa Norris, Digital Divide: Civic Engagement, Information Poverty and the Internet in
Democratic Societies, Cambridge: Cambridge University Press, 2001.
Stephan Goldsmith and William D. Eggers, Governing by Network: The New Shape of the
Public Sector, Brookings Institution [Washington], 2004
United Nation Development Programme, Reconceptualising Governance, New York, 1997
Mukhopadyay, A. (2005) ‘Social Audit’, in Seminar. No.551.

V. Social Welfare Administration

Jean Drèze and Amartya Sen, India, Economic Development and Social Opportunity, Oxford:
Oxford University Press, 1995
J. Dreze and Amartya Sen, Indian Development: Selected Regional Perspectives, Oxford:
Clareland Press, 1997
Reetika Khera- Rural Poverty and Public Distribution System, EPW, Vol-XLVIII, No.45-46,
Nov 2013
Pradeep Chaturvedi [ed.], Women and Food Security: Role of Panchayats, Concept Publishers,
1997

10
National Food Security Mission: nfsm.gov.in/Guidelines/XIIPlan/NFSMXII.pdf
Jugal Kishore, National Health Programs of India: National Policies and Legislations, Century
Publications, 2005
K. Lee and Mills, The Economic of Health in Developing Countries, Oxford: Oxford University
Press, 1983
K. Vijaya Kumar, Right to Education Act 2009: Its Implementation as to Social Development in
India, Delhi: Akansha Publishers, 2012.
Marma Mukhopadhyay and Madhu Parhar(ed.) Education in India: Dynamics of Development,
Delhi: Shipra Publications, 2007
Nalini Juneja, Primary Education for All in the City of Mumbai: The Challenge Set by Local
Actors', International Institute For Educational Planning, UNESCO: Paris, 2001
Surendra Munshi and Biju Paul Abraham [eds.] Good Governance, Democratic Societies and
Globalisation, Sage Publishers, 2004
www.un.org/millenniumgoals
http://www.cefsindia.org
www.righttofoodindia.org

Teaching Learning Process

The course titled, Paper-IX Public Policy and Administration in India, in Programme (CBCS)
B.A. (Hons.) Political Science, focus on mastering the students in understanding the public
policy discourse in India. Various tools adopted in classroom teaching are a unit wise lecture, use
of audio-visual resources such as screening of movie/documentary, group discussion. The course
outlines the teaching process in a mechanism which delivers the students with practical
knowledge by combing theoretical rigour with experiential learning to understand the contextual
nuances of public policy in the tough and complex Indian terrain. Classroom teaching is so
designed to allow students operationalize real-life scenarios, probe public policy new behaviours
in the light of course material.

Assessment Methods
This course adopts various methods to evaluate the student’s performance. After every unit an
engaging classroom discussion is moderated by a teacher, combining theoretical and practical
impulse of public policy in India. Student’s participation in it is assessed on the input they make.
Students are constantly encouraged to write a research article on the complex nuances of public
policy on the topic they want to reflect on from the course structure. Further, they are assessed
on their involvement in group activities. Written term examination and internal examination are
ways to mark them in the course.

Keywords
Public Policy, Local Self Governance, Budget, Public Service Delivery, RTI, Lokpal, E-
Governance, Right to Education, National Health Mission, Right to Food Security, MNREGA

11
 Paper X - Global Politics
(4.3)
Core Course - (CC) Credit:6

Course Objective
This course introduces students to the key debates on the meaning and nature of globalization by
addressing its political, economic, social, cultural and technological dimensions. In keeping with
the most important debates within the globalization discourse, it imparts an understanding of the
working of the world economy, its anchors and resistances offered by global social movements
while analyzing the changing nature of relationship between the state and trans-national actors
and networks. The course also offers insights into key contemporary global issues such as the
proliferation of nuclear weapons, ecological issues, international terrorism, and human security
before concluding with a debate on the phenomenon of global governance.

Course Learning Outcomes

• The students will have conceptual clarity on meaning, nature and significance of
globalization.
• The students will learn about the contemporary debates on the discourse of globalization.
• The students will also learn about the rise of financial networks and major actors of
global economy and their impact on state and sovereignty.
• The paper will enhance students’ understanding of contemporary global issues like
proliferation of nuclear weapons, ecology, international terrorism and human security.
• The paper will develop analytical skills of the students to reflect on the phenomenon of
global governance.

Unit 1
Globalization: Conceptions and Perspectives (23 lectures)
a. Understanding Globalization and its Alternative Perspectives (6 lectures)
b. Political Debates on Sovereignty and Territoriality (3 lectures)
c. Global Economy: Its Significance and Anchors of Global Political Economy:
IMF, World Bank, WTO, TNCs (8 lectures)
d. Cultural and Technological Dimension (3 lectures)
e. Global Resistances (Global Social Movements and NGOs) (3 lectures)

Unit 2
Contemporary Global Issues (20 lectures)
a. Ecological Issues: Historical Overview of International Environmental
Agreements, Climate Change, Global Commons Debate (7 lectures)
b. Proliferation of Nuclear Weapons (3 lectures)
c. International Terrorism: Non-State Actors and State Terrorism; Post 9/11
developments (4 lectures)
d. Migration (3 lectures)
e. Human Security (3 lectures)

12
Unit 3
Globalization: Power and Resource Governance

References

I. Globalization – Conceptions and Perspectives

Andrew Heywood, (2011) Global Politics, New York: Palgrave-McMillan.
Anthony McGrew, (2017) ‘Globalization and Global Politics’, in J. Baylis, Smith and Owens
(eds.), Globalization of World Politics: An Introduction to International Relations, New York:
Oxford University Press, pp. 13-27.
Joseph E. Stiglitz (2018), Globalization and Its Discontents Revisited: Anti- Globalization in the
Era of Trump, New York: W.W. Norton & Company.
G. Ritzer, (2010) Globalization: A Basic Text, Sussex: Wiley-Blackwell, pp. 33-62.
M. Strager, (2009) Globalization: A Very Short Introduction, London: Oxford University Press,
pp. 1-16.
R. Keohane and J. Nye Jr, (2000) ‘Globalization: What’s New? What’s Not? (And So What?)’,
in Foreign Policy, No 118, pp. 104-119.
Canchal Kumar, et.al, Understanding Global Politics, K.W. Publishers, Delhi, 2017.
A. Heywood, (2011) Global Politics, New York: Palgrave-McMillan, pp. 112-134.
R. Keohane, (2000) ‘Sovereignty in International Society’, in D. Held and A. McGrew (eds.) The
Global Trans-Formations Reader, Cambridge: Polity Press, pp. 109-123.
A. Heywood, (2011) Global Politics, New York: Palgrave-McMillan, pp. 454-479.
T. Cohn, (2009) Global Political Economy: Theory and Practice, pp. 130-140 (IMF), 208-218.
R. Picciotto, (2003) ‘A New World Bank for a New Century’, in C. Roe Goddard et
al., International Political: State-Market Relations in a Changing Global Order, Boulder:
Lynne Reinner, pp. 341-351.
A. Narlikar, (2005) The World Trade Organization: A Very Short Introduction, New York:
Oxford University Press, pp. 22-98.
J. Goldstein, (2006) International Relations, New Delhi: Pearson, pp. 392-405 (MNC).
P. Hirst, G. Thompson and S. Bromley, (2009) Globalization in Question, Cambridge:
Polity Press, pp. 68-100 (MNC).
D. Held and A. McGrew (eds.), (2002) Global Transformations Reader: Politics, Economics and
Culture, Cambridge: Polity Press, pp. 1-50; 84-91.
M. Steger, (2009) ‘Globalization: A Contested Concept’, in Globalization: A Very
Short Introduction, London: Oxford University Press, pp. 1-16.
A. Appadurai, (2000) ‘Grassroots Globalization and the Research Imagination’, in Public
Culture, Vol. 12(1), pp. 1-19.
G. Ritzer, (2010) Globalization: A Basic Text, Sussex: Wiley-Blackwell, pp. 487-504.

13
R. O’Brien et al., (2000) Contesting Global Governance: Multilateral Economic Institutions and
Global Social Movements, Cambridge: Cambridge University Press, pp. 1-23.
J. Fisher, (1998) Non-Governments: NGOs and Political Development in the Third World,
Connecticut: Kumarian Press, pp. 1- 37 (NGO).

II. Contemporary Global Issues

J. Volger, (2011) ‘Environmental Issues’, in J. Baylis, S. Smith and P. Owens (eds.)
Globalization of World Politics, New York: Oxford University Press, pp. 348-362.
A. Heywood, (2011) Global Politics, New York: Palgrave, pp. 383-411.
N. Carter, (2007) The Politics of Environment: Ideas, Activism, Policy, Cambridge: Cambridge
University Press, pp. 13-81.
D. Howlett, (2011) ‘Nuclear Proliferation’, in J. Baylis, S. Smith and P. Owens (eds.)
Globalization of World Politics, New York: Oxford University Press, pp. 384-397.
P. Viotti and M. Kauppi, (2007) International Relations and World Politics: Security, Economy
and Identity, New Delhi: Pearson, pp. 238-272.

III. Global Shifts: Power and Governance

J. Rosenau, (1992) ‘Governance, Order, and Change in World Politics’, in J. Rosenau, and E.
Czempiel (eds.) Governance without Government: Order and Change in World Politics,
Cambridge: Cambridge University Press, pp. 1-29.
A. Kumar and D. Messner (eds), (2010) Power Shifts and Global Governance: Challenges
from South and North, London: Anthem Press.
P. Dicken, (2007) Global Shift: Mapping the Changing Contours of the World Economy, New
York: The Guilford Press.

Additional Resources:
Classic Readings
J. Goldstein, (2006) International Relations, New Delhi: Pearson.
Michael Hardt and Antonio Negri (2001), Empire, USA, Harvard University Press.
Jagdish Bhagwati (2004), In defense of Globalization, New York, Oxford University Press.
Paul Hirst, Graham Thompson and Simon Bromley (1996), Globalization in Question: The
International Economy and the Possibility of Governance, Polity Press.

Readings in Hindi
पुष्पेश पन्त (2016), भूमंडलीकरण एवं भारत, िदल्ली:एक्सेस पिब्लिशं ग.
अभय कुमार दुबे (ed.)(2007), भारत का भूमंडलीकरण, िदल्ली: वाणी प्रकाशन.

14
Additional Readings
I. Globalization – Conceptions and Perspectives
A. McGrew, (2011) ‘Globalization and Global Politics’, in J. Baylis, S. Smith and P.
Owens (eds.) Globalization of World Politics: An Introduction to International Relations, New
York: Oxford University Press, pp. 14-31.
W. Ellwood, (2005) The No-nonsense Guide to Globalization, Jaipur: NI-Rawat Publications,
pp. 12-23.
K. Shimko, (2005) International Relations: Perspectives and Controversies, New
York: Houghton Mifflin, pp. 195-219.
G. Ritzer, (2010) Globalization: A Basic Text, Sussex: Wiley-Blackwell, pp. 180-190.
F. Lechner and J. Boli (ed.), (2004) The Globalization Reader, London: Blackwell, pp. 236- 239
(WTO).
D. Held et al, (1999) Global Transformations: Politics, Economics and Culture, California:
Stanford University Press, pp. 242-282 (MNC).
T. Cohn, (2009) Global Political Economy, New Delhi: Pearson, pp. 250-323 (MNC).
J. Beynon and D. Dunkerley, (eds.), (2012) Globalisation: The Reader, New Delhi: Rawat
Publications, pp. 1-19.
A. Vanaik, (ed.), (2004) Globalization and South Asia: Multidimensional Perspectives, New
Delhi: Manohar Publications, pp. 171-191, 192-213, 301-317, 335-357.
G. Laxter and S. Halperin (eds.), (2003) Global Civil Society and Its Limits, New
York: Palgrave, pp. 1-21.
A. Heywood, (2011) Global Politics, New York: Palgrave-McMillan, pp. 150-156 (NGO).
P. Willets, (2011) ‘Trans-National Actors and International Organizations in Global Politics’, in
J. Baylis, S. Smith and P. Owens (eds.) Globalization of World Politics, New York: Oxford
University Press, pp. 334-342. (NGO).

II. Contemporary Global Issues

A. Heywood, (2011) Global Politics, New York: Palgrave, pp. 264-281.
P. Viotti and M. Kauppi, (2007) International Relations, New Delhi: Pearson, pp. 276-307.
A. Heywood, (2011) Global Politics, New York: Palgrave, pp. 282-301.
G. Ritzer, (2010) Globalization: A Basic Text, Sussex: Wiley-Blackwell, pp. 298-322.
S. Castles, (2012) ‘Global Migration’, in B. Chimni and S. Mallavarapu (eds.) International
Relations: Perspectives for the Global South, New Delhi: Pearson, pp. 272-285.
A. Acharya, (2011) ‘Human Security’, in J. Baylis, S. Smith and P. Owens (eds.) Globalization
of World Politics, New York: Oxford University Press, pp. 480-493.
S. Tadjbakhsh and A. Chenoy, (2007) Human Security, London: Routledge, pp. 13-19; 123-127;
236-243.

15
P. Bidwai, (2011) ‘Durban: Road to Nowhere’, in Economic and Political Weekly, Vol.46, No.
53, December, pp. 10-12.
K. Shimko, (2005) International Relations Perspectives and Controversies, New York: Hughton-
Mifflin, pp. 317-339.
J. Kiras, (2011) ‘Terrorism and Globalization’, in J. Baylis, S. Smith and P. Owens (eds.)
Globalization of World Politics, New York: Oxford University Press, pp. 366-380.
A. Vanaik, (2007) Masks of Empire, New Delhi: Tulika, pp. 103-128.
A. Acharya, (2001) ‘Human Security: East versus West’, in International Journal, Vol. 56, no. 3,
pp. 442-460.
N. Jindal and K. Kumar, (2018) Global Politics: Issues and Perspectives, New Delhi: Sage.

III. Global Shifts: Power and Governance

J. Close, (2001) ‘The Global Shift: A quantum leap in human evolution’, Available at
http://www.stir-global-shift.com/page22.php, Accessed: 19.04.2013.

Teaching Learning Process

The course aims to adept students in global politics by power-point classroom lectures, debate
and discussions. The course will adopt project-based learning technique so that the students get
engaged in exploration of the global politics. The students will be encouraged to undertake
projects involving field visits and conduct surveys. This will help enhance cognitive ability of
the students and acquaint them with practical world. Lectures by ambassadors and academicians
will also be conducted so that the students get updated knowledge about the global events. The
teaching-learning process will also involve screening of documentaries and short relevant videos.

Assessment Methods
The students will be assessed according to their performance in internal assessment exam and
end semester exam. The assessment will also be based on the project undertaken by the student,
involving field visits and surveys. Students will be also required to write term papers and make
presentations.

Keywords
Globalization, Sovereignty, Global Economy, Climate Change, Nuclear Weapons, Terrorism,
Migration, Security

16
 GE1 - Nationalism in India
(B.1)
Generic Elective - (GE) Credit:6

Course Objective
The course aims to help students understand nationalism in India in the specific historical context
of the struggles against colonial rule in India. It looks at nationalism as from different theoretical
perspectives to emphasize its different dimensions both as a movement and ideology. The course
begins by looking at the responses to colonial dominance in the nineteenth century, and traces
the development of the anti-colonial struggle up to the mid-20th century paying attention to its
social composition and different modalities through which nationalist resistance was mobilized
and consolidated. It focuses subsequently on the events leading to the Partition and independence
in 1947. In the process, the course also tries to focus on the various tensions and contradictions
within the discourse on nationalism and its engagement with the questions of caste, class, gender
and gender.

Course Learning Outcomes

On successful completion of the course, students would be able to:
• Gain an understanding of the different theoretical perspectives on the emergence and
development of nationalism in India
• Demonstrate knowledge of the historical trajectory of the development of the nationalist
movement in India, with specific focus on its different phases
• Understand the contribution of various social movements in the anti-colonial struggle
• Demonstrate awareness of the history of partition and the moment of independence that
followed

Unit 1
Approaches to the Study of Nationalism in India (8 lectures)
Nationalist, Imperialist, Marxist, and Subaltern Interpretations

Unit 2
Reformism and Anti-Reformism in the Nineteenth Century (8 lectures)
Major Social and Religious Movements in 19th century

Unit 3
Nationalist Politics and Expansion of its Social Base (18 lectures)
a. Phases of Nationalist Movement: Liberal Constitutionalists, Swadeshi and the Radicals;
Beginning of Constitutionalism in India
b. Gandhi and Mass Mobilisation: Non-Cooperation Movement, Civil Disobedience Movement,
and Quit India Movement
c. Socialist Alternatives: Congress Socialists, Communists

17
Unit 4
Social Movements (8 lectures)
a. The Women’s Question: Participation in the National Movement and its Impact
b. The Caste Question: Anti-Brahmanical Politics
c. Peasant, Tribals and Workers Movements

Unit 5
Partition and Independence (6 lectures)
a. Communalism in Indian Politics
b. The Two-Nation Theory, Negotiations over Partition

References
I. Approaches to the Study of Nationalism in India
S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India, New Delhi:
Orient Longman, pp. 184-191.
R. Thapar, (2000) ‘Interpretations of Colonial History: Colonial, Nationalist, Post-colonial’, in P.
DeSouza, (ed.) Contemporary India: Transitions, New Delhi: Sage Publications, pp. 25-36.
II. Reformism and Anti-Reformism in the Nineteenth Century
S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India, New Delhi:
Orient Longman, pp.139-158, 234-276.
A. Sen, (2007) ‘The idea of Social Reform and its Critique among Hindus of Nineteenth Century
India’, in S. Bhattacharya, (ed.) Development of Modern Indian Thought and the Social
Sciences, Vol. X. New Delhi: Oxford University Press.
III. Nationalist Politics and Expansion of its Social Base
S. Bandopadhyay, (2004) From Plassey to Partition: A History of Modern India. New Delhi:
Orient Longman, pp. 279-311.
S. Sarkar, (1983) Modern India (1885-1947), New Delhi: Macmillan.
P. Chatterjee, (1993) ‘The Nation and its Pasts’, in P. Chatterjee, The Nation and its Fragments:
Colonial and Postcolonial Histories. New Delhi: Oxford University Press, pp. 76-115.
IV. Social Movements
S. Bandopadhyay, (2004) From Plassey to Partition: A history of Modern India. New Delhi:
Orient Longman, pp. 342-357, 369-381.
G. Shah, (2002) Social Movements and the State, New Delhi: Sage, pp. 13-31
V. Partition and Independence
A. Jalal, and S. Bose, (1997) Modern South Asia: History, Culture, and Political Economy. New
Delhi: Oxford University Press, pp. 135-156.
A. Nandy, (2005) Rashtravad banam Deshbhakti Translated by A. Dubey, New Delhi: Vani
Prakashan. pp. 23-33. [The original essay in English is from A. Nandy, (1994) New Delhi:
Oxford University Press, pp. 1-8.]

18
Additional Resources:
B. Chakrabarty and R. Pandey, (2010) Modern Indian Political Thought, New Delhi: Sage
Publications.
P. Chatterjee, (1993) The Nation and its Fragments: Colonial and Postcolonial Histories, New
Delhi: Oxford University Press.
R. Pradhan, (2008) Raj to Swaraj, New Delhi: Macmillan (Available in Hindi).
S. Islam, (2006) Bharat Mein Algaovaad aur Dharm, New Delhi: Vani Prakashan.

Teaching Learning Process

Students will have interactive lectures on the struggle of Indian people against colonialism. It
seeks to achieve this understanding by looking at this struggle from different theoretical
perspectives that highlight its different dimensions. The course begins discussion on the
nineteenth century Indian responses to colonial dominance in the form of reformism and its
criticism and continues through various phases up to the events leading to the Partition and
Independence. In the process, the students engage with detailed discussion on various conflicts
and contradictions by focusing on its different dimensions: communalism, class struggle, caste
and gender questions.
Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include assignments, class
presentations and viva-voce. Students will be assessed on the basis of their ability to think
critically. Students will be required to submit a critical review of any book or a film that relates
to any one unit of the syllabus before end term examination.
Keywords
Caste, Communalism, Colonialism, Dominance, Gender, Partition, Peasants Nationalism,
Struggle, Workers

GE2 - Contemporary Political Economy

(B.2)
Generic Elective - (GE) Credit:6

Course Objective
Given the growing recognition worldwide of the importance of the political economy approach
to the study of global order, this course has the following objectives:
• To familiarize the students with the different theoretical approaches
• To give a brief overview of the history of the evolution of the modern capitalist world;
• To highlight the important contemporary problems, issues and debates on how these
should be addressed.

19
Course Learning Outcomes
• The students will learn about diverse approaches to international political economy.
• The study of role of international organization in transforming the world economy will
equip the students to understand the process of evolution of capitalism.
• Insights into issues and contentions of development and perspectives on globalization
will augment students’ ability to assess its impact on culture, environment, military-
security dimensions and traditional knowledge systems.
• The paper will enable students to comprehend contemporary dilemmas in the socio-
political, gender and ethnic domains.

Unit 1
Approaches to Political Economy (15 Lectures)
a) Classical Liberalism
b) Marxism
c) Welfarism
d) Neo-liberalism
e) Gandhian approach

Unit 2
Capitalist Transformation (14 Lectures)
a) European Feudalism and Transition to Capitalism
b) Globalization: Transnational Corporations, World Trade Organization, International Non-
governmental Organizations (their role in development)

Unit 3
Issues in Development (15 Lectures)
a) Culture
b) Environment
c) Knowledge Economy

Unit 4
Globalization and Development Dilemmas (16 Lectures)
a) Artificial Intelligence
b) Gender
c) Racial and Ethnic Problems
d) Migration

References
Arblaster, A. (2006) ‘The Rise and Decline of Western Liberalism’ in Lal, D. Reviving the
Invisible Hand: The Case for Classical Liberalism in the Twentyfirst Century. Princeton:
Princeton University Press, pp. 1- 8, 17- 30, and 48- 51.

20
Mandel, E. (1979) An Introduction to Marxist Economic Theory. New York: Pathfinder Press,
3rd print, pp. 3-73.
Kersbergen, K.V. and Manow, P. (2009) Religion, Class Coalition and Welfare State.
Cambridge: Cambridge University Press, chapters 1 and 10, pp. 1-38; 266-295
Andersen, J. G. (ed.) (2008) 'The Impact of Public Policies' in Caramani, D. Comparative
Politics. Oxford: Oxford University Press, ch 22, pp. 547- 563.
Harvey, D. (2005) A Brief History of Neo-liberalism. Oxford: Oxford University Press.
Ghosh, B.N. (2007) Gandhian Political Economy: Principles, Practice and Policy. Ashgate
Publishing Limited, pp. 21- 88.
Phukan, M. (1998) The Rise of the Modern West: Social and Economic History of Early
Modern Europe. Delhi: Macmillan India, pp. 420- 440.
Gilpin, R. (2003) Global Political Economy: Understanding the International Economic Order,
Princeton University Press, pp. 278- 304.
Kennedy, P. (1993) Preparing for the Twenty – First Century. UK: Vintage, Ch. 3
Prasad, K. (2000) NGOs and Social-economic Development Opportunities. New Delhi: Deep &
Deep, ch. 1, 2, 3, 5.
Fisher, J. (2003) Non-governments – NGOs and the Political Development in the Third World.
Jaipur: Rawat, ch. 1, 4, 6.81
Mackay, H. (2004) ‘The Globalization of Culture’ in Held, D. (ed.) A Globalizing World?
Culture, Economics and Politics. London: Routledge, pp. 47- 84.
Tomlinson, J. (2004) ‘Cultural Imperialism’ in Lechner, F. J and Boli, J. (eds.) The Globalization
Reader. Oxford: Blackwell, pp. 303- 311.
Lechner, F. J and Boli, J. (eds.) (2004) The Globalization Reader. Oxford: Blackwell, pp. 361-
376 and 398- 404.
Held, D. and Mcrew, A. (eds.) (2000) The Global Transformations Reader. Cambridge: Polity
Press, pp. 374- 386.
Singh, S. (1997) Taming the Waters: The Political Economy of Large Dams in India. New Delhi:
Oxford University Press, pp. 133- 163, 182- 203, 204- 240.
Kesselman, M. (2007) The Politics of Globalization. Boston: Houghton Mifflin Company, pp.
330- 339.
Marglin, S. (1990) ‘Towards the Decolonisation of the Mind’ in Marglin, S. and Marglin, F. A.
(eds.) Dominating Knowledge: Development, Culture and Resistance. Oxford:
Oxford University Press, pp. 1- 28.
L. Lechner, F. J and Boli, J. (eds.) (2004) The Globalization Reader. Oxford: Blackwell, pp. 211-
244.
Held, D. and Mcrew, A. (eds.) (2000) The Global Transformations Reader. Cambridge:
Polity Press, pp. 105-155.

21
Omahe, K. (2004) ‘The End of the Nation State’, L. Lechner, F. J and Boli, J. (eds.) The
Globalization Reader. Oxford: Blackwell.
Glen, J. (2007) Globalization: North-South Perspectives. London: Routledge, ch.6.
Sen, A. (2006) Identity and Violence: Illusion and Destiny. London: Penguin/Allen Lane, pp.
130-148.
Berkovitch, N. (2004) ‘The Emergence and Tranformation of the International Women’s
Movements’ in L. Lechner, F. J and Boli, J. (eds.) The Globalization Reader. Oxford: Blackwell,
ch.31, pp. 251- 257.
Steans, J. (2000) ‘The Gender Dimension’ in Held, D. and Mcrew, A. (eds.), The Global
Transformations Reader. Cambridge: Polity Press, ch.35, pp. 366- 373.
Tickner, J. A. (2008) ‘Gender in World Politics’ in Baylis, J., Smith, S. & Owens, P. (eds.)
Globalization of World Politics, 4th edn., New Delhi: Oxford University Press, ch.15.
Arya, S. and Roy, A. (eds.) Poverty Gender and Migration. New Delhi: Sage, Ch. 1.
Kesselman, M. (2007) The Politics of Globalization. Boston: Houghton Mifflin Company, pp.
450- 462.
Nayyar, D. (ed.) (2002) Governing Globalization. Delhi: OUP, pp. 144- 176.

