Available courses

This course provides an in-depth knowledge on the course design aspect for which a teacher is required to have such skills for his/her effective engagement in the teaching learning process with harnessing support using available technologies and on-line resources.

The course “Aesthetics of Form and Experience” trains a student to understand aesthetics on the basis of sensory and experiential inputs, and how the behavior of people in the public domain is governed by them. It builds on the observational and analytical skills of the student to correctly identify a cause and symptom of a certain problematic public infrastructure or human practice, and to use various mediums to depict/record/solve them. 

The course seeks to examine the key issues engendered by as well as informing the discourse on politics of indigeneity, underlined by the intersection between the “Indigenous” and the law/legal order. This attempt calls for an understanding of the historical context of the emergence of the problem of the “tribe/tribal” manifested brazenly in the ways how the anthropological imagery about people known as “tribes” is conceived/staged. Concurrently, the engagement also entails a reflection on how the discoursing of the “tribe/tribal” and the policies/strategies of the colonial power/state as well as post-colonial state about the “tribe/tribal” inform one another.

While the major focus of the course will be on Indian context, attempt will be made to draw and engage with the relevant examples from the other contexts such as Australia, Canada and others in order to broaden and enrich the understanding of the issues at hand.

The immediate context for this course is the ever widening socioeconomic inequalities in the world today. The last couple of decades have brought major changes in international and national industrial organization patterns, causing enormous and rapid spatial reconfigurations in the world of work in the urban and rural areas. There have been vigorous debates on the inequalities that have been thus created and the movements that have attempted to address and confront the sources of such inequalities. The role of labour movements, the rise of social movements and the relationships between them have brought a significant shift to the debates that have underscored this new global development. It is in this very context of rising global inequalities, that it becomes imperative to understand the protest discourse around the same and changes it has brought to the world of development politics.

The course will help students to critically engage with rising socioeconomic disparities and its political implications. This will also facilitate them to strengthen their creative thinking with an interdisciplinary approach to understand ongoing social, political, and economic struggles in society.

 

Reading/Decoding Performance is an important component of the Performance Studies Programme. Its primary focus is to critically and creatively investigate performances and enable students to represent these investigations in writing. The course will involve two significant activities: (i.) watching performances, and (ii.) reading analogous critical texts which will provide lenses
and methods through which these performances can be read/decoded.

The course will work with the assumption that methodologies to study performance might be as numerous as the kinds of performances themselves. Given this, the readings prescribed for the course will be selective rather than comprehensive. The readings will engage with a wide variety of disciplinary methods with an emphasis on careful study.

Student participation in class will take four key forms: Presence, Reading, Discussion, Writing. Through class discussions, one presentation, two response papers, a curated performance diary, and a term paper, students will be encouraged to hone their skills in
performance analysis which brings together attentive scrutiny of the materiality of performance with sophisticated critique.

The course is aimed at providing a critical perspective on the origins and trajectory of modern urban planning and policy in the West, and the ways in which it found expression in colonial and independent India. How were these policies and plans made, by whom, with what intent, and with what implications? Through this interrogation, the essential political nature of policy and planning processes would be unpacked. Here, the manifest shifts and continuities within city planning from colonial to neo liberal context in India would be covered at length. Thereafter, the institutions and knowledge tools that constitute the professional practice of policymaking and planning would be brought into discussion. This enquiry of how our cities have been imagined and shaped, from the historical to the contemporary, would be undertaken through an interdisciplinary scholarship, which would in effect offer a renewed lens to read urban space and urban life.

Through a focus on the discourses, location and phenomenology of marginality, the course ‘Life at the Margins’ attempts to enable students to move beyond the mainstream psychology of the ‘neuter individual’ to a critical understanding of the self-in-process-in-context, including contexts of life within real and imagined marginalities. Through ethnographic encounters with the margins and a close reading of narratives from the margins, the course will trace the shifting interstices of the psyche-in-class, -gender, -caste, -race, -displacement and other markers of otherness.

via GIPHY

Multilingualism in a classroom or in a given geographical location can be characterized not only in terms of the different linguistic groups who co-exist but also in terms of the number of languages understood and spoken by a single individual. Yet surprisingly, it is ‘multilingualism’ and not ‘monolingualism’ which, both as an educational aim as well as an approach, has required determined persuasion and a sustained movement. The current course is aimed to encourage students to engage with different contexts of multilingualism and Multilingual Education pedagogies, understand the theoretical and ideological underpinnings of the MLE models and practices, and appreciate the possibilities of MLE as a transformative pedagogy. The course will largely draw from socio-cultural theories of learning and critical pedagogy perspective to engage with MLE models and practices.

