UNIVERSITY OF DELHI

CNC-II/093/1(26)/2023-24/
Dated:23.10.2023
NOTIFICATION

Sub: Amendment to Ordinance V

[E.C Resolution No. 14-1/-(14-1-3/-) dated 09.06.2023 and
EC Resolution No.27-1 (27-1-5) dated 25.08.2023]

Following addition be made to Appendix-II-A to the Ordinance V (2-A) of the

Ordinances of the University;

Add the following:

Syllabi of Semester-IV, V and VI of the following departments under Faculty of

Social Sciences based on Under Graduate Curriculum Framework -2022
implemented from the Academic Year 2022-23 :

(i) History
(ii) Geography
(iii) Sociology
(iv) Economics

1
 SEMESTER – IV
DEPARTMENT OF HISTORY
Category I
BA (Hons.) History

DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) – : History of India – IV: c.1200 – 1500

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisiteof
Lecture Tutorial Practical/ criteria the course
Practice (if any)
History of India – IV: 4 3 1 0 12th Pass Should have
c.1200 – 1500 studied History of
India- III : 750-
1200

Learning Objectives
This course seeks to engage students in an analytical understanding of the varied perspectives
from which historians study the three centuries between the thirteenth and the fifteenth
centuries. It provides them with a basic understanding of the political,economic and socio-cultural
processes of the time especially with reference to Gujarat sultanate, Vijayanagara state as well as
the Delhi Sultanate. Sufism and major trends in bhakti ‘movement’ are explained to the stu-dents.
Learners are also encouraged to engage with diverse corpus of sources available to historians for
the period under study.

Learning outcomes
On completion of this course, the students shall be able to:
• Discuss different kinds of sources available for writing histories of various aspects of life
during the thirteenth to the fifteenth centuries.
• Critically evaluate the multiple perspectives from which historians have studied the
politics, cultural developments and economic trends in India during the period of study.
• Appreciate the ways in which technological changes, commercial developments and
challenges to patriarchy by certain women shaped thetimes.

SYLLABUS OF DSC-1

Unit I: Survey of sources

1. Persian ta’rīkh traditions
2. Malfuzat and premakhyans

2
 3. Inscriptions and regional identity: Kakatiyas

Unit II: Political structures

1. Sultanates of Delhi: transitions in ruling elites, service cultures, iqtas
2. Articulating political authority: monuments and rituals
3. Political cultures: Vijayanagara and 'Surāṣṭrān'

Unit III: Society and economy

1. Agricultural production,
2. Technology and changes in society
3. Monetization; market regulations; urban centres; trade and craft

Unit IV: Religion, society and cultures

1. Sufi silsilas: Chishtis and Suhrawardis; doctrines and practices; social roles
2. Bhakti; Sant tradition: Kabir and Nanak, Jnanaeshwar. and Namdev cults: Jagannath and
Warkari
3. Gender roles: women bhaktas and rulers

Practical component (if any) – NIL

Essential/Recommended Readings
Unit I: This unit will familiarise students with the range of sources available for the
period of study in the paper. It also aims to apprise them of the varied ways inwhich
historians interpret these sources. (Teaching Time: 12 hrs. Approx.)
• Habib, Irfan. (1981). “Barani’s Theory of the History of the Delhi Sultanate”, Indian
Historical Review, vol. 7, pp. 99-115.
• Alam, Muzaffar. (2004). The Languages of Political Islam in India, Delhi: Permanent
Black. The sections most useful for our present topic can be found on pp. 1-98.
Particularly im-portant is the section on Zia Barani.
• Kumar, Sunil. (2007). Appendix: ‘Persian Literary Traditions and Narrativizing the
Del-hi Sultanate’. In The Emergence of the Delhi Sultanate 1192-1286, by Sunil
Kumar, Ranikhet: Per-manent Black, pp. 362-77.
• Hardy, Peter. (1962). ‘Some Studies in Pre-Mughal Muslim Historiography’, in
Historians of India, Pakistan and Ceylon, edited by C.H. Philips, pp. 115-27.
(Alternatively, you may find Hardy’s views in the relevant chapter in his book
entitled Historians of Medieval India.)
• Ernst, Carl W. (1992). Eternal Garden: Mysticism, History and Politics at a South
Asian Sufi Center. Albany: State University of New York Press, 1992. Therelevant
portion is Chapter 4, entitled ‘The Textual Formation of Oral Teachings in the Early
Chishtī Order’, pp. 62-84.
• Trivedi, Madhu. (2008). ‘Images of Women from the Fourteenth to the Sixteenth
centu-ry: A Study of Sufi Premakhyans’. In Rethinking A Millennium: Perspectives

3
 on Indian History from Eighth to the Eighteenth Century, edited by Rajat Datta,
Delhi: Aakar Books, pp. 198-221.
• Behl, Aditya. 2012. Love’s Subtle Magic: An Indian Islamic Literary Tradition 1379–
1545, edited by Wendy Doniger, New York: Oxford University Press, pp. 286-338
(chap. 9-10: ‘Hier-archies of Response’ and ‘The Story of Stories’).
• Orsini, Francesca. (2012). ‘How to Do Multilingual Literary History? Lessons from
fifteenth- and sixteenth-century north India’, Indian Economic and SocialHistory
Review, vol. 49 (2), pp. 225-46.
• Talbot, Cynthia. (2001). Precolonial India in Practice: Society, Region and Identity
in Medieval Andhra, Delhi: Oxford University Press. See especially, ‘Introduction:
Medieval India, a history in transition’, pp. 1-17 and ‘Conclusion: Toward a New
Model of Medieval India’, pp. 208-215.

4
 • हबीब, मोहम्मम. (2014). 'सल ्तनत क◌ाल क◌े र◌्तया स◌ी म ् स्तावेज़ ', मध्यकाल�न -9, रम ्◌्
ल्ल�: राजकमल प्रकाशन, सल ्तनत क◌ा र◌ाजतनततक तसद् ◌ा:ग्रंथशल
◌प
् ◌ी.
• :ततआउद्द◌ीन बरनी क◌े फतवा- ए जह◌ा ◌ा द◌ार� क◌े अन◌ुव◌ाद सतहत , रम◌
् ् ल◌्ल◌ी
• ररज़वी, सैतय अतहर अब्बास. (1957). तुग़लक़ काल�न भारत, भाग -2, ,राजकमल प्रक◌ाशन,
प्रासंगक भाग; ‘अनर◌ु म◌
् ् त ग्रंथ◌ो क◌ी समीक् ष◌ा’, पष◌्ठ संख ्य◌ा -क -ढ़.
• बहल, आरम◌
् ् त◌्य. (2012). 'माय◌ावी मग ◌ृ ◌ी: एक हचनम्◌् व◌ी स◌ूफ़◌ी

प्र◌ेमाख ्य◌ान (1503 ई.)', मध्यकाल�न भारत का सांस्कृ ततक इततहास (सं.) मीना�ी

खन्ना, ओररएंट ब्लैकस्व◌ॉन,पष्ठ सख◌ं ◌् या.185-218.

Unit II: Students will critically interact, in this unit, with the rather uneven historiography on
political structures and cultures across different realms of the Delhi Sultanate and
Vijayanagara. (Teaching Time: 12 hrs. approx.)
• Habib, Irfan. (1992). ‘Formation of the Sultanate Ruling Class of the Thirteenth
Centu-ry’, In Medieval India: Researches In The History Of India 1200-1750, Vol. I,
Edited By Irfan Habib, New Delhi: Oxford University Press, Pp. 1-21.
• Kumar, Sunil. (1992). ‘When Slaves Were Nobles: The Shamsi Bandagān In The
Early Delhi Sultanate’, Studies In History, Vol. 10, Pp. 23-52.
• Kumar, Sunil. (2009). ‘The Ignored Elites: Turks, Mongols and A Persian Secretarial
Class In The Early Delhi Sultanates, 13th – 16th Centuries’, Modern Asian Studies,
Vol. 43, No. 1, Pp. 45-77.
• Kumar, Sunil. (2011). ‘Courts, Capitals and Kingship: Delhi and Its Sultans inthe
Thirteenth and Fourteenth Centuries Ce’, In Court Cultures In The Muslim World:
Seventh To Nine-teenth Centuries, Edited By Albrecht Fuess And Jan Peter
Hartung, London: Routledge, Pp. 123-48.
• Kumar, Sunil. (2014). ‘bandagi And Naukari: Studying Transitions In Political
Culture And Service Under The North Indian Sultanates, 13th-16th Centuries’, In
After Timur Left, Edited By Francesca Orsini And Samira Sheikh, Delhi: Oxford
University Press, Pp. 60- 108.
• Ali, Athar. (1981). ‘Nobility Under Mohammad Tughluq’, Proceedings Of The
Indian History Congress, Vol. 42, Pp. 197-202.
• Habib, Irfan. (1982). ‘iqta’, In Cambridge Economic History Of India, Vol. 2, Edited
By Tapan Raychaudhuri And Irfan Habib, Cambridge: Cambridge University Press,
Pp. 68-75. Note That The Entire Section On Agrarian Economy (Pp. 48-75) Should
Be Read For A Fuller Understanding.
• Moreland, W.H. (1929). Agrarian System of Moslem India: A Historical Essay With
Appendices, Allahabad: Central Book Depot. See Especially Chapter 2 And
Appendix B & C.
• Hardy, Peter. (1998). ‘growth Of Authority Over A Conquered Political Elite: Early
Del-hi Sultanate As A Possible Case Study’, In Kingship And Authority In South Asia,

5
 Edited By J. F. Richards, Delhi: Oxford University Press. (First Published, 1978).
• Kumar, Sunil. (2001). ‘qutb And Modern Memory’ In Partitions Of Memory: The
After-life Of The Division Of India, Edited By Suvir Kaul. Delhi: Permanent Black,
Pp. 140-82. (Re-printed In Sunil Kumar’s The Present In Delhi’s Pasts, Delhi: Three
Essays Press, 2002, Pp. 1-61.)
• Meister, Michael W. (1972). ‘the Two-And-A-Half-Day Mosque’, Oriental Art, Vol.
18, Pp. 57-63. Reproduced In Architecture In Medieval India: Forms, Contexts,
Histories, Edited By Monica Juneja, New Delhi: Permanent Black, 2001, Pp. 303-
314.
• Wagoner, Philip.(1996). ‘sultan Among Hindu Kings: Dress, Titles, And The
Islamiciza-tion Of Hindu Culture At Vijayanagara’, Journal Of Asian Studies,Vol.
55, No. 4, Pp. 851-80.
• Sheik, Samira. (2010). Forging A Region: Sultans, Traders And Pilgrims In Gujarat,
1200- 1500. Delhi: Oxford University Press.
• हबीब, इरफ़ान. 2007. '13वी ससी म� सल्तनत के शासक वगग का वकास ', मध्यक़ाल�न भारत, अक -
7, (संप◌ाम ् क.) इरफ़◌ान हबीब, रम◌
् ् ल◌्ल◌ी: र◌ाजकमल प्रक◌ाशन.
• ईटन, रर�डर्. 2012. 'मध्यकाल�न म ् क्कन म� इस्लामक स्थान क� अभव्यरम ्◌्
• मध्यकाल�न भारत का सांस्कृ ततक इततहास, (सं.) मीना�ी खन्ना

• ,ओररए◌ंटब ्लैकस्वॉन, पष्ठ सख◌ं ◌् या. 134-53.