Additional Resources:
Classic Readings
Robert Gilpin, (1987) The Political Economy of International Relations, Princeton: Princeton
University Press.
Susan Strange (1989), Paths to International Political Economy, London: Routledge.
Additional Readings
Gelinas, J. B. (2003) Juggernaut Politics- Understanding Predatory Globalization.
Halifax, Fernwood. Available from: www.globalpolicy.org

Teaching Learning Process

The course aims to familiarize the students with the various dimensions involved in the
contemporary global economy. The teaching learning process will go beyond the classroom
lectures and presentation by engaging internet sources to follow the market trends. The lectures
will be highly interactive whereas the students will be encouraged to follow the daily market
trends. To enhance the cognitive ability of the students, group discussions will be organized to
make the students understand the impact of any changes in the global economy on the society.

Assessment Methods
The students will be assessed according to their performance in their internal assessment exam
and end semester exam. However, the students will be also assessed according to their
performance in group discussions. Weekly quiz and tests will be also the mode of assessment.

Keywords

22
Approaches to Political Economy, Development Debates, Development vs. Environment,
Knowledge Economy, Globalization and Development

GE3 - Women, Power and Politics

(B.3)
Generic Elective - (GE) Credit:6

Course Objective
This course opens up the question of women’s agency, taking it beyond ‘women’s
empowerment’ and focusing on women as radical social agents. It attempts to question the
complicity of social structures and relations in gender inequality. This is extended to cover new
forms of precarious work and labour under the new economy.

Course Learning Outcomes

After completing this course, the students will be able to:
• Understand the concept of patriarchy, feminism, family, community and state.
• Understand the history of women’s movement and why these movements emerged, and
hence would be able to connect theory and practice.

Unit 1
Groundings (6 weeks)
1. Patriarchy (2weeks)
a. Sex-Gender Debates
b. Public and Private
c. Power
2. Feminism (2 weeks)
3. Family, Community, State (2weeks)
a. Family
b. Community
c. State

Unit 2
Movements and Issues (6 weeks)
1. History of the Women’s Movement in India (2 weeks)
2. Violence against women (2 weeks)
3. Work and Labour (2 weeks)
a. Visible and Invisible work
b. Reproductive and care work
c. Sex work

23
References
I. Groundings
T. Shinde, (1993) ‘Stree Purusha Tulna’, in K. Lalitha and Susie Tharu (eds), Women Writing in
India, New Delhi, Oxford University Press, pp. 221-234
U. Chakravarti, (2001) ‘Pitrasatta Par ek Note’, in S. Arya, N. Menon & J. Lokneeta
(eds.) Naarivaadi Rajneeti: Sangharsh evam Muddey, University of Delhi: Hindi Medium
Implementation Board, pp.1-7
V Geetha, (2002) Gender, Kolkata, Stree, pp. 1-20.
M. Kosambi, (2007) Crossing the Threshold, New Delhi, Permanent Black, pp. 3-10; 40-46.
N. Menon, (2008) ‘Power’, in R. Bhargava and A. Acharya (eds), Political Theory: An
Introduction, Delhi: Pearson, pp.148-157
B. Hooks, (2010) ‘Feminism: A Movement to End Sexism’, in C. Mc Cann and S. Kim
(eds), The Feminist Reader: Local and Global Perspectives, New York: Routledge, pp. 51-57.
R. Delmar, (2005) ‘What is Feminism?’, in W. Kolmar & F. Bartkowski (eds) Feminist Theory:
A Reader, pp. 27-37
R. Palriwala, (2008) ‘Economics and Patriliny: Consumption and Authority within the
Household’ in M. John. (ed) Women's Studies in India, New Delhi: Penguin, pp. 414-423
U. Chakravarti, (2003) Gendering Caste through a Feminist Len, Kolkata, Stree, pp. 139- 159.
C. MacKinnon, ‘The Liberal State’ from Towards a Feminist Theory of State, Available at
http://fair-use.org/catharine-mackinnon/toward-a-feminist-theory-of-the-state/chapter-8,
Accessed: 19.04.2013.
II. Movements and Issues
I. Agnihotri and V. Mazumdar, (1997) ‘Changing the Terms of Political Discourse: Women’s
Movement in India, 1970s-1990s’, Economic and Political Weekly, 30 (29), pp. 1869-1878.
R. Kapur, (2012) ‘Hecklers to Power? The Waning of Liberal Rights and Challenges to
Feminism in India’, in A. Loomba South Asian Feminisms, Durham and London: Duke
University Press, pp. 333-355
N. Menon, (2004) ‘Sexual Violence: Escaping the Body’, in Recovering Subversion, New Delhi:
Permanent Black, pp. 106-165
P. Swaminathan, (2012) ‘Introduction’, in Women and Work, Hyderabad: Orient Blackswan,
pp.1-17
J. Tronto, (1996) ‘Care as a Political Concept’, in N. Hirschmann and C. Stephano, Revisioning
the Political, Boulder: Westview Press, pp. 139-156.
Darbar Mahila Samanwaya Committee, Kolkata (2011) ‘Why the so-called Immoral Traffic
(Preventive) Act of India Should be Repealed’, in P. Kotiswaran, Sex Work, New Delhi, Women
Unlimited, pp. 259-262
N. Jameela, (2011) ‘Autobiography of a Sex Worker’, in P. Kotiswaran, Sex Work, New Delhi:
Women Unlimited, pp. 225-241

24
Additional Resources:
K. Millet, (1968) Sexual Politics, Available at
http://www.marxists.org/subject/women/authors/millett-kate/sexualpolitics.htm, Accessed:
19.04.2013.
S. de Beauvoir (1997) Second Sex, London: Vintage.
F. Engles, Family, Private Property and State, Available at
http://readingfromtheleft.com/PDF/EngelsOrigin.pdf, Accessed: 19.04.2013.
S. Brownmiller, (1975) Against our Wills, New York: Ballantine.
N. Menon (2008) ‘Gender’, in R. Bhargava and A. Acharya (eds), Political Theory: An
Introduction, New Delhi: Pearson, pp. 224-233
R. Hussain, (1988) ‘Sultana’s Dream’, in Sultana’s Dream and Selections from the Secluded
Ones – translated by Roushan Jahan, New York: The Feminist Press.
S. Ray ‘Understanding Patriarchy’, Available at
http://www.du.ac.in/fileadmin/DU/Academics/course_material/hrge_06.pdf
Saheli Women’s Centre, (2007) Talking Marriage, Caste and Community: Women’s Voices
from Within, New Delhi: monograph 114
C. Zetkin, ‘Proletarian Woman’, Available at
http://www.marxists.org/archive/zetkin/1896/10/women.htm, Accessed: 19.04.2013.
J. Ghosh, (2009) Never Done and Poorly Paid: Women’s Work in Globalising India, Delhi:
Women Unlimited
Justice Verma Committee Report, Available at http://nlrd.org/womens-rightsinitiative/justice-
verma-committee-report-download-full-report, Accessed: 19.04.2013.
N. Gandhi and N. Shah, (1992) Issues at Stake – Theory and Practice in the Women’s
Movement, New Delhi: Kali for Women.
V. Bryson, (1992) Feminist Political Theory, London: Palgrave-MacMillan, pp. 175-180; 196-
200
M. Mies, (1986) ‘Colonisation and Housewifisation’, in Patriarchy and Accumulation on a
World Scale London: Zed, pp. 74-111, Available at
http://caringlabor.wordpress.com/2010/12/29/maria-mies-colonizationand-housewifization/.
R. Ghadially, (2007) Urban Women in Contemporary India, Delhi: Sage Publications.
Saheli Women’s Centre (2001) ‘Reproductive Health and Women’s Rights, Sex Selection and
feminist response’ in S Arya, N. Menon, J. Lokneeta (eds), Nariwadi Rajneeti, Delhi, pp. 284-
306
V. Bryson (2007) Gender and the Politics of Time, Bristol: Polity Press
Readings in Hindi:
D. Mehrotra, (2001) Bhartiya Mahila Andolan: Kal, Aaj aur Kal, Delhi: Books for Change
G. Joshi, (2004) Bharat Mein Stree Asmaanta: Ek Vimarsh, University of Delhi: Hindi Medium
Implementation Board

25
N. Menon (2008) ‘Power’, in R. Bhargava and A. Acharya (eds) Political Theory: An
Introduction, New Delhi: Pearson
N. Menon (2008) ‘Gender’, in R. Bhargava and A. Acharya (eds) Political Theory: An
Introduction, New Delhi, Pearson
R. Upadhyay and S. Upadhyay (eds.) (2004) Aaj ka Stree Andolan, Delhi: Shabd Sandhan.
मेनन, िनवेिदता, साधना आयार् और िजनी लोकनीता (ed.), नारीवादी राजनीित: संघषर् एवं मुद्दे, िदल्ली: िहं दी माध्यम
कायर्न्वय िनदेशालय,2001.

Teaching Learning Process

The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.

Keywords
patriarchy, feminism, family, community, power, state, movement

GE4 - Gandhi and the Contemporary World

(B.4)
Generic Elective - (GE) Credit:6

Course Objective
Locating Gandhi in a global frame, the course seeks to elaborate Gandhian thought and examine
its practical implications. It will introduce students to key instances of Gandhi’s continuing
influence right up to the contemporary period and enable them to critically evaluate his legacy.

Course Learning Outcomes

This course will help students to understand Gandhian philosophy in a critical and analytical
manner. It will also help in describing the impact of Gandhian thought on Indian and global
politics. It will help in identifying and explaining selected approaches and methods that
historians have used to study the history of anti-colonial Indian politics.

26
Unit 1
Gandhi on Modern Civilization and Ethics of Development (2 weeks)
a. Conception of Modern Civilisation and Alternative Modernity
b. Critique of Development: Narmada Bachao Andolan

Unit 2
Gandhian Thought: Theory and Action (4 weeks)
a. Theory of Satyagraha
b. Satyagraha in Action
i. Peasant Satyagraha: Kheda and the Idea of Trusteeship
ii. Temple Entry and Critique of Caste
iii. Social Harmony: 1947and Communal Unity

Unit 3
Gandhi’s Legacy (4 weeks)
a) Tolerance: Anti - Racism Movements (Anti - Apartheid and Martin Luther King)
b) The Pacifist Movement
c) Women’s Movements
d) Gandhigiri: Perceptions in Popular Culture

Unit 4
Gandhi and the Idea of Political (2 weeks)
a) Swaraj
b) Swadeshi

References
I. Gandhi on Modern Civilization and Ethics of Development
B. Parekh, (1997) ‘The Critique of Modernity’, in Gandhi: A Brief Insight, Delhi: Sterling
Publishing Company, pp. 63-74.
K. Ishii, (2001) ‘The Socio-economic Thoughts of Mahatma Gandhi: As an Origin of Alternative
Development’, Review of Social Economy. Vol. 59 (3), pp. 297-312.
D. Hardiman, (2003) ‘Narmada Bachao Andolan’, in Gandhi in his Time and Ours. Delhi:
Oxford University Press, pp. 224- 234.
A Baviskar, (1995) ‘The Politics of the Andolan’, in In the Belly of the River: Tribal Conflict
Over Development in the Narmada Valley, Delhi: Oxford University Press, pp.202-228.

27
R Iyer, (ed) (1993) ‘Chapter 4’ in The Essential Writings of Mahatma Gandhi, New Delhi:
Oxford University Press.
R. Ramashray, (1984) ‘Liberty Versus Liberation’, in Self and Society: A Study in Gandhian
Thought, New Delhi: Sage Publication.

II. Gandhian Thought: Theory and Action

B. Parekh, (1997) ‘Satyagrah’, in Gandhi: A Brief Insight, Delhi: Sterling Publishing Company,
pp. 51-63.
D. Dalton, (2000) ‘Gandhi’s originality’, in A. Parel (ed) Gandhi, Freedom and Self-Rule, New
Delhi: Lexington Books, pp.63-86.
D. Hardiman, (1981) ‘The Kheda Satyagraha’, in Peasant Nationalists of Gujarat: Kheda District,
1917-1934, Delhi: Oxford University Press, pp. 86-113.
J. Brown, (2000) ‘Gandhi and Human Rights: In search of True humanity’, in A. Parel (ed)
Gandhi, Freedom and Self-Rule, New Delhi: Lexington Books, pp. 93-100.
R. Iyer, (2000) ‘Chapter 10 and 11’, in The Moral and Political Thought of Mahatma Gandhi,
New Delhi: Oxford University Press, pp. 251-344
I. Knudegaard, (2010), Gandhi’s Vision for Indian Society: Theory and Action, Master Thesis in
History, University of Oslo, Available at:
https://www.duo.uio.no/bitstream/handle/10852/23275/IngfridxKnudegaardxmasteroppgavexixh
istorie.pdf?sequence=1&isAllowed=y, Accessed: 14.05.2019, pp.27-38.
P. Rao, (2009) ‘Gandhi, Untouchability and the Postcolonial Predicament: A Note’. Social
Scientist. Vol. 37 (1/2). Pp. 64-70.
B. Parekh, (1999) ‘Discourse on Unsociability’, in Colonialism, Tradition and Reform: An
Analysis of Gandhi's Political Discourse, New Delhi: Sage Publication.
D. Hardiman, (2003) ‘Fighting Religious Hatreds’, in Gandhi in His Time and Ours. Delhi:
Oxford University Press.

III. Gandhi’s Legacy

D. Hardiman, (2003) ‘Gandhi’s Global Legacy’, in Gandhi in His Time and Ours. Delhi: Oxford
University Press, pp. 238-283.
Manimala, (1984) ‘Zameen Kenkar? Jote Onkar: Women’s participation in the Bodhgaya
struggles’, in M. Kishwar and R. Vanita (eds) In Search of Answers: Indian Women’s Voices
from Manushi, London: Zed Press.
M. Shah, (2006) ‘Gandhigiri; A Philosophy of Our Times’, The Hindu, Available at
http://www.hindu.com/2006/09/28/stories/2006092802241000.htm, Accessed: 14.05.2019.
A. Ghosh and T. Babu, (2006) ‘Lage Raho Munna Bhai: Unravelling Brand ‘Gandhigiri’,
Economic and Political Weekly, 41 (51), pp. 5225 – 5227.
H. Trivedi (2011) ‘Literary and Visual Portrayal of Gandhi’, in J Brown and A Parel (eds)
Cambridge Companion to Gandhi, Cambridge University Press 2011, pp. 199-218.

28
IV. Gandhi and the Idea of Political
P. Chatterjee, (1986) ‘The Moment of Maneuver’, in Nationalist Thought and the Colonial
World: A derivative discourse?, Delhi: Zed Books.
Indian Council for Historical Research (1976) ‘The Logic of Gandhian Nationalism: Civil
Disobedience and the Gandhi – Irwin Pact, 1930-31’, Indian Historical Review, Available at
http://www.ichrindia.org/journal.pdf, Accessed: 18.04.2013.
D. Dalton, (1996) ‘Swaraj: Gandhi’s Idea of Freedom’, in Mahatma Gandhi: Selected Political
Writings, USA: Hackett Publishing, pp. 95-148.
A. Parel (ed.) (1997) ‘Editor’s Introduction’, in Gandhi, Hind Swaraj and Other Writings
Cambridge: Cambridge University Press.

Additional Resources:
Classics
M K Gandhi “Hind Swaraj” Navjeevan Trust, Ahmedabad, 1910,
https://www.indiawaterportal.org/sites/indiawaterportal.org/files/hind_swarajya_mk_gandhi_201
0.pdf
M. K. Gandhi Chapter XII&XIII, “Satyagraha in South Africa, Navjivan Trust, Ahmmedabad,
1928, pp. 95-107
M.K. Gandhi, (1941) ‘Chapter 1, 2, 9, 15, and 16’, in Constructive Programme: Its Meaning and
Place, Ahmedabad: Navjivan Trust.
M.K. Gandhi’s India of My Dreams (Compiled R.K. Prabhu): “The meaning of Swaraj” (no.2);
“Communal unity” (no.59); “The curse of untouchability” (no.61); “Religious tolerance in India”
(no.62); “The problem of minorities” (no.66). Available at:
https://ia802902.us.archive.org/22/items/Mere_sapno_ka_Bharat-
mk_gandhi/MereSapnoKaBharat-MkGandhi1947.pdf

Additional Readings:
A. Baviskar, (1995) ‘National Development, Poverty and the environment’, in In the Belly
of the River: Tribal Conflict Over Development in the Narmada Valley, Delhi: Oxford
University Press, pp. 18-33.
B. Parekh, (1997) ‘Religious Thought’, in Gandhi: A Brief Insight, Delhi: Sterling Publishing
Company.
R. Iyer, (1993) The Essential Writings of Mahatma Gandhi, New Delhi: Oxford University
Press, pp. 299-344; 347-373.
S. Sarkar, (1982) Modern India 1885-1947, New Delhi: Macmillan, pp. 432-39.
R. Iyer, (2001) The Moral and Political Thought of Mahatma Gandhi, New Delhi: Oxford
University Press. pp. 344-358.
H. Coward, (2003) ‘Gandhi, Ambedkar, and Untouchability’, in H. Coward (ed) Indian Critiques
of Gandhi, New York: State University of New York Press, pp. 41-66.

29
J. Lipner, (2003) ‘A Debate for Our Times’, in Harold Coward (ed) Indian Critiques of
Gandhi, New York: State University of New York Press, pp. 239-58
M. Gandhi, (1941) ‘Chapter 1, 2, 9, 15, and 16’, in Constructive Programme: Its Meaning and
Place, Ahmedabad: Navjivan Trust.
R. Terchek, (1998) Gandhi: Struggling for Autonomy, USA: Rowman and Littlefield Publishers.
N. Dirks, (2001), ‘The Reformation of Caste: Periyar, Ambedkar and Gandhi’, in Castes of
Mind: Colonialism and the making of Modern India, Princeton: Princeton University Press.
R. Mukharjee, (ed) (1995), The Penguin Gandhi Reader, New Delhi: Penguin.
T. Weber, (2006) 'Gandhi is dead, Long live Gandhi- The Post Gandhi Gandhian Movement in
India', in Gandhi, Gandhism and the Gandhians, New Delhi: Roli.
A. Taneja, (2005) Gandhi Women and the National Movement 1920-1947, New Delhi:
Haranand Publishers.
J. Brown, (2008) Gandhi and Civil Disobedience: The Mahatma in Indian Politics, Cambridge:
Cambridge University Press.
R. Ramashray, (1984) ‘What Beyond the Satanic Civilization?’, in Self and Society: A Study in
Gandhian Thought, New Delhi: Sage Publication.

Readings in Hindi
म.क गाँधी 'िहन्द स्वराज ' नवजीवन ट्रस्ट 1916.
म .क गाँधी मेरे सपनो का भारत 1947
नेमा, जे. पी और प्रताप िसं ह ‘गाँधी जी का दशर्न’ “धमर् की अवधारणा” िरसचर् पिब्लकेशन्स जयपुर, 2018 पृष्ठ
56-62.
नेमा, जे. पी और प्रताप िसं ह ‘गाँधी जी का दशर्न’ "सत्याग्रह की अवधारणा” िरसचर् पिब्लकेशन्स जयपुर, 2018
पृष्ठ 79-85.
नेमा, जे. पी और प्रताप िसं ह ‘गाँधी जी का दशर्न’ "स्वराज्य की अवधारणा” िरसचर् पिब्लकेशन्स जयपुर, 2018
पृष्ठ 86-97.
जैन, मानक ‘गाँधी के िवचारों की 21वीं सदी में प्रासंिगकता’ (भाग-2) “अस्पृश्यता िनवारण में गाँधी का योगदान”
आिद पिब्लकेशन्स, जयपुर 2010, पृष्ठ 275-317.
अग्रवाल, सुनील कुमार ‘गाँधी और सांप्रदाियक एकता’ “सांप्रदाियक एकता का दशर्न और गाँधी” अजुर्न
पिब्लिशं ग हाउस, नई िदल्ली 2009 पृष्ठ 189-219.
झा, मनोज कुमार ‘िहन्दू -मुिस्लम एकता और गाँधी : एक अध्ययन “सांप्रदाियक सौहाद्र् और गाँधी” सन्मागर्
प्रकाशन, िदल्ली 1990 पृष्ठ 119-146.
कुमार प्रभात ‘स्वतंत्रता संग्राम और गाँधी’ “गाँधी का सत्याग्रह-दशर्न” िहं दी माध्यम कायार्न्वय िनदेर्शालय, नई
िदल्ली, 2013.

30
िमश्र, अिनल दत्त ‘गाँधी एक अध्ययन’ “गाँधी और पयार्वरण” िपयसर्न प्रकाशन, िदल्ली 2016 पृष्ठ 239-249.

Teaching Learning Process

The mainstay of this paper is to make students understanding the contemporary relevance of
Gandhi. This will thereby involve use of Gandhi’s Original works and how Gandhian ideas are
been used by practitioners.

Activities
Topic 1
1. Reading of primary texts:- M K Gandhi Chapter VI and XIII “ Hind Swaraj” Navjeevan Trust,
Ahmedabad, 1910
2. A site visit to any on-going developmental project preferably in NCT Delhi by students and
submission of report on Environmental law Violation and Resistance by People in a Gandhian
Way.
Topic 2
1. Reading of primary texts:- M K Gandhi Chapter XII&XIII, “ Satyagraha in South Africa,
Navjivan Trust, Ahmmedabad, 1928, pp. 95-107
2. A Report followed by presentation on functioning of Cooperative and Community
engagement for example Amuland/or SEWA in Gujarat to understand Trusteeship and its
relevance
Topic 3
1. Movie Screenings (Movies like Lage Raho Munna Bhai, Gandhi by Richard Attenboroughand
Student’s Participation in reviewing/discussing the movie from a Gandhian perspective or
Cultural engagement of Students with Gandhian Ideas through Staging of a street play.
Topic 4
Student Visit to Any Gandhian Institution in Delhi like, Gandhi Darshan and Smiriti to
understand on-going Gandhian work and programme and interacting with Gandhian activists.

Assessment Methods
Film/Documentary review and group discussions will be used to understand the critical mindset
of individual students. Field work can be undertaken in areas where Gandhian methods are being
used to attain justice. These visits can be translated to working paper of group under the
guidance of course instructors.

Keywords
Gandhi, Swaraj, Modern Civilization, Tolerance, Social Harmony

31
 GE5 - Understanding Ambedkar
(B.5)
Generic Elective - (GE) Credit:6

Course Objective
This course is broadly intended to introduce Ambedkar’s ideas and their relevance in
contemporary India, by looking beyond caste. Ambedkar’s philosophical contributions towards
Indian economy and class question, sociological interpretations on religion, gender, caste and
cultural issues; ideas on politics such as concepts of nation, state, democracy, law and
constitutionalism are to be pedagogically interrogated and interpreted. This will help students to
critically engage themselves with the existing social concerns, state and economic structures and
other institutional mechanisms. This also will facilitate them to strengthen their creative thinking
with a collective approach to understand ongoing social, political, cultural and economic issues
of the society.

Course Learning Outcomes

The course is designed to provide students the original writings and ideas of Ambedkar on
diverse issues beyond caste and equip them to critically engage with the ideas, interpretations.
By engaging with the original sources as well as secondary writings on Ambedkar’s ideas that
cover, caste, class, gender, religion, state, democracy and constitution the students will be able to
understand a thinker in the context and contemporaneity. At the end of the course, students shall
be equipped with the method of understanding the ideas, philosophy and relevance of a particular
thinker. Students shall also be able to reflect on the method of the thinker’s engagement with the
then context, issues and concepts. Finally, the students shall be equipped in understanding the
conceptual and philosophical diversity, situatedness and significance of Ambedkar beyond his
contribution in the sphere of social justice and drafting the Indian constitution. The course thus
provides an opportunity to the students to understand Ambedkar for his several important
contributions in the field of religion, state, democracy, gender, economy and history.

Unit 1
Introducing Ambedkar (1 week)
Approach to Study Polity, History, Economy, Religion and Society

Unit 2
Caste and Religion (3 weeks)
a. Caste, Untouchability and Critique of Hindu Social Order
b. Religion and Conversion

Unit 3
Women’s Question (2 weeks)
a. Rise and Fall of Hindu Women
b. Hindu Code Bill

32
Unit 4
Political Vision (2 weeks)
a. Nation and Nationalism
b. Democracy and Citizenship

Unit 5
Constitutionalism (2 weeks)
a. Rights and Representations
b. Constitution as an Instrument of Social Transformation

Unit 6
Economy and Class Question (2 weeks)
a. Planning and Development
b. Land and Labour

References
I. Introducing Ambedkar
G. Omvedt, (2008) ‘Phule-Remembering The Kingdom of Bali’, Seeking Begumpura Navyana,
pp. 159-184.
M. Gore, (1993) The Social Context of an Ideology: Ambedkar’s Political and Social Thought,
Delhi: Sage Publication, pp. 73-122 ; 196-225.
B. Ambedkar, (1989) ‘Annihilation of Caste with a Reply to Mahatma Gandhi’, in Dr.
Babasaheb Ambedkar Writings and Speeches: Vol. 1, Education Deptt., Government of
Maharashtra, Mumbai, pp. 23-96.
II. Caste and Religion
The Untouchables: Who were they and why they became Untouchables? Available at
http://www.ambedkar.org/ambcd/39A.Untouchables%20who%20were%20they%20why%20th
ey%20became%20PART%20I.htm, Accessed: 18.04.2013.
B. Ambedkar, (1987) ‘The Hindu Social Order: Its Essential Principles’, in Dr. Babasaheb
Ambedkar Writings and Speeches: Vol. 3, Education Deptt., Government of Maharashtra, 1989,
pp. 95-129.
B. Ambedkar, (2003) ‘What way Emancipation?’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra, Mumbai, pp-175-201.
III. Women’s Question
S. Rege, (2013) ‘Against the Madness of Manu’, in B. R. Ambedkar’s Writings on Brahmanical
Patriarchy, Navyana Publication, pp. 13-59 ; 191-232.
B. Ambedkar, (2003) ‘The Rise and Fall of Hindu Woman: Who was Responsible for It?’, in Dr.
Babasaheb Ambedkar Writings and Speeches Vol. 17- II, Education Deptt., Government of
Maharashtra, Mumbai, pp. 109-129.