This course part 2 of the progressive course, envisaged as an attempt to look at the history and historiography of performance through a non-hegemonic perspective. In order to attain this vision, this course would implement a genealogical model, breaking away from the linear model of historical studies. The attempt is to devise a course that will cut across geographical divisions and categories of performances and performative practices in terms of performance-based categories such as conventions, devices, sites, genres, approaches etc. The course requires reading and viewing of documented videos of different styles and conventions of performances. The books and videos are available in different libraries across Delhi including Sahitya Akademi, Sangeet Natak Akademi, libraries in Max Mueller Bhavan and French Cultural Centre, apart from video documentations of performance accessible in sites such as Global Shakespeare and Hemispheric Institute. These resources as well as personal resources of faculties will be used for teaching. It is advisable that the department start building a collection of these key books and videos. 

 

ECM 2 (Archival Investigations) is a second semester core course for M.A. Visual Art which introduces students to the idea of practice based research into the processes of knowledge production and canonisation through archives. The course makes a radical move in introducing students to the idea of an archive-in-making in contrast to an archive that is already made available by establishments such as the state, institutions and other such repositories/bodies of knowledge and power. By linking research methodology to artistic practice the School of Culture and Creative Expressions hopes to reinvigorate contemporary art practice and to dislodge it from being geared solely toward a market economy and to reorient it toward critical and emancipatory practices. These concerns are seen as intimately linked with the rationale of the program and the vision of the University as a whole which lay a great emphasis on critical self reflection and contextualization of the self within larger structures and practices.

The course “Aesthetics of Form and Experience” trains a student to understand aesthetics on the basis of sensory and experiential inputs, and how the behavior of people in the public domain is governed by them. It builds on the observational and analytical skills of the student to correctly identify a cause and symptom of a certain problematic public infrastructure or human practice, and to use various mediums to depict/record/solve them. 

Over the years, entrepreneurship has evolved as a significant framework for understanding the process of business and its development. With enhancement in the scope of business as a form of economic action, it has become more and more important to understand business in order to make sense of the way development is shaped. Here it is important to note that while business is largely about market and that is conceptually separated from state and community, all of them tend to come together under the broad framework of entrepreneurship. The historic identification of certain communities as business communities and shared development experience of these communities around their businesses involvement indicates the old connection between community and business. In modern times, different historically marginalized groups like Dalits in caste-segregated societies, Blacks in White-dominant areas are also attempting to emulate this path by setting up their own community-based business associations and engaging with entrepreneurship as a form of political action. These developments have also brought into light how identities based on caste, race, ethnicity, and gender shapes the entrepreneurial experience. It is also interesting to observe that modern state is exploring different mechanism of using entrepreneurship as a tool to shape development experience of individuals and regions. This course attempts to examine the nature of relationship between entrepreneurship and development by engaging with the intersections among collectives, business, and state.

 

The course is intended for students who want to understand the connection between business and development in the context of modern state, community relations, and market. It is hoped that upon completion of this course, the students shall develop both conceptual and historical understanding about this relationship.

This course aims to further familiarise students with methods and results of contemporary Macroeconomics. For the current semester, focus will be on Growth Theory with the objective of introducing three (broadly classified) departures from the neo-classical growth model (already covered in Macroeconomics I).

Traditionally, profit emerging out of business was always looked at with certain suspicion. Neo-liberal economic framework has developed a strong alternative to that in recent years. However, even such a framework highlights the need for business to invest considerable part of its profit for social development. While earlier initiatives towards social development were mostly restricted to financial donations, today one can identify advocacy of a much more proactive role of business enterprises. As a result, there’s a gradual movement from philanthropy to corporate social responsibility. At the same time, social entrepreneurship is more and more becoming a popular concept. Other than providing occasional financial donations, conscientious large business in earlier days primarily considered their developmental responsibility to be restricted to the labourers who worked for them. However, today the perspective for understanding the relationship between business and social development has changed considerably. The aim of this course is to unfold before students the gradual transformation in this relationship and understand in details the current nature of such relationship. At the same time, the effort would be to critically engage with each of these concepts.

The course is intended for students who are interested in understanding and reflecting on the role of large business in social development. Upon completion of this course the students should be in a position to make sense of the trajectory of industry’s response to the moral pressure on profit and also comprehend the development of social entrepreneurship.