Unit III: This unit will apprise students of the economic and technological changes during this
period and explore the interlinkages between them. (Teaching Time: 9 hrs. approx.)
Habib, Muhammad. (1974). ‘introduction’ To Elliot and Dowson's History Of India Vol. Ii.
Reprinted In Politics and Society During the Early Medieval Period: Collected Works Of
Professor Habib, Vol. 1, Edited By K.A. Nizami. New Delhi: People’s Publishing House, Pp.
33-110.
 Moreland, W.H. (1988 Reprint). ‘Chapter 2: The Thirteenth and Fourteenth
Centuries’, In
 Agrarian System Of Moslem India. Delhi: Kanti Publications. Reprint, Pp. 21- 66.
 Habib, Irfan. (1991). ‘Agricultural Production’, In the Cambridge EconomicHistory of
India, Vol. I, Edited by I. Habib and T. Raychaudhuri, 48-53. Delhi: Orient Longman
Reprint.
 Habib, Irfan. (1969). ‘Technological Changes and Society, Thirteenth and Fourteenth
Centuries’, Presidential Address, Section Ii. Proceedings Of the Indian History
Congress, Vol. 31, Pp. 139-161.
 Siddiqui, I.H. (1992). ‘Social Mobility In The Delhi Sultanate’, In Medieval India1: Re-
searches In The History Of India 1200-1750, Edited By Irfan Habib. New Delhi:
Oxford University Press, Pp. 22-48.
 Habib, Irfan. (1984). ‘Price Regulations Of Alauddin Khalji – A Defence Of Zia Barani’,
 Indian Economic And Social History Review, Vol. 21, No. 4, Pp. 393-414. Also
Reprinted In Money And The Market In India: 1100-1700, Edited By Sanjay

6
 Subrahmanyam, New Delhi: Oxford University Press, 1994, Pp. 85-111.
 Habib, Irfan. (1978). “Economic History Of The Delhi Sultanate – An Essay In
Interpre-tation”, Indian Historical Review Vol. 4, Pp. 287-303.
 Sinopoli, Carla. (2003). Political Economy of Craft Production: Crafting Empire in
South India, 1350-1650. Cambridge: Cambridge University Press, Pp. 156- 294
(Chapters 6-7).
 Phillip B. Wagoner, ‘money Use in The Deccan, C. 1350–1687: The Role Of
Vijayanaga-ra Hons In The Bahmani Currency System’, Indian Economic And Social
History Review 51, No. 4 (2014).
 Subrahmanyam, Sanjay. (1994). ‘introduction’ To Money And The Market In India
1100- 1700, Edited By Sanjay Subrahmanyam, New Delhi: Oxford University Press,
Pp. 1-56.
 Digby, Simon. (1982). Chapter V: ‘the Maritime Trade Of India’, In Cambridge
Econom-ic History Of India, Edited By Irfan Habib &Tapan Raychaudhuri,
Hyderabad: Orient Longman, Pp. 121-159.
 हबीब, इरफ◌ान. (2016). मध ्यक◌ाल◌ीन भारत म◌े◌ं प्रद्योतगक◌ी: नई रम◌
् ् ल◌्ल◌ी: र◌ाजकमल.
 हबीब, इरफ◌ान. (2017). मध ्यक◌ा
 ल◌ीन भारत क◌ा आतथवक इततह◌ास: एक सव◌ेक्षण. नई रम◌
् ् ल◌्ल◌ी: र◌ाजकमल.
 मशर् , एस. स◌ी. (2014.) 'मग़◌ु ल पव◌ू व भारत म◌े◌ं सामाजक
गतशीलता ', मध्यक़ाल�न
 भारत, अक-9, (सं.) इरफ़◌ान हबीब, रम◌
् ् ल◌्ल◌ी: राजकमल प्रकाशन. पष्ठ सखं ◌्या.51-58.
 हबीब, इरफ◌ान. (1999). ‘म्उर भारत म◌े◌ं साम◌ाजक
और आगथक
पररवततन (1200-1500
 ई.)’, भारत◌ीय इततहास म◌े◌ं मध्यकाल, (सं.) इरफ़◌ान हबीब: नई रम◌
् ् ल◌्ल◌ी: सफ़फ़र ह◌ातम◌ी
मेमोररयल रस्ट पष्ठ सखं ◌्या. 159-68.
 हबीब, इरफ◌ान. (2016). ‘रम◌
् ् ल◌्ल◌ी सल ्तनत क◌ा आगथक
मध्यकाल�न भारत, खंि◌-9 पष्ठ सखं
◌्या- 35-67.इतह◌ास: एक व्याख◌्या ल◌ेख’,
 हबीब, मोहम्मम. (2014). ' म ्उर� भारत म� नगर�य क् ◌ा◌ंतच ', मध्यक़ाल�न भारत, अक
सं.) इरफ़◌ान
हबीब, रम◌
् ् ल◌्ल◌ी: र◌ाजकमल प्रक◌ाशन. पष्ठ संख्य◌ा.51-58.
 हबीब, इरफ◌ान. (1992). 'अलाउद्द◌ीन खल
जी के मल◌ू य नय◌ंतर् ण क◌े उपाय: ज़य◌ा बरनी के
समगथन म◌े◌ ं , मध ्यक◌ाल◌ीन भारत, अक
प्रकाशन , पष्ठ सखं ◌्या 24-46. -4.(सं). इरफ़◌ान हबीब,
रम◌
् ् ल◌्ल◌ी, र◌ाजकमल

7
Unit IV: This unit is chiefly focussed on the religious-cultural sphere with regard especially to
Sufi and Bhakti doctrines and practices, but also with regard to gender roles. (Teaching
Time: 12 hrs. approx.)
• Rizvi, S.A.A. (1978). A History of Sufism, vol. 1. Delhi: Munshiram Manoharlal.
• Digby, Simon. (1986). ‘The Sufi Shaykh as a Source of Authority in Medieval India’,
Purusartha, vol. 9, pp. 57-78. Reprinted in India’s Islamic Traditions, 711-1750, edited
by Richard M. Eaton, New Delhi: Oxford University Press, 2003, pp. 234-62.
• Digby, Simon. (1990). ‘The Sufi Shaykh and the Sultan: A Conflict of Claims to Authori-
ty in Medieval India’, Iran, vol. 28, pp. 71-81.
• Kumar, Sunil. (2000). ‘Assertions of Authority: A Study of the Discursive Statements of
Two Sultans of Delhi’, in The Making of Indo-Persian Culture: Indian and French
Studies, edited by Muzaffar Alam, N. Delvoye& Marc Gaborieau. Delhi: Manohar, pp.
37-65.
• Sharma, Krishna. (2002). Bhakti and the Bhakti Movement: A New Perspective. Delhi:
Munshiram Manoharlal. Especially useful is ‘Chapter I: Towards a New Perspective’,
pp. 1-38.
• Kulke, Hermann. (1993). Kings and Cults: State Formation and Legitimation in India
and Southeast Asia , South Asia Books.
• Grewal, J.S. (1993). Contesting Interpretations of Sikh Tradition. New Delhi: Manohar.
• Vaudeville, C. (1996). Myths, Saints and Legends in Medieval India. New Delhi:Ox-ford
University Press.
• Ramaswamy,Vijaya.(1997).Walking Naked :Women, Society, Sprituality in South In-
dia. Shimla: Indian Institute for Advanced Study, Simla.
• Manushi: Women Bhakta Poets (1989) ,Nos. 50-51-52, (January- June1989),New Delhi
, Manushi Trust, 1989.
• Christian Lee Novetzke, The Quotidian Revolution: Vernacularization, Religion, and the
Premodern Public Sphere in India. Chapter 3 and Chapter 4 will be good enough for
Jnanadev.
• For Namdev., Christian Lee Novetzke, Religion and public memory: a cultural history of Saint
Namdev in India, Chapter 1: A Sant between Memory and History, pp. 35-73
• हबीब, इरफान. (1999). 'मध्यकाल�न लोकवाम ् ◌ी एके म ् रवाम ् का मानवीय स्वरूप
• और ऐतह◌ासक पररव◌ेश', भारत◌ीय इततहास म◌े◌ं मध◌्यक◌ाल, (सं.) इरफ़◌ान हबीब, रम◌
् ् ल◌्ल◌ी:
• राजकमल प्रकाशन. पष्ठ सखं ◌्या.145-58.
• र्ंद्र, सत◌ीश (1999). ‘म्उर भारत म◌े◌ं भरम◌
् ् आंम ् ◌ोलन क◌े म्उय क◌ी ऐतह◌ासक पष्ठ◌ृ भर

• म’, मध ्यक◌ाल◌ीन भारत म◌े◌ं इततहास ल◌ेखन, धमव और राज्य क◌ा स ्वरुप, रम◌
् ् ल◌्ल◌ी:
• ग्रंथशल
◌प
् ◌ी. पष◌्ठ संख ्य◌ा. 83-97.
• बहुगुणा, आर. पी. (2009). मध्यकाल�न भारत म� भतक्त और स ◌ी आदं ◌ोलन,

रम◌
् ् ल◌्ल◌ी: ग्रंथशल
◌प
् ◌ी.

8
 • ल◌ॉर◌े◌ ं जन ि◌वि
◌ एन. (2010). नग
◌ुम ् ण संत◌ो◌ं क◌े स्वप◌्न. रम◌
् ् ल◌्ल◌ी:र◌ाजकमल प्रक◌ाशन.