33
IV. Political Vision
B. Ambedkar, (1991) ‘What Gandhi and Congress have done to the Untouchables’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Education Deptt, Government of Maharashtra,
Vol.9, pp. 40-102; 181-198; 274-297.
B. Ambedkar, (2003) ‘Conditions Precedent for the successful working of Democracy’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt, Government of
Maharashtra, Mumbai, pp. 472-486.
G. Aloysius, (2009). Ambedkar on Nation and Nationalism, Critical Quest, Delhi.
B. R. Ambedkar, (2003), ‘I have no Homeland’, in Dr. Babasaheb Ambedkar Writings and
Speeches Vol- 17, Education Deptt., Government of Maharashtra, Mumbai, pp-51-58.
V. Constitutionalism
Ambedkar, Evidence before South Borough committee on Franchise, Available
at http://www.ambedkar.org/ambcd/07.%20Evidence%20before%20the%20Southborough%2
0Committee.htm, Accessed: 19.04.2013.
Constituent Assembly Debates, Ambedkar’s speech on Draft Constitution on 4th November
1948, CAD Vol. VII, Lok Sabha Secretariat, Government of India, 3rd Print, pp. 31-41.
B. Ambedkar, (2013), States and Minorities, Delhi: Critical Quest.
VI. Economy and Class Question
B. Ambedkar, (1987) ‘Buddha or Karl Marx’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-442-462.
S. Thorat, (2007) ‘Economic System, Development and Economic Planning’, in S. Thorat and
Aryama (eds), Ambedkar in Retrospect: Essays on Economics, Politics and Society, Delhi:
Rawat Publishers, pp. 25-48.
B. Ambedkar, (1991) ‘Labor and Parliamentary Democracy and Welfare’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 10, Education Deptt., Government of Maharashtra,
Mumbai, pp. 106-112; 139-143; 243-252
B. Mungekar, (2007) ‘Labour Policy’ in S. Thorat and Aryama (eds), Ambedkar in Retrospect:
Essays on Economics, Politics and Society, Delhi: Rawat Publishers, pp. 76-92.

Additional Resources:
Classics
Ambedkar, B. R. (1987) ‘Philosophy of Hinduism’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-3-92.
Ambedkar, B. R. (1989) ‘The Hindu Social Order: Its Essential Principles’, in Dr. Babasaheb
Ambedkar Writings and Speeches: Vol. 3, Education Dptt., Government of Maharashtra, pp. 95-
129.
Ambedkar, B. R. (1987) ‘The Women and the Counter-Revolution’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp. 427-
437.

34
Ambedkar, B. R. (2003) ‘The Rise and Fall of Hindu Woman: Who was Responsible for It?’, in
Dr. Babasaheb Ambedkar Writings and Speeches Vol. 17- II, Education Deptt., Government of
Maharashtra, Mumbai, pp. 109-129.
Ambedkar, B. R. (2003), ‘I have no Homeland’, in Dr. Babasaheb Ambedkar Writings and
Speeches Vol- 17, Education Deptt., Government of Maharashtra, Mumbai, pp-51-58.
Ambedkar, B. R. (2003) ‘Conditions Precedent for the successful working of Democracy’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt, Government of
Maharashtra, Mumbai, pp. 472-486.
Ambedkar, B. R. (2003), ‘Role of Dr. B. R. Ambedkar in Bringing The Untouchables on the
Political Horizon of India and Lying A Foundation of Indian Democracy’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt., Government of Maharashtra,
Mumbai, pp-63-178.
Ambedkar, B. R. (2003) ‘Buddhism paved way for Democracy and Socialistic Pattern of
Society’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt.,
Government of Maharashtra, Mumbai, pp. 406-409.
Ambedkar, B. R. (2003) ‘Failure of Parliamentary Democracy will Result in Rebellion, Anarchy
and Communism’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education
Deptt., Government of Maharashtra, Mumbai, pp. 423-437.
Ambedkar, B. R. (2003) ‘Prospects of Democracy in India’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra, Mumbai, pp.
519-523.
Ambedkar, B. R. (2003), ‘Depressed Classes against Second Chamber: Dr. Ambedkar on Joint
Parliamentary Committee Report Provision for Better Representation Demanded’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt, Government of
Maharashtra, Mumbai, pp. 231-243.
Ambedkar, B. R. (2013), States and Minorities, Delhi: Critical Quest.
Ambedkar, B. R. (1991) ‘Labor and Parliamentary Democracy and Welfare’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 10, Education Deptt., Government of Maharashtra,
Mumbai, pp. 106-112; 139-143; 243-252.
Ambedkar, B. R. (1987) ‘Buddha or Karl Marx’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-442-462

Readings in Hindi
अम्बेडकर, बी.आर., डॉ.(2013). एक राष्ट्र का अपने घर के िलए आह्वान. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर्
वांग्मय(Vol. 15, pp. 11-21). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). राज्य और अल्पसंख्यक. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय(Vol. 2,
pp. 167-240). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). कायर्पािलका. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 17, pp. 17-
18). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.

35
अम्बेडकर, बी.आर., डॉ.(2013). भारत में छोटी जोतों की समस्या और उसका िनवारण. In बाबासाहेब डॉ.
अम्बेडकर सम्पूणर् वांग्मय(Vol. 2, pp. 243-276). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और
अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). न्यायपािलका की स्वतंत्रता. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol.
3, pp. 205-209). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). भारतीय-श्रिमक युद्ध जीतने के िलए क्यों दृढ़संकल्प है. In बाबासाहेब डॉ.
अम्बेडकर सम्पूणर् वांग्मय (Vol. 18, pp. 27-34). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और
अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). छोटे िकसान राहत िवधेयक. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय(Vol.
3, pp. 146-155). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). िहन्दुत्व का दशर्न. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 6, pp. 15-
120). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). भारत में जाितप्रथा. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 1, pp.
17-36). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ.(2013). जाितप्रथा-उन्मूलन और महात्मा गांधी को िदया गया उत्तर. In बाबासाहेब डॉ.
अम्बेडकर सम्पूणर् वांग्मय (Vol. 1, pp. 37-51). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और
अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). िहन्दू समाज, व्यवस्था. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय(Vol. 6, pp.
122-163). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). नारी और प्रितक्रािन्त. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय (Vol. 7, pp.
330-342). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). मजदू र और संसदीय लोकतंत्र.In बाबासाहेब डॉ. अम्बेडकर सम्पूणर् वांग्मय
(Vol. 18, pp. 95-101). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता मंत्रालय.
अम्बेडकर, बी.आर., डॉ. (2013). कमर्चारी कल्याण और सामािजक सुरक्षा. In बाबासाहेब डॉ. अम्बेडकर सम्पूणर्
वांग्मय(Vol. 18, pp. 309-312). नई िदल्ली: डॉ. अम्बेडकर प्रितष्ठान. सामािजक न्याय और अिधकािरता
मंत्रालय.
डॉ. अम्बेडकर. (2015). जाितभेद का उच्छे द. िदल्ली: गौतम बुक सेन्टर.
ितलक, रजनी. (2012). डॉ. अम्बेडकर और मिहला आन्दोलन. Inडॉ. अम्बेडकर और मिहला आन्दोलन (pp. 5-
20). िदल्ली: बुक्स इं िडया.
िदसोिदया, रजनी. (2012). नारी क्रांित के अग्रदू तः डॉ. अंबेडकर. Inडॉ. अम्बेडकर और मिहला आन्दोलन (pp. 25-
35). िदल्ली:बुक्स इं िडया.

36
परमार, डॉ. तारा. (2012). डॉ. बाबा साहेबअम्बेडकर का भारतीय नारी उत्थान में योगदान. Inडॉ. अम्बेडकर और
मिहला आन्दोलन (pp. 36-40). िदल्ली:बुक्स इं िडया.
मेघवाल, कुसुम. (2012). िहं दु कोड िबल और डॉ. अम्बेडकर. In डॉ. अम्बेडकर और मिहला आन्दोलन (pp. 41-
46). िदल्ली:बुक्स इं िडया.
ितलक, रजनी. (2012). मिहला आं दोलन की रीढ़-सािवत्रीबाई फूले. In डॉ. अम्बेडकर और मिहला आन्दोलन (pp.
21-24). िदल्ली:बुक्स इं िडया.
मेघवाल, कुसुम. (1994). डॉ. अम्बेडकर और मिहला जागरण. In भारतीय नारी के उद्धारकः डॉ. बी. आर.
अम्बेडकर (pp. 113-122). उदयपुरः राजस्थान दिलत सािहत्य अकादमी.
मेघवाल, कुसुम. (1994). नारी स्वतंत्रता व समानता का शुभारंभ. In भारतीय नारी के उद्धारकः डॉ. बी. आर.
अम्बेडकर (pp. 123-128). उदयपुरः राजस्थान दिलत सािहत्य अकादमी.
सोनटक्के, यशवंत. (2017). धमार्ंतरण. In बाबासाहेब डॉ. आं बेडकर के िवचार (pp. 320-333). नई िदल्ली:
सम्यक प्रकाशन.
सोनटक्के, यशवंत. (2017). राष्ट्र और राष्ट्रीयता. In बाबासाहेब डॉ. आं बेडकर के िवचार(pp. 169-174). नई
िदल्ली: सम्यक प्रकाशन.
सोनटक्के, यशवंत. (2017). लोकतांित्रक समाज. In बाबासाहेब डॉ. आं बेडकर के िवचार(pp. 67-88). नई
िदल्ली: सम्यक प्रकाशन.
सोनटक्के, यशवंत. (2017). राष्ट्र और राष्ट्रीयता. In बाबासाहेब डॉ. आं बेडकर के िवचार(pp. 178-198). नई
िदल्ली: सम्यक प्रकाशन.
जाटव, डी. आर., डॉ. (1996). श्रिमक वगर्ः सुरक्षा एवं कल्याण. In डॉ. अम्बेडकर के आिथर् क िवचार (प्रयोजन एवं
प्रासंिगकता)(pp. 67-77). जयपुर: समता सािहत्य.
जाटव, डी. आर., डॉ. (1996). आिथर् क िवचारधारा की श्रृंखला में. In डॉ. अम्बेडकर के आिथर् क िवचार (प्रयोजन
एवं प्रासंिगकता)(pp. 100-109). जयपुर: समता सािहत्य.

E- references:
www.Ambedkar.org
www.veliwada.com
https://drambedkarbooks.files.wordpress.com/2009/03/selected-work-of-dr-b-r-ambedkar.pdf
https://nmuthumohan.wordpress.com/2012/10/10/ambedkar-and-problems-of-historical-
materialism/

Additional Readings:
I. Introducing Ambedkar
E. Zelliot, (1996) ‘From Untouchable to Dalit: Essays on the Ambedkar Movement’, in The
Leadership of Babasaheb Ambedkar, Delhi: Manohar, pp. 53-78.

37
G. Omvedt, Liberty Equality and Community: Dr. Ambedkar’s Vision of New Social Order,
Available at http://www.ambedkar.org/research/LibertyEquality.htm, Accessed: 19.04.2013.
II. Caste and Religion
B. Ambedkar, (1987) ‘Philosophy of Hinduism’, in Dr. Babasaheb Ambedkar Writings and
Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp-3-92.
E. Zelliot, (2013) ‘Ambedkar’s World: The Making of Babasaheb and the Dalit Movement’, in
The Religious Conversion Movement-1935-1956, Delhi, pp. 143-173.
III. Women’s Question
B. Ambedkar, (1987) ‘The Women and the Counter-Revolution’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 3, Education Deptt., Government of Maharashtra, Mumbai, pp. 427-
437.
P. Ramabai, (2013), The High Caste Hindu Woman, Critical Quest, Delhi.
IV. Political Vision
B. Ambedkar, (2003), ‘Role of Dr. B. R. Ambedkar in Bringing the Untouchables on the
Political Horizon of India and Lying A Foundation of Indian Democracy’, in Dr. Babasaheb
Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt., Government of Maharashtra,
Mumbai, pp-63-178.
B. Ambedkar, (2003) ‘Buddhism paved way for Democracy and Socialistic Pattern of Society’,
in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt., Government
of Maharashtra, Mumbai, pp. 406-409.
B. Ambedkar, (2003) ‘Failure of Parliamentary Democracy will Result in Rebellion, Anarchy
and Communism’, in Dr. Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education
Deptt., Government of Maharashtra, Mumbai, pp. 423-437.
B. Ambedkar, (2003) ‘Prospects of Democracy in India’, in Dr. Babasaheb Ambedkar Writings
and Speeches, Vol. 17-III, Education Deptt., Government of Maharashtra, Mumbai, pp. 519-523.
B. Ambedkar, (2003) ‘People cemented by feeling of one country, One Constitution and One
Destiny, Take the Risk of Being Independent’, in Dr. Babasaheb Ambedkar Writings and
Speeches Vol. 17-III, Education Deptt, Government of Maharashtra, Mumbai, pp. 13-59.
V. Constitutionalism
A. Gajendran, (2007) ‘Representation’, in S. Thorat and Aryama (eds.), Ambedkar in Retrospect:
Essays on Economics, Politics and Society, Delhi: Rawat Publishers, pp. 184-194.
B. Ambedkar, (2003), ‘Depressed Classes against Second Chamber: Dr. Ambedkar on Joint
Parliamentary Committee Report Provision for Better Representation Demanded’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-I, Education Deptt, Government of
Maharashtra, Mumbai, pp. 231-243.
VI. Economy and Class Question
R. Ram, (2010) ‘Dr, Ambedkar, Neo Liberal Market-Economy and Social Democracy in India’,
in Human Rights Global Focus, Vol. V (384), pp. 12-38, (www.roundtableindia.co.in)

38
B. Ambedkar, (2003) ‘Trade Union must Enter Politics to Protect their Interests’, in Dr.
Babasaheb Ambedkar Writings and Speeches, Vol. 17-III, Education Deptt, Government of
Maharashtra, Mumbai, pp.174-192.
B. Ambedkar, (1991) ‘Why Indian Labour determined to War’, in Dr. Babasaheb Ambedkar
Writings and Speeches, Vol. 10, Education Deptt, Government of Maharashtra, Mumbai, pp. 36-
43.
A. Teltumbde and S. Sen (eds), ‘Caste Question in India’, in Scripting the Change, Selected
Writings of Anuradha Ghandi, pp. 62- 91.

Teaching Learning Process

This will involve acquainting the students with excerpts of Ambedkar’s original writing collected
in various volumes. The focus of class lecture would be on one hand to locate Ambedkar’s
Thought in the context of his times and on the other hand to understand the influences on him
that had made him dream of a equitable world. Serial Samvidhan could be used as an audio-
visual aid to understand Ambedkar and his contemporary vision on important issues especially
his speech that was delivered during adoption of constitution. Filed visit to Ambedkar memorial
or Mumbai to celebrate Mahparnivaran diwas can further augment students understanding of
continuing relevance of Ambedkar in present times.
Format for Student Presentations
(1) Five presentations on any original writing/speeches by B. R Ambedkar can be used by the
students for presentations (Preferably other than compulsory writings that has been suggested in
the reading list)
(2) Six Presentations on the different issues concerned to Ambedkar’s works and their relevance
in contemporary India. (Preferably other than compulsory writings that has been suggested in the
reading list)
(3) One Presentation on Critical understanding on Ambedkar’s Ideas.
References for Students’ Presentations:
1) Babasaheb Ambedkar, Writings and Speeches, 22 Volumes (URL: www.ambedkar.org)
2) Narendra Jadhav, Ambedkar Spoke, 3 Volumes
3) Any other related audio-visual source

Assessment Methods
Reflective and critical test will form the mainstay of assessment for this paper. Quiz and group
presentations will further be used to analysis students Understanding of Ambedkar’s views.

Keywords
Ambedkar, Religion, Constitutionalism, Women, Justice, Equality

39
 GE6 - Governance: Issues and Challenges
(B.6)
Generic Elective - (GE) Credit:6

Course Objective
This paper deals with concepts and different dimensions of governance highlighting the major
debates in the contemporary times. There is a need to understand the importance of the concept
of governance in the context of a globalising world, environment, administration, development.
The essence of governance is explored through the various good governance initiatives
introduced in India.

Course Learning Outcomes

• The students are acquainted with the changing nature of governance in the era of
globalization.
• The students are introduced to the most contemporary ideas of sustainable development
and green governance.
• The students become familiar with a rigorous introduction to the best practices in India
on good governance.

Unit 1
Government and Governance: Concepts [12 lectures]
a) Role of State in The Era of Globalisation
b) State, Market and Civil Society

Unit 2
Governance and Development [12 lectures]
Changing Dimensions of Development Strengthening Democracy through Good Governance

Unit 3
Environmental Governance [12 lectures]
a) Human-Environment Interaction
b) Green Governance: Sustainable Human Development

Unit 4
Local Governance [12 lectures]
a) Democratic Decentralisation
b) People's Participation in Governance

Unit 5
Good Governance Initiatives in India: Best Practices [20 lectures]
a) Public Service Delivery
b) Electronic Governance
c) Citizens Charter & Right to Information
d) Corporate Social Responsibility

40
References
Government and Governance: Concepts
B. Chakrabarty and M. Bhattacharya, (eds.) The Governance Discourse. New Delhi: Oxford
University Press,1998
Surendra Munshi and Biju Paul Abraham (eds.), Good Governance, Democratic Societies and
Globalisation, Sage Publishers, 2004
United Nation Development Programme, Reconceptualising Governance, New York, 1997
Carlos Santiso, Good Governance and Aid Effectiveness: The World Bank and Conditionality,
Johns Hopkins University, The Georgetown Public Policy Review, Volume VII, No.1, 2001
Vasudha Chotray and Gery Stroker, Governance Theory: A Cross Disciplinary Approach,
Palgrave Macmillan, 2008
J. Rosenau, ‘Governance, Order, and Change in World Politics’, in J. Rosenau, and E. Czempiel
(eds.) Governance without Government: Order and Change in World Politics, Cambridge:
Cambridge University Press, 1992
B. Nayar (ed.), Globalization and Politics in India. Delhi: Oxford University Press, 2007 pp. 218-
240.
Smita Mishra Panda, Engendering Governance Institutions: State, Market and Civil Society,
Sage Publications, 2008
Neera Chandhoke, State and Civil Society Explorations in Political Theory, Sage Publishers,
1995
िसं ह, अभय प्रसाद एवं कृष्ण मुरारी (2018), शासन: मुद्दे एवं चुनौितयाँ, ओिरयंट ब्लैकस्वान, नई िदल्ली
चक्रबतीर्, िबद्युत, प्रकाश चंद (2018), वैश्वीकृत दुिनया में लोक प्रशासन, सेज भाषा, नई िदल्ली
िसन्हा, मनोज (2010) प्रशासन एवं लोकनीित, ओिरयंट ब्लैकस्वान, नई िदल्ली
Governance and Development
B. C. Smith, Good Governance and Development, Palgrave, 2007
World Bank Report, Governance and Development, 1992
P. Bardhan, ‘Epilogue on the Political Economy of Reform in India’, in The Political Economy
of Development in India. 6th edition, Delhi: Oxford University Press, 2005
J. Dreze and A. Sen, India: Economic Development and Social Opportunity. New Delhi: Oxford
University Press, 1995
Niraja Gopal Jayal[ed.], Democracy in India, Oxford University Press, 2007
Environmental Governance
Ramachandra Guha, Environmentalism: A Global History, Longman Publishers, 1999
J.P. Evans, Environmental Governance, Routledge, 2012
Emilio F. Moran, Environmental Social Science: Human - Environment interactions and
Sustainability, Wiley-Blackwell, 2010

41
Burns H Weston and David Bollier, Green Governance: Ecological Survival, Human Rights and
the Law of the Commons, Cambridge University Press, 2013
Bina Agarwal, Gender and Green Governance, Oxford University Press, Oxford, 2013
J. Volger, ‘Environmental Issues’, in J. Baylis, S. Smith and P. Owens (eds.) Globalization of
World Politics, New York: Oxford University Press, 2011, pp. 348-362.
A. Heywood, Global Politics, New York: Palgrave, 2011, pp. 383-411.
N. Carter, The Politics of Environment: Ideas, Activism, Policy, Cambridge: Cambridge
University Press, 2007, pp. 13-81.
Local Governance
Pranab Bardhan and Dilip Mookherjee, Decentralization and Local Governance in Developing
Countries: A Comparative Perspective, MIT Press, 2006
T.R. Raghunandan, Decentralization and Local Governments: The Indian Experience, Readings
on The Economy, Polity and Society, Orient Blackswan, 2013
Pardeep Sachdeva, Local Government in India, Pearson Publishers, 2011
P. de Souza, (2002) ‘Decentralization and Local Government: The Second Wind of Democracy
in India’, in Z. Hasan, E. Sridharan and R. Sudarshan (eds.) India’s Living Constitution: Ideas,
Practices and Controversies, New Delhi: Permanent Black, 2002
Mary John, ‘Women in Power? Gender, Caste and Politics of Local Urban Governance’,
Economic and Political Weekly, Vol. 42(39), 2007
Good Governance Initiatives in India: Best Practices
Niraja Gopal Jayal, Democracy and the State: Welfare, Secularism, and Development in
Contemporary India, Oxford University Press, 1999
Reetika Khera[ed.], The Battle for Employment Guarantee, Oxford University Press, 2011
Nalini Juneja, Primary Education for All in the City of Mumbai: The Challenge Set By Local
Actors', International Institute For Educational Planning, UNESCO: Paris, 2001
Maxine Molyneux and Shahra Razavi, Gender, Justice, Development, and Rights, Oxford
University Press, 2002
Jugal Kishore, National Health Programs of India: National Policies and Legislations, Century
Publications, 2005
Jean Drèze and Amartya Sen, India, Economic Development and Social Opportunity, Oxford
University Press, 1995
K. Lee and Mills, The Economic of Health in Developing Countries, Oxford University Press,
1983
Marmar Mukhopadhyay and Madhu Parhar (eds.) Education in India: Dynamics of
Development, Shipra Publications, 2007
K. Vijaya Kumar, Right to Education Act 2009: Its Implementation as to Social Development in
India, Akansha Publishers, 2012

42
Amartya Sen and Jean Dreze, Omnibus: Poverty and Famines, Hunger and Public Action, India-
Economic Development and Social Opportunity, Oxford University Press, 1998
Jean Dreze and Amartya Sen, An Uncertain Glory: India And Its Contradictions, Princeton
University Press, 2013
Reetika Khera, ‘Rural Poverty and Public Distribution System’, Economic and Political Weekly,
Vol-XLVIII, No.45-46, Nov 2013
Pradeep Chaturvedi, Women and Food Security: Role of Panchayats, Concept Publishing House,
2002
Bidyut Mohanty, “Women, Right to Food and Role of Panchayats”, Mainstream, Vol. LII, No.
42, October 11, 2014
D. Crowther, Corporate Social Responsibility, Deep and Deep Publishers, 2008
Sanjay K. Agarwal, Corporate Social Responsibility in India, Sage Publishers, 2008
Pushpa Sundar, Business & Community: The Story of Corporate Social Responsibility in India,
New Delhi: Sage Publications, 2013.

Teaching Learning Process

The General Elective course titled, Governance: Issues and Challenges in CBCS programme aim
to engage the students in the classroom by following the 6 E's and S (Engage, Explore, Explain,
Elaborate, Evaluate, Extend, and Standards) strategy. The lesson plan is designed to continually
engage students to add/ construct new knowledge in combination with the existing knowledge.
Teachers give the lecture to introduce the concepts, process and incorporate the skills in students
to probe the ‘essential question’ which every unit comes with forming the basis of enquiry.
Critical thinking and cooperative learning is another teaching learning tool used in this course to
engage students to learn together in a group promoting a climate of deliberation, discussion, and
knowledge sharing. This is crucial since this paper deals with a topic like sustainable
development, green governance which requires active participation from civil society, academia,
students, bureaucracy, politics, etc. Power Point Presentation, audio visual methods like
documentary screening are significant in this course to engage the students with real life
globalized scenarios.
Assessment Methods
This course has a scope of undertaking field studies to understand the globalized discourse using
contextual, theoretical, grounded, mixed method approach. The students will be evaluated on the
written semester examination. Internal examination can be assessed on various parameters like
project/ article/ term paper/ group presentation/ field work. Additionally, students reflective and
cognitive thinking will be assessed by the contribution they make in classroom discussions and
group projects.
Keywords
Good Governance, Green Governance, Democratic Decentralisation, Public Service Delivery, E-
Governance, RTI, Corporate Social Responsibility (CSR)

43
 GE7 - Politics of Globalization
(B.7)
Generic Elective - (GE) Credit:6

Course Objective
The objective of this generic elective paper is to make students from diverse background
understand the process of globalization from a political perspective. This paper will create a
broad understanding of the issues and processes globalization based on critical analysis of the
various anchors and dimensions of globalization.

Course Learning Outcomes

• The students will learn about the nature, significance and contemporary debates around
globalization.
• The study of various approaches and concepts of globalization and the role of
international economic organizations will augment students’ knowledge on international
political economy.
• The course will provide an insight into the alternative understanding of globalization and
various critical aspects related to it.
• The paper will equip students with a comprehensive knowledge of the impact of
globalization on developing countries in the context of contemporary international issues
like civil society, social movements and human migration.

Unit 1
Concept of Globalization: Globalization debate; for and against.

Unit 2
Approaches to understanding globalization:
a) Liberal approach
b) Radical approach

Unit 3
International Institutions/Regimes
a) World Bank
b) International Monetary Fund
c) The World Trade Organization

Unit 4
Issues in Globalization:
Alternative Perspectives on its nature and character, critical dimensions: economic, political and
cultural

44
Unit 5
Globalization and democracy: State, sovereignty and the civil society.

Unit 6
Globalization and Politics in developing countries
a) Globalization and social movements
b) Globalization and the demise of Nation State
c) Globalization and human migration

Unit 7
The inevitability of globalization: Domestic and Global responses

References
J. Baylis, Smith and Owens, eds. (2017) The Globalization of World Politics: An Introduction to
International Relations, New York: Oxford University Press.
Joseph E. Stiglitz (2018), Globalization and Its Discontents Revisited: Anti-Globalization in the
Era of Trump, New York: W.W. Norton & Company.
Jagdish Bhagwati (2007), In Defense of Globalization, Oxford, Oxford University Press.
Manfred B. Steger (2017) Globalization: A Very Short Introduction, New York: Oxford
University Press.
Paul Hirst, G. Thompson and S. Bromley (2009), Globalization in Question, Malden, Polity
Press.
John Clark (ed.), (2003) Globalizing Civic Engagement: Civil Society and Transnational Action,
London, Earthscan.
Sanjeev Khagram, James Riker and Korthrxu Sikkink (ed.) (2002) Restructuring World Politics:
Transnational Social Movements, MN, University of Minnesota Press.
Bernard Hoelkman and Michel Kostecki, the Political Economy of the World Trading System:
From GATT to WTO, New York, OUP.
Arjun Appadurai, (1996), Modernity at Large: Cultural Dimensions of Globalisation, University
of Minnesota Press.
Deepak Nayyar (ed.) (2002), Governing Globalization: Issues and Institutions, Oxford
University Press.
Held, David and Anthony Mc grew (ed.), (2003), The Global Transformation Reader: An
introduction to the Globalization Debate, 2nd Cambridge, Polity Press, Blackwell Publishing.
Joseph E Stiglitz, (2002), Globalisation and its Discontents, US, W.W. Norton and Company.
Noreena Hertz, (2000), The silent take over: Global Capitalism and the death of Democracy,
Praeger.