This course aims to impart in depth understanding to the students regarding assessment of young children’s development and learning. The students will be able to understand ‘what’ is assessment, ‘why’ do we need to ‘assess’ young children’s development and ‘what’ are the various procedures used for assessing young children appropriately. They will examine philosophical, sociological and psychological perspectives on assessment of young children in western as well as in the Indian context. The cross-cultural variations in assessment and the ethical considerations in assessing young children will be addressed. This course equips students with knowledge and skills to assess young children in a comprehensive manner using various techniques. The students will be able to appreciate as how assessment and curriculum are interrelated. They will also learn about the reforms done in the examination system in our country in recent times and critique these reforms.

This course aims to initiate students into thinking about the nature of educational inquiry and education as an area of knowledge. In doing so, the course will facilitate basic understandings and research skills. We will explore the idea of inquiry and the relation between knowledge, theory, practice and research.  Developing an appreciation for research, acquiring abilities to identify research problems and formulating research questions, will be the major concerns of the course. Throughout the course, we will reflect on the idea of research as an intellectual, ethical and social enterprise. Along with these explorations, this course will enable students to comprehend and analyse research reports, papers and studies – through a continuous engagement with actual (and significant) researches in education that introduce a variety of methodologies and perspectives for research in the area.This introductory course on research would support the field attachment component of the programme, and enable the students to conceptualise their dissertation work. . 

 

The course seeks to introduce some of the important themes and concepts which are indispensable to the study of politics. The orientation of the course is such that it aims to escape a certain conundrum where a strict adherence to either variant of political theory -normative and critical kinds- invariably leads to a disabling engagement with the other. The course, therefore, plans to undertake a study of politics through a creative blend of both the normative and the critical aspects. The course consists of 6 modules. It starts by describing the connection between politics and political theory followed by the engagement with wide ranging themes broadly schematized under the rubrics of political ideologies, normative values, and democracy. 

The course provide for an experience for understanding multiple childhoods in India. It provides for multiple interactions and observations of children from different margins and tries to problematize the construction of single childhood of a biological perspective through field visits and observations. Through ethnographic narratives and the students ’biographical experiences it tries to make sense of cognitive, psycho-social and moral theories in psychology to make sense of the inner world of the children. It would work with themes of Nostalgia, trauma, experiencing of parenting styles, attachment, art, play and relationship to cognitive and psychoanalytic perspective of childhood. Theoretical perspectives of Jean Piaget,, Lev Vygotsky, Erikson, John Bowlby, Winnicott, Bronfenbrenner, Kholberg and Gilligan  would be engaged  with to deconstruct and reconstruct the relationship between childhood and society through  the classroom  discourse.

The experience of listening to several narratives of childhoods of classmates in the classroom will help students situate the understanding of the relevance of Universalization of the notion of childhood and the limit of its conceptualisation. It will enable students to make sense of qualitative research on children based on childhood ethnographies on education, work, violence and suffering.

 

This course contextualizes of some fundamental human concerns and the way sociology can offer us directions and pointers for them. Consciously shunning the old positivist rules that insist sociology must speak only through ‘hard’ evidence, the course of this kind puts together a series of ingredients which evoke sharp smell and vivid images from the lived reality.

This course is intended to introduce participants to different genres of academic texts and aims to develop their ability to read and respond to these texts in English in both written and oral form. They will be able to understand lecture aims, main ideas and supporting details and will thus learn to make predictions during a lecture.

 

It is expected that participants will learn to critically engage with texts and be able to express their opinion on various issues keeping in mind the formalities of academic discourse. They will be able to identify other people’s positions, arguments and conclusions by evaluating the evidence for alternative points of view thus learning how to question opinions and differentiate between fact and opinion. The course will enable participants to reflect on issues and engage with personal narratives to engage with lived experiences which can serve as a backdrop for them to engage with language at a level which moves beyond merely skill acquisition. Participants will be able to synthesize information/arguments to form their own position on a topic and present their point of view in a structured, clear, well-reasoned way.

This course is interdisciplinary in nature and discusses the background to the rise of social science and humanities, modes of enquiry used in these disciplines and the emergence of key concepts in them.

About the Course

Premised on the limits of a universal psychology, the course on Psychology for India attempts to circumscribe what passes off as the discipline of psychology into a culturally located form: it’s primarily Western origin and environ. Re-apprehending the story of global psychology as a ‘glocal’ psychology allows an opportunity for an active and affirmative understanding of other(ed) locations. Of other(ed) cultures as such locations and sites of active knowledge production. Foregrounding the need for situated knowledge, the course questions the relevance of a psychology emanating primarily from West/Europe to Non-western and Non-European cultures, experiences and psyches and attempts to look for resources for a culturally sensitive psychology. What are the conceptual and pragmatic tools needed for such an engagement? Does Psychology need to be liberated from complacent and complicit foundational biases if it is to work towards its emancipatory potential? How have practitioners of Psychology and allied fields in India understood questions of selfhood, identity and healing? Does this situated lens carry a potential to re-define critical ideas within psychological corpus? Through this bivalent critical engagement, with the received discipline of psychology and its Indian counterpart, the course attempts to create a space for the practice of a critical cultural psychology, a Psychology (relevant) for India. 