Suggestive readings
• Asher, C.B. and C. Talbot, eds. (2006). India before Europe. Cambridge:
Cambridge University Press.
• Behl, Aditya. (2007). ‘Presence and Absence in Bhakti’, International Journal of
Hindu Studies, vol. XI, no. 3, pp. 319-24.
• Chekuri, Christopher. (2012). ‘“Fathers” and “Sons”: Inscribing Self and Empire at Vija-
yanagara, Fifteenth and Sixteenth Centuries’, Medieval History Journal 15, no. 1.
• Digby, Simon. (2004). ‘Before Timur Came: Provincialization of the Delhi Sultanate through
the Fourteenth Century’, Journal of the Economic and Social History of the Orient 47, no.
3.
• Eaton, R.M. & P.B. Wagoner. (2014.) Power, Memory and Architecture: Contested Sites
on India’s Deccan Plateau, 1300-1600. New Delhi: Oxford University Press.
• Eaton, R.M. (2000). Essays on Islam and Indian History. New Delhi: Oxford University Press
• Eaton, R.M.,ed .(2003). India’s Islamic Traditions.711-1750. New Delhi: Oxford Uni-versity
Press. http://www.vijayanagara.org/default.htmlfor the valuable website on excavations,
sur-vey and restoration work in Hampi, the capital of Vijayanagara.
• Flood, F.B., ed. (2008). Piety and Politics in the Early Indian Mosque. New Delhi: Oxford
University Press.
• Habib, I. ed. (1992). Medieval India1: Researches in the History of India 1200- 1750. New
Delhi: Oxford University Press.
• Jackson, P. (1999). The Delhi Sultanate: A Political and Military History. Cambridge:
Cambridge University Press.
• Jha, Pankaj. (2016). ‘Literary Conduits for “Consent”: Cultural Groundwork of the Mughal
State in the Fifteenth Century’, Medieval History Journal, vol. 19, no. 2, pp. 322-50.
• Juneja, M., ed. (2001). Architecture in Medieval India: Forms, Contexts, Histories. Del-hi:
Permanent Black.
• Kapadia, Aparna, (2013). ‘The Last Chakravartin? The Gujarat Sultan as “Universal King” in
Fifteenth Century Sanskrit Poetry’, Medieval History Journal 16, no. 1, pp. 63– 88.
• Karashima, N. (2002). A Concordance of Nayakas: The Vijayanagara Inscriptions in South
India. Delhi: Oxford University Press.
• Kolff, Dirk H. A. (1990). Naukar, Sepoy and Rajputs: The Ethnohistory of the Military Labour
Market in Hindustan, Cambridge: Cambridge University Press, pp. 1-31
• Kumar, Sunil. (2007). The Emergence of the Delhi Sultanate, 1192- 1286.Ranikhet: Per-
manent Black.
• Lal, K.S. (1980). Twilight of the Sultanate. Delhi: Munshiram Manoharlal Publishers Pvt.
Ltd.
• Lorenzen, David N. (2004). Religious Movements in South Asia 600-1800. New Delhi:
Oxford University Press. [Paperback edition, 2005]
• Pollock, Sheldon. (1998). ‘The Cosmopolitan Vernacular’, The Journal of Asian Studies, vol.
57, no. 1, pp. 6-37.
• Prasad, P. (1990). Sanskrit Inscriptions of Delhi Sultanate, 1191-1526. Delhi: Oxford

9
 University Press.
• Ramaswamy,Vijaya.(1991). ‘Anklets on the Feet: Women Saints in Medieval Indian So-
ciety’, The Indian Historical Review, vol. XVII, NOS.1-2,60-89.
• Rao, Ajay. (2011). ‘A New Perspective on the Royal Rama Cult at Vijayanagara’, in Yigal
Bronner, Whitney Cox and Lawrence McCrea (eds), South Asian Texts in History: Critical
Engagements with Sheldon Pollock Ann Arbor: Association for Asian Studies.
• Sangari, Kumkum.(1990) ‘Mirabai and the Spiuritual Economy of Bhakti’, Economic &
Political Weekly,,Vol.25, Issue No. 28.
• Schomer, K. and W.H. McLeod, eds. (1987). The Sants: Studies in a Devotional Tradi-tion
of India. Delhi: Motilal Banarsidas Publishers.
• Sharma, Sunil (2005). Amir Khusraw: The Poet of Sultans and Sufis. Oxford: One World.
• र्ं द्र, सतीश. मध्यकाल�न भारत: सल्तनत से मग़ ु ल काल तक(1206-1526) , भाग -1,जवाहर
पब्लशसस एंि◌ ि◌स्रीब्यटू सस पब्लके शन.
• तारार्ं म ् . (2006). भारतीय ससं ◌् कृ तत पर इस्लाम का प्रभाव, नई रम ्◌् ल्ल�, ग्रंथशल्पी. वमाम ् ,
हरर�ंद्र(सं). मध्यकाल�न भारत , भाग -1 -(750-1540), �ह� ◌ी माध्यम
• कायाम ् न्वय त�नेशालय , रम ्◌् ल्ल� वववद्यालय .
• हबीब, मोहम्मम और ख़ल�क अहसम नज़ामी.(1998).( सं.). तदल्ल� सल्तनत, तदल्ल� मैकमलन

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

10
 DISCIPLINE SPECIFIC CORE COURSE – 2 (DSC-2): Rise of the Modern West – II

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Rise of the Modern 4 3 1 0 12th Pass Should have
West – II studied Rise
of the Modern
West – I

Learning Objectives
This paper offers an in-depth historical analysis of economic, political and social transformations
in Europe during the 17th and 18th centuries. Cyclical and secular trends in history, important
political shifts, modern scientific views, and intellectual developments of the 17th and 18th
centuries will be analysed closely. The paper will trace the development of socio-economic and
technological forces which went into the making of the Industrial Revolution in late 18th century
Britain. The role of trade and empire,colonial networks, and slavery will be examined to emphasize
their contribution to industrial capitalism. The divergence debate will further help draw parallels
and subsequent differences between Europe and Asia, and broaden our understanding of early
modern Europe.

Learning outcomes

Upon completion of this course the student shall be able to:

 Explain major economic, social, political and intellectual developments inEurope during
the 17th and 18th centuries.
 Contextualize elements of modernity in these realms.
 Discuss the features of Europe's economy and origins of the IndustrialRevolution.
 Analyse the relationship between trade, empire, and slavery and industrialcapitalism.
Examine the divergence debate.

SYLLABUS OF DSC- 2
Unit 1: The 17th century European crisis: economic, social, and political dimensions.
Unit 2: The English Revolution (1603-1688): major issues, strands and implications.

11
Unit 3: Mercantilism and European economies: Trade and Empire - 17th - 18thcenturies.
Unit 4: Scientific Revolution. Enlightenment: political, economic and social ideas.
Unit 5: Origins of the Industrial Revolution and the Divergence debate.

Practical component (if any) - NIL

Essential/recommended readings
Unit 1: The Unit examines various aspects of the 17th century crisis and economic
recovery in differ-ent parts of Europe. (Teaching period: 9hrs. approx.)
• Benedict, Philip and Myron P. Gutmann, (Eds.). (2006) Early Modern Europe:From
Crisis
• to Stability. Newark: University of Delaware Press.
• Black, Jeremy. (2002) Europe and the World, 1650-1830. New York:Routledge.
• Parker, G. and L.M. Smith, (Eds.). (1997). The General Crisis of theSeventeenth
Century.
• London: Routledge. (Introduction ,Chapters: 2,4, 5 & 7)
• de Vries, Jan. (1976). Economy of Europe in an Age of Crisis 1600-1750.Cambridge:
Cambridge University Press.
• Wallerstein, Immanuel. (1980). The Modern World System, Vol. II,
Mercantilism and the
• Consolidation of the European World Economy, 1600-1750. New York:Academic
Press.

Unit-II: The unit examines the social origins of the English Revolution. Important strands
within the Revolution and their outcomes will be analysed. (Teaching period:9 hrs. approx.)
• Gaunt, Peter, (Ed.). (2000). The English Civil War: The Essential Readings. Oxford:
Blackwell Publishers Limited.
• Hill, Christopher. (1985). The Collected Essays of Christopher Hill, Vol. 2, Religion and
• Politics in Seventeenth-Century England. Amherst: The University of Massachusetts
Press.
• Hill, Christopher. (1986). The Collected Essays of Christopher Hill, Vol. 3, People and
Ideas in Seventeenth-Century England. Amherst: The University of Massachusetts
Press.
• Kennedy, Geoff. (2008). Diggers, Levellers, and Agrarian Capitalism: Radical Political
Thought in Seventeenth-Century England. Lexington: LexingtonBooks.

Unit-III: The Unit will define the concept and features of Mercantilism. Trade and Empire and
their impact on Europe and the periphery will be dealt with in detail. (Teaching period: 9 hrs.
approx.)

12
 • Stern, Philip J and Carl Wennerlind, (Eds.). (2013). Mercantilism Reimagined: Political
Economy in Early Modern Britain and its Empire. Oxford: Oxford University Press.
• Solow, Barbara L. (Ed.). (1991). Slavery and the Rise of the Atlantic System. Cambridge:
• Cambridge University Press.
• Solow, Barbara L. and Stanley L. Engerman, (Eds.). (1987). British Capitalismand
Caribbean Slavery. Cambridge: Cambridge University Press.
• Mintz, Sidney W. (1986). Sweetness and Power: The Place of Sugar in Modern
History. NewYork: Penguin Books.
• Beckert, Sven. (2013). The Empire of Cotton: A New History of GlobalCapitalism,
Penguin Random House.

Unit-IV: The origins of modern science will be explained with its linkages to society, economy,
and Enlightenment. Scientific advances and their relationship with the rise of Modern West
will be highlighted. The unit will also define the phenomenon of Enlightenment. Main thinkers
and their ideas, and the connection betweenEnlightenment and modernity will be analysed.
(Teaching period: 9 hrs. approx.)
• Hellyer, Marcus, (Ed.) (2003). The Scientific Revolution. The Essential Readings.
Oxford:
• Blackwell Publishers Limited.
• Henry, John. (2008). The Scientific Revolution and the Origin of ModernScience.
London: Palgrave.
• Conrad, Sebastian. (2012). Enlightenment in Global History: A
Historiographical Critique.
• American Historical Review, Vol. 117, Issue 4, October, pp. 999-1027.
• Fitzpatrick, Martin, et. al. (Ed.). (2004). The Enlightenment World. London:
Routledge.
• Pagden, Anthony. (2013). The Enlightenment: And Why it Still Matters.Oxford:
Oxford University Press. (Introduction and conclusion).

Unit-V: The Unit will trace the causes of Industrial Revolution in Britain and the contribution
of colonial networks, exploitation and slavery to industrial capitalism in Europe. The
divergence debate will broaden the understanding of the path to industrialization. (Teaching
period: 9 hrs. approx.)
• Deane, Phyllis. (1965). The First Industrial Revolution. Cambridge: Cambridge
University Press.
• Hobsbawm, E. J.(1999). Industry and Empire. London: Penguin Books.
• Inikori, Joseph E. (2002). Africans and Industrial Revolution in England - A Study in
International Trade and Economic Development. Cambridge: Cambridge University
Press.
• Parthasarathi, Prasannan. (2011). Why Europe Grew Rich and Asia Did Not: Global
Economic Divergence, 1600-1800. Cambridge: Cambridge UniversityPress.