45
Nye Joseph S and John D. Donanu (ed.) (2000) Governance in a Globalizing World, Washington
dc, Brooking Institution Press.
Tyler Cowen, (2000) Creative Destruction: How Globalization is changing the world’s culture,
New Jersey, Princeton University Press.

Additional Resources:
Classic Readings
David Held and Anthony McGrew, et.al (1999) Global Transformation: Politics, Economy and
Culture, Stanford, Stanford University Press.
David Held and Anthony McGrew (2003), eds., the Global Transformations Reader: An
Introduction to the Globalization Debate, Malden, Polity Press.
Additional Readings
Keohane Robert and Joseph S. Nye Jr. (Spring 2002), “Globalization: What is new, what is
not”, Foreign Policy, No.118. pp. 104-119, Washington. Newsweek Interactive, LLC.
Marc Lindenberg and Coralie Bryant, Going Global: Transforming Relief and Development
NGOs, Bloomfield, Kumarian Press.
Sen, A. (2006) Identity and Violence: Illusion and Destiny. London: Penguin/Allen Lane, ch.7,
pp.130-148.
Readings in Hindi
पुष्पेश पन्त (2016), भूमंडलीकरण एवं भारत, िदल्ली:एक्सेस पिब्लिशं ग.

Teaching Learning Process

The Course aims to acquaint the students about various nuances of globalization. Therefor the
teaching learning process will help students acquaint with the linkages between theory and
practice. The students will be engaged in classroom lectures with power-point presentations.
Short documentary or relevant videos will be screened. This will be followed by group
discussions and debate. To inculcate criticality among the student’s contemporary issues will be
discussed. Students will be also familiarized with contemporary jargons and issues.

Assessment Methods
The students will be assessed according to their performance in internal exam and end semester
exam. Besides, students will also be assessed according to their performance in class discussions.
Students will be given take home tests and will be encouraged to make presentations.

Keywords
Globalization, Migration, World Bank, IMF, WTO, Global South

46
 GE8 - United Nations and Global Conflicts
(B.8)
Generic Elective - (GE) Credit:6

Course Objective
This course provides a comprehensive introduction to the most important multilateral political
organization in international relations. It provides a detailed account of the organizational
structure and the political processes of the UN, and how it has evolved since 1945, especially in
terms of dealing with the major global conflicts. The course imparts a critical understanding of
the UN’s performance until now and the imperatives as well as processes of reforming the
organization in the context of the contemporary global system.

Course Learning Outcomes

• The students will learn about the evolution of United Nations as an international
organization, its principles and institutional structure.
• The course will develop an in depth understanding of United Nations role in peace
keeping and peace building since the Second World War.
• Students will learn about major global conflicts and United Nations role in conflict
management.
• The paper will evolve analytical skills of the students on United Nations role in creating
an equitable social economic world order.
• The course will assess United Nations contributions and shortcomings in maintaining
international peace and security.
• The paper will enhance knowledge on the imperatives of reforming the organization in
contemporary global system.

Unit 1
The United Nations (29 Lectures)
(a) An Historical Overview of the United Nations
(b) Principles and Objectives
(c) Structures and Functions: General Assembly; Security Council, and Economic
and Social Council; the International Court of Justice, and the specialised
agencies (International Labour Organisation [ILO], United Nations Educational,
Scientific and Cultural Organisation [UNESCO], World Health Organisation [WHO],
and UN programmes and funds: United Nations Children’s Fund *UNICEF+, United
Nations Development Programme [UNDP], United Nations Environment Programme
[UNEP], UN Women, United Nations High Commissioner for Refugees [UNHCR]),
Critical Asssessment of Secretary General
(d) Peace Keeping, Peace Making and Enforcement, Peace Building and Responsibility
to Protect
(e) Millennium Development Goals

47
Unit 2
Major Global Conflicts since the Second World War (20 Lectures)
(a) Korean War
(b) Vietnam War
(c) Afghanistan Wars
(d) Balkans: Serbia and Bosnia

Unit 3
Assessment of the United Nations as an International Organisation: Imperatives
of Reforms and the Process of Reforms (11 Lectures)

References
Hurd, Ian (2011), “Theorizing International Organizations: Choices and Methods in the Study of
International Organizations", Journal of International Organizations Studies 2(2): 7-22.
Karns, Margaret P. and Karen A. Mingst (2009), International Organizations: The Politis
and Processes of Global Governance, 2nd Edition, Boulder: Lynne Rienner, Chapter 2.
Goldstein, J. and Pevehouse, J.C. (2006) International relations. 6th edn. New Delhi: Pearson,
pp. 265-282.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium. London:
Continuum, pp.1-20.
Gareis, S.B. and Varwick, J. (2005) The United Nations: an introduction. Basingstoke: Palgrave,
pp. 1-40.
Gowan, P. (2010) ‘US: UN’, in Gowan, P. ‘A calculus of power: grand strategy in the twenty-
first century. London: Verso, pp. 47-71.
Thakur, R. (1998) ‘Introduction’, in Thakur, R. (eds.) Past imperfect, future uncertain: The UN
at Ffifty. London: Macmillan, pp. 1-14.
Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction. Basingstoke: Palgrave,
pp. 15-21.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium. London:
Continuum, pp. 21-141.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
119-135.
Nambiar, S. (1995) ‘UN peace-keeping operations’, in Kumar, S. (eds.) The United Nations at
fifty. New Delhi, UBS, pp. 77-94.
Whittaker, D.J. (1997) ‘Peacekeeping’, in United Nations in the contemporary world. London:
Routledge, pp. 45-56.
Murthy, C.S.R. (2001) “United Nations Peacekeeping in Intrastate Conflicts: Emerging Trends”,
International Security, Vol 38, no. 3, pp. 207-27.

48
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education,
pp.264-266.
Sangal, P.S. (1986) ‘UN, peace, disarmament and development’, in Saxena, J.N. et.al. United
Nations for a better world. New Delhi: Lancers, pp.109-114.
Ghali, B.B. (1995) An agenda for peace. New York: UN, pp.5-38.
United Nations Department of Public Information. (2008) The United Nations Today. New
York: United Nations.
White, B. et al. (eds.) (2005) Issues in world politics. 3rd edn. New York: Macmillan, pp. 113-
132.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 116-
124.
Armstrong, D., Lloyd, L. and Redmond, J. (2004) International organisations in world politics,
3rd edn. New York: Palgrave Macmillan, pp. 42-43.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
64-65 and 172-173.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 528-
546.
Baylis, J. and Smith, S. (eds.) (2008) The globalization of world politics. an introduction
to international relations. 4th edn. Oxford: Oxford University Press, pp. 562-564.
Achcar, G. (2004) Eastern cauldron. New York: Monthly Review Press, pp. 29-45 and 234-241.
Achcar, G. (2003) The clash of barbarisms: Sept. 11 and the making of the new world disorder.
Kolkata: K.P. Bachi & Co., pp. 76-81.
Prashad, V. (2002) War against the planet. New Delhi: Leftword, pp. 1-6.
Ali, T. (ed.) (2000) Masters of the Universe. London: Verso, pp. 203-216.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 570-
576.
Ali, T. (ed.) (2000) Masters of the Universe. London: Verso, pp. 230-245 and 271-284.
Kaldor, M. and Vashee, B. (eds.) (1997) New wars. London: Wider Publications for the
UN University, pp. 137-144 and 153-171.
Roberts, A. and Kingsbury, B. (eds.) (1994) United Nations, Divided World. 2nd edn. Oxford:
Clarendon Press, pp. 420-436.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium.
London: Continuum, pp. 196-223 and 295-326.
Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction. Basingstoke: Palgrave,
pp. 214-242.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
91-112.

49
Additional Resources:
Classical Readings:
Hanhimäki, Jussi M. (2015) The United Nations: A Very Short Introduction., New York: Oxford
University Press
Weiss, Thomas G. and Daws, Sam ed. (2007) The Oxford Handbook on the United Nations,
Oxford: : Oxford University Press.
Claude, I. (1984) Swords into plowshares: the progress and problems of international
organisation. 4thedn. New York: Random House
Hindi Readings:
वमार्, िवजय कुमार (2018) संयुक्त राष्ट्र और वैिश्वक संघषर्, New Delhi: Orient Blackswan.
UN India (2019) “सतत् िवकास लक्ष्य”, URL: http://in.one.un.org/sustainable-development-goal/
UN India (2019) “सुधार के िलए एकजुट”, URL: http://in.one.un.org/reforms/

Additional Readings
Baylis, J. and Smith, S. (eds.) (2008) The Globalization of World Politics: An Introduction
to International Relations. 4th edn. Oxford: Oxford University Press, pp. 405-422.
White, B. et al. (eds.) (2005) Issues in world politics. 3rd edn. New York: Macmillan, pp. 113-
132.
Baxi, U. (1986) ‘Crimes against the right to development’, in Saxena, J.N. et.al. United Nations
for a better world. New Delhi: Lancers, pp.240-248.
Viotti, P.R. and Kauppi, M.V. (2007) International relations and world politic: security,
economy, identity. 3rd edn. New Delhi: Pearson Education, pp. 470-471.
Goldstein, J.S. (2003) International relations. 3rd edn. Delhi: Pearson Education, pp 43-51.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
24-27.
Claude, I. (1984) Swords into plowshares: the progress and problems of international
organisation. 4th edn. New York: Random House.
Dodds, F. (ed.) (1987) The way forward: beyond the agenda 21. London: Earthscan.
Rajan, M.S., Mani, V.S and Murthy, C.S.R. (eds.) (1987) The nonaligned and the United
Nations. New Delhi: South Asian Publishers.
South Asia Human Rights Documentation Centre. (2006) Human rights: an overview.
New Delhi: Oxford University Press.
Anan, K. (1997) Renewing the United Nations: A Programme for Survival. General Assembly
Document: A/51/950; 14 July 1997. Available at:
http://daccessdds.un.org/doc/UNDOC/GEN/N97/189/79/1MG/n9718979.pdf

50
Teaching Learning Process
The course aims to acquaint students about the role and nature of United Nations. Therefore, the
teaching learning process will involve classroom lectures with power-point presentation. The
students will be engaged in group discussions and debate. To make the students better
understand the function and decision-making process of the United Nations, mock sessions of
United Nations will be enacted. In addition to this academicians and practitioner of international
relations will be engaged to deliver lectures to the students.

Assessment Methods
The students will be assessed according to their performance in internal assessment exam and
end semester exam. Besides this conventional approach, students will be assessed according to
their performance in mock sessions. Surprise tests will also be a mode of assessment.

Keywords
United Nations, UNGA, UNSC, UNHCR, Peace Keeping, R2P, MDG, Korean War, Vietnam
War

AE1 - Your Laws, Your Rights

(D.1)
AECC (Electives) - (AECCE) Credit:4

Course Objective
More often than not, when we talk of laws we mean authoritatively sanctioned rules, which are
considered essential for a well-ordered society. Yet laws in a democracy are also about
constituting a society marked by equality, freedom, and dignity. The rights approach to law has
assumed importance in democracies, precisely because of people’s struggles to broaden the
understanding of law as something which reflects the will of the people. As such law becomes an
important source of rights and duties, which develop and strengthen alongside institutions of
representative democracy, constitutional norms, and the rule of law. This course aims to help the
students understand law as a source of rights, and as a progressively widening sphere of justice,
welfare, and dignity. This relationship between laws and rights will be studied through specific
values which have come to be seen as integral for a democratic society viz., equality and non-
discrimination, empowerment, redistribution and recognition of traditional rights etc.

Course Learning Outcomes

On the successful completion of the course, students would be able to:
• Demonstrate an understanding of law as a source of right.
• Develop an understanding of democratic values such as equality, justice etc. and learn
about different laws enacted to uphold these values.
• Demonstrate an awareness of democratic rights guaranteed to Indian citizens and persons

51
 • Develop skills related to using ordinary legal procedures to safeguard the rights
guaranteed to citizens and persons
• Show basic awareness of ordinary procedures such as obtaining different kinds of identity
documents
• Show understanding of the structure and principles of the Indian legal system

Unit 1
Rule of law and the Criminal Justice System in India (1 week)

Unit 2
Laws relating to criminal justice administration (2 weeks)
a) How to file a complaint, First Information Report (FIR)
b) Detention, arrest and bail

Unit 3
Equality and non-discrimination (4 weeks)
a) Gender: the protection of women against domestic violence, rape and sexual harassment
b) Caste: laws abolishing untouchability and providing protection against atrocities
c) Class: laws concerning minimum wages
d) Disability and equality of participation and opportunity

Unit 4
Empowerment (2 weeks)
a) Access to information
b) Rights of the consumer

Unit 5
Redistribution, recognition and livelihood (2 weeks)
a) Traditional rights of forest dwellers and the issue of women’s property rights
b) Rural employment guarantee

Unit 6
Access to Identification documents and Social Security Schemes (1 week / exercises only)
Familiarise yourself with the following: Procedure for obtaining an Election Commission of
India Identity Card, Driving license, Ration Card, Rashtriya Swasthya Bima Yojna, Old Age
Pension Scheme.

References
I. Rule of law and the Criminal Justice System in India
A. Andrew, (1996) ‘Arbitrary Government and the Rule of Law’, in Arguing About the Law, An
Introduction to Legal Philosophy, Wordsworth, Boston, pp.3-19.
SAHRDC, (2006) ‘Criminal Procedure and Human Rights in India’ in Oxford Handbook of
Human Rights and Criminal Justice in India- The system and Procedure, New Delhi: Oxford
University Press, pp.5-15.

52
V. S. Deshpande, (2006), ‘Nature of the Indian Legal System’ in Joseph Minattur (ed.), Indian
Legal System, 2nd ed., New Delhi: Indian Law Institute, pp. 1-21, available at
http://14.139.60.114:8080/jspui/bitstream/123456789/738/5/Nature%20of%20the%20Indian%20
Legal%20System.pdf
II. Laws relating to criminal justice administration
B. Pandey, (2008) ‘Laws Relating to Criminal Justice: Challenges and Prospects’, in K.
Sankaran and U. Singh, Towards Legal Literacy, New Delhi: Oxford University Press, pp.61-77.
SAHRDC, (2006) ‘Reporting a Crime: First Information Report’, in Oxford Handbook of
Human Rights and Criminal Justice in India- The system and Procedure, New Delhi: Oxford
University Press, pp.16-26.
SAHRDC, (2006) ‘Bail’, in Oxford Handbook of Human Rights and Criminal Justice in India:
The system and Procedure, New Delhi: Oxford University Press, pp.59-71.
SAHRDC, (2006) ‘Detention’, in Oxford Handbook of Human Rights and Criminal Justice in
India- The system and Procedure. New Delhi: Oxford University Press, Pp.72-84.
Nyaaya, India’s Laws Explained, FIR, Arrest, Bail, available at https://nyaaya.in/topic/first-
information-report-fir, https://nyaaya.in/topic/bail, https://nyaaya.in/topic/arrest
P. Mathew, (2003) Your Rights if you are Arrested, New Delhi. Indian Social Institute.
III. Equality and non-discrimination
V. Kumari, (2008) ‘Offences Against Women’, in K, Sankaran and U. Singh (eds.) Towards
Legal Literacy, New Delhi: Oxford University Press.
S. Durrany, (2006) The Protection of Women from Domestic Violence Act 2005, New Delhi:
Indian Social Institute.
M. Sakhrani, (2017), Sexual Harassment: The Conundrum of Law, Due Process, and
Justice, Economic and Political Weekly (Engage), available at
https://www.epw.in/engage/article/sexual-harassment-conundrum-law-due-process-and-justice
P. D. Mathew, (2004) The Measure to Prevent Sexual Harassment of Women in Work Place.
New Delhi: Indian Social Institute.
P. Mathew, (2002) The Law on Atrocities Against Scheduled Castes and Scheduled Tribes, New
Delhi: Indian Social Institute.
K. Saxena, (2011) ‘Dalits’, in M. Mohanty et al., Weapon of the Oppressed, Inventory of
People’s Rights in India. Delhi: Danish Books, Pp.15-38
P. Mathew, (2004) The Minimum Wages Act, 1948, New Delhi: Indian Social Institute.
K. Sankaran, (2008) ‘Labour Laws and the World of Work’, in K, Sankaran and U. Singh (eds.)
Towards Legal Literacy, New Delhi: Oxford University Press, Pp.119-131.
K. Saxena, (2011) ‘Adivasis’, in M. Mohanty et al., Weapon of the Oppressed, Inventory of
People’s Rights in India, Delhi: Danish Books, Pp.39-65.
N. Jain, (2011) ‘Physically/Mentally Challenged’, in M. Mohanty et al. Weapon of the
Oppressed, Inventory of People’s Rights in India, Delhi: Danish Books, pp.171-179.

53
IV. Empowerment
N. Kurian, (2011) ‘Consumers’, in M. Mohanty et al., Weapon of the Oppressed, Inventory of
People’s Rights in India. Delhi: Danish Books.
Vishnu Konoorayar, (2008), ‘Consumer Law’, In Towards Legal Literacy in India. K. Sankaran
and U.K. Singh (eds). New Delhi: Oxford University Press.
S. Naib, (2013) ‘Right to Information Act 2005’, in The Right to Information in India, New
Delhi: Oxford University Press, Available
athttp://www.humanrightsinitiative.org/publications/rti/guide_to_use_rti_act_2005_English2012l
ightAspire.pdf, Accessed: 19.04.2013.
A. Baviskar, (2010), Winning the right to information in India: Is knowledge power, In J
Gaventa & R McGee (eds) Citizen Action and National Policy Reform, London: Zed
S. M. Laskar (2016), Importance of Right to Information for Good Governance in India, Bharati
Law Review, Oct-Dec, available at
http://docs.manupatra.in/newsline/articles/Upload/AC9CD2C7-B8AD-4C5A-B910-
3751BFE5CB28.pdf
Nyaaya, India’s Laws Explained, Request to Obtain Information, available at
https://nyaaya.in/topic/right-to-information/request-to-obtain-information
V. Redistribution, Recognition and livelihood
M. Sarin and O. Baginski, (2010) India’s Forest Rights Act -The Anatomy of a Necessary but
Not Sufficient Institutional Reform, Department for International Development. Available at
www.ippg.org.uk
J. Dreze, Dey and Khera, (2008) Employment Guarantee Act, A Primer, New Delhi: National
Book Trust (Also available in Hindi).

Additional Resources:
Bare Acts:
o Consumer Protection Act, 1986, Available at
http://chdslsa.gov.in/right_menu/act/pdf/consumer.pdf, Accessed: 10.04.2013.
o Criminal law Amendment Act, 2013, Available at
http://egazette.nic.in/WriteReadData/2013/E_17_2013_212.pdf, Accessed: 10.04.2013.
o Mahatma Gandhi National Rural Employment Guaranty Act, 2005, Available at
http://nrega.nic.in/rajaswa.pdf, Accessed: 10.04.2013.
o National Food Security Act 2011, Available at
http://nac.nic.in/foodsecurity/nfsb_final.pdf, Accessed: 10.04.2013.
o Protection of Women Against Domestic Violence Act, 2005, Available at
http://wcd.nic.in/wdvact.pdf, Accessed: 10.04.2013.
o Right to Information Act, 2005, Available at http://righttoinformation.gov.in/rti-act.pdf,
Accessed: 10.04.2013.

54
o Scheduled Castes and Scheduled Tribes Prevention of Atrocities Act, 1989, Available at
http://tribal.nic.in/writereaddata/linkimages/poaact989E4227472861.pdf, Accessed: 10.04.2013.
o Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act
2006, Available at http://tribal.gov.in/writereaddata/mainlinkFile/File1033.pdf, Accessed:
10.04.2013.
o The Minimum Wages Act, 1948, Available at
http://www.ilo.org/dyn/travail/docs/623/Minimum%20Wages%20Act%201948.pdf, Accessed:
10.04.2013.
o The Persons with Disabilities (Equal Opportunities, Protection of Rights, Full Participation)
Act, 1995, Available at http://bhind.nic.in/Sparsh_disability%20act%201995.pdf, Accessed:
10.04.2013.
o The Right of Children to Free and Compulsory Education Act, 2009, Available at
http://www.delta.org.in/form/rte.pdf , Accessed: 10.04.2013.
o The Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Bill,
2012, Available at
http://164.100.24.219/BillsTexts/LSBillTexts/PassedLoksabha/144C_2010_LS_Eng.pdf,
Accessed: 10.04.2013.
o Criminal Law Amendment Act, 2013, Available at:
mha.nic.in/pdfs/TheCrimnalLaw030413.pdf, Accessed: 15.04.2013.
Additional Readings:
I. Rule of law and the Criminal Justice System in India
K. Sankaran and U. Singh, (2008) ‘Introduction’, in Towards Legal Literacy. New Delhi: Oxford
University Press, pp. xi – xv.
III. Equality and non-discrimination
Gender Study Group, (1996) Sexual Harassment in Delhi University, A Report, Delhi:
University of Delhi.
A. Kidwai, (2013), Sexual Harassment in the Workplace: the Verma Committee and
After, Economic and Political Weekly, Vol. 48, Issue No. 06
D. Srivastva, (2007) ‘Sexual Harassment and Violence against Women in India: Constitutional
and Legal Perspectives’, in C. Kumar and K. Chockalingam (eds) Human Rights, Justice, and
Constitutional Empowerment, Delhi: Oxford University Press.
IV. Empowerment
Live Law, Highlights of Consumer Protection Bill-2018, available at
https://www.livelaw.in/highlights-consumer-protection-bill-2018-read-bill/
A. Roberts, (2010) ‘A Great and Revolutionary Law? The First Four Years of India’s Right to
Information Act’, Public Administration Review. Volume 70, Issue 6, pp. 925–933.
SAHRDC, (2006) ‘Consumer Rights’, in Introducing Human Rights, Oxford University Press,
pp. 118-134.

55
Other suggested readings:
K. Chaubey, (2013) ‘Do Pragatisheel Kanoonon ki Dastan: Rajya, Jan Andolan aur Pratirdoh’,
Pratiman: Samay, Samaj, Sanskriti, CSDS- Vani Prakashn, pp. 149-177.
S. Dahiwale, (2009) ‘Khairlanji: Insensitivity of Mahar Officers’, Economic and Political
Weekly, Vol. 44 (31), pp. 29-33.
J. Kothari, (2005) ‘Criminal Law on Domestic Violence’, Economic and Political Weekly, Vol.
40(46), pp. 4843-4849.
H. Mander, and A. Joshi, The Movement for Right to Information in India, People’s Power for
the Control of Corruption. Available at
http://www.rtigateway.org.in/Documents/References/English/Reports/12.%20An%20article%20
on%20RTI%20by%20Harsh%20Mander.pdf, Accessed: 10.04.2013.
P. Mathew, and P. Bakshi, (2005) ‘Indian Legal System’, New Delhi: Indian Social Institute.
P. Mathew, and P. Bakshi, (2005) ‘Women and the Constitution’, New Delhi: Indian Social
Institute.
N. Menon, (2012) ‘Sexual Violence’, in Seeing Like a Feminist, New Delhi: Zubaan and
Penguin, pp. 113-146.
M, Mohanty et al. (2011) Weapon of the Oppressed, Inventory of People’s Rights in India.
Delhi: Danish Books.
Centre for Good Governance, (2008) Right to Information Act, 2005: A Citizen’s Guide,
Available at
http://www.rtigateway.org.in/Documents/Publications/A%20CITIZEN'S%20GUIDE.pdf,
Accessed: 10.04.2013.
K. Sankaran, and U. Singh, (eds.) (2008) Towards Legal Literacy. New Delhi: Oxford University
Press.
A. Pandey, (2004) Rights of the Consumer. New Delhi: Indian Social Institute.

Teaching Learning Process

Students will receive interactive lectures on conception of rule of law. Students will engage in
discussions on law as a source of rights, as a progressively widening sphere of substantive
justice, welfare, and dignity. The relationship between laws and rights will be studied through
specific values which have come to be seen as integral for a democratic society viz., equality and
non-discrimination, empowerment, redistribution and recognition of traditional rights etc.

Suggested exercises for students

1. Discuss the debates around any recent Ordinance, Bill or Act in Parliament.
2. How to file a FIR? In case there has been a theft in the neighbourhood how would you
file the first-Hand Information Report?
3. Under what circumstances can detention and arrest become illegal?
4. Discuss any contemporary practice or event that violates the equality and protection
against discrimination laws.

56
 5. Read Ordinance XV -D of University of Delhi and make a list of the kinds of conduct
that would qualify as sexual harassment.
6. Your friend has shared with you an incident of unwelcome verbal remarks on her by a
person of higher authority in your college, what would you do?
7. Visit any nearby construction site and talk to the workers about their daily wage. Find out
the minimum wage in Delhi for such construction work. Assess the awareness among the
workers about their minimum wages and the law related to it.
8. You have seen a lady in your neighbourhood being beaten up by her husband. Identify
the concerned Protection Officer in case you want to provide information about this
incident.
9. Read the Vishakha Guidelines as laid down by the Supreme Court and the Act against
sexual harassment at the workplace. Discuss what constitutes sexual harassment and the
mechanisms available for its redressal in your institution.
10. What is the procedure to file an RTI?
11. You bought a product from a nearby shop which was expired, the shop keeper refused to
return it. Use your knowledge of Consumer Protection Act to decide what you do next?
12. Do you think the provisions of Forest Rights Act (FRA) address the question of gender
equality?
13. What must you keep in mind as a consumer while making a purchase that may later help
you make use of Consumer Protection Act? (Hint- Should you ask for a Bill?)
14. In your surroundings have you witnessed any incident that would be considered offensive
under the SC and ST Act? Make a class room presentation on it.
15. After reading the Disabilities Act, discuss in your classroom, whether the differently
abled people in your college are able to exercise the rights and facilities guaranteed under
the law.
16. Discuss the procedure for issuing a job card under MNREGA.
17. You have read the rural job guarantee scheme under MNREGA. Do you think that there
is a need for similar guarantee scheme in urban areas? Discuss with your classmates

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include viva-voce and
participation in class discussions. Students will be assessed on the basis of their ability to think
critically and creatively to solve the problems and application of conceptual understanding to
field-based variables. Students will be required to submit a critical review of any book or a film
that relates to any one unit of the syllabus before end term examination.