COURSE OBJECTIVES

This course aims to conduct a detailed study of three to four realist novels to explore notions of time, chronology, consensus, points of view and the narrator, along with other important devices used by the realist writer, to learn the ways in which these contribute in simulating reality in fiction.

Fiction, by definition, is a removal from reality. The aim of many major writers of fiction, though, was to mimic the real. However, Realism’s claim that it can mime the complexity of life has been contested. Roland Barthes, for instance, states that Realism only offers a “reality effect”. While Realism as a form emerged in Europe, and owes much to developments in painting, this course restricts itself to the tracing the Realist novel in nineteenth century Europe and recording the changes the form went through while attempting to capture the real through fiction.

COURSE OUTCOMES

Content specific

  1. Students will have understanding of the debates around the question of representation of reality in literature.
  2. Students will be able to demonstrate the understanding of the realist techniques employed in novel writing.
  3. Students will have a historical understanding of the production of realist literature specifically in relation to 19th century Europe.

Skill specific

  1. Students will learn academic writing skills like choosing a topic, researching and writing term papers.

 

Course Outline:

 

Module One| History and Theories of Realism

Module Two| Jane Eyre

Module Three| Madame Bovary

Module Four| Fathers and Sons

Module Five| Individual Term Paper

This course is designed to introduce students to the concepts of culture and identity within societies. What shapes notions in societies about “culture”? How are individual and collective identities shaped by culture and what do we understand about their interactions in societies? What are the assumptions embedded in these categories of culture and identities about people, communities, and histories? This course engages with sociological and anthropological perspectives to these notions and aims to enable students to question and de-stabilise fixed notions about culture and identity that take shape and get complicated through categories of age, race, ethnicity, gender, class, caste, nationality, diaspora, and globalisation. Since youth are often the key sites where anxieties of cultures and identities play out in societies, this course will engage with youth cultures and identities to unpack how global movements offer new meanings to notions of belonging and difference.

This is an elective for BA 6th SEM students. It is also open for students of all disciplines, without any prerequisite.

This course is meant to be an advanced level orientation and engagement with the creative practices namely visual art, literary art, performance art and cinematic art to third year undergraduate students (sixth semester) in the context of the historical evolution of cultural practices. While the course is restrained in terms of the philosophical depths to which questions about culture and creative expressions can reach, it will not just offer provocative insights into such explorations through carefully chosen exhibits, reading material and lecture, but also introduce and prepare students to understand the disciplinary underpinnings of the creative explorations. The primary aim is not only to help students re-imagine the role of creative expressions as foundational to human civilization rather than as supplementary to other areas of material progress, but also to provide advanced training in the academic pursuits of creative explorations.

The course offers windows of perspectives into the issues of representation, narration, abstraction, affect, experimentation, interpretation and subjectivity. In other words, a short map or an exposure will be provided about the academic engagement with arts in its conceptual, creative and critical dimensions. 

This course is compulsory for students of BA Hons. History and is elective for other SUS students. The course is designed to help students understand structures and dynamics of the 'medieval' and 'early modern' world (c. 500 - 1700 C.E.) by focusing on relations among societies and civilizations rather than on the evidently 'separated' aspects of those societies across time.  Attention is drawn towards phenomena such as human migration, cultural (including religious) movements, disease experiences, technological diffusions and patterns of economic activity that spanned regions or several parts of the globe.  The course focuses on the collapse of the Roman empire 300 - 500 C.E. (and its neighbor the Sasanian empire), the emergence and expansion of Christian and Islamic polities to c. 1200 C.E., environmental conditions and human environmental impacts in Eurasia between c. 800 and 1500 CE, the European colonizations of the Americas 1500 - 1700 C.E. and changing interactions between Eurasia and Africa consequent upon 'New World' colonization.  The course acquaints students with world or global history not as a sum of regional or national histories but rather as 'connected histories'.

This course will continue from its sister course in the previous semester covering the standard economic analysis of the behaviour of economic aggregates like GDP, employment and the price level in a market economy characterized by the use of money and credit, bringing in also the open economy context. 