13
 • Pomeranz, Kenneth. (2000). The Great Divergence: China, Europe and the
Making of the Modern World. Princeton: Princeton University Press.

Suggestive readings (if any)

• Anderson, M. S. (1976). Europe in the Eighteenth Century, 1713-1783. Oxford:
Oxford University Press.
• Canny, Nicholas. (Ed.). (1998). The Oxford History of the British Empire, Vol. I,The
Origins
• of Empire, British Overseas Enterprise to the Close of the SeventeenthCentury.
Oxford: Oxford University Press.
• Coleman, D.C. (Ed.). (1969). Revisions in Mercantilism. London: MethuenYoung
Books.
• Floud, Roderick, and D.N. McCloskey (Eds.). (1997). The Economic History ofBritain
Since 1700, Vol. I: 1700-1860. Cambridge: Cambridge University Press.
• Henry, John. (2011). A Short History of Scientific Thought. London. Macmillan
International.
• Hill, Christopher. (1997). Puritanism and Revolution: Studies in the
Interpretation of the
• English Revolution of the 17th Century. London/New York: Palgrave
Macmillan.
• Huff, Toby E. (2003). The Rise of Early Modern Science: Islam, China and theWest.
Cambridge: Cambridge University Press (2nd edition).
• Marshall, P. J. (Ed.). (1998). The Oxford History of the British Empire, Vol. II,The
Eighteenth Century. Oxford: Oxford University Press.
• Mathias, Peter. (2001). The First Industrial Nation. London: Routledge.
• Stone, Lawrence. (2002). The Causes of the English Revolution, 1529-1642. New York:
Routledge.
• Studer, Roman. (2015). The Great Divergence Reconsidered - Europe, India, and the
Rise to Global Economic Power. Cambridge: Cambridge University Press.
• de Vries, Jan. (2008). The Industrious Revolution: Consumer Behaviour andthe
Household Economy, 1650 to the Present. Cambridge: CambridgeUniversity Press.
• Williams, Eric. (1944). Capitalism and Slavery. Chapel Hill: University of North Carolina
Press.

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

14
 DISCIPLINE SPECIFIC CORE COURSE– 3 (DSC-3): History of Modern Japan (c. 1868 –
1950s)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/ criteria requisite of
Practice the
course (if
any)
History of Modern 4 3 1 0 12 th Pass NIL
Japan (c. 1868 –
1950s)

Learning Objectives
The course studies the transition of Japan from quasi-feudalism to a modern industrialised
capitalist nation. It focuses on the political and economic strategies adopted by Japan to meet the
challenges posed by western imperialistic intrusions. It facilitates an understanding of Japan’s
emergence as a major non-European power withinan international order dominated by western
imperial powers. It studies the trajectory of Japan towards ultra-nationalism and militarism in the
context of a failed parliamentary democracy, eventually leading to disaster in the Second World
War. The course aims to pay close attention to historiographical shifts, contextualizing these
against the backdrop of their contemporary history and politics.

Learning outcomes
Upon the completion of this course the student shall be able to:
• Explain Japan’s attempts to create new institutional structures and recasttraditions
to encounter challenges of the west.
• Analyse historiographical shifts in Japanese history in the context of global
politics. Examine the divergent pathways to modernity followed by Japan.
• Locate and contextualise the history of Japan in world politics.
• Critically discuss contemporary international studies with much greater claritybased
on the knowledge of history and culture of Japan.

SYLLABUS OF DSC-3
Unit 1: Transition from Feudalism to Capitalism

15
 1. Crisis of the Tokugawa Bakuhan System
2. The Meiji Restoration: Nature and Significance; Early Meiji Reforms
3. Economic Development in the Meiji Era

Unit 2: Democracy and Militarism

1. Meiji Constitution
2. Failure of Parliamentary Democracy; Militarism and Fascism

Unit 3: Imperialistic Expansion

1. Korea
2. Manchuria
3. China

Unit 4: American Occupation, post-War Reconstruction

Practical component (if any) – NIL

Essential/recommended readings
Unit 1: This unit will introduce students to the history of Japan’s transition from feudalism to
capitalism. The Unit will also examine historical processes which led to Meiji Restoration and
its impact on the economy of Japan. (Teaching Time: 9 hrs. approx.)
• Gordon, A. (2003). A Modern History Of Japan- From Tokugawa Times To The Present.
New York: Oxford University Press, Chapter 3- The Intellectual World Of Late
Tokugawa &Chapter 4- Overthrow Of The Tokugawa.
• Hall, J.W. (1991). (Ed.). Cambridge History Of Japan. Volume Iv: Early Modern Japan.
• Cup. Cambridge.
• Jansen, M.B. (2000). The Making Of Modern Japan. Cambridge: HarvardUniversity
Press.
• Jansen. M.B. And Gilbert Rozman. (1986). Japan In Transition From Tokugawa To
Meiji. Princeton, Princeton University Press
• Livingston, J. Et Al. (1974). The Japan Reader: Volume I- Imperial Japan: 1800-1945.
Pantheon Asia Library, 1974.
• Mcclain, J.L. (2002). Japan – A Modern History. W.W. Norton And Company.Chapter
3- Self And Society.
• Pyle, K.B. (1995). The Making Of Modern Japan. Lexington: D.C. Heath.
• Sansom, G.B. (2015). The Western World And Japan-- A Study In The Interaction Of
European And Asiatic Cultures. Bibliolife Dba Of Biblio Bazaar Ii Llc. Chapters 14 And
15.
• Totman, C. (1980). Collapse Of The Tokugawa Bakufu.1862-1868. University OfHawaii
Press.

Unit 2: This unit deals with the emergence and growth of democratic governance in Japan.

16
The polemics of Meiji Constitution, and failure of democracy and subsequent rise of
Militarism have been examined in this unit. (Teaching Time: 12 hrs. approx. )
• Moore Jr., Barrington. (2015). Social Origins of Dictatorship and Democracy: Lord and
Peasant in the Making of the Modern World. Boston: Beacon Press.
• Beasley, W.G. (2000). The Rise of Modern Japan: Political, Economic and SocialChange
Since 1850. Palgrave Macmillan. Chapter 6- Protest and Dissent.
• Beckmann, G.M. (1957). The Making of the Meiji Constitution: The Oligarchs and the
Constitutional Development of Japan, 1868-1891. University of KansasPress.
• Jansen, M. B. et. al ed. (1988). Cambridge History of Japan. Volume V: The Twentieth
Century. Cambridge, CUP.
• Fairbank, J.K., E.O. Reischauer and A. M. Craig. (1998). East Asia: Tradition and
Transformation. New Jersey: Houghton Mifflin. Chapter 23- Imperial Japan:
Democracy and Militarism.
• Gordon, A. (2003). A Modern History of Japan- From Tokugawa Times to the Present.
New York: Oxford University Press. pp 88-91.
• Ike, N. The Beginnings of Political Democracy in Japan. Praeger, 1969.
• Jansen, M.B. (1988). Cambridge History of Japan. Volume V: The Nineteenth Century.
Cambridge: Cambridge University Press. pp 651-673
• Hall, J.W. (1970). Japan from Pre-history to Modern Times. Centre for Japanese
Studies, the University of Michigan. Chapter 16- The Meiji Constitution and the
Emergence of Imperial Japan. Chapter 17- The Decade of the 20’s- Political Parties and
Mass Movements.

Unit 3: This unit will enable students to understand the imperialistic designs of Japan and the
role of nationalism in its conception. It will also examine the nature and consequences of
Japanese colonialism in Korea, Manchuria and China. (Teaching Time: 12 hrs. approx.)
• Beasley, W.G. (1987) Japanese Imperialism 1894-1945. Oxford: Clarendon Press.
• Fairbank, J.K., E.O. Reischauer and A. M. Craig. (1998). East Asia: Tradition and
Transformation. New Jersey, Houghton Mifflin, 1998, Chapter 26- The New Japan.
• Hall, J.W. (1970). Japan from Pre-history to Modern Times. Centre for Japanese
Studies, the University of Michigan. Chapter 18- From Manchuria to War in the
Pacific.
• Iriye, A. (1981). Power and Culture, The Japanese-American War, 1941-1945. Harvard
University Press.
• Jansen, M.B. (1975). Japan and China: From War to Peace, 1894-1972. Princeton
University: Rand McNally College Publishing Company/Chicago. Chapter 4- Japan and
Change in Korea, Chapter 7-The New Generation, pp 241-247, Chapter 10-The Road
to the Pacific War.
• Mayo, J.M.(Ed.). (1970). The Emergence of Imperial Japan-Self Defence or Calculated
Aggression? Lexington, Massachusetts: D.C. Heath and Company. pp 19-24, 25-30,
47- 53, 55- 58, 69-73.
• Morley, J.W. (Ed). (1971). Dilemmas of Growth in Pre-war Japan. Princeton, New
Jersey: Princeton University Press. Chapter I- introduction: Choice and

17
  Consequence, Chapter IVThe Failure of Military Expansionism, Chapter VI- Rural
origins of Japanese Fascism, Chapter IX- Intellectuals as Visionaries ofthe New
Asian Order, Chapter XIII- What Went Wrong?.

Unit 4: This unit deals with the American occupation of Japan after World War-II and the post-
war reconstruction. (Teaching Time: 12 hrs. approx )
• Dower, J.W. (1999). Embracing Defeat: Japan in the Wake of World War II. New
York.W.W. Norton & Company.
• Duus, P. (1997). Modern Japan. Boston. Houghton Mifflin
• Jansen, M.B. (1975). Japan and China: From War to Peace, 1894-1972. Princeton
University: Rand McNally College Publishing Company/Chicago. Chapter 12- The
Postwar Era, pp 447-462.
• Porter, E.A. and Porter, Ran Ying, (2018) Japanese Reflections on World War II and the
American Occupation. Amsterdam, Amsterdam University Press.
• Takemae, E. (2002). The Allied Occupation of Japan. New York, London: The
Continuum International publishing group.