Keywords
Democracy, Dignity, Equality, Empowerment, Justice, Recognition, Redistribution, Rule of Law

57
 AE2 - Public Opinion and Survey Research
(D.2)
AECC (Electives) - (AECCE) Credit:4

Course Objective
This course will introduce the students to the debates, principles and practices of public opinion
polls in the context of democracies, with special reference to India. It will familiarize the
students with the principles and practice of survey research and conceptualizing and measuring
public opinion using quantitative methods. The course will give special attention to developing
basic skills pertaining to the collection, analysis and utilization of quantitative data.

Course Learning Outcomes

On the successful completion of the course, students will be able to:
• Understand the importance of public opinion in a democracy and the role of survey
research in comprehending the working of a democratic political system.
• Learn about the methods used for conducting surveys and interpreting survey data.
• Acquire basic skill sets related to understanding public opinion formation and conducting
research through the use of sample date, framing a questionnaire, etc.
• Acquire basic skill sets related to measurement of public opinion such as data analysis
using statistical methods.

Unit 1
Introduction to the course (6 lectures)
Definition and characteristics of public opinion, conceptions and characteristics, debates about
its role in a democratic political system, uses for opinion poll

Unit 2
Measuring Public Opinion with Surveys: Representation and sampling (6 lectures)
a. What is sampling? Why do we need to sample? Sample design.
b. Sampling error and non-response
c. Types of sampling: Non random sampling (quota, purposive and snowball sampling); random
sampling: simple and stratified

Unit 3
Survey Research (2 lectures)
a. Interviewing: Interview techniques pitfalls, different types of and forms of interview
b. Questionnaire: Question wording; fairness and clarity.

Unit 4
Quantitative Data Analysis (4 lectures)
a. Introduction to quantitative data analysis
b. Basic concepts: correlational research, causation and prediction, descriptive and inferential
Statistics

58
Unit 5
Interpreting polls (6 lectures)
Prediction in polling research: possibilities and pitfalls
Politics of interpreting polling

References
I. Introduction to the course
R. Erikson and K. Tedin, (2011) American Public Opinion, 8th edition, New York: Pearson
Longman Publishers. pp. 40-46.
G. Gallup, (1948) A guide to public opinion polls Princeton, Princeton University Press, 1948.
Pp. 3-13.
II. Measuring Public Opinion with Surveys: Representation and sampling
G. Kalton, (1983) Introduction to Survey Sampling Beverly Hills, Sage Publication.
Lokniti Team (2009) ‘National Election Study 2009: A Methodological Note’, Economic and
Political Weekly, Vol. XLIV (39)
Lokniti Team, (2004) ‘National Election Study 2004’, Economic and Political Weekly, Vol.
XXXIX (51).
‘Asking About Numbers: Why and How’, Political Analysis (2013), Vol. 21(1): 48-69, (first
published online November 21, 2012)
III. Survey Research
H. Asher, (2001) ‘Chapters 3 and 5’, in Polling and the Public: What Every Citizen Should
Know, Washington DC: Congressional Quarterly Press.
R. Erikson and K. Tedin, (2011) American Public Opinion, 8th edition, New York, Pearson
Longman Publishers, pp. 40-46.
IV. Quantitative Data Analysis
A. Agresti and B. Finlay, (2009) Statistical methods for the Social Sciences, 4th edition, Upper
saddle river, NJ: Pearson-Prentice Hall.
S. Kumar and P. Rai, (2013) ‘Chapter 1’, in Measuring Voting Behaviour in India, New Delhi:
Sage.
V. Interpreting polls
R. Karandikar, C. Pyne and Y. Yadav, (2002) ‘Predicting the 1998 Indian Parliamentary
Elections’, Electoral Studies, Vol. 21, pp. 69-89.
M. McDermott and K. A. Frankovic, (2003) ‘Horserace Polling and Survey Methods Effects: An
Analysis of the 2000 Campaign’, Public Opinion Quarterly 67, pp. 244-264.

59
Additional Resources:
K. Warren, (2001) ‘Chapter 2’, in In Defense of Public Opinion Polling, Boulder: Westview
Press, pp. 45-80.
W. Cochran, (2007) ‘Chapter 1’, Sampling Techniques, John Wiley & Sons.
G. Gallup, (1948) A Guide to Public Opinion Polls. Princeton: Princeton University Press, pp.
14-20; 73-75.
D. Rowntree (2000) Statistics Without Tears: An Introduction for Non Mathematicians, Harmon
dsworth: Penguin.

Teaching Learning Process

Students will be taught different forms of sampling methods and will receive training in
conducting surveys. They will be given interactive lectures on measuring public opinion and will
be taught quantitative methods and imparted with basic skills of collection, verification and
analysis of data. Students will be assessed on continuous basis followed by end term
examination. Internal assessment will be conducted at the end of each unit which may include
term papers, assignments, projects and viva- voce. They will be assessed on the basis of their
ability to critically apply their conceptual understanding to the field work. They will be required
to submit project report on any one unit of the syllabus before end term examination.

Keywords
Analysis, Collection, Data, Public Opinion, Quantitative, Sampling, Survey

AE3 - Legislative Practices and Procedures

(D.3)
AECC (Electives) - (AECCE) Credit:4

Course Objective
This course will acquaint the students with the legislative process in India at various levels, to
impart them with the elementary skills required to part of a legislative support team and expose
them to real life legislative work. The skills provided by this course will include the
understanding of legislative procedures, comprehending policy concerns which serve as the
objective for legislative practices, drafting new legislation, tracking and analysing feedback on
ongoing bills, writing press releases, conducting meetings with various stakeholders, monitoring
media and public opinion, managing constituent relations and handling inter-office
communications. It will also deepen their understanding and appreciation of the legislative
process and its importance for a robust democracy.

60
Course Learning Outcomes
On the successful completion of the course, students shall be able to:
• Understand the structure and functions of law-making bodies in India at different levels
• Demonstrate knowledge of the legislative procedures in India
• Acquire skills related to a close reading of legislative documents
• Understand the relationship between the people and their elected representatives
• Develop beginners’ skills to become a part of a support team engaged in different levels
of the law-making functions

Unit 1
Powers and functions of people’s representative at different tiers of governance (6 lectures)
Members of Parliament, State legislative assemblies, functionaries of rural and urban local self -
government from Zila Parishad, Municipal Corporation to Panchayat/ward.

Unit 2
Supporting the Legislative Process (2 lectures)
How a bill becomes law, role of the Standing committee in reviewing a bill, legislative
consultants, the framing of rules and regulations.

Unit 3
Supporting the Legislative Committees (6 lectures)
Types of committees, role of committees in reviewing government finances, policy,
programmes, and legislation.

Unit 4
Reading the Budget Document (6 lectures)
Overview of Budget Process, Role of Parliament in reviewing the Union Budget, Railway
Budget, Examination of Demands for Grants of Ministries, Working of Ministries.

Unit 5
Support in media monitoring and communication (4 lectures)
Types of media and their significance for legislators; Basics of communication in print and
electronic media.

References
I. Powers and functions of people’s representative at different tiers of governance
M. Madhavan, and N. Wahi, (2008) Financing of Election Campaigns PRS, Centre for Policy
Research, New Delhi, Available at:
http://www.prsindia.org/uploads/media/conference/Campaign_finance_brief.pdf
S. Vanka, (2008) Primer on MPLADS, Centre for Policy Research, New Delhi, Available
at http://www.prsindia.org/parliamenttrack/primers/mplads-487/

61
H. Kalra, (2011) Public Engagement with the Legislative Process PRS, Centre for Policy
Research, New Delhi, Available at:
https://www.prsindia.org/sites/default/files/parliament_or_policy_pdfs/1417684398--
Parliament%20as%20a%20Law%20Making%20Body_0.pdf
Government of India (Lok Sabha Secretariat), (2009) Parliamentary Procedures (Abstract
Series), Available at http://164.100.47.132/LssNew/abstract/index.aspx
II. Supporting the legislative process
Government of India, (Ministry of Parliamentary Affairs), (2009) Legislation, Parliamentary
Procedure, Available at http://mpa.nic.in/Manual/Manual_English/Chapter/chapter- 09.htm,
Accessed: 19.04.2013
Government of India, (Ministry of Parliamentary Affairs) (2009), Subordinate
Legislation, Parliamentary Procedure, Available at:
http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-11.htm Accessed: 19.04.2013
D. Kapur and P. Mehta, (2006) ‘The Indian Parliament as an Institution of Accountability’,
Democracy, Governance and Human Rights, Programme Paper Number 23, United Nations
Research Institute for Social Development, Available at:
http://www.unrisd.org/UNRISD/website/document.nsf/240da49ca467a53f80256b4f005ef245/8e
6fc72d6b546696c1257123002fcceb/$FILE/KapMeht.pdf
O. Agarwal and T. Somanathan, (2005) ‘Public Policy Making in India: Issues and Remedies’,
Available at:
http://www.cprindia.org/admin/paper/Public_Policy_Making_in_India_14205_TV_SOMANAT
HAN.pdf
B. Debroy, (2001) ‘Why we need law reform’ Seminar January.
III. Supporting the Legislative Committees
P. Mehta, ‘India’s Unlikely Democracy: The Rise of Judicial Sovereignty’, Journal of
Democracy, Vol. 18(2), pp.70-83.
Government link: http://loksabha.nic.in/; http://rajyasabha.nic.in/; http://mpa.nic.in/
K. Sanyal, (2011) Strengthening Parliamentary Committees PRS, Centre for Policy Research,
New Delhi, Available at:
http://www.prsindia.org/administrator/uploads/media/Conference%202011/Strengthening%20Pa
rliamentary%20Committees.pdf, Accessed: 19.04.2013
IV. Reading the Budget Document
A. Celestine, (2011) How to Read the Union Budget PRS, Centre for Policy Research, New
Delhi, Available at http://www.prsindia.org/parliamenttrack/primers/how-to-read-the- union-
budget-1023/, Accessed: 19.04.2013
V. Support in media monitoring and communication
G. Rose, (2005) ‘How to Be a Media Darling: There's No getting Away From It’, State
Legislatures, Vol. 31(3).

62
Additional Resources:
N. Jayal and P. Mehta (eds), (2010) The Oxford Companion to Politics in India, Oxford
University Press: New Delhi.
B. Jalan, (2007) India’s Politics, New Delhi: Penguin.
Initiating Discussion on Various Type of Debates in Rajya Sabha, Available at
http://rajyasabha.nic.in/rsnew/publication_electronic/75RS.pdf, Accessed: 19.04.2013.
Praxis of Parliamentary Committees: Recommendations of Committee on Rules published
by Rajya Sabha, available at:
http://rajyasabha.nic.in/rsnew/publication_electronic/Praxis.pdf,Accessed: 19.04.2013.
S.J. Phansalkar, Policy Research in the Indian Context
N. Singh, ‘Some Economic Consequences of India’s Institutions of Governance: A Conceptual
Framework’, Available at:
http://econ.ucsc.edu/faculty/boxjenk/wp/econ_conseq_2003_rev2.pdf,Accessed:19.04.2013.
R. Guha, (2007), India After Gandhi, Macmillan: New Delhi.
Parliamentary Procedures (Abstract Series) published by Lok Sabha, Available at
http://164.100.47.132/LssNew/abstract/index.aspx, website: www.loksabha.nic.in, Accessed:
19.04.2013.
Committees of Lok Sabha, Available at:
http://164.100.47.134/committee/committee_list.aspxAccessed: 19.04.2013.
Ethics Committee of Rajya Sabha, available at:
http://rajyasabha.nic.in/rsnew/publication_electronic/ethics_committee.pdf,Accessed: 19.4.2013.
Committees of Parliament, Parliamentary Procedure, Ministry of Parliamentary Affairs,
Available at http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-12.htm, Accessed:
19.04.2013.
Nomination of Members of Parliament on Committees, Councils, Boards and Commissions, etc.,
set up by the Government, Ministry of Parliament Affairs, Available at
http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-14.htm, Accessed: 19.04.2013.
Parliamentary Procedures: Problems and Perspectives 2009 Published by Rajya Sabha, Available
at http://rajyasabha.nic.in/rsnew/publication_electronic/parl_procedure2009.pdf, Accessed:
19.04.2013.
Primer on the Budget Process published by PRS, Available at
http://www.prsindia.org/parliamenttrack/primers/the-budget-process-484/, Accessed:
19.04.2013.
Background note on Financial Oversight by Parliament published by PRS, Available
at http://www.prsindia.org/administrator/uploads/media/Conference%20note/Conference%20not
e%20on%20financial%20oversight.pdf,Accessed: 19.04.2013.
P. Keefer and S Khemani, (2009) ‘When Do Legislators Pass On "Pork"? The Determinants of
Legislator Utilization of a Constituency Development Fund in India’, in World Bank Policy
Research Working Paper Series 4929, pp. 1-45, Available at: http://ssrn.com/abstract=1405160,
Accessed: 19.04.2013.

63
Parliamentary Procedures (Abstract Series), Lok Sabha, Available at
http://164.100.47.132/LssNew/abstract/process.htm
Budget, Parliamentary Procedure, Ministry of Parliamentary Affairs, available at
http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-07.htm, Accessed: 19.04.2013.
http://mpa.nic.in/mpahandbook/parlia13.pdf

Teaching Learning Process

Students will engage in discussion on legislative procedures. They will be imparted elementary
skills to become part of legislative support team and engage in real legislative work by attending
legislative meetings and monitoring media and public developments. They will be given
interactive lectures on powers and functions of representatives at different tiers of governance.

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include assignments,
participation in class discussions and viva voce. They will be evaluated on the basis of their
skills to become part of legislative support team and engage in real legislative work. They will be
required to submit project report on any one unit of the syllabus before end term examination.

Keywords
Functions, Governance, Legislature, Powers, Procedures, Representative

AE4 - Peace and Conflict Resolution

(D.4)
AECC (Electives) - (AECCE) Credit:4

Course Objective
The objective of an undergraduate application course for common students in Peace and Conflict
Studies will cover in-depth knowledge of conflict analysis, conflict resolution, conflict
prevention, as well as the historical and cultural context of organized violence. Peace and
Conflict Resolution addresses the sources of war, social oppression and violence and the
challenges of promoting peace and justice internationally and domestically. It also introduces
more equitable, cooperative and nonviolent methods that can be used to transform unjust, violent
or oppressive world situations. This course provides students with an overview of the Peace and
Conflict Studies discipline, including key concepts and related theories. The course is designed
to familiarize students with the historical background of various peace movements, to analyze
principles used to resolve conflict, and to provide a view of how peace and conflict resolution are
being pursued today. The course will also cover extensive understanding of current research and
development within the field of peace and conflict studies and perspective of the environment,
gender, migration, and ethnicity.

64
Course Learning Outcomes
• The paper will equip students with an in-depth understanding of theoretical and actual
observations on both domestic and international sources of conflict and war, conflict
resolution and conflict transformation.
• The students will enhance their analytical ability by learning about different models
employed in conflict resolution.
• The course will develop analytical outlook in conflict resolution on equitable, cooperative
and non-violent techniques of conflict resolution and transformation.
• Further deliberations on peace movements across the world and especially in war torn
regions will help students develop independent perspective on conflict resolution.
• The study of issues like migration, information flow and normative concepts will
augment students, understanding and knowledge.

Unit 1
International Peace and Conflict Resolution: Sources of War: International and Domestic
Issues and Trends

Unit 2
What is Conflict: Introduction to International Conflict Resolution

Unit 3
International Conflict Resolution Theory: Models developed by Johan Galtung, Joseph
Montville, Morton Deutsch, William Zartman, Levy Jack

Unit 4
Conflict resolution: Background of Various Peace Movements and Concepts, Principles
used to resolve conflict

Unit 5
Cross-border relationships between the world’s peaceful and war-torn zones (migration
and information flows, economic transactions, international rules and regulations,
normative concepts and political decisions)

Unit 6
Conflict Transformation: Is Peace Possible? Resolve problems through conflict analyses
and instrumentation of peace concepts

References
Webel, Charles & Jorgen Johansen (ed). 2012. Peace and Conflict Studies: A Reader. Routledge.
New York.

65
Galtung, Johan et al. 2000. Searching for Peace: The Road to Transcend. Pluto Press in
Association with Transcend. p. xiii.
Galtung, Johan. 1990. “Violence and Peace” in Paul Smoker, Ruth Davies & Barbara Munske
(eds.) A Reader is Peace Studies. Pergamon Press: Oxford. 9-14.
Terriff, Terry et al, 1999. ‘Peace Studies’, Security Studies Today, Polity press.
Kriesberg, Louis, Constructive Conflicts: From Escalation to Resolution, Rowman & Littlefield,
Maryland, 1998, pp. 58-150.
Ramsbotham, O., Woodhouse, T., & Miall, H. (2016). Contemporary Conflict Resolution
(Fourth ed.). (Chapter One, pp. 3 37). Cambridge: Polity Press.
Jeong, H.-W. (2000). Peace and conflict studies. Burlington: Ashgate.
Starkey, Boyer, and Wilkenfield, Negotiating a Complex World. Rowman & Littlefield,
Maryland, 1999, pp. 1-74.
Zartman, William, "Dynamics and Constraints in Negotiations in Internal Conflicts", in Zartman,
William (ed), Elusive Peace: Negotiating an End to Civil Wars, The Brookings Institution,
Washington, 1995, pp. 3-29.
Levy, Jack, "Contending Theories of International Conflict: A Levels-of-Analysis Approach" in
Crocker et al, Managing Global Chaos, USIP, 1995, pp. 3-24.
Carr, Edward H., "Realism and Idealism," Richard Betts (ed), Conflict After the Cold War,
Boston: Simon & Schuster, 1994.
Hampson, Fen Osler, Nurturing Peace, USIP, 1996, pp. 3-25.
Galtung, Johan, There Are Alternatives: Four Roads to Peace and Security, Nottingham,
Spokesman, 1984, pp. 162-205.
Kelman, Herbert C., "Interactive Problem Solving", in Fisher, Ronald J. (ed.) Interactive Conflict
Resolution, Syracuse University Press, 1997, pp. 56-74.
Kritz, Neil J., "The Rule of Law in the Post-conflict Phase: Building a Stable Peace", in Crocker
et al, Managing Global Chaos, USIP, 1996, pp. 587-606.
Galtung, Johan, "The Basic Need Approach", in Human Needs: A Contribution to the Current
Debate, Verlag, Cambridge, 1980, pp. 55-126.
Saunders, Harold H., A Public Peace Process: Sustained Dialogue to Transform Racial and
Ethnic Conflicts, New York, 1999, pp. 1-80.
Deutsch, Morton, The Resolution of Conflict: Constructive and Destructive Processes, New
Haven, Yale University Press, 1973, pp. 1-123.
Galtung, Johan, Peace by Peaceful Means: Peace and conflict, Development and Civilization,
Sage, London, 1996, pp. 9-114.
Quackenbush Stephen L., International Conflict: Logic and Evidence, Sage: CQ press,
Washington, 2015.
Louis Kriesberg and Bruce W. Dayton, Constructive Conflicts: from Escalation to Resolution
(5th edition), Rowman & Littlefield Publishers; Fifth edition, 2016.

66
Hampson, F.O., Crocker C.A. and Aall, P. R. (2007). Negotiation and international conflict. In
C. Webel & J. Galtung (Eds.), Handbook of peace and conflict studies (pp. 35-50). New York:
Routledge.
Horowitz, S. (2007). Mediation. In C. Webel and J. Galtung (Eds.). Handbook of peace and
conflict studies (51-63). New York: Routledge.
Assefa, H. (1999). The Meaning of reconciliation. In People building peace: 35 inspiring stories
from around the world (pp. 37-45), Utrecht: European Centre for Conflict Prevention.
Boulding, E. (2000). Peace movements and their organizational forms: The seedbed of peace
cultures. In Cultures of peace: The hidden side of history (pp. 56-84), New York: Syracuse
University Press.
Cortright, D. (2008). Banning the bomb. In Peace: A history of movements and ideas.
Cambridge: Cambridge University Press, 126-154.
Young, N. (1987). Peace movements in history. In Barash, D.P. (ed.) (2000), Approaches to
peace: A reader in peace studies (pp. 228-237), New York: Oxford University Press.
Weber, T. (2001). Gandhian philosophy, conflict resolution theory and practical approaches to
negotiation. Journal of Peace Research, 38 (4), 493-513.
Braithwaite, A., Salehyan, I., & Savun, B. (2019). Refugees, forced migration, and conflict:
Introduction to the special issue. Journal of Peace Research, 56(1), 5–11.
Hoffmann, J. (2013). Conceptualizing ‘communication for peace’. UPEACE Open Knowledge
Network Occasional Working Papers,1(January), University for Peace, San Jose, Costa Rica.
Mansfield, E., & Pevehouse, J. (2000). Trade blocs, trade flows, and international conflict.
International Organization, 54(4), 775-808.
Williams, A. (2015). Changing normative environment for conflict management. In Crocker et.
al. (Eds.) Managing Conflict in a World Adrift. Washington, US: United States Institute of Peace
Press.
Upadhyaya, P. & Kolås, A. (2018). Perspectives from peace research. In P. Upadhyaya
(ed.) Long walk of peace: Towards a culture of prevention (pp. 26-69). Paris: UNESCO.

Additional Resources:
Classic Readings
Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6(3), pp.
167-191.
Galtung, Johan, The True Worlds: A Transnational Perspective, New York, Free Press, 1980, pp.
107-149.
Galtung, Johan. 1967. “Theories of Peace: A Synthetic Approach to Peace Thinking”.
International Peace Research Institute, Oslo.
Rummel, R.J. 1981. Understanding Conflict and War, Vol. 5, Beverly Hills, CA: Sage
Publications.

67
Deutsch, M. (1983). Conflict Resolution: Theory and practice. Political Psychology, 4(3), 431-
453.
Gandhi, M.K. (1916) (1964), “On Ahimsa: Reply to Lala Lajpat Rai (October 1916)”, in The
Collected Works of Mahatma Gandhi, Vol.-XIII, Delhi: The Publications Division, Ministry of
Information and Broadcasting, Government of India.

Teaching Learning Process

This course aims to familiarize students about the peace and conflict resolution around the world
by engaging them in elaborate classroom lectures consisting debate and discussions. The lectures
will include power point presentation and screening of short videos which will be followed by
debate and discussion on the topic. The entire process is designed so as to enhance the cognitive
ability of the students and encourage them to think critically. The students will also prepare skits
simulating models used in the peace and conflict resolution and present them in the class. The
regular seminars will further enhance students understanding of the course.

Assessment Methods
The students will be assessed on their performance in their internal examination as well as their
end semester examination. However, the assessment would go beyond this conventional method
and also would assess the students for performance in class in which the skit presentation,
participation in debate and discussion will also be valued.

Keywords
Peace, Conflict, War, Conflict Resolution, Conflict Transformation

68
 UNIVERSITY OF DELHI
Bachelor of Arts (Hons) Political Science

(Effective from Academic Year 2019-20)

PAPERS FOR SEMESTER VI

Applicable for students registered with Regular Colleges, Non Collegiate

Women’s Education Board and School of Open Learning

1
 List of Papers and Courses for Semester VI
Core Course

6.1 Paper XIII - Modern Political Philosophy

6.2 Paper XIV - Indian Political Thought - II

Discipline Specific Elective (DSE)

1. Citizenship in a Globalizing World

2. Human Rights in a Comparative Perspective

3. Development Process and Social Movements in Contemporary India

4. Public Policy in India

5. Colonialism and Nationalism in India

6. India’s Foreign Policy in a Globalizing world

7. Feminism: Theory and Practice

8. Dilemmas in Politics

2
 2.1. Semester-wise Distribution of Courses.
B.A (Honours) Political Science
S. NO. PAPER
SEMESTER - VI
6.1 Modern Political Philosophy Core Discipline - 13
6.2 Indian Political Thought - II Core Discipline - 14
6.3 & Any Two of the Following Discipline Specific Elective
6.4 (DSE) III & IV
A Citizenship in a Globalizing World
B Human Rights in a Comparative
Perspective
C Development Process and Social
Movements in Contemporary India
D Public Policy in India
E Colonialism and Nationalism in India
F India’s Foreign Policy in a Globalizing
World
G Feminism: Theory and Practice
H Dilemmas in Politics

3
 Courses for Programme B.A. (Hons) Political Science

Paper XIII - Modern Political Philosophy (6.1)

Core Course - (CC) Credit:6

Course Objective
This course aims to expose the students to the manner in which the questions of politics have
been posed in terms that have implications for larger questions of thought and existence in
society and is being solved. By introducing the philosophers from different traditions students
will be able to answer few fundamental political questions: Why do we live in political
communities? What is the ‘best’ form of government? How human nature influences political
decision making? How and in what circumstances we need to resist bad rulers?

Course Learning Outcomes

By the end of the course students would be able to:
• Understand the idea of modernity and establish a connection between societal changes
posed through modernity and its prescribed political suggestions.
• Identify various tendencies in political philosophical discourse and manage to answer
various fundamental questions through problem-solving aptitude.

Unit 1
Modernity and its discourses (1 week)
Kant on Modernity, Faith on Reason, Understanding Nature’s nature.