If Enlightenment, French Revolution, and Industrial Revolution are considered as three crucial phenomena that led to the rise and advancement of Sociology as a discipline, social change may be considered as the primordial Sociological theme! With the rise of modern state and discourses around its significance in influencing the wellbeing of its citizens, development has evolved as a critical avenue for understanding transformation. Sociologists have tried to understand transformation by reflecting on its diverse components including perceived roots, patterns, processes, agents, aims, and consequences. The aspiration of this course is to orient the students towards developing an understanding of social transformation specifically focusing on the meanings and manifestations of social change and development. The course is meant for beginners in social transformation. One aim of this course is to familiarize the students with the development of significant theoretical ideas in this field. The other aim is to situate these theoretical propositions in the context of contemporary socio-economic and political setting. Upon completion of this course the students should be able to comprehend the diverse meanings of social transformation and understand their significance.

  • This course is meant to introduce the creative practices to first year undergraduate students in the context of the historical evolution of cultural practices.
  • While the course is restrained in terms of the philosophical depths to which questions about culture and creative expressions can reach, it will offer some provocative insights into such explorations through carefully chosen exhibits, reading material and lectures.
  • The primary aim is to help students re-imagine the role of creative expressions as foundational to human civilization rather than as supplementary to other areas of material progress.

EPC is a compulsory course within the General Education Component of vocational programme offered in the first and second semester of B.Voc programme in AUD. This course aims to equip students to develop their English langauge skills so that they can engage in everyday conversations and share their views and ideas in a vocational or training setting as per their vocational cohort. The course primarilly focusses on improving the proficiency and specific langauge needs of students.  

By the end of this course the students will be able to :

·       Exchange information by forming and responding to simple

        questions

·       Understand basic everyday expressions and short, simple 

        texts

·       Engage in simple oral and written communication in order to

        provide and obtain information

·       Initiate conversation in group, negotiate views and work in

        collaboration

·       Critically engage with basic readings like newspaper articles,

        summarise  and paraphrase to support arguments

·       Make presentations

.       Write opinion paragraphs highlighting differences ,

        compare and contrast, add preferences using connectors and

        discourse markers

 

This course provides an overview of creativity, ways of constructing a creative environment for young children in an early childhood care centre and the types of activities a supervisor can support teachers in creating to engage with young children to facilitate their creative thinking abilities. This course will thus aim to build knowledge and kills of the students for designing, planning, monitoring and mentoring with regard to activities for enhancing creative activities in young children.

If working with people, products and money sounds exciting to you, explore the world of retail.  Get hands-on training in stocking pricing, cashiering, merchandising, and customer service. Come see what's in store!

You can learn...stocking, inventory and display, sales and customer service skills, Retail math and cash register operations, workplace safety, retail merchandising, how to operate a coffee/espresso maker and popcorn machine, and Virtual Business software etc!

This course aims at imparting the essential skills of operations of retail store, product display and hygiene as well as the importance of a Sales Associate in the Retail business.


This is a survey course designed to introduce students to the theory and practice of the modern state as it operates in South Asia. The course is aimed at helping students see the modern state as a 'conceptual variable', the attributes of which may differ in different contexts.

This course is an exploration of the attempt by some of the important thinkers/figures of the colonized world and society to imagine and fashion forms of decolonization. To engage in this mode of inquiry entails not only an understanding of the larger milieu in which a thinker is situated but also an investigation into why and how a particular form of future came be to be envisaged and conceived. In undertaking this venture, the concern of the course is less about whether the attempts of the thinkers remained realized or unrealized than about foregrounding a range of political futures which could conflict or complement one another. Such exploration also points us towards the direction of the possible worlds that can be aspired for and inhabited.

 

Much of the engagement of the course will pertain to the diverse thinkers/figures from the Indian context. In addition to the popular figures such as Gandhi, Savarkar, Aurobindo, Tagore, Ambedkar, Nehru, the course will introduce Jaipal Singh, the Adivasi leader from the present-day Jharkhand, who is popularly known for his participation in Constituent Assembly debates. The assembling of these figures within a synchronous frame is less an act of merely putting them together than to underscore the tension, conflict, or equivalence between the wide-ranging positions or ‘standpoints’ on the discursively related questions of nation and nationalism, west and east, colonialism, violence and marginalization, freedom, humanism, etc. In this engagement, the course will also draw from critical voices dealing with the similar questions from African-Caribbean context in the form of negritude and Fanon

This course is an attempt to read history through some of the exceptional events in the field of artistic/cultural production, which are broadly bracketed under the category of avant-garde.