Suggested Readings:
• Akita, G. (1967). Foundations of the Constitutional Government in Japan, 1868-1900.
Harvard East Asian Series, 23. Cambridge, Mass: Harvard University Press.
• Allen, G.C. (1946). A Short Economic History of Modern Japan 1867-1937. London:
Allen &Unwin. (Chapter 2).
• Allen, G.C. (1946). A Short Economic History of Modern Japan 1867-1937. London:
Allen & Unwin, 1946, Chapter 2.
• Barnhart, M.A. (1995). Japan and the World since 1868. New York: Edward Arnold.
Beasley, W.G. (1963). The Making of Modern Japan. London:Werdenfield and
Nicolson, 1963, Chapter VI- New Men and New Methods 1868-1873.
• Beasley, W.G. (1972). The Meiji Restoration. Stanford University Press.
• Borton, H. (1955). Japan’s Modern Century. New York: Ronald Press Co.
• Chatterji, B.R. (1966). Modern Japan: Perry to Sato. Meerut, Meenakshi Prakashan,
India.
• Duus, P. (1968). Party Rivalry and Political Change in Taisho Japan. Harvard: Harvard
University Press.
• Fairbank, J.K., E.O. Reischauer and A. M. Craig. (1998). East Asia: Tradition and
Transformation. New Jersey: Houghton Mifflin, Chapter 15-Tokugawa Japan: A
Centralized Feudal State, Chapter 17- Japan’s Response to the West, andChapter 18-
Modernization in Meiji Japan.
• Hall, J.W. (1970). Japan from Pre-history to Modern Times. Centre for Japanese
Studies, the University of Michigan.
• Hall, J.W. (1991). ed. Cambridge History of Japan. Volume IV: Early Modern Japan.
Cambridge University Press. Beasley, W.G. (1963). The Making of

18
 Modern Japan. London: Werdenfield and Nicolson Chapter 1- Japan in theEarly
19th Century.
• Hane, M. (1992). Modern Japan: A Historical Survey. Avalon Publishing.
• Ike, N. (1969). The Beginnings of Political Democracy in Japan. Praeger.
• Jansen, M.B. (1965). ed. Changing Japanese Attitudes toward Modernization.
Princeton: Princeton University Press.
• Jansen, M.B. (1988). ed. The Cambridge History of Japan. Volumes IV, V and
 VI. Cambridge, Cambridge University Press.
• Jansen, M.B. and Gilbert Rozmaned, (1986). Japan in Transition: From Tokugawa to
Meiji. Princeton, New Jersey: Princeton University Press.
• Karlin, J.G. (2014). Gender and Nation in Meiji Japan: Modernity, Loss, And The Doing
of History. Honolulu: University of Hawai’i Press, 2014.
• Kiguchi, Junko. Japanese Women’s Rights in the Meiji Era. https://www.soka.ac.jp
Kunio
• Y. (1967). Japanese Economic Development: A Short Introduction. Oxford University
Press. Third edition 1995.
• Lockwood, W.W. (1954). The Economic development of Japan: Growth and Structural
Change, 1868-1938. Princeton, N.J.: Princeton University press.
• Lockwood, W.W. (1965). The State and Economic Enterprise in Japan. Part I and II.
Princeton: Princeton University Press.
• McClain, J.L. (2002). Japan – A Modern History. Boston.W.W. Norton andCompany.
• McLaren, W.W. (1923). A Political History of Japan during the Meiji Era 1867- 1912.
Reproduction by Nabu Press, 2000.
• Morris I. (Ed.). (1963). Japan 1931-1945: Militarism, Fascism, Japanism? D.C. Heath
and Company.
• Myers, R.H. and Mark R. Peattie (Ed.). (1984). The Japanese Colonial Empire, 1895-
1945. Princeton University Press.
• Norman, E.H. (1940). Japan’s Emergence as a Modern State. New York: International
Secretariat, Institute of Pacific Relations, First Indian Reprint1977, Khosla and Co.,
Chapter III The Restoration.
• Peffer, N. (1958). The Far East: A Modern History. University of Michigan Press.
Chapter 14- Constitutionalism, Japanese Style.
• Sansom, G.B. (1931). Japan: A Short Cultural History. London and New York: Cresset
Press and D. Appleton.
• Scalapino, R.A. (1953). Democracy and Party Movement in Pre-War Japan: theFailure
of the First Attempt. Berkeley: California University Press.
• Smethurst, R.J. (1974). A Social Basis for Pre-War Japanese Militarism: The Army and
the Rural Community. University of California Press.
• Storry, R. (1991). A History of Modern Japan. Original Publication 1961. Penguin
Publishing Group.
• Tipton, E.K. (2002) Modern Japan: A Social and Political History. London and New York:
Routledge.

19
 • Tsutsui, W.M. (2009). ed. A Companion to Japanese History. Oxford: Wiley- Blackwell.
Wray, H. and H. Conroy. (1983). Japan Examined: Perspectives on Modern Japanese
History. University of Hawaii Press, Honolulu.
• Yanaga, C. (1949). Japan since Perry. New York: McGraw-Hill Book Company.
• लातोर◌े त, क◌े नेथ ,क◌ॉट. (1965) ज◌ापान क◌ा इ9तहास. <म् >ल?: वैC ◌ा9नक
तथा तकनीकE शGम ् ◌ावल? आयोग, भारत सरकार.
• पण◌ु तांब◌ेकर, P ◌ीक ◌ृRण वSकट◌े श.(1967) एVशय◌ा कE Wवक◌ास◌ोXमख
◌ु एकत◌ा. लखनऊ : <हXम् ? सVम9त, सर◌्◌ू न◌ा Wवभ◌ाग, उ_र`म ् ◌ेश.
• Wवन◌ाक◌े , हर◌े >ि◌ एम. (1974). पव◌ू एc Vशय◌ा क◌ा आध◌ुनक इ9तहास. लखनऊ: <हXम् ?
 सVम9त सर्◌ू ना Wवभाग.
• तवार?, ` ◌ेमशंकर. (2005). जापान का इ9तहास. Wवgव भारती: Wवgव भारतीपचGलक◌े
शXस. ◌ुनक ज◌ापान क◌ा इ9तहास. <म् >ल?: खोसला पचGलVशग◌ं ह◌ाउस.
• नॉमनc , ई. एर्. (2015) आध
• सर◌ाओ, क◌े. ट?. एस. (2015) आध◌ुनक ज◌ाप◌ान क◌ा
इ9तह◌ास. <म् >ल? WवgवWवkय◌ालय: <हXम् ? म◌ाlयम
क◌ाय◌ाcXवयन9तनेशालय
• Wवkय◌ालंक◌ार, सmयक◌े त. ◌ु (2015). एVशय◌ा क◌ा आध◌ुनक इ9तहास,
मसर◌ू?: P ◌ी सर,वती ससन.
• पांि◌य◌े , धनप9त. (2017). आध◌ुनक एVशय◌ा क◌ा इ9तहास. <म् >ल?:
मोतील◌ाल बनारसीम ् ◌ास

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

20
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 4 (DSE): Environmental History of the
Indian Subcontinent

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
Environmental History 4 3 1 0 12 th Pass NIL
of the Indian
Subcontinent

Learning Objectives
This course aims to introduce the students to the environmental historiography ofthe
Indian subcontinent. The idea is to familiarize the students to the recent interventions in the
methodologies, theories, and concepts of doing environmental history. The course has the
following broad objectives: To introduce historical studies that explores the long-term
trajectories of man-nature interactions and revise the political history-based periodization of
the sub- continent’s past as self-contained ancient, medieval, and modern periods. The course
also introduces inter-disciplinary approaches- cartographic, geological, zoological, ecological
knowledge -that helps historians study the crucial role played by ecology in the shaping of
past societies.The themes and issues discussed in this course familiarizes the students to the
methods of using archaeological, bio and geo-archival sources, artistic depictions andoral
history sources to study the past relationship between human and environment.This will also
enable students to situate the environmental historiography that revises the colonial notion
of depicting pre-colonial India as an unchanging landscape.

Learning outcomes
After completing this course, students should be able to -
• Understand the historical methodologies and concepts to explain theenvironmental
contexts of the past social and cultural transformations.
• Develop a historical perspective on the complex relationship between society and
nature from prehistory to the present in the context of the Indian subcontinent.
• Discuss how societies developed technologies, sources of energy, and modes of
organising lives to adapt to varied ecological landscapes.
• Discuss environmental issues within a socio-cultural framework.

21
 • Examine the social, political and economic contexts of creating inequalities in resource
use, with reference to the case studies regarding water rights, forest rights, and the
right to have liveable cities.
• Locate solutions to environmental problems within a framework of greater
democratisation of resource use.

SYLLABUS OF DSE
Unit 1: Introduction to the Environmental History of the Indian Subcontinent
1. Doing Environmental History: Issues and Perspectives, Historiography
2. Sources: Archaeological, Bio and Geo-Archives, Arts and Crafts, and OralHistory

Unit 2: Living with Nature

1. Environment and Early Urban Societies: Harappan Civilization
2. Beliefs, Practices, and Natural Resources

Unit 3: Environment and Livelihood in Medieval Times

1. Pastoralism, Animal Husbandry, and Agriculture
2. Forests and Tribal Groups

Unit 4: Colonial Capitalism and Natural Resources

1. Changing Energy Regimes; Railway and Deforestation, Dams and HydroelectricPower
2. Rivers, Canals, and Embankments

Unit 5: Environmental Crisis and the Future

1. Factories and Urban Spaces; Bombay, Calcutta and Delhi
2. Industrial Agriculture; Biodiversity Loss; Species Extinction

Practical component (if any) - NIL

Essential/recommended readings
Unit 1: This unit provides an overview of environmental historiography of the Indian
subcontinent. The first rubric introduces the methods, theoretical concepts, and the major
sub- fields of environmental history. The second rubric explores how archeological records,
bio-mass, artistic depictions of nature, and oral history sources are integrated into
environmental history narratives. (Teaching time: 9 hrs. approx.)
• Mann, Michael (2013), “Environmental History and Historiography on South Asia:
Context and some Recent Publications,” South Asia Chronicle, Vol. 3, pp. 324-357.
• Rangarajan, Mahesh (2015), Nature and Nation: Essay on Environmental History.
Ranikhet: Permanent Black, pp. 1-45 [Chapter 1: “Introduction: Issues in the Writing
of Environmental History”]

22
 • Rangarajan, Mahesh (2002), “Polity, Ecology and Landscape: Fresh Writing on South
Asia’s Past,” Studies in History, Vol 17, No. 1, pp. 135-48.
• Arnold, David and Ramachandra Guha (1995), “Themes and Issues in the
Environmental History of South Asia,” In David and Ramachandra Guha, eds, Nature,
Culture, Imperialism: Essays on the Environmental History of South Asia. Delhi: Oxford
University Press, pp. 1-20.