Unit 2
Romantics (2 weeks)
a. Jean Jacques Rousseau (1 week)
Critique of Modernity; State of Nature (evolution of Nobel savage, what corrupts the
society?), Origin of inequality, General Will; direct democracy; self-government;
b. Mary Wollstonecraft (1 week)
Women and paternalism; critique of Rousseau’s idea of education and proposed
educational reforms; legal rights and representation

Unit 3
Liberal socialist (2 weeks)
John Stuart Mill
Mill’s hedonistic principle of utility; difference with other utilitarian, Liberty, suffrage
and change in democracy; rights of minorities; subjection of women

4
Unit 4
Radicals (2 Weeks)
a. Hegel
Ethical life: family, civil society and state
b. Karl Marx
Difference with other kinds of materialism; Concepts of values; critique of Capitalism;
inevitability of class struggle; establishment of utopian society

References
I. Modernity and its discourses
Kant. (1784) ‘What is Enlightenment?’ available at http://theliterarylink.com/kant.html,
Accessed: 19.04.2013
S. Hall (1992) ‘Introduction’, in Formations of Modernity UK: Polity Press pages 1-16
B. Nelson, (2008) Western Political Thought. New York: Pearson Longman, pp. 221-255.
Rawls, J. Lectures on the History of Political Philosophy, Lectures on Rousseau, Harvard
University Press, London pp: 191-229.
II. Romantics
M. Keens-Soper, (2003) ‘Jean Jacques Rousseau: The Social Contract’, in M. Forsyth and M.
Keens-Soper (eds) A Guide to the Political Classics: Plato to Rousseau. New York: Oxford
University Press, pp. 171-202.
C. Jones, (2002) ‘Mary Wollstonecraft’s Vindications and their Political Tradition’ in C. Johnson
(ed.) The Cambridge Companion to Mary Wollstonecraft, Cambridge: Cambridge University
Press, pp. 42-58.
III. Liberal socialist
Ramaswamy, Shushila (2018), Women in Political Thought: the Quest for Gender Equality and
Beyond, New Delhi: Orient Black Swan, pp.128-178.
Mill, J.S. ‘On Liberty’ and other writings, Chapters 1, 3, and 4
Mill, J.S. Utilitarianism, Indiamapolis: Hickett Publishing, 2001, Chapters 1, 2, and 4
Rawls, J. Lectures on the History of Political Philosophy, Lectures on Mill, Harvard University
Press, London, pp. 251-314
Action, H.B (1972), John Stuart Mill: Utilitarianism, Liberty and Representative Government,
David Campbell Publishers Ltd.
H. Magid (1987) ‘John Stuart Mill’, in L. Strauss and J. Cropsey, (eds), History of Political
Philosophy, 2nd edition. Chicago: Chicago University Press, pp. 784-801.
P. Kelly (2003) ‘J.S. Mill on Liberty’, in D. Boucher, and P. Kelly, (eds.) Political Thinkers:
From Socrates to the Present. New York: Oxford University Press, pp. 324-359.
IV. Radicals
Hegel’s Philosophy of Right,
https://www.marxists.org/reference/archive/hegel/works/pr/philosophy-of-right.pdf

5
J. Cropsey, (1987) ‘Karl Marx’, in L. Strauss and J. Cropsey (eds) History of Political
Philosophy, 2nd Edition. Chicago: Chicago University Press, pp. 802-828.
L. Wilde, (2003) ‘Early Marx’, in D. Boucher and P. Kelly, P. (eds) Political Thinkers: From
Socrates to the Present. New York: Oxford University Press, pp. 404-435.

Additional Resources:
A. Bloom (1987) ‘Jean-Jacques Rousseau’, in Strauss, L. and Cropsey, J. (eds.) History
of Political Philosophy, 2nd edition. Chicago: Chicago University Press, pp. 559-580.
A. Skoble and T. Machan (2007) Political Philosophy: Essential Selections, New Delhi: Pearson
Education, pp. 328-354.
B. Ollman (1991) Marxism: An Uncommon Introduction, New Delhi: Sterling Publishers.
G. Blakely and V. Bryson (2005) Marx and Other Four Letter Words, London: Pluto
A. Skoble, and T. Machan (2007) Political Philosophy: Essential Selections, New Delhi: Pearson
Education, pp. 286-327.
H. Arendt (1958), The Origins of Totalitarianism, New York: The World Publishing Company.
Readings in Hindi
सी. एल. वेपर (1954), राज दर्शन का स्वाध्ययन, इलाहबाद: ककताब महल.

जे. पी. सद
ू (1969), पाश्चात्य राजनीततक चचिंतन , जय प्रकार् नाथ और किंपनी.

Teaching Learning Process

The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.

Keywords
modernity, reason, state of nature, representation,

6
 Paper XIV - Indian Political Thought - II
(6.2)
Core Course - (CC) Credit:6

Course Objective
The objective of this course is to study important themes through individual thinkers. The course
has been designed to give students a glimpse about the richness and diversity within Indian
political thought. The thinkers have been consciously selected to represent a wide spectrum of
ideologies and vantage points within the modern Indian thought tradition. Selected extracts from
original texts are also given to discuss in the class. This shall help students to have some
experience in understanding how these thinkers build up their arguments and developed their
views on the respective themes.

Course Learning Outcomes

The course is aimed to equip students with critical understanding about modern Indian thought.
The thematic exploration of ideas is meant to locate the topical debates on important subjects on
a historical trajectory and reflect over the diverse possibilities exhibited in the writings of the
respective thinkers. It is expected that at the end of the course the students will be able to think
about issues and debates in contemporary India from multiple vantage points including its
historical significance in the Indian tradition. It would also help them develop toleration and
respect for diverse opinion and at the same time, to admire and appreciate the plurality within the
modern Indian intellectual tradition.

Unit 1:
Introduction to Modern Indian Political Thought (4 lectures)

Unit 2:
Rammohan Roy: Rights (4 lectures)

Unit 3:
Pandita Ramabai: Gender (4 lectures)

Unit 4:
Vivekananda: Ideal Society (5 lectures)

Unit 5:
Gandhi: Swaraj (5 lectures)

Unit 6:
Ambedkar: Social Justice (5 lectures)

Unit 7:
Tagore: Critique of Nationalism (4 lectures)

Unit 8:
Iqbal: Community (5 lectures)

7
Unit 9:
Savarkar: Hindutva (4 lectures)

Unit 10:
Nehru: Secularism (4 lectures)

Unit 11:
Lohia: Socialism (4 lectures)

References
[

I. Introduction to Modern Indian Political Thought

V. Mehta and T. Pantham (eds.), (2006) ‘A Thematic Introduction to Political Ideas in Modern
India: Thematic Explorations, History of Science, Philosophy and Culture in Indian civilization’
Vol. 10, Part: 7, New Delhi: Sage Publications, pp. xxvii-ixi.
D. Dalton, (1982) ‘Continuity of Innovation’, in Indian Idea of Freedom: Political Thought of
Swami Vivekananda, Aurobindo Ghose, Rabindranath Tagore and Mahatma Gandhi, Academic
Press: Gurgaon, pp. 1-28.

II. Rammohan Roy: Rights

R. Roy, (1991) ‘The Precepts of Jesus, the Guide to Peace and Happiness’, S. Hay, (ed.) Sources
of Indian Traditio, Vol. 2. Second Edition. New Delhi: Penguin, pp. 24-29.
C. Bayly, (2010) ‘Rammohan and the Advent of Constitutional Liberalism in India 1800- 1830’,
in Sh. Kapila (ed.), An intellectual History for India, New Delhi: Cambridge University Press,
pp. 18- 34.
T. Pantham, (1986) ‘The Socio-Religious Thought of Rammohan Roy’, in Th. Panthom and K.
Deutsch, (eds.) Political Thought in Modern India, New Delhi: Sage, pp.32-52.

III. Pandita Ramabai: Gender

P. Ramabai, (2000) ‘Woman’s Place in Religion and Society’, in M. Kosambi (ed.), Pandita
Ramabai Through her Own Words: Selected Works, New Delhi: Oxford University Press, pp.
150-155.
M. Kosambi, (1988) ‘Women’s Emancipation and Equality: Pandita Ramabai’s Contribution to
Women’s Cause’, in Economic and Political Weekly, Vol. 23(44), pp. 38-49.

IV. Vivekananda: Ideal Society

S. Vivekananda, (2007) ‘The Real and the Apparent Man’, S. Bodhasarananda (ed.), Selections
from the Complete Works of Swami Vivekananda, Kolkata: Advaita Ashrama, pp. 126-129.
A. Sen, (2003) ‘Swami Vivekananda on History and Society’, in Swami Vivekananda, Delhi:
Oxford University Press, pp. 62- 79.
H. Rustav, (1998) ‘Swami Vivekananda and the Ideal Society’, in W. Radice (ed.), Swami
Vivekananda and the Modernisation of Hinduism, Delhi: Oxford University Press, pp. 264- 280.

8
V. Gandhi: Swaraj
M. Gandhi, (1991) ‘Satyagraha: Transforming Unjust Relationships through the Power of the
Soul’, in S. Hay (ed.), Sources of Indian Tradition, Vol. 2.Second Edition, New Delhi: Penguin,
pp. 265-270.
A. Parel, (ed.), (2002) ‘Introduction’, in Gandhi, freedom and Self Rule, Delhi: Vistaar
Publication.
D. Dalton, (1982) Indian Idea of Freedom: Political Thought of Swami Vivekananda,
AurobindoGhose, Mahatma Gandhi and Rabindranath Tagore, Gurgaon: The Academic Press,
pp. 154- 190.

VI. Ambedkar: Social Justice

B. Ambedkar, (1991) ‘Constituent Assembly Debates’, S. Hay (ed.), Sources of Indian Tradition,
Vol. 2, Second Edition, New Delhi: Penguin, pp. 342-347.
V. Rodrigues, (2007) ‘Good society, Rights, Democracy Socialism’, in S. Thorat and Aryama
(eds.), Ambedkar in Retrospect - Essays on Economics, Politics and Society, Jaipur: IIDS and
Rawat Publications.
B. Mungekar, (2007) ‘Quest for Democratic Socialism’, in S. Thorat, and Aryana (eds.),
Ambedkar in Retrospect - Essays on Economics, Politics and Society, Jaipur: IIDS and Rawat
Publications, pp. 121-142.

VII. Tagore: Critique of Nationalism

R. Tagore, (1994) ‘The Nation’, S. Das (ed.), The English Writings of Rabindranath Tagore, Vol.
3, New Delhi: Sahitya Akademi, pp. 548-551.
R. Chakravarty, (1986) ‘Tagore, Politics and Beyond’, in Th. Panthams and K. Deutsch (eds.),
Political Thought in Modern India, New Delhi: Sage, pp. 177-191.
M. Radhakrishnan, and Debasmita, (2003) ‘Nationalism is a Great Menace: Tagore and
Nationalism’ in P. Hogan, Colm and L. Pandit, (eds.) Rabindranath Tagore: Universality and
Tradition, London: Rosemont Publishing and Printing Corporation, pp. 29-39.

VIII. Iqbal: Community

M. Iqbal, (1991) ‘Speeches and Statements’, in S. Hay (ed.), Sources of Indian Tradition, Vol. 2,
Second Edition, New Delhi: Penguin, pp. 218-222.
A. Engineer, (1980) ‘Iqbal’s Reconstruction of Religious Thought in Islam’, in Social Scientist,
Vol.8 (8), pp. 52-63.
Madani, (2005) Composite Nationalism and Islam, New Delhi: Manohar, pp. 66-91.

IX. Savarkar: Hindutva

V.Savarkar, ‘Hindutva is Different from Hinduism’, available at
http://www.savarkar.org/en/hindutva-/essentials-hindutva/hindutva-different-hinduism
J. Sharma, (2003) Hindutva: Exploring the Idea of Hindu Nationalism, Delhi: Penguin, pp. 124-
172.

9
X. Nehru: Secularism
J. Nehru, (1991) ‘Selected Works’, in S. Hay (ed.), Sources of Indian Tradition, Vol. 2, Second
Edition, New Delhi: Penguin, pp. 317-319.
R. Pillai, (1986) ‘Political thought of Jawaharlal Nehru’, in Th. Pantham, and K. Deutsch (eds.),
Political Thought in Modem India, New Delhi: Sage, pp. 260- 274.
B. Zachariah, (2004) Nehru, London: Routledge Historical Biographies, pp. 169-213.
XI. Lohia: Socialism
M. Anees and V. Dixit (eds.), (1984) Lohia: Many Faceted Personality, Rammanohar Lohia
Smarak Smriti.
S. Sinha, (2010) ‘Lohia’s Socialism: An underdog’s perspective’, in Economic and Political
Weekly, Vol. XLV (40) pp. 51-55.
A. Kumar, (2010) ‘Understanding Lohia’s Political Sociology: Intersectionality of Caste, Class,
Gender and Language Issue’, in Economic and Political Weekly, Vol. XLV (40), pp. 64-70.

Additional Resources:
II. Rammohan Roy: Rights
S. Sarkar, (1985) ‘Rammohan Roy and the break With the Past’, in A Critique on colonial
India, Calcutta: Papyrus, pp. 1-17.
III. Pandita Ramabai: Gender
U. Chakravarti, (2007) Pandita Ramabai - A Life and a Time, New Delhi: Critical Quest, pp. 1-
40.
G. Omvedt, (2008) ‘Ramabai: Women in the Kingdom of God’, in Seeking Begumpura: The
Social Vision of Anti Caste Intellectuals, New Delhi: Navayana. pp. 205-224.
IV. Vivekananda: Ideal Society
Raghuramaraju, (2007) ‘Swami and Mahatma, Paradigms: State and Civil Society’, in Debates in
Indian Philosophy: Classical, Colonial, and Contemporary, Delhi: Oxford University Press, pp.
29-65.
V. Gandhi: Swaraj
R. Terchek, (2002) ‘Gandhian Autonomy in Late Modern World’, in A. Parel (ed.), Gandhi,
Freedom and Self Rule. Delhi: Sage.
VI. Ambedkar: Social Justice
P. Chatterjee, (2005) ‘Ambedkar and the Troubled times of Citizenship’, in V. Mehta and Th.
Pantham (eds.), Political ideas in modern India: Thematic Explorations, New Delhi: Sage, pp.
73-92.
VII. Tagore: Critique of Nationalism
A. Nandy, (1994) ‘Rabindranath Tagore & Politics of Self’, in Illegitimacy of
Nationalism, Delhi: Oxford University Press, pp. 1-50.

10
VIII. Iqbal: Community
L. Gordon-Polonskya, (1971) ‘Ideology of Muslim Nationalism’, in H. Malik (ed.), Iqbal: Poet-
Philosopher of Pakistan, New York: Columbia University Press, pp. 108-134.
IX. Savarkar: Hindutva
Dh. Keer, (1966) Veer Savarkar, Bombay: Popular Prakashan, pp. 223-250.
X. Nehru: Secularism
P. Chatterjee, (1986) ‘The Moment of Arrival: Nehru and the Passive Revolution’, in Nationalist
Thought and the Colonial World: A Derivative Discourse? London: Zed Books, pp. 131-166.

Teaching Learning Process

The teaching learning process will try to construct history of ideas of key concepts that is central
to this paper. This will be done by using original writings of the thinkers and some
commentaries. The class lectures will use comparative method in power point presentations by
trying to unearth similarities and subtle differences between two or more thinkers on the given
topic. Talks and seminars involving interaction with experts working on thinkers will be used to
highlight the nuances of the topic. This will thereby encourage students to think analytically
about the material located and reading. It will also help students in writing, constructing
arguments based on evidence.

Assessment Methods
Individual projects and Reflective assessments will be mode of their test. It will further be
augmented by using Quiz and book review s that can help students locate thinkers and concept in
both historical and present time.

Keywords
Nationalism, Justice, Democracy, Rights, Swaraj

11
 Discipline Specific Elective Courses

DSE1 - Citizenship in a Globalizing World

(C.1)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
The aim of this course is to introduce different trajectories of the debates concerning citizenship.
It delves into the relationship between the individual and the collective, the meaning of
membership, and the distribution of benefits and burdens of that membership and how these
normative dimensions of citizenship have changed over time.

Course Learning Outcomes

After completing this course students will be able to:
• Develop a broad historical, normative and empirical understanding of the idea of
citizenship.
• Understand different trajectories of the development/evolution of the concept of
citizenship.
• Understand/assess some of the major ethical challenges that citizenship faces in the wake
of globalization and the rapidly proliferating idea about the need of accommodating
diversity in multicultural political settings.

Unit 1:
Classical conceptions of citizenship.

Unit 2:
The Evolution of Citizenship and the Modern State

Unit 3:
Citizenship and Diversity

Unit 4:
Citizenship beyond the Nation-state: Globalization and global justice

Unit 5:
The idea of cosmopolitan citizenship

References:
Acharya, Ashok. (2012) Citizenship in a Globalising World. New Delhi: Pearson.
Beiner, R. (1995) Theorising Citizenship. Albany: State University of New York Press.

12
Heater, Derek. (2002). World citizenship: cosmopolitan thinking and its opponents. New York:
Continuum. (Chapter 3: Identity and Morality)
Held, David (1995), Democracy and the Global Order: From the Modern State to Cosmopolitan
Governance (Stanford: Stanford University Press).
Kymlicka, W.(1995). Multicultural Citizenship, Oxford: Oxford University Press.
Kymlicka, W. (2000). “Citizenship in Culturally Diverse Societies: Issues, Contexts, Concepts”,
in W. Kymlicka, W. Norman (eds.) Citizenship in Diverse Societies, Oxford: Oxford University
Press, 1-41.
Kymlicka, W. (1999), “Citizenship in an Era of Globalization: A Response to Held,” in I.Shapiro
& C. Hacker-Cordon (eds.), Democracy's Edges (Cambridge, UK: Cambridge University Press).
Linklater, A., 1999, “Cosmopolitan Citizenship”, in Cosmopolitan Citizenship, K. Hutchings, R.
Danreuther (eds.), New York: St-Martin’s Press, 35-60.
Miller, David. (2012). “Cosmopolitanism”, in G.W. Brown & D. Held (Eds.), The cosmopolitan
reader (pp. 377-392). Malden, MA: Polity Press.
Miller, D. ( 2007). National Responsibility and Global Justice, Oxford: Oxford University Press.
Norman, W. & Kymlicka, W. (2003). “Citizenship”, in R. G. Frey & C. H. Wellman (eds.) A
Companion to Applied Ethics, Oxford: Blackwell Publishing Ltd.
Nussbaum, Martha (2012). Patriotism and Cosmopolitanism. In G.W. Brown & D. Held (Eds.),
The Cosmopolitan Reader (pp. 155-162). Malden, MA: Polity Press.
Oliver, D. & D. Heater (1994). The Foundations of Citizenship. London, Harvester Wheatsheaf.
Parekh, B. (2000). Rethinking Multiculturalism: Cultural Diversity and Political Theory,
Cambridge, MA: Harvard University Press.
Pogge, T. W.(1992). “Cosmopolitanism and Sovereignty”, Ethics, 103: 58–75.
Scholte, Jan Aart (2000), Globalization: A Critical Introduction, New York: St. Martin’s.
Tan, K.-C. (2004) Justice Without Borders. Cosmopolitanism, Nationalism and Patriotism,
Cambridge: Cambridge University Press.
Zolo, D. (1997), Cosmopolis: Prospects for World Government, Cambridge, UK: Polity Press.

Additional Resources:
Classic Readings
Aristotle, The Politics, trans. T. A. Sinclair, revised by T. J. Saunders (London: Penguin, rev.
edn. 1981)
Barker, Ernest. (1959) The Political Thought of Plato and Aristotle, London: Methuen, 1906;
reprinted, New York: Russell & Russell.
Kant, I. , 1795, “Perpetual Peace”, in Kant’s Political Writings, H. Reiss (ed., trans.), 2nd edn,
Cambridge: Cambridge University Press, 1991.

13
Marshall, T. H, 1950, Citizenship and Social Class and Other Essays, Cambridge: Cambridge
University Press.

Readings in Hindi
भार्शव, राजीव. और अर्ोक आचायाश (एड.), राजनीततकससधािंत: एकपररचय, ददल्ली: पपएसशन, 2008.
कुमार, सिंजीव (एड.), राजनीतत ससदधािंत की समझ, ददल्ली: ओररएिंट ब्लैकस्वान, 2019.
Teaching Learning Process
The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit, they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.
Keywords
citizenship, state, diversity, cosmopolitanism, global justice

DSE2 - Human Rights in a Comparative Perspective

(C.2)
Discipline Specific Elective - (DSE) Credit:6
Course Objective
The aim of the course is to make students aware about the different strands in the debates on
human rights and its evolution through historical and contemporary times. The course aims at
providing students conceptual tools to understand what the different generations of rights are;
and the new concerns that have emerged in the recent past. It will make students aware about the
institutionalisation of the human rights and will provide knowledge on the constitutional
frameworks of human rights especially in South Africa and in India. It intends further to develop
analytical skills of students to reflect on the issues of structural violence and human rights in
developed and developing countries. The objective is to enable students to gain insight into
comparative state response to issues such as terrorism, surveillance & censorship and gender-
based violence. A range of resources, including films, biographies, and official documents would
be used to study each theme.

Course Learning Outcomes

The course will equip students with an understanding of debates on human rights through a
comparative study of human rights concerns in different countries. While keeping India as a
common case study in all thematic analyses, it will familiarise students with the historical
evolution of human rights and the theoretical frameworks and core themes that inform the
debates on human rights. The course will enhance the students’ understanding of state response
to issues and human rights questions pertaining to structural violence, such as torture, terrorism,

14
insecurity of minority communities, caste, race, gender-based violence and rights of adivasis
from the human rights perspective.
Unit 1
I. Human Rights: Theory and Institutionalization (3 weeks)
a. Understanding Human Rights: Three Generations of Rights
b. Institutionalization: Universal Declaration of Human Rights
c. Rights in National Constitutions: South Africa and India
Unit 2
II. Issues (5 weeks)
a. Torture: USA and India
b. Surveillance and Censorship: China and India
c. Terrorism and Insecurity of Minorities: USA and India
Unit 3
III. Structural Violence (4 weeks)
a. Caste and Race: South Africa and India
b. Gender and Violence: India and Pakistan
c. Adivasis/Aboriginals and the Land Question: Australia and India

References
I. Human Rights: Theory and Institutionalization
J. Hoffman and P. Graham, (2006) ‘Human Rights’, Introduction to Political Theory, Delhi,
Pearson, pp. 436-458.
SAHRDC (2006) ‘Introduction to Human Rights’; ‘Classification of Human Rights: An
Overview of the First, Second, and Third Generational Rights’, in Introducing Human Rights,
New Delhi: Oxford University Press.
The Constitution of the Republic of South Africa, Chapter 2: Bill of Rights.
The Constitution of India, Chapter 3: Fundamental Rights
II. Issues
a. Torture: USA and India
M. Lippman, (1979) ‘The Protection of Universal Human Rights: The Problem of
Torture’ Universal Human Rights, Vol. 1(4), pp. 25-55
J. Lokaneeta, (2011) ‘Torture in the TV Show 24: Circulation of Meanings’; ‘Jurisprudence on
Torture and Interrogations in India’, in Transnational Torture Law, Violence, and State Power in
the United States and India, Delhi: Orient Blackswan.
D. O’Byrne, (2007) ‘Torture’, in Human Rights: An Introduction, Delhi: Pearson, pp. 164-197.
b. Surveillance and Censorship: China and India
Gary T, Marx (1999), Surveillance Studies’ in International Encyclopaedia of the Social and
Behavioural Sciences, 2nd Edition, Vol. 23, pp. 733-741.
D. O’Byrne, (2007) ‘Censorship’, in Human Rights: An Introduction, Delhi: Pearson, pp. 106-
138.

15
D. Lyon, (2008) Surveillance Society, Talk for Festival del Diritto, Piacenza, Italia, September
28, pp.1-7.
Hualing Fu, (2014) ‘Politicized Challenges, Depoliticized Responses: Political Monitoring in
China’s Transitions’, in Fergal Davis, Nicola McGarrity and George Williams
(eds.), Surveillance, Counter-Terrorism and Comparative Constitutionalism, New York:
Routledge.
Qiang, X. (2019). ‘President XI’s Surveillance State.’ Journal of Democracy, 30(1), pp.53-67.
SAHRDC (2014). ‘Architecture of Surveillance.’ Economic and Political Weekly, Vol.49, No.1,
U. Singh, (2014) ‘Surveillance Regimes in Contemporary India’, in Fergal Davis, Nicola
McGarrity and George Williams (eds.), Surveillance, Counter-Terrorism and Comparative
Constitutionalism, New York: Routledge.
c. Terrorism and Insecurity of Minorities: USA and India
E. Scarry, (2010) ‘Resolving to Resist’, in Rule of Law, Misrule of Men, Cambridge: Boston
Review Books, MIT, pp.1-53.
M. Ahmad, (2002) ‘Homeland Insecurities: Racial Violence the Day after September 11’, Social
Text, 72, Vol. 20(3), pp. 101-116.
U. Singh, (2007) ‘The Unfolding of Extraordinariness: POTA and the Construction of Suspect
Communities’, in The State, Democracy and Anti-terror Laws in India, Delhi: Sage Publications,
pp.165-219
III. Structural Violence
a. Caste and Race: South Africa and India
A. Pinto, (2001) ‘UN Conference against Racism: Is Caste Race?’, in Economic and Political
Weekly, Vol. 36 (30)
D. O’Byrne, (2007) ‘Apartheid’, in Human Rights: An Introduction, Delhi: Pearson, pp. 241262.
R. Wasserstorm, (2006), ‘Racism, Sexism, and Preferential Treatment: An approach to the
Topics’, in R. Goodin and P. Pettit, Contemporary Political Philosophy: An Anthology, Oxford:
Blackwell, pp-549-574
R. Wolfrum, (1998) ‘Discrimination, Xenophobia and Racism’ in J. Symonides, Human Rights:
New Dimensions and Challenges, Aldershot, Ashgate/UNESCO, pp.181-198.
b. Gender and Violence: India and Pakistan
A. Khan and R. Hussain, (2008), ‘Violence Against Women in Pakistan: Perceptions and
Experiences of Domestic Violence’, Asian Studies Review, Vol. 32, pp. 239 – 253
K. Kannabiran (2012) ‘Rethinking the Constitutional Category of Sex’, in Tools of Justice: Non-
Discrimination and the Indian Constitution, New Delhi, Routledge, pp.425-443
N. Menon (2012) ‘Desire’, Seeing Like a Feminist, New Delhi: Zubaan/Penguin, pp. 91-146
c. Adivasis/Aboriginals and the Land Question: Australia and India
H. Goodall, (2011) ‘International Indigenous Community Study: Adivasi Indigenous People in
India’, in A. Cadzow and J. Maynard (eds.), Aboriginal Studies, Melbourne: Nelson Cengage
Learning, pp.254-259.

16
K. Kannabiran, (2012) ‘Adivasi Homelands and the Question of Liberty’, in Tools of Justice:
Non-Discrimination and the Indian Constitution, New Delhi: Routledge, pp.242-271.
N. Watson (2011) ‘Aboriginal and Torres Strait Islander Identities’ in A. Cadzow and J.
Maynard (eds.), Aboriginal Studies, Melbourne: Nelson Cengage Learning, pp.43-52.
W. Fernandes (2008) ‘India's Forced Displacement Policy and Practice. Is Compensation up to
its Functions?’, in M. Cernea and H. Mathus (eds), Can Compensation Prevent Impoverishment?
Reforming Resettlement through Investments and Benefit-Sharing, pp. 181-207, New Delhi:
Oxford University Press.