Unit 2: This unit gives a synoptic overview of human interaction with the animals, plants, and
natural elements that sustained life. It shows how from the times of gathering, scavenging
and hunting to the beginning of agriculture, humans adapted to the environment even as
they tried to manipulate it, and maintained harmonywith it and advocated conservation of
earthly resources. (Teaching time: 9 hrs.approx)
• Mishra, V. N. (2008), “Climate, a Factor in the Rise and Fall of the IndusCivilization:
Evidence from Rajasthan and Beyond,” In Rangarajan, Mahesh, Environmental Issues
in India: A Reader. Delhi: Pearson, pp. 7-16.
• Lal, Makkhan (2008), “Iron Tools, Forest Clearance and Urbanization in the Gangetic
Plains,” In Mahesh Rangarajan, Environmental Issues in India: A Reader. Delhi:
Pearson, pp. 18-32.
• Thapar, Romila (2008), “Forests and Settlements,” In Mahesh Rangarajan,
Environmental Issues in India: A Reader. Delhi: Pearson, pp. 33-41.
• Gosling, David L. (2001), Religion and Ecology in India and Southeast Asia. London:
Routledge.
• Hughes, Donald J. (1998), “Early Ecological Knowledge of India from Alexander to
Aristotle to Aelian,” In Richard Grove, Vinita Damodaran, and Satpal Sangwan, Nature
and the Orient: The Environmental History of South and Southeast Asia. Delhi: Oxford
University Press, pp. 70-86.

Unit 3: This unit explores the patterns and processes of the expansion of agrarian landscapes,
pastoralism, and forest economies in India up to the eighteenth century. Providing an
overview of the dynamics of human-nature interaction during the medieval times will help
students to challenge the notions of considering pre- modern environments as a timeless
continuum. (Teaching time: 9 hrs. approx.)
• Murty, M. L. K, (2012), “Sheep/Goat Pastoral Cultures in the South Decan: The
Narrative as a Metaphor,” In Rangarajan, Mahesh and K. Sivaramakrishanan, eds
(2014), India’s Environmental History: A Reader. Ranikhet: PermanentBlack.
• Guha, Sumit (2008), “A Historical Study of the Control of Grass and Fodder Resources
in Eighteenth-Century Maharashtra,” In Rangarajan, Mahesh, Environmental Issues in
India: A Reader, pp. 97-106.
• Singh, Chetan, (1995), “Forests, Pastoralists and Agrarian Society in Mughal India,” In
David Arnold & Ramachandra Guha, eds., Nature, Culture, Imperialism: Essays on the
Environmental History of South Asia. Delhi: Oxford University Press, pp. 21-48.

23
 • Murali, Atluri (1995), “Whose Trees? Forest Practices and Local Communities in
Andhra, 1600-1922,” In David Arnold & Ramachandra Guha, eds., Nature, Culture,
Imperialism: Essays on the Environmental History of South Asia. Delhi: Oxford
University Press, pp. 86-122.

Unit 4: This unit explores how colonial capitalism as a powerful agent of environmental
transformations made fundamental changes to the land use patterns and livelihood
resources. The first rubric explores the environmental history of the colonial appropriation of
forests as raw material for railways expansion and rivers as dams and other hydraulic
infrastructures for industrial production and long-distance transportation. The second rubric
elaborates how the colonial appropriation of waterbodies and common lands through the
new revenue policies, acts and regulations affected indigenous fishing and other livelihood
patterns based on hydraulic resources. (Teaching time: 9 hrs. approx.)
• Gadgil, Madhav and Guha, Ramachandra. (1992). “Conquest and control.” In Madhav
Gadgil and Ramachandra Guha, eds., This Fissured Land: AnEcological History of India.
Delhi: OUP, pp. 113- 145.
• Guha, Ramchandra (1983), “Colonialism, Capitalism and Deforestation,” Social
Scientist,
• Vol. 11, No.4, pp.61-64.
• Das, Pallavi (2013), “Railway fuel and its impact on the forests in colonialIndia: The
case of the Punjab, 1860– 1884”, Modern Asian Studies, Vol.47, No.4, pp.1283-1309.
• Morrison, Kathleen D. (2010), “Dharmic Projects, Imperial Reservoirs, and New
Temples of India: An Historical Perspective on Dams in India,” Conservation and
Society, Vol. 8, No. 3, pp. 182-195.
• Singh, Vipul (2018), Speaking Rivers: Environmental History of a Mid-Ganga Flood
Country, 1540-1885. Delhi: Primus Books, pp. 122-158 [Chapter 6: “Decommonization
of the River”].
• D’Souza, Rohan, (2012), “Damming the Mahanadi River: The Emergence of Multi-
Purpose River Valley Development in India (1943-946),” In MaheshRangarajan & K.
Sivaramakrishnan, eds., India’s Environmental History: Colonialism, Modernity, and
the Nation. Ranikhet: Permanent Black, pp. 550- 583.
• Rao, G. N. (1988), “Canal Irrigation and Agrarian Change in Colonial Andhra: A Study
of Godavari District, c. 1850-1890, Indian Economic and Social History Review, Vol. 25,
No. 1, pp. 25-60.
• Hardiman, David (1996), ‘Small-dam Systems of the Sahyadris,” in David and
Ramachandra Guha, eds, Nature, Culture, Imperialism: Essays on the Environmental
History of South Asia. Delhi: Oxford University Press, pp. 185- 209.
• Gilmartin, David (1996), “Models of the Hydraulic Environment: Colonial Irrigation,
State Power and Community in the Indus Basin, In David Arnold & Ramachandra Guha,
eds, Nature, Culture, Imperialism: Essays on the

24
 Environmental History of South Asia. Delhi: Oxford University Press, pp. 210-36.

Unit 5: Historical thinking and writing on climate change help to provide a long-term
perspective on contemporary social, ecological, economic crisis with the question of socio-
environmental justice as a central concern. By focusing on the specific contextsof Bombay,
Calcutta and Delhi, the first rubric provides a historical perspective to the contemporary
urban problems of air and water pollution, and issues related to access to energy sources as
social issues of urbanized environment. The second rubric explains how the issues of
biodiversity loss, species extinction, and the industrialization of agricultural production
transforms livelihood patterns and cultural landscapes. (Teaching time: 9 hrs. approx)
• Awadhendra B. Sharan. In the City, Out of Place: Nuisance, Pollution, and Dwelling in
Delhi, c. 1850-2000. Delhi: Oxford University Press, 2014 [Introduction; Chapter 4:
Pollution]
• Agarwal, Ravi (2010), “Fight for a Forest,” In Seminar, No. 613, pp. 48-52.
• Riding, Tim (2018), “’Making of Bombay Island’: Land Reclamation and Geographical
Conception of Bombay, 1661-1728, Journal of Historical Geography, Vol. 59, pp. 27-
39.
• Klein, Ira (1986), “Urban Development and Death: Bombay City, 1870-1914”, Modern
Asian Studies, Vol.20, No.4, pp.725-754.
• Mann, Michael (2007), “Delhi’s Belly: The Management of Water, Sewerage and
Excreta in a Changing Urban Environment during the Nineteenth Century, Studies in
History, Vol. 23, No. 1, pp. 1-31.
• Shiva, Vandana (2016), Stolen Harvest: The Hijacking of the Global Food Supply.
Kentucky: The University Press of Kentucky, Chapter 1: “The Hijacking of the Global
Food Supply”, pp. 5-20.
• Adve, Nagraj (2022), Global Warming in India: Science, Impacts, and Politics. Bhopal:
Eklavya Foundation.

Suggested Readings:
• Bhattacharya, Neeladri (1992), ‘Colonial State and Agrarian Society,’ In Burton Stein,
ed. The Making of Agrarin Policy in British India, 1770-1900. Delhi:Oxford University
Press.
• Bulliet, Richard. (2005). Hunters, Herders and Hamburgers: The Past and Future of
Human-Animal Relationships. New York: Colombia University Press. pp. 205 -224.
• Chakravarti, Ranabir, (1998), “The Creation and Expansion of Settlements and
Managements of Hydraulic Resources in Ancient India,” In Richard Grove, et al, eds,
Nature and the Orient: The Environmental History of South and Southeast Asia.
Oxford: Oxford University Press, pp. 87-105.
• D’souza, Rohan (2006), Drowned and Dammed: Colonial Capitalism and Flood Control
in Eastern India. New Delhi: Oxford University Press.

25
 • Erdosy, George (1998), “Deforestation in Pre and Proto Historic South Asia,” InRichard
Grove, Vinita Damodaran, and Satpal Sangwan, Nature and the Orient: The
Environmental History of South and Southeast Asia. Delhi: Oxford University Press.
• Fisher, Michael H. (2018), An Environmental History of India: From Earliest Times to
the Twenty-first Century. New York: Cambridge University Press.
• Gadgil, Madhav and Ramachandra Guha (2000), The Use and Abuse of Nature.Delhi:
Oxford University Press.
• Grove, Richard (1997), Ecology, Climate and Empire. Delhi: Oxford University Press.
• Hughes, Donald (2006), What is Environmental History?. Cambridge: Polity Press.
Chapter 1: Defining Environmental History: pp. 1-17
• Malamoud, Charles (1998), Village and Forest in Ancient India. Delhi: Oxford
University Press.
• Meadow, R. H. (1981), “Early Animal Domestication in South Asia: A First Report of
Faunal Remains from Mehrgarh, Pakistan,” In H. Hartel, ed. South Asian Archaeology.
Berlin: Dietrich Reimer Verlag, pp. 143-79.

• Rangarajan, Mahesh (2008), “The Forest and the field in Ancient India,” In Rangarajan,
Mahesh, Environmental Issues in India: A Reader. Delhi: Pearson, pp. 42-48.
• Rangarajan, Mahesh and K. Sivaramakrishanan, eds (2014), India’s Environmental
History: A Reader. Ranikhet: Permanent Black [Introduction]
• Rodrigues, Louiza (2019), Development and Deforestation: The Making of Urban
Bombay, C. 1800-1880. Delhi: Primus Books.
• Satya, Laxman D. (1997), Cotton and Famine in Berar, 1850-1900, Delhi: Manohar
Publishers.
• Thapar, Romila, (2008), “Perceiving the Forest: Early India,” In Rangarajan, Mahesh
and
• K. Sivaramakrishanan, eds (2014), India’s Environmental History: A Reader. Ranikhet:
Permanent Black.
• Shiva, Vandana. (1988). “Women in the Food Chain” (Ch.5) in Vandana Shiva, Staying
Alive: Women, Ecology and Survival in India. New Delhi: Kali for Women. pp.96-178.
• Singh, Satyajit K. (1990), “Evaluating Large Dams in India,” Economic and Political
Weekly, Vol. 25, No. 11, pp. 561-574.
• Singh, Vipul (2018), Speaking Rivers: Environmental History of a Mid-Ganga Flood
Country, 1540-1885. Delhi: Primus Books.

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

26
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 1 (DSE): History of South East Asia – II

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
History of South East 4 3 1 0 12th Pass Should have
Asia – II studied History
of South East
Asia – I

Learning Objectives
This paper offers an overview of modern Southeast Asian history to students who could be familiar
or unfamiliar with the region. A study of the social, economic, and political transformations in
Southeast Asia during the colonial period will enable students to develop a critical and comparative
approach, given their in-depth study of South Asian history. In this paper students will learn how
to engage with recent historiographical developments, especially on themes of education, gender,
race, historical anthropology, and maritime history. The paper offers analysis of impact of
colonialism and the process of decolonisation on the region. The student shall analyse the
establishment and changing character of the European presence from a commercial enterprise to
a colonial state; the transformation of local society and the emergence of anti-colonial
movements; and the transformations in the region since the Second World War.

Learning outcomes
Upon the completion of this course the student shall be able to:
• Explain the character and functioning of colonial state and society.
• Analyse the impact of the European presence on maritime and agrarianeconomy of
the region.
• Examine the impact of maritime activity of local society and polity and the
developments in the economic and architectural history of the region.
• Discern the influences of new forms of knowledge, Euro-centric notions of
modernity and how ideas of race defined local religion.
• Illustrate the transformation of the local agrarian and labour economy.
• Interpret the history of popular movements and peasant revolts
• Describe the historiographical trends to study history of Southeast Asia

27
SYLLABUS OF DSC-3
Unit 1: From Commerce to Colonialism:
1. The Dutch and English ascendancy
2. Changing Patterns of Maritime Trade: The Straits of Malaka

Unit II: Colonialism in Dutch Indonesia, British Burma: The 19th and 20th centuries
1. The Colonial State: Traditional elite, Race and the Legal Order
2. Agrarian Transformation: Plantation Economy, Peasant Protests
3. Colonial Modernity: Education and religion in the early twentieth century

Unit III: Southeast Asia: Nationalism, Anti-Colonial Movements 1900-1970s

1. Burma: From Independence to the Revolutionary Council
2. Indonesia: The Revolution, the making of Indonesia, Sukarno

Unit IV: Post War Southeast Asia

1. Language and Politics in Modern Southeast Asia: The Malay and the making ofmodern
Malaysia
2. The Port and City in Southeast Asia: Singapore
Practical component (if any) - NIL
Essential/recommended readings
Unit-I: The student will be able to demonstrate their understanding of the beginnings of
European Colonialism in the region by specifically taking up the case studies of theEnglish and
Dutch East India Companies in the 17th and 18th centuries. They will alsodemonstrate an
understanding of how ethnic communities like those in the straits of Melaka responded to
the changes in trade and politics. (Teaching time: 6 hrs. approx.)
• Tarling, Nicholas. (1993). Cambridge History of South East Asia, Volume I & II,
Cambridge: Cambridge University Press
• Reid, Anthony. (1993). Southeast Asia in Early Modern era: Trade, Power andBelief,
• Ithaca and London: Cornell University Press
• Goor, Jurrien van. (2004). Prelude to Colonialism: The Dutch in Asia,Hilversum:
Uitgeverij Verloren

Unit- II: At the end of this rubric the students will be able to demonstrate an understanding
of the nature of the colonial state in Southeast Asia. They will throughthe case studies of
Dutch Indonesia and British Burma learn about the structure and organization of the colonial
state and how the agrarian plantation economy altered the political and economic landscape
of the region during this period. They will also through a specific case study of Indonesia, show
how certain policies of the colonial state and western notions of modernity impacted local
society and Islam. (Teaching time: 15 hrs. approx.)

28
 • Tarling, Nicholas. (1993). Cambridge History of South East Asia, Volume II,
Cambridge: Cambridge University Press
• Saha, Jonathan. (2013). Law, Disorder and the State: Corruption in Burma
c.1900, New York: Palgrave Macmillan
• Keck, Stephen L. (2015). British Burma in the New Century, 1895-1918, London:
Palgrave Macmillan
• Vickers, Adrian. (2015). A History of Modern Indonesia, Cambridge: Cambridge
University Press
• Bosma Ulbe and Raben Remco. (2008). Being “Dutch” in the Indies: A history
of creolization and Empire, 1500-1920 (trans. Wendie Shaffer), Singapore:Ohio
University Press and National University of Singapore
• Breman, Jan. (1989). Taming the Coolie Beast: Plantation Society and the
Colonial Order in South East Asia, Delhi: Oxford University Press
• Scott, James. (1976). Moral Economy of the Peasant: Rebellion and Subsistence
in Southeast Asia, New Haven: Yale University Press
• Ann Stoler, ‘Plantation, Politics and Protest on Sumatra’s East Coast’, Journal of
Pesant Studies, Vol.13, No.2, 1986
• Pannu, Paula, Production and Transmission of Knowledge in Colonial Malaya,
Asian Journal of Social Science, Vol 37, No 3, Special Focus, Beyond Sociology,
2009, pp.427- 451
• Laffan, Michael. (2011). The Makings of Indonesian Islam: Orientalism and the
Narration of a Sufi past, Princeton: Princeton University Press
• Ali, Muhammad. (2016). Islam and Colonialism: Becoming Modern in Indonesia
and Malaya, Edinburgh: Edinburgh University Press

Unit-III: After completing this rubric, the students will demonstrate a detailed
understanding of the nationalist and anti colonial movements in Southeast Asiathrough
the case studies of Indonesia, Vietnam and Burma. They will also be expected to
demonstrate an understanding of how the nationalist movements and post war politics
in the region came to shape these countries in the early decades after independence
(in the 1950s and 70s). (Teaching time: 15 hrs. approx.)
• Christie, Clive J. (2000). A Modern History of Southeast Asia: Decolonization,
Nationalism and Separatism, London: I.B. Tauris
• Tarling, Nicholas. (1993). Cambridge History of South East Asia, Volume II,
Cambridge: Cambridge University Press
• Tarling, Nicholas. (1998). Nations and States in Southeast Asia, Cambridge:
Cambridge University Press
• Callahan, Mary P. (2003). Making Enemies: War and State Building in Burma,
Ithaca: Cornell University Press
• Myint-U, Thant. (2001). The Making of Modern Burma, Cambridge: Cambridge
University Press
• Vickers, Adrian. (2015). A History of Modern Indonesia, Cambridge: Cambridge
University Press

29
 • Elson, R.E. (2008). The Idea of Indonesia: A History, Cambridge: Cambridge
University Press

Unit-IV: At the end of this rubric the students will be expected to demonstrate an
understanding of how the colonialism has impacted the nature of post colonialpolitics.
Examining Malaysia and Singapore as case studies, they will show how, decolonization
and modern state building have required certain approaches towards remembering
the past and projecting the future. (Teaching time: 9 hrs. approx.)
• Harper, T.N. (1999). The End of Empire and the Making of Malaya, Cambridge:
Cambridge University Press
• Ali, Muhammad. (2016). Islam and Colonialism: Becoming Modern in
Indonesia and Malaya, Edinburgh: Edinburgh University Press
• Kevin Blackburn and ZongLun Wu. (2019). Decolonising the History Curriculum
in Malaysia and Singapore, London: Routledge
• Ahmad, Abu Talib. (2015) Museums, History and Culture in Malaysia.
Singapore: National University of Singapore Press

Suggested Readings:
• Adas, Michael. (1974). Burma Delta: Economic Development and Social Change
on the Rice Frontier, 1852-1941, Wisconsin: University of Wisconsin Press
• Bloembergen Marieke. (2006). Colonial Spectacles: The Netherlands and the
Dutch East Indies at the World Exhibitions, 1880-1931, (trans. Beverley Jackson)
Singapore: Singapore National University Press
• Blusse, Leonard. (1981). ‘Batavia, 1619-1740: The Rise and Fall of a Chinese
Colonial Town’, Journal of Southeast Asian Studies, Vol.12, No.1, Ethnic Chinese
in Southeast Asia, pp.159-178
• Charney, Michael W. (2010). A History of Modern Burma, Cambridge:
Cambridge University Press
• Christie, Clive. (2001). Ideology and Revolution in Southeast Asia 1900-1980:
Political Ideas of the Anti-Colonial era, London: Curzon
• Day, Tony. (2002). Fluid Iron: State formation in Southeast Asia, Honolulu:
University of Hawaii Press Honolulu
• Goscha, Christopher. (2016). The Penguin History of Modern Vietnam, London:
Penguin
• Gouda, Francis. (2008). Dutch Culture Overseas; Colonial Practice in the
Netherlands Indies 1900-1942, Jakarta: Equinox Publishing
• Keyes, Charles F., E. Jane Keyes and Nancy Donnelly. (1991). ,Reshaping Local
Worlds: Formal Education and Cultural Change in Rural Southeast Asia, New
Haven: Yale University Press
• Knapman, Gareth. (2016). Race and British Colonialism in South-East Asia, 1770-
1870: John Crawford and the Politics of Equality, London: Routledge
• Laffan, Michael Francis. (2003). Islamic Nationhood ad Colonial Indonesia: The
umma below the winds, London: Routledge

30
 • Owen, Norman G. (2014). Routledge Handbook of Southeast Asian History,
London: Routledge
• Phongpaichit, Pasuk, Chris Baker, Christopher John Baker. (2005). A History of
Thailand, Cambridge: Cambridge University Press
• Rachael Loew. (2016). Taming Babel: Language in the Making of Malaysia,
Cambridge: Cambridge University Press
• Sardesai, D.R. (1997). Southeast Asia: Past and Present, New Delhi: Harper
Collins
• Scott, James. (2009). The Art of Not Being Governed: An Anarchist History of
Upland Southeast Asia', Yale University Press
• Seekins, Donald M. (2011). State and Society in Modern Rangoon, London:
Routledge
• Segawa, Noriyuki. (2019). National Identity, Language and Education in
Malaysia: Search for a Middle Ground between Malay Hegemony and Equality,
London: Routledge
• Shiraishi, Saya and Takashi Shiraishi (ed.) (1993). The Japanese in Colonial
Southeast Asia, Ithaca: Cornell University Press
• Tarling Nicholas. (2001). Imperialism in Southeast Asia: A Fleeting, Passing
Phase,
• London: Routledge
• Tiffin Sarah. (2016). Southeast Asia in Ruins: Empire in the early 19th century,
Singapore: National University of Singapore
• Trocki, Carl A. (2006). Singapore: Wealth, Power and the culture of control,
London: Routledge
• Tucker, Shelby. (2002). Burma: The Curse of Independence, New Delhi:
Penguin

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

31
 DSE for BA (Hons.)

DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE): History of Vernacular Literature

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibilit Pre-
Lecture Tutorial Practical/ ycriteria requisite
Practice of the
course
(if any)
DSE- History of 4 3 1 0 12 Pass -
th

Vernacular
Literature

Learning Objectives
In their peregrinations across the globe, humans have created thousands of languages. Yet
all languages are not equal. In each region, there are dominant languages with better
standardisation of the rules for writing and articulation, and other languages. The elite
languages tend to be spoken by a minority and other languages, of peoples who interact
with the speakers of the elite/cosmopolitan language, evolve interacting with those
languages. In ancient Europe, Latin was the cosmopolitan language, the languages of the
regions conquered or influenced by Rome, such as the Germanic realms, England, Gaul and
Iberia were deemed vernaculars. Over time, these vernaculars, German, French, English
and Spanish evolved into fully articulated languages of high status in their own right and
serving as the cosmopolitan language of the colonies of their respective empires.