Additional Resources:
Classic Readings:
Ram Manohar Lohia, The Struggle for Civil Liberties: With a Foreword by Jawaharlal Nehru,
2012
United Nations Declaration of Human Rights (1948), United Nations, available at
https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf

Additional Readings:
Laws and V. Iacopino, (2002) ‘Police Torture in Punjab, India: An Extended Survey’, in Health
and Human Rights, Vol. 6(1), pp. 195-210
D. O’Byrne, (2007) ‘Theorizing Human Rights’, in Human Rights: An Introduction, Delhi,
Pearson, pp.26-70.
J. Morsink, (1999) The Universal Declaration of Human Rights: Origins, Drafting and Intent,
Philadelphia: University of Pennsylvania Press, pp. ix-xiv
J. Nickel, (1987) Making Sense of Human Rights: Philosophical Reflections on the Universal
Declaration of Human Rights, Berkeley: University of California Press.
J. Goldman, (2005) ‘Of Treaties and Torture: How the Supreme Court Can Restrain the
Executive’, in Duke Law Journal, Vol. 55(3), pp. 609-640.
K. Tsutsui and C. Wotipka, (2004) ‘Global Civil Society and the International Human Rights
Movement: Citizen Participation in Human Rights International Nongovernmental
Organizations’, Social Forces, Vol. 83(2), pp. 587-620.
L. Rabben, (2001) Amnesty International: Myth and Reality, in Agni, No. 54, Amnesty
International Fortieth Anniversary pp. 8-28
M. Mohanty, (2010) ‘In Pursuit of People’s Rights: An Introduction’, in M. Mohanty et
al., Weapon of the Oppressed: Inventory of People’s Rights in India, New Delhi: Danish Books,
pp.1-11
M. Cranston, (1973) What are Human Rights?, New York: Taplinger
M. Ishay, (2004) The History of Human Rights: From Ancient Times to the Globalization Era,
Delhi: Orient Blackswan.
R. Sharan, (2009) ‘Alienation and Restoration of Tribal Land in Jharkhand in N Sundar
(ed.) Legal Grounds, New Delhi: Oxford University Press, pp. 82-112.

17
Ramraj, Victor, Michael Hor and Ken Roach (eds) (2005), Global Anti-Terrorism Law and
Policy, Cambridge University Press, Cambridge.
U. Baxi, (1989) ‘From Human Rights to the Right to be Human: Some Heresies’, in S. Kothari
and H. Sethi (eds.), Rethinking Human Rights, Delhi: Lokayan, pp.181-166

Teaching Learning Process

Unit Course Learning Teaching and Assessment Method
Outcome Learning Activities
I. Human Rights: Students will Theoretical class with Students will prepare
Theory and understand the examples from project on
Institutionalization emergence and different states institutionalization of
institutionalization of human rights in
Human Rights Indian and South
African constitution
II. Issues Students will Lectures and Students will be
compare the status of interaction with real encouraged to
HR in India with life stories and participate in
respect to other documentaries on discussion on
country issues like torture, documentaries, real
surveillance, life reports etc
censorship and
terrorism.
III. Structural It will help in Comparative Students can prepare
Violence understanding how examples of structural project or do field
the structures of violence like caste survey on any aspect
violence get rooted in based in Indian, race of structural violence
different societies based in South Africa in India and can
and USA through compare to other
lectures, power point nations.
presentation and film
screening.

Keywords
Human Rights, Generations of rights, South Africa, India, Structural violence, terrorism,
surveillance, gender-based violence.

18
 DSE3 - Development Process and Social Movements in Contemporary India
(C.3)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
Under the influence of globalization, development processes in India have undergone
transformation to produce spaces of advantage and disadvantage and new geographies of power.
Such a development strategy has involved high social reproduction costs and dispossession of
vulnerable social groups giving rise to conditions of social and political contestations and
struggles. A variety of protest movements have emerged to challenge this development paradigm
that has also weakened the democratic space so very vital to the formulation of critical
consensus. This course proposes to introduce students to the conditions, contexts and forms of
political contestation over contemporary development paradigms and the retrieval of democratic
voice of citizens.
Course Learning Outcomes
On successful completion of the course, students would be able to:
• Show knowledge of development policies and planning in India since independence.
• Understand the development strategies and their impact on industrial and agricultural
sphere.
• Understand the emergence of social movements in response to the development policies
adopted by successive governments.
• Demonstrate awareness of the different trajectories of specific social movements in India,
their demands and successes.
Unit 1
Development Process since Independence (2 weeks)
a. State and planning
b. Liberalization and reforms
Unit 2
Industrial Development Strategy and its Impact on the Social Structure (2 weeks)
a. Mixed economy, privatization, the impact on organized and unorganized labour
b. Emergence of the new middle class

Unit 3
Agrarian Development Strategy and its Impact on the Social Structure (2 weeks)
a. Land Reforms, Green Revolution
b. Agrarian crisis since the 1990s and its impact on farmers

Unit 4
Social Movements (6 weeks)
a. Tribal, Peasant and Workers movements
b. Dalit and Women’s movements
c. Civil rights movements

19
References
I. The Development Process since Independence
A. Mozoomdar, (1994) ‘The Rise and Decline of Development Planning in India’, in T. Byres
(ed.) The State and Development Planning in India. Delhi: Oxford University Press, pp. 73-108.
A. Varshney, (2010) ‘Mass Politics or Elite Politics? Understanding the Politics of India’s
Economic Reforms’ in R. Mukherji (ed.) India’s Economic Transition: The Politics of Reforms,
Delhi: Oxford University Press, pp 146-169.
P. Chatterjee, (2000) ‘Development Planning and the Indian State’, in Zoya Hasan (ed.), Politics
and the State in India, New Delhi: Sage, pp.116-140.
P. Patnaik and C. Chandrasekhar, (2007) ‘India: Dirigisme, Structural Adjustment, and the
Radical Alternative’, in B. Nayar (ed.), Globalization and Politics in India. Delhi: Oxford
University Press, pp. 218-240.
P. Bardhan, (2005) ‘Epilogue on the Political Economy of Reform in India’, in The Political
Economy of Development in India. 6th impression, Delhi: Oxford University Press.
T. Singh, (1979) ‘The Planning Process and Public Process: A Reassessment’, R. R. Kale
Memorial Lecture, Pune: Gokhale Institute of Politics and Economics.
II. Industrial development strategy and its impact on social structure
A. Aggarwal, (2006) ‘Special Economic Zones: Revisiting the Policy Debate’, in Economic and
Political Weekly, XLI (43-44), pp.4533-36.
B. Nayar (1989) India’s Mixed Economy: The Role of Ideology and its Development, Bombay:
Popular Prakashan.
F. Frankel, (2005) ‘Crisis of National Economic Planning’, in India’s Political Economy (1947-
2004): The Gradual Revolution, Delhi: Oxford University Press, pp. 93-340.
L. Fernandes, (2007) India’s New Middle Class: Democratic Politics in an Era of Economic
Reform, Delhi: Oxford University Press.
S. Shyam, (2003) ‘Organizing the Unorganized’, in Seminar, [Footloose Labour: A Symposium
on Livelihood Struggles of the Informal Workforce, 531] pp. 47-53.
S. Chowdhury, (2007) ‘Globalization and Labour’, in B. Nayar (ed.) Globalization and Politics
in India, Delhi: Oxford University Press, pp.516-526.
V. Chibber, (2005) ‘From Class Compromise to Class Accommodation: Labor’s Incorporation
into the Indian Political Economy’ in R. Ray, and M.F. Katzenstein (eds.) Social Movements in
India, Delhi: Oxford University Press, pp 32-60.
III. Agrarian development strategy and its impact on social structure
A. Desai, (ed.), (1986) Agrarian Struggles in India After Independence, Delhi: Oxford University
Press, pp. xi-xxxvi.
F. Frankel, (1971) India’s Green Revolution: Economic Gains and Political Costs, Princeton and
New Jersey: Princeton University Press.
F. Frankel, (2009) Harvesting Despair: Agrarian Crisis in India, Delhi: Perspectives, pp. 161-69.
J. Harriss, (2006) ‘Local Power and the Agrarian Political Economy’ in Harriss, J. (ed) Power
Matters: Essays on Institutions, Politics, and Society in India, Delhi. Oxford University Press,
pp. 29-32.

20
K. Suri, (2006) ‘Political economy of Agrarian Distress’, in Economic and Political Weekly, XLI
(16) pp. 1523-1529.
P. Joshi, (1979) Land Reforms in India: Trends and Perspectives, New Delhi: Allied publishers.
P. Appu, (1974) ‘Agrarian Structure and Rural Development’, in Economic and Political
Weekly, IX (39), pp.70 – 75.
P. Sainath, (2010) ‘Agrarian Crisis and Farmers’, Suicide’, Occasional Publication22, New
Delhi: India International Centre (IIC).
M. Sidhu, (2010) ‘Globalisation vis-à-vis Agrarian Crisis in India’, in R. Deshpande and S.
Arora, (eds.) Agrarian Crises and Farmer Suicides (Land Reforms in India Series), New Delhi:
Sage, pp. 149-174.
V. Sridhar, (2006) ‘Why Do Farmers Commit Suicide? The Case Study of Andhra Pradesh’, in
Economic and Political Weekly, XLI (16).
IV. Social Movements
G. Haragopal, and K. Balagopal, (1998) ‘Civil Liberties Movement and the State in India’, in M.
Mohanty, P. Mukherji and O. Tornquist, (eds.) People’s Rights: Social Movements and the State
in the Third World New Delhi: Sage, pp. 353-371.
M. Mohanty, (2002) ‘The Changing Definition of Rights in India’, in S. Patel, J. Bagchi, and K.
Raj (eds.) Thinking Social Sciences in India: Essays in Honour of Alice Thorner Patel, New
Delhi: Sage.
G. Omvedt, (2012) ‘The Anti-caste Movement and the Discourse of Power’, in N. Jayal (ed.)
Democracy in India, New Delhi: Oxford India Paperbacks, sixth impression, pp.481-508.
A. Ray, (1996) ‘Civil Rights Movement and Social Struggle in India’, in Economic and Political
Weekly, XXI (28). pp. 1202-1205.
A. Roy, (2010) ‘The Women’s Movement’, in N. Jayal and P. Mehta (eds.) The Oxford
Companion to Politics in India, New Delhi: Oxford University Press, pp.409-422.
N. Sundar (2007), Subalterns and Sovereigns: An Anthropological History of Bastar (1854-
2006), Delhi: OUP.
S. Bhowmick (2012), Industrial Labour and Society. Delhi: Orient Blackswan.
M. Weiner (2001) ‘The Struggle for Equality: Caste in Indian Politics’, in A. Kohli. (ed.) The
Success of India’s Democracy, Cambridge: CUP, pp.193-225.
S. Sinha (2002) ‘Tribal Solidarity Movements in India: A Review’, in G. Shah. (ed.) Social
Movements and the State, New Delhi: Sage, pp. 251-266.

Additional Resources:
B. Nayar, (ed.), (2007) Globalization and Politics in India. Delhi: Oxford University Press.
S. Roy and K. Debal, (2004) Peasant Movements in Post-Colonial India: Dynamics of
Mobilization and Identity, Delhi: Sage.
G. Omvedt, (1983) Reinventing Revolution, New Social Movements and the Socialist Tradition
in India, New York: Sharpe.
G. Shah, (ed.), (2002) Social Movements and the State. New Delhi: Sage Publications.
G. Shah, (2004) Social Movements in India: A Review of Literature, New Delhi: Sage.

21
G. Rath, (ed.), (2006) Tribal development in India: The Contemporary Debate, New Delhi: Sage.
J. Harris, (2009) Power Matters: Essays on Institutions, Politics, and Society in India. Delhi:
Oxford University Press.
K. Suresh, (ed.), (1982) Tribal Movements in India, Vol I and II, New Delhi: Manohar (emphasis
on the introductory chapter).
M. Mohanty, P. Mukherji and O. Tornquist, (1998) People’s Rights: Social Movements and the
State in the Third World. New Delhi: Sage Publications.
M. Rao, (ed.), (1978) Social Movements in India, Vol. 2, Delhi: Manohar.
N. Jayal, and P. Mehta, (eds.), (2010) The Oxford Companion to Politics in India, Delhi: Oxford
University Press.
P. Bardhan, (2005) The Political Economy of Development in India, 6th impression, Delhi:
Oxford University Press.
R. Mukherji (ed.), (2007) India’s Economic Transition: The Politics of Reforms, Delhi: Oxford
University Press.
R. Ray and M. Katzenstein, (eds.), (2005) Social Movements in India, Delhi: Oxford University
Press.
S. Chakravarty (1987) Development Planning: The Indian Experience, Delhi: Oxford University
Press.

Teaching Learning Process

Students will engage in discussions on developmental processes in India since independence.
They would have interactive lectures on the meanings and impacts of industrial and agrarian
developmental strategies and would also be able to understand the diverse social movements that
arose as a response to such strategies. They will debate the pros and cons of the shift from
planned economy to neo liberal economy. It also makes the students understand the division of
economy and labour in two parallel sectors- organized and unorganized and the impact of
development strategies on the social structure as can be seen in the emergence of new middle
class in India. It also gives them insights on agrarian development strategy specially focussing on
land reforms and green revolution and their impact on political economy in India. Moreover, it
also sensitizes students to the agrarian crises and its impact on farmers. The course concludes
with understanding of varied social movements that emerged as a response by vulnerable
sections challenging the exploitation and exclusion in social, economic and political spheres.

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include written assignments,
viva-voce, class presentations and participation in class discussions. Students will be assessed on
the basis of their application of conceptual understanding to field-based variables. They will be
required to submit project report on any one unit of the syllabus before end term examination.

Keywords
Agrarian, Development, Industrial, Planned Economy, Neo-Liberal Economy, Social
movements, Strategies

22
 DSE4 - Public Policy in India
(C.4)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
This course provides a theoretical and practical understanding of the concepts and methods that
can be employed in the analysis of public policy. It uses the methods of political economy to
understand policy as well as understand politics as it is shaped by economic changes. The course
will be useful for students who seek an integrative link to their understanding of political science,
economic theory and the practical world of development and social change.

Course Learning Outcomes

• The student is introduced to the range of ideologies that influence the policy-making
process.
• The student learns how to relate public policies to politics.
• The student learns how to relate public policies to the political economy.
• The student is able to have a grasp of the role of social movements and interest groups in
the making of public policy.

Unit 1
Introduction to Policy Analysis (12 Lectures)

Unit 2
The Analysis of Policy in the Context of Theories of State (12 Lectures)

Unit 3
Political Economy and Policy: Interest Groups and Social Movements. (12 Lectures)

Unit 4
Models of Policy Decision-Making (12 Lectures)

Unit 5
Ideology and Policy: Nehruvian Vision, Economic Liberalisation and recent developments
(12 Lectures)

References

I. Introduction to Policy Analysis

Jenkins, B. (1997) 'Policy Analysis: Models and Approaches' in Hill, M. (1997) The Policy
Process: A Reader (2nd Edition). London: Prentice Hall, pp. 30-40.

23
Dye, T.R. (2002) Understanding Public Policy. Tenth Edition. Delhi: Pearson, pp.1-9, 32-56 and
312-329.
Sapru, R.K.(1996) Public Policy : Formulation, Implementation and Evaluation. New Delhi:
Sterling Publishers, pp. 26-46.
चक्रबती, बबदयुत, प्रकार् चिंद (2018), वैश्वीकृत दतु नया में लोक प्रर्ासन, सेज भाषा, नई ददल्ली

ससन्हा, मनोज (2010) प्रर्ासन एविं लोकनीतत, ओररयिंट ब्लैकस्वान, नई ददल्ली

IGNOU. Public Policy Analysis. MPA-015. New Delhi: IGNOU, pp. 15-26 and 55-64.
Wildavsky, A.(2004), ‘ Rescuing Policy Analysis from PPBS’ in Shafritz, J.M. & Hyde, A.C.
(eds.) Classics of Public Administration. 5th Edition. Belmont: Wadsworth, pp.271-284.

II. The Analysis of Policy in the Context of Theories of State

Dunleavy, P. and O'Leary, B. (1987) Theories of the State. London: Routledge.
McClennan, G. (1997) 'The Evolution of Pluralist Theory' in Hill, M. (ed.) The Policy Process: A
Reader. 2nd Edition. London: Prentice Hall, pp. 53-61.
Simmie, J. & King, R. (eds.) (1990) The State in Action: Public Policy and Politics. London:
Printer Publication, pp.3-21 and 171-184.
Skocpol, T. et al (eds.) (1985) Bringing the State Back In. Cambridge: Cambridge University
Press, pp. 3-43 and 343-366.
Dye, T.R. (2002) Understanding Public Policy. 10th Edition. Delhi: Pearson, pp.11-31.

III. Political Economy and Policy: Interest Groups and Social Movements.
Lukes, S. (1986) Power. Basil: Oxford , pp. 28-36.
Lukes, S. (1997) 'Three Distinctive Views of Power Compared', in Hill, M. (ed.), The Policy
Process: A Reader. 2nd Edition. London: Prentice Hall, pp. 45-52.
Giddens, A. (1998) The Third Way: The Renewal of Social Democracy. Cambridge: Polity
Press, pp. 27-64 and 99-118.

IV. Models of Policy Decision-Making

Hogwood, B. & Gunn, L. (1984) Policy Analysis for the Real World. U.K: Oxford University
Press, pp. 42-62.
Sabatier, P.L. & Mazmanian, D. (1979) 'The Conditions of Effective Policy Implementation', in
Policy Analysis, vol. 5, pp. 481-504.
Smith, G. & May, D. (1997) 'The Artificial Debate between Rationalist and Incrementalist
Models of Decision-making', in Hill, M. The Policy Process: A Reader. 2nd Edition. London:
Prentice Hall, pp. 163-174.
IGNOU. Public Policy Analysis. MPA-015, New Delhi: IGNOU, pp. 38-54.
Henry, N. (1999) Public Administration and Public Affairs. New Jersey: Prentice Hall, pp. 346-
368.

24
V. Ideology and Policy: Nehruvian Vision, Economic Liberalisation and recent developments
Self, P. (1993) Government by the Market? The Politics of Public Choice. Basingstoke:
MacMillan, pp. 1-20,70-105,113-146,198-231 and 262-277.
Girden, E.J. (1987) ‘Economic Liberalisation in India: The New Electronics Policy’ in Asian
Survey. California University Press. Volume 27, No.11. Available at:
www.jstor.org/stable/2644722.

Teaching Learning Process

This discipline Specific Elective paper is designed to allow the student to establish an integrative
link to their understanding of political science, economic theory and the practical world of
development and social change.
Each unit is planned in a way that prepares students to analytically map the theories of the state,
comprehend models of decision making while giving them an introduction of Nehruvian vision.
The teaching is modulated to bring in contemporary nuances of liberalisation and recent
developments. Simulation activities in the classroom help students make connections between
real world scenarios and theoretical concepts. The weekly seminars expose students to
contemporary academic undercurrents and provide scope to make a connecting point between
theory and practical scope of the study in India.

Assessment Methods
The practical, theoretical approach of this paper is to be assessed through extensive methods like
student presentation, problem solving approach project, term paper, etc. as part of internal
marking scheme. This paper examines the analytical approach of students through end semester
written examination. The other parameters of evaluation are based on students performance in
the class activity, and the unit wise quiz session done after each unit.

Keywords
Policy Analysis, Interest Groups, Policy Decision-Making, Nehruvian Vision, Economic
Liberalisation

25
 DSE5 - Colonialism and Nationalism in India
(C.5)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
The purpose of this course is to help students understand historically the imposition of
colonialism in India and nationalism as an ideology and movement of resistance against colonial
rule. The aim is to study the different theoretical perspectives and historical explanations for
colonialism and nationalism in India, the social, political and institutional practices that
comprised colonial rule, and the ways in which different kinds of movements, paved the way for
independence and democracy in India.

Course Learning Outcomes

On successful completion of the course, students would be able to:
• Understand and engage with the different ways in which colonialism and nationalism
have been understood
• Understand of the nature of colonial rule and the way in which it consolidated itself in
India
• Demonstrate awareness of the impact of colonialism on Indian economy and society
• Show knowledge of the gradual emergence of anti-colonial nationalist movement in
India
• Demonstrate an understanding of the distinct periods of the nationalist movement and the
nature of resistance politics adopted in different phases
• Show awareness of the various social movements, the kind of questions they raised and
their contributions to the nationalist movement.

Unit 1
Colonialism and Nationalism:
a. Main perspectives on colonialism: Liberalism, Marxism, Postcolonialism
b. Approaches to the study of nationalism in India: Nationalist, Imperialist, Marxist, and
Subaltern interpretations

Unit 2
Colonial Rule in India and its impact:
a. Constitutional developments and the colonial state
b. Colonial ideology of civilizing mission: Utilitarians and Missionaries
c. Impact on agriculture, land relations, industry and ecology

Unit 3
Reform and Resistance:
a. The 1857 rebellion
b. Major social and religious movements
c. Education and the rise of the new middle class

26
Unit 4
Nationalist Politics and Expansion of its Social Base
a. Phases of the Nationalist Movement: Liberal constitutionalist, Swadeshi and the Radicals,
Formation of the Muslim League
b. Gandhi and mass mobilisation: Non-cooperation, Civil Disobedience, and Quit India
Movements
c. Socialist alternatives: Congress socialists, Communists
d. Communalism in Indian Politics
e. The two-nation theory, negotiations over partition

Unit 5
Social Movements
a. The Women’s Question: participation in the national movement and its impact
b. The Caste Question: anti-Brahmanical Politics
c. Peasant, Tribals, and Workers movements

References
1. Colonialism and Nationalism:
Chandra, B. (1999) Essays on Colonialism, Hyderabad. Orient Longman, pp.1-22.
Chandra, B. (1988) India’s Struggle for Independence, New Delhi. Penguin, pp.13-30.
Fulcher, J. (2004) Capitalism: A Very Short Introduction. Oxford: Oxford University Press.
Datta, G. Sobhanlal. (2007) ‘Imperialism and Colonialism: Towards a Postcolonial
Understanding’, in Dasgupta, Jyoti Bhusan (ed.) Science, Technology, Imperialism and War.
New Delhi: Centre for Studies in Civilization Publication and DK, pp 423-466.
Guha, Ranajit. (1982). Subaltern Studies, I. Oxford University Press. Delhi. pp.1-8.
Metcalf, T. (1995) ‘Liberalism and Empire’ in Metcalf, Thomas. Ideologies of the Raj.
Cambridge: Cambridge University Press, pp.28-65.
Young, R. (2003) Postcolonialism: A Very Short Introduction. Oxford: Oxford University Press,
pp. 9-68.
Thapar, R. (2000) ‘Interpretations of Colonial History: Colonial, Nationalist, Post-colonial’, in
DeSouza, P.R. (ed.) Contemporary India: Transitions. New Delhi: Sage, pp. 25-36.

2. Colonial Rule in India and its impact:

Bandopadhyay, S. (2015 revised edition) From Plassey to Partition and After: A History of
Modern India. New Delhi: Orient Longman, pp. 37-65; 66-138.
Chandra, B. (1999) Essays on Colonialism. Hyderabad: Orient Longman, pp. 58-78. Metcalf and
Metcalf. (2002) A Concise History of India. Cambridge: Cambridge University Press, pp. 55-80.
Sarkar, S. (1983) Modern India (1885-1847). New Delhi: Macmillan.

27
Sen, A.P. (2007), ‘The idea of Social reform and its critique among Hindus of Nineteenth
Century India’, in Bhattacharya, Sabyasachi (ed.) Development of Modern Indian Thought and
the Social Sciences. Vol X. New Delhi: Oxford University Press.
Guha, R. and Gadgil, M. (1989) ‘State Forestry and Social Conflict in British India’, in Guha, R.
and Gadgil, M. Past and Present: A Journal of Historical Studies. May: 123, pp. 141-177.
Mann, M. (2004) ‘Torchbearers Upon the Path of Progress: Britain's Ideology of a Moral and
Material Progress in India’, in Mann, M. and Fischer-Tine, H. (eds.) Colonialism as Civilizing
Mission: Cultural Ideology in British India. London: Anthem, pp. 1-26.

4. Reform and Resistance:

Bandopadhyay, S. (2015, revised edition) From Plassey to Partition and After: A History of
Modern India. New Delhi: Orient Longman, pp. 139-169.
Sen, A.P. (2007), ‘The idea of Social reform and its critique among Hindus of Nineteenth
Century India’, in Bhattacharya, Sabyasachi (ed.) Development of Modern Indian Thought and
the Social Sciences. Vol X. New Delhi: Oxford University Press.
Bandopadhyay, S. (2008) Eighteen-Fifty-Seven and Its Many Histories, in 1857: Essays from
Economic and Political Weekly, Hyderabad: Orient Blackswan. pp.1-22.

5. Nationalist Politics and Expansion of its Social Base

Bandopadhyay, S. (2015 revised edition) From Plassey to Partition and After: A History of
Modern India. New Delhi: Orient Longman, pp. 227-323; 405-438.
Sarkar, S. (1983) Modern India (1885-1847). New Delhi: Macmillan.
Jalal, A. and Bose, S. (1997) Modern South Asia: History, Culture, and Political Economy. New
Delhi: Oxford University Press, pp. 109-119; 128-134; 135-156.

6. Social Movements:
Bandopadhyaya, S. (2015 revised edition) From Plassey to Partition and After: A History of
Modern India. New Delhi: Orient Longman, pp. 334-381.

Additional Resources:
Desai, A.R. (1987 reprint) Social Background of Indian Nationalism, Bombay, Popular.
(Hindi version available as दे साई, ए.आर. (2018) भारतीय राष्ट्रवाद की सामाजजक पष्ट्ृ ठभसू म, सेज
भाषा, नई ददल्ली)
Chandra, B. (1988) India’s Struggle for Independence, New Delhi. Penguin.
Chatterjee, P. (2010) ‘A Brief History of Subaltern Studies’, in Chatterjee, Partha Empire &
Nation: Essential Writings (1985-2005). New Delhi: Permanent Black.
Metcalf, T. (1995) Ideologies of the Raj. Cambridge: Cambridge University Press, pp. 132- 148.
Islam, S. (2004) ‘The Origins of Indian Nationalism’, in Religious Dimensions of Indian
Nationalism. New Delhi: Media House, pp. 71-103.

28
Islam, S. (2006) ‘Rashtravaad: Ek Siddhanthik Pareepeksha’, in Bharat Mein Algaovaad aur
Dharm. New Delhi: Vani Prakashan, pp. 33-51.
Pradhan, Ram Chandra. (2008) Raj to Swaraj. New Delhi: Macmillan.
Sangari, Kumkun and Vaid, S. (1989) Recasting Woman: Essays in Colonial History. New
Delhi: Oxford University Press.
Singh, Abhay Prasad, Bharat mein Upaniveshvaad, Orient Blackswan, 2014.
Singh, Abhay Prasad, Bharat mein Rashtravaad, Orient Blackswan, 2014.
Mani, B.R. (2005) Debrahmanising History, Dominance and Resistance in Indian Society. New
Delhi: Manohar Publishers.

Teaching Learning Process

Students will have interactive lectures on various perspectives on colonialism and nationalism. It
seeks to achieve this understanding by looking at this struggle from different theoretical
perspectives that highlight its different dimensions. The course begins with a theoretical
overview and then moves on to provide an understanding of historical factors shaping nationalist
movement. It will involve detailed discussion on various phases of nationalist movement
including the role of Gandhi. The last unit will engage students on questions pertaining to
women, caste, peasants, tribes and workers using analytical literature.

Assessment Methods
Students will be assessed on continuous basis followed by end term examination. Internal
assessment will be conducted at the end of each unit which may include assignments, class
presentations and viva-voce. Students will be assessed on the basis of their ability to think
critically. Students will be required to submit a critical review of any book or a film that relates
to any one unit of the syllabus before end term examination.

Keywords
Colonialism, Nationalism, 1857 Rebellion, Gandhi, Social Movements

29
 DSE6 - India’s Foreign Policy in a Globalizing World
(C.6)
Discipline Specific Elective - (DSE) Credit:6
Course Objective
This course’s objective is to teach students the domestic sources and the structural constraints on
the genesis, evolution and practice of India’s foreign policy. The endeavour is to highlight
integral linkages between the ‘domestic’ and the ‘international’ aspects of India’s foreign policy
by stressing on the shifts in its domestic identity and the corresponding changes at the
international level. Students will be instructed on India’s shifting identity as a postcolonial state
to the contemporary dynamics of India attempting to carve its identity as an ‘aspiring power’.
India’s evolving relations with the superpowers during the Cold War and after, bargaining
strategy and positioning in international climate change negotiations, international economic
governance, international terrorism and the United Nations facilitate an understanding of the
changing positions and development of India’s role as a global player since independence.
Course Learning Outcomes
• Students will learn about India’s diplomatic maneuvers in an essentially interest and
power seeking global hierarchical relationship.
• Students will also learn about the challenges India faces in securing its interests as a
postcolonial state.
• The study of India’s ability to engage with powerful nations of the world like US, Russia
and China will help students understand India’s perspective on international relations.
• The course will enhance students’ understanding of India’s strategies in South Asia.
• Students will also learn about India’s negotiation strategy in dealing with global trade,
environment and security regime.
Unit 1:
India’s Foreign Policy: From a Postcolonial State to an Aspiring Global Power (7
lectures)
Unit 2:
India’s Relations with the USA and Russia (9 lectures)
Unit 3:
India’s Engagements with China (6 lectures)
Unit 4:
India in South Asia: Debating Regional Strategies (9 lectures)
Unit 5:
India’s Negotiating Style and Strategies: Trade, Environment and Security Regimes
(11 lectures)
Unit 6:
India in the Contemporary Multipolar World (6 lectures)
a) EU
b) BRICS
c) SCO

30
References
Ragi, Sangit K. et.al. (2018), Imagining India as a Global Power: Prospects and Challenges,
Oxon and New York, Routledge.
Ian Hall (ed) (2014), The Engagement of India: Strategies and Responses, Washington, DC,
Georgetown University Press.
Muchkund Dubey, (2016), India’s Foreign Policy: Coping with the Changing World, New Delhi,
Orient Blackswan Pvt. Ltd.
Harsh V.Pant (ed), (2009), India’s foreign Policy in a Unipolar World, New Delhi, Routledge.
Harsh V. Pant (2016), India’s Foreign Policy-An Overview”, New Delhi: Orient Blackswan.
Harsh V. Pant (ed) (2019), New Directions in India’s foreign Policy: Theory and Praxis, New
Delhi: Cambridge University Press.
David M. Malone, (2011), Does the Elephant Dance? Contemporary Indian Foreign Policy, New
Delhi, Oxford University Press.
Sumit Ganguly (ed),(2016), Engaging the World-Indian Foreign Policy since 1947, New Delhi,
Oxford University Press.
S. Ganguly and M.S. Pardesi, “Explaining Sixty Years of India’s Foreign Policy”, India Review,
Vol.8 (1) pp.4-19.
B.R. Nayar & T.V.Paul (2004) “Major-power Status in the Modern World-India in Comparative
Perspective” in B.R Nayar and T.V Paul (eds), India in the World Order: Searching for major
Power Status, New Delhi, Foundation Books & Cambridge University Press, pp.27-64
D.M. Malone & C. Raja Mohan & S. Raghavan (eds) (2015), The Oxford Handbook of Indian
Foreign Policy, United Kingdom, Oxford University Press
Sumit Ganguly (ed) (2010), India’s Foreign Policy: Retrospect and Prospect, New Delhi, Oxford
University Press.
R.S. Yadav and S. Dhanda (eds) (2009) “India’s Foreign Policy: Contemporary Trends”, New
Delhi: Shipra Publications.
R. Dahiya and Ashok K Behuriya (eds) (2012), “India’s Neighbourhood: Challenges in the next
two Decades”, New Delhi, Pentagon Security International and IDSA.
Amitabh Mattoo and Happymon Jacob, (eds), (2014), “India and the Contemporary International
System” , New Delhi, Manohar Publications in collaboration with RCSS Colombo.
Anjali Ghosh, et. al. (eds), (2009), India’s Foreign Policy” New Delhi, Pearson.
Air Vice Marshal Kapil Kak (ed.), (2010), Comprehensive Security for an Emerging India, New
Delhi, KW Publishers Pvt. Ltd in association with Centre for Air Power Studies
R. Sikri (2009), Challenge and Strategy: Rethinking India’s Foreign Policy, New Delhi, Sage.
U. Shankar, “India’s Afghan Policy: An Evaluation”, Contemporary Central Asia, vol. VI, No1-2
pp. 55-73.
U. Shankar, (2008), State Building in Afghanistan: Linkages with International Politics, New
Delhi: Academic Excellence.

31
S. Ganguly and M. Pardesi, (2009) ‘Explaining Sixty Years of India’s Foreign Policy’, in
India Review, Vol. 8 (1), pp. 4–19.
C. Ogden, (2011) ‘International ‘Aspirations’ of a Rising Power’, in David Scott (ed.),
Handbook of India’s International Relations, London: Routeledge, pp.3-31.
W. Anderson, (2011) ‘Domestic Roots of Indian Foreign Policy’, in W. Anderson, Trysts with
Democracy: Political Practice in South Asia, Anthem Press: University Publishing Online.
S. Mehrotra, (1990) ‘Indo-Soviet Economic Relations: Geopolitical and Ideological Factors’, in
India and the Soviet Union: Trade and Technology Transfer, Cambridge University Press:
Cambridge, pp. 8-28.
R. Hathaway, (2003) ‘The US-India Courtship: From Clinton to Bush’, in S. Ganguly (ed.), India
as an Emerging Power, Frank Cass: Portland.
A. Singh, (1995) ‘India's Relations with Russia and Central Asia’, in International Affairs, Vol.
71 (1): 69-81.
M. Zafar, (1984) India and the Superpowers: India's Political Relations with the Superpowers in
the 1970s, Dhaka, University Press, Chapter 1.
R. Rajgopalan and V. Sahni (2008), ‘India and the Great Powers: Strategic Imperatives,
Normative Necessities’, in South Asian Survey, Vol. 15 (1), pp. 5–32.
C. Mohan, (2013) ‘Changing Global Order: India’s Perspective’, in A. Tellis and S. Mirski
(eds.), Crux of Asia: China, India, and the Emerging Global Order, Carnegie Endowment for
International Peace: Washington.
A. Narlikar, (2006) ‘Peculiar Chauvinism or Strategic Calculation? Explaining the Negotiating
Strategy of a Rising India’, in International Affairs, Vol. 82 (1), pp. 59-76.
Additional Resources:
Classic Readings
A. Appadorai, (1984), Domestic Roots of Foreign Policy, New Delhi: Oxford University Press
J. Bandhopadhyaya (1970) The Making of India’s Foreign Policy, New Delhi: Allied Publishers
M.S. Rajan (1999) India and International Affairs : A Collection of Essays, New Delhi: Lancer
Books.
J. N. Dixit (1998), Across Borders: Fifty Years of India’s Foreign Policy, Delhi: Sangam Books.
Hindi Readings
ससु मत र्ािंर्ल
ु ी (2018), भारत की पवदे र् नीतत: पुनरावलोकन एविं सिंभावनाएिं, अनव
ु ादक: असभषेक चौधरी,
ददल्ली: ऑक्सफोडश यूतनवससशटी प्रेस।
आर. एस . यादव (2013), भारत की पवदेर् नीतत, ददल्ली: पपयसशन एजुकेर्न।
पष्ट्ु पेर् पन्त (2010), भारत की पवदे र् नीतत, ददल्ली: मक्रादहल एजक
ु े र्न।
जे . एन . दीक्षित (2018), भारतीय पवदे र् नीतत, ददल्ली: प्रभात प्रकार्न।
Additional Readings:

32
H. Pant, (2008) ‘The U.S.-India Entente: From Estrangement to Engagement’, in Contemporary
Debates in Indian Foreign and Security Policy: India Negotiates Its Rise in the International
System, Palgrave Macmillan: London.
D. Mistry, (2006) ‘Diplomacy, Domestic Politics, and the U.S.-India Nuclear Agreement’, in
Asian Survey, Vol. 46 (5), pp. 675-698.
H. Pant, (2011) ‘India’s Relations with China’, in D. Scott (ed.), Handbook of India’s
International Relations, London: Routeledge, pp. 233-242.
A. Tellis and S. Mirski, (2013) ‘Introduction’, in A. Tellis and S. Mirski (eds.), Crux of Asia:
China, India, and the Emerging Global Order, Carnegie Endowment for International Peace:
Washington.
S. Muni, (2003) ‘Problem Areas in India’s Neighbourhood Policy’, South Asian Survey, Vol. 10
(2), pp. 185-196.
S. Cohen, (2002) India: Emerging Power, Brookings Institution Press.
V. Sood, (2009) ‘India and regional security interests’, in A. Ayres and C. Raja Mohan (eds),
Power realignments in Asia: China, India, and the United States, New Delhi: Sage.
Online Resources:
Government of India’s Ministry of External Relations website at http://www.mea.gov.in/
and specially its library which provides online resources at http://mealib.nic.in/
The Council of Foreign Relations has a regularly updated blog on India’s foreign policy:
http://www.cfr.org/region/india/ri282
Centre for Policy Research’s blog on IR and strategic affairs though it is not exclusively on
India’s foreign policy. http://www.cprindia.org/blog/international-relations-and-security-blog
Institute for Defence Studies and Analyses: http://www.idsa.in/
Research and Information System: www.ris.org.in/
Indian Council of World Affairs: www.icwa.in/
Institute of Peace and Conflict Studies: www.ipcs.org/
Indian Council for Research on International Economic Relations: www.icrier.org/
Teaching Learning Process
This Discipline Specific Elective course is modelled to acquaint the students with India’s foreign
policy evolution and contemporary strategies. Therefore this paper will be highly engaging
involving students at every stage. Though the class will have power-point presentations and
conventional lectures involving chalks and boards, students will be encouraged to have group
discussions. Students will be taught to strategize in a simulating international event which will
help the students to understating India’s decision making process. Distinguished persons engaged
in statecraft will also deliver lecture to students on various issues.
Assessment Methods
This paper will assess the students not only in their internal assessment exam and end semester
exam but also according to their performance in the group discussion. High premium will be paid
to the quality of strategy generated by the students during debate and discussions.
Keywords
India’s Foreign Policy, India-China, India-US, India-Russia, India and South Asia

33
 DSE7 - Feminism: Theory and Practice
(C.7)
Discipline Specific Elective - (DSE) Credit:6

Course Objective
The aim of this course is to introduce feminist theory to the students and to explain them about
contemporary debates on feminism and the history of feminist struggles. The course is meant to
inculcate feminist perspective in the young minds.

Course Learning Outcomes

After completing this course, the students will be able to:
• Understand the concept of patriarchy and different approaches of feminism
• Understand different trajectories of history of feminism as it developed in western,
socialist and Indian contexts.
• Make sense of how patriarchy functions within the family.

Unit 1
Feminist Theories, Approaches and Concepts: (22 Lectures)
Feminist theorising of the sex/gender distinction. Biologism versus social constructivism
Key Concepts in Feminism: Patriarchy, Masculinities, Sexuality, Queer
Liberal, Socialist, Marxist, Radical feminism
New Feminist Schools/Traditions- Postmodernist feminism, Postcolonial Feminimism

Unit 2
History of Feminism (22 Lectures)
Origins of Feminism in the West: France, Britain and United States of America
Feminism in the Socialist Countries: China, Cuba and erstwhile USSR
Social Reform Movements and history of Women’s struggle in India
Unit 3
Women’s Movement in India (16 Lectures)
Women’s Movement in Contemporary India (1970s to present)- Issues and Debates
Women and Society: Family, Property Rights, Personal Laws
Women and Labour: Sexual Division of Labour, Unpaid Work, Feminisation of Labour, Gender
and Development
Women and Politics: Women’s Representation and Participation in Democratic Institutions

References
I. Feminist Theories, Approaches and Concepts

34
Richardson, D. (2008) ‘Conceptualizing Gender’ in D. Richardson and V. Robinson, (ed) (2008).
Introducing Gender and Women’s Studies (3rd Edition). New York: Palgrave Macmillan
Geetha, V. (2002) Gender. Calcutta: Stree.
Geetha, V. (2007) Patriarchy. Calcutta: Stree.
Jagger, A. (1983) Feminist Politics and Human Nature. U.K.: Harvester Press, pp. 25-350.
Hines, S. (2008) ‘Feminist Theories’ in Richardson, D. and Robinson, V. (ed.) (2008).
Introducing Gender and Women’s Studies (Third Edition). New York: Palgrave Macmillan
Jackson, S. and Jones, J. (ed.) (1998) Contemporary Feminist Theories. Edinburgh University
Press, pp. 12-33, 98-112, 131-146, 177-193
II. History of Feminism
Rowbotham, Shiela. (1993) Women in Movements. New York and London: Routledge, Section
I, pp. 27-74 and 178-218.
Jayawardene, Kumari. (1986) Feminism and Nationalism in the Third World. London: Zed
Books, pp. 1-24, 71-108, and Conclusion.
Forbes, Geraldine (1998) Women in Modern India. Cambridge: Cambridge University Press, pp.
1-150.
III. Women’s Movement in India
Banerjee, Nirmala. (1999) ‘Analysing Women’s work under Patriarchy’ in Sangari, Kumkum &
Chakravarty, Uma. (eds.) From Myths to Markets: Essays on Gender. Delhi: Manohar.
Gandhi, Nandita & Shah, Nandita. (1991) The Issues at Stake – Theory and Practice in
Contemporary Women’s Movement in India. Delhi: Zubaan, pp. 7-72.
Desai, Neera & Thakkar, Usha. (2001) Women in Indian Society. New Delhi: National Book
Trust
John, Mary E. (ed.) (2008). Women’s Studies in India: A Reader. New Delhi: Penguin
Basu, A. (2011). ‘Gender and Politics’ in Jayal, N.G and Mehta, P.B (ed.) (2011). The Oxford
Companion to Politics in India: Student Edition, New Delhi: OUP

Additional Resources:
Beauvoir, Simone de (1949), The Second Sex, London: Vintage Books.
Wollstonecraft, Mary (1793), Vindication of the Rights of Woman, Dublin: J. Stockdales.
Mill, J.S. (1870), The Subjection of Women, New York: D. Appleton and Company.
Lerner, Gerda. (1986) The Creation of Patriarchy. New York: Oxford University Press.
Mohanty, C.T. (2003). Under Western Eyes: Feminist Scholarship and Colonial Discourses
in Feminism without Borders: Decolonizing Theory, Practicing Solidarity
Eisentein, Zillah. (1979) Capitalist Patriarchy and the Case for Socialist Feminism. New York:
Monthly Review Press, pp. 271-353.
Funk, Nanette & Mueller, Magda. (1993) Gender, Politics and Post-Communism. New York and
London: Routledge, Introduction and Chapter 28.

35
Chaudhuri, Maiyatree. (2003) ‘Gender in the Making of the Indian Nation State’, in Rege,
Sharmila. (ed.) The Sociology of Gender: The Challenge of Feminist Sociological Knowledge.
New Delhi: Sage.
Banarjee, Sikata. (2007) ‘Gender and Nationalism: The Masculinisation of Hinduism and Female
Political Participation’, in Ghadially, Rehana. (ed.) Urban Women in Contemporary India: A
Reader. New Delhi: Sage.
Eisentein, Zillah. (1979) Capitalist Patriarchy and the Case for Socialist Feminism. New York:
Monthly Review Press, pp. 271-353.
Funk, Nanette & Mueller, Magda. (1993) Gender, Politics and Post-Communism. New York and
London: Routledge, Introduction and Chapter 28.
Chaudhuri, Maiyatree. (2003) ‘Gender in the Making of the Indian Nation State’, in Rege,
Sharmila. (ed.) The Sociology of Gender: The Challenge of Feminist Sociological Knowledge.
New Delhi: Sage.
Banarjee, Sikata. (2007) ‘Gender and Nationalism: The Masculinisation of Hinduism and Female
Political Participation’, in Ghadially, Rehana. (ed.) Urban Women in Contemporary India: A
Reader. New Delhi: Sage.
Ray, Suranjita. Understanding Patriarchy. Available at:
<http://www.du.ac.in/fileadmin/DU/Academics/course_material/hrge_06.pdf>
Lerner, Gerda. (1986) The Creation of Patriarchy. New York: Oxford University Press.
Gandhi, Nandita & Shah, Nandita. (1991) The Issues at Stake – Theory and Practice in
Contemporary Women’s Movement in India. Delhi: Zubaan, pp. 7-72.
Shinde, Tarabai (1993) ‘Stri-Purush Tulna’, in Tharu, Susie & Lalita, K. (eds.) Women Writing
in India, 600 BC to the Present. Vol. I. New York: Feminist Press.
Desai, Neera & Thakkar, Usha. (2001) Women in Indian Society. New Delhi: National Book
Trust.
Readings in Hindi
मेनन, तनवेददता, साधना आयाश और जजनी लोकनीता (ed.), नारीवादी राजनीतत: सिंघषश एविं
मुददे , ददल्ली: दहिंदी माध्यम कायशन्वय तनदे र्ालय, 2001.
Teaching Learning Process
The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.

Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.

Keywords
Gender, Sex, Feminism, Women’s Movement.

36
 DSE8 - Dilemmas in Politics
(C.8)
Discipline Specific Elective - (DSE) Credit:6
Course Objective
This course will explore, analyze and evaluate some of the central issues, values and debates in
the contemporary world that have a bearing on normative political inquiry. The issues selected as
dilemmas, though not exhaustive, are some of the salient ones discussed across societies.

Course Learning Outcomes

After taking this course, the learner will be able to appreciate:
• Why these dilemmas are part of the human condition; and
• How societies negotiate them politically.

Unit 1
The Moral Economy of Violence (2 weeks)
Unit 2
Social Exclusion, Capabilities and the Politics of Empowerment (2 weeks)
Unit 3
Global Justice and Cosmopolitanism (2 weeks)
Unit 4
Feminism and the Politics of Interpretation (2 weeks)
Unit 5
Debating human rights: the politics of Humanitarian Intervention (2 weeks)
Unit 6
Ecology and Political Responsibility (2 weeks)

References
I. The Moral Economy of Violence
Hobbes, T. (1994) Leviathan, ed. Edwin Curley. Indianapolis: Hackett (Chapters 13 and 14).
Arendt, H. (1969) On Violence. New York: Houghton Mifflin Harcourt Publishing Company.
Tilly, C. (2003) Politics of Collective Violence. New York: Cambridge University Press, pp. 1-
54.
Ungar, M., Bermanzohn, S. A. and Worcester, K. (2002) ‘Violence and Politics’, in Ungar, M.,
Worcester, K. (eds), Violence and Politics: Globalization’s Paradox. New York: Routledge, pp.
1-12.
II. Social Exclusion, Capabilities and the Politics of Empowerment

37
Sen, A. (1995) Inequality Reexamined. New Delhi: Oxford University Press, pp. 39-55, 73-87.
Sen, A. (1998) Development as Freedom. New Delhi: Oxford University Press, pp. 87-110.
Sen, A. (2000) Social Exclusion: Concept, Application, and Scrutiny. Social Development
Papers No. 1 (June), Asian Development Bank.
III. Global Justice and Cosmopolitanism
Fabre, C. (2007) Justice in a Changing World. Cambridge: Polity Press, pp. 95-112.
Held, D. (2005) ‘Principles of Cosmopolitan Order’, in Brock, G. and Brighouse, H. (eds),
Political Philosophy of Cosmopolitanism. Cambridge: Cambridge University Press, pp. 10-38.
Sypnowich, C. (2005) ‘Cosmopolitans, Cosmopolitanism and Human Flourishing’, in Brock, G.
and Brighouse, H. (eds), Political Philosophy of Cosmopolitanism. Cambridge: Cambridge
University Press, pp. 55-74.
IV: Feminism and the Politics of Interpretation
Jaggar, A. (1983) Feminist Politics and Human Nature. Forbes Boulevard: Rowman and
Litlefield, pp. 1-13; 353-394.
Chambers, C. (2008) ‘Gender’, in McKinnon, C. (ed), Issues in Political Theory. New York:
Oxford University Press, pp. 265-288.
Shanley, M. and Pateman, C. (1991) ‘Introduction’ in M. Shanley and C. Pateman (eds),
Feminist Interpretations and Political Theory. Cambridge: Polity Press, pp. 1-10.
V. Debating human rights: the politics of Humanitarian Intervention
Orend, B. (2002) Human Rights: Concept and Context. Peterborough: Broadview Press, pp.15-
101, 129-190.
Coady, C. A. J. (2008) ‘War and Intervention’, in McKinnon, C. (ed), Issues in Political Theory.
New York: Oxford University Press, pp. 56-79.
Keohane, R. O. (2003). ‘Introduction’, in Holzgrefe, J. L. and Keohane, R. O.
(eds) Humanitarian Intervention: Ethical, Legal and Political Dilemmas. New York: Cambridge
University Press. pp. 1-14.
Holzgrefe, J. L. (2003). ‘The Humanitarian Debate’, in Holzgrefe, J. L. and Keohane, R. O. (eds)
Humanitarian Intervention: Ethical, Legal and Political Dilemmas. New York: Cambridge
University Press. pp. 15-53.
Teson, F. R. (2003). ‘The Liberal case for Humanitarian Intervention’, in Holzgrefe, J. L. and
Keohane, R. O. (eds) Humanitarian Intervention: Ethical, Legal and Political Dilemmas. New
York: Cambridge University Press. pp. 56-79.
Smits, K. (2009). Can Military Intervention in Other Countries be Justified on Humanitarian
Grounds?’, in Applying Political Theory: Issues and Debates. Palgrave Macmillan, pp. 209-229.
Parekh, B. (1997). ‘Rethinking Humanitarian Intervention’, International Political Science
Review, 18: 49-69.
VI. Ecology and Political Responsibility
Eckersley, R. (1992) Environmentalism and Political Theory: Towards an Ecocentric Approach,
London: UCL Press, pp. 1-71.

38
Clark, M. (1993) ‘Environmentalism’, in Bellamy, R. (ed.), Theory and Concepts of Politics.
New York: Manchester University Press, pp. 243-264.
Bryant, R. L. & Bailey, S. (1997) Third World Political Ecology: An Introduction, London:
Routledge, pp. 27-47.
Jamieson, D. (2008) ‘Environment’, in McKinnon, C. (ed), Issues in Political Theory. New
York: Oxford University Press, pp. 313-335.
Smits, K. (2009). ‘Should the Natural Environment be Protected for Future Generations?’, in
Applying Political Theory: Issues and Debates. Palgrave Macmillan. pp. 230-250.

Additional Resources:
Arendt, Hannah. (1969) On Violence. New York: Houghton Mifflin Harcourt Publishing
Company.
Hobbes, T. (1994) Leviathan, ed. Edwin Curley. Indianapolis: Hackett.
Weber, M. (1965) Politics as Vocation. Fortress Press.
Mandle, J. (2006) Global Justice. Cambridge: Polity Press.
De Beauvoir, S. (1949) The Second Sex. Paris: Gallimard.
Walzer, M. (1977) Just and Unjust Wars: A Moral Argument with Historical Illustrations. New
York: Basic Books.
Dobson, A. (2000) Green Political Thought. London: Routledge.
Fanon, F. (1963). The Wretched of the Earth. New York: Grove Press.
Gunn, R. (1993). “Politics and Violence”, Bellamy, R. (ed.), Theories and Concepts in Politics:
An Introduction. New York: Manchester University Press, pp. 265-292.
Byrre, D. J. (2003) Human Rights. New Delhi: Pearson, pp. 1-71.
Holzgrefe, J. L. and Keohane, R. O. (eds) Humanitarian Intervention: Ethical, Legal and
Political Dilemmas. New York: Cambridge University Press.
Moellendorf, D. (2002) Cosmopolitan Justice. Boulder, CO: Westview Press.
Okin, S. M. (1989) Justice, Gender and the Family. New York: Basic Books.
Readings In Hindi
भार्शव, राजीव और आचायश, अर्ोक (सिंपादक), राजनीततक ससदधािंत: एक पररचय, ददल्ली: पपएसशन, 2011

Teaching Learning Process

The teaching-learning process for this course would involve class lectures, class discussion, class
presentation, debates on contemporary issues and relevant cases. Teaching would also involve
methods like power point and film screening.
Assessment Methods
Students will be assessed at different stages during the course learning process. After completing
every unit they will be asked to take part in group discussions on any one important event or
issue relevant for that unit. They will also do one presentation and one assignment.

39
Keywords
Violence, Social Exclusion, Empowerment, Global Justice, Feminism, Human Rights, Ecology

40