In the Indian subcontinent, too, it is possible to see a similar evolution of different languages
in different parts of the country. Sanskrit, the name itself meaning refined, was the elite
language for exacting standards of scientific inquiry, administration, and aesthetic
exploration, whereas assorted Prakrit grew into what came to be called Indian vernaculars.
While Sanskrit had a pan-India presence, Southern India saw Tamil serving in that role for
the region’s other languages such as Kannada, Telugu and Malayalam, all of which
interacted with Sanskrit as well.

The evolution of these languages — some developed elaborate grammar and capacity to
become the written standard for assorted variations and dialects, others live on without a
written form — played a huge role in shaping the histories of India’s regions. The Indian
Constitution’s recognition of 22 languages in the Eighth Schedule is testimony to how core
these languages are to the identities of their speakers.

Learning Outcomes
This paper would help the student perceive the historical development of different regions and their
particular languages. A defining characteristic of humans is language, the medium for
communication, coherent conceptualisation, accumulation and development as well as revision of
knowledge, creation of culture and its transmission across geography and generations. Language
plays a big role in constituting identity – of the self and of imagined communities.

SYLLABUS OF DSC-3
Unit 1: Debating the Vernacular and its significance for History
Unit 2: Language Culture and Histories from the South

32
Unit 3: The Early Modern Context of Language and Region
Unit 4: The Colonial Context

Practical component (if any) – NIL

Essential/recommended readings

Unit 1: Debating the Vernacular and its significance for History: This section would introduce
students to appreciating India’s history by looking at different regional histories through the prism
of their languages. A discussion of the debates relating to the use of the terminology ‘vernacular’
and its meanings in the Indian context would be the focal point. (Teaching Hours: 09 hours)

Essential Readings
• Orsini, Francesca, “How to do Multi-lingual Literary History? Lessons from Fifteenth- and
Sixteenth-century North India”, The Indian Economic & Social History Review, June 2012, pp.
225-246.
• Partha Chatterjee and Raziuddin Aquil (eds), History in the Vernacular, Permanent Black,
Ranikhet/New Delhi, 2008 (Introduction).
• Pollock, Sheldon, “The Cosmopolitan Vernacular”, The Journal of Asian Studies, Vol. 57, No. 1,
February 1998, pp. 6-37.
• Zutshi, Chitralekha, “Translating the Past: Rethinking ‘Rajatarangini’ Narratives in Colonial
India, The Journal of Asian Studies, Vol. 70, No. 1, February 2011, pp. 5-27.

Unit 2: Language Culture and Histories from the South: In the context of Indian History, the
significance of the continuities and discontinuities that constitute the concept of the Tamil region
and its dynamics of regional histories. The connections between Sanskrit and early Kannada
scholarship would be a point of discussion for studying the Kannadiga region. (Teaching time: 09
hours)
1. Tamizhakkam
2. Kannada and state patronage

Essential Readings
• Ganesh, K.N., “Spaces in History: A Study in Human Geography in the Context of Sangam Texts”,
Human Geography in the Context of Sangam Texts”, Studies in History, 25(2), 151–195, 2009
• Pollock, Sheldon, “The Cosmopolitan Vernacular Author”, The Journal of Asian Studies, Vol. 57,
No. 1, February 1998, pp. 6-37.
• Ramaswamy, Sumathi, “Language of the People in the World of Gods: Ideologies of Tamil
before the Nation”, Journal of Asian Studies, Vol. 57, No. 1, February 1998, pp. 66-92.
• Ramaswamy, Sumathi, Passions of the Tongue Language Devotion in Tamil India, 1891–1970,
University of California Press, 1997.

Unit 3: In this section, the student will engage with the formation of regional languages and
identities through some case studies. Promising areas of language and literature shaping the voice
of the region will induce exciting conversations. (Teaching time: 09 hours)

The Early Modern Context of Language and Region:

1. Marathas and Marathi
2. Hindavi/ Awadhi
3. Braj and the Vernacular debate

33
 Essenatial Readings
• Busch, Allison, “Hidden in Plain View: Brajbhasha Poets at the Mughal Court”, Modern Asian
Studies, Vol. 44, No. 2, 2010, pp. 267-309.
• Deshpande, Prachi, Creative Pasts: Historical Memory and Identity in Western India, 1700-
1960, Columbia University Press, 2007.
• Narayanan, Varadarajan and Prakash, Rabi, “Emerging Scholarship on Vernacular
Languages in Early Modern North India: A Conversation with Imre Bangha”, in Economic &
Political Weekly, Vol. 56, No. 02, January 2021, Engage (Online), accessed on 6th May 2022.
• Pollock, Sheldon, “India in the Vernacular Millenium: Literary Culture and Polity, 1000-
1500,” Daedalus, Vol. 127, No. 3, Early Modernities, 1998, pp. 41-74.

Unit 4: The period of the nineteenth and the twentieth centuries in some ways is also about
the making of the idea of India. The mingling of languages, the firming of scripts, selections
and eliminations, and overall standardisation of the languages became the turf of immense
discussion and debate, indicating moments of crisis and shifts. The period became a
site of contestation in the making of the region and the nation. (Teaching Time:18 hours)
The Colonial Context:
1. Standardisation of Language
2. Language Movements and Identities: Odia/ North East (Kuki or Assamese)
3. Vernacular to National

Essential Readings
• Dalmia, Vasudha, Nationalisation of Hindu Traditions: Bharatendu Harishchandra and
Nineteenth-century Banaras, Oxford India Paperbacks, 1999.
• Guite, Jangkhomang, “Colonialism and Its Unruly? - The Colonial State and Kuki Raids in
Nineteenth Century Northeast India”, Modern Asian Studies, Vol. 48, No. 5, September 2014,
pp.1188-1232.
• Guite, Jangkhomang, “Memory and Forgetting in Postcolonial North-East India”, Economic
& Political Weekly, Vol. 46, No. 8, February 2011, pp. 56-64.
• Mishra, Pritipuspa, Language and the Making of Modern India: Nationalism and the
Vernacular in Colonial Odisha, 1803–1956, Cambridge University Press, 2020.
• Misra, Salil, ‘Transition from the Syncretic to the Plural: the World of Hindi and Urdu’,
Jamal Malik and Helmut Reifeld (ed.) Religious Pluralism in South Asia and Europe, New Delhi,
OUP, 2005, pp. 268-97.
• Tuteja, K.L., Religion, Community and Nation: Hindu Consciousness And Nationalism in
Colonial Punjab, Primus Books, 2021.

Suggested Readings:
• Borek, Piotr, “Indian Vernacular History-writing and Its Ideological Engagement: A
Contemporary Account on Shivaji’s Visit to Agra (1666) in Brajbhāṣā Verse”, Cracow
Indological Studies, Vol. XXII, No. 1, 2020, pp. 1–17.
• Mantena, Rama Sundari, “Vernacular Publics and Political Modernity: Language and
Progress in Colonial South India”, Modern Asian Studies, Vol. 47, No. 5, 2013, pp. 1678-1705.
• Pandian, M.S., Brahmin and Non-Brahmin: Genealogies of the Tamil Political Present,
Permanent Black, 2007.
• Rai, Amrit, The Origin and Development of Hindi/Hindavi, Oxford University Press, Delhi,
1984.
• Sahu, B. P., The Making of Regions in Indian History: Society, State and Identity in Pre-
modern Orissa, Primus Books, Delhi, 2019.
• Sardesai, Govind Sakharam, New History of the Marathas, Vol. 1, 2 and 3, Phoenix
Publications, Bombay, 2018.

34
• Thakur, Gautam Basu, “Vernacular Objects | Indian Mutiny | Imperial Panic:
Victorian Literature and Culture”, Vol. 44, No. 3, 2016, pp. 557-576.

Note: Examination scheme and mode shall be as prescribed by the e xaminationBranch,

University of Delhi, from time to time.

35
 DSE for BA (Hons.)

DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE): Delhi Through the Ages

Course title & Code Credits Credit distribution of the course Eligibilit Pre-requisite
Lecture Tutorial Practical/ ycriteria of the course
Practice (if any)
DSE- Delhi Through 4 3 1 0 12th Pass
the Ages

Course Objective
This introductory course looks at watershed moments in Delhi’s historical past concerning politics,
urbanization, culture, and crisis to provide a background to Delhi’s significance and dilemmas today.

Learning Outcome
Upon completion of this course, the student shall be able to:
• To provide a framework within which to locate and study the history of Delhi till the early modern
period.
• Analyse and comprehend the challenges of Delhi through the study of the history of its political,
urban, and socio-cultural developments and changes

Course Content
Unit I: The Historical Polities of Delhi:
a) Indraprastha: from Earliest time to 1000CE
b) Delhi in the Tomar-Chauhan period
c) Sultanate Delhi
d) Shahjahanabad
e) The colonial capital

Unit II: Delhi’s Urbanization and its Challenges:

a) Lal Kot to Tughluqabad
b) Delhi under the Mughals
c) Delhi’s modern transformation in the 20 th Century

Unit III: The Syncretic and Changing Culture of Delhi:

a) Ashokan Edicts and Iron Pillars
b) Hazrat-i Delhi: Nizamuddin Auliya and Nasiruddin Chirag Delhi
c) Humayun Tomb
d) Growth of Urdu language and literature in 18 th -19 th Century Delhi
e) Delhi University

Unit IV: A City of Crises, Resilience and Transition

a) The Mongols Invasions
b) Delhi when it was not the Mughal capital
c) ‘Crisis’ of the 18 th Century?
d) Delhi in the 19 th Century: Between the Mughals and the Colonial
e) The Revolt of 1857
f) Delhi in 1947

36
Practical component (if any) – NIL

Essential/recommended readings
Unit 1: This unit will seek to introduce the students to the various significant historical political
formations that emerged in Delhi by focusing on the debate on Indraprastha; evidence for Lalkot-
Rai Pithora; the nature of the Sultanate polity and the city; the imperial design of Shahjahanabad
and the British conception of the city as an imperial capital. (Teaching Time: 12 hoursApprox.)

Essential Reading
• Singh, Upinder. 2006. Ancient Delhi, Delhi: Oxford University Press
• R., Mani B., and I. D. Dwivedi 2006. &#39;Anangpur Fort: The Earliest Tomar Settlements,
Near Delhi,’ in Upinder Singh, ed., Delhi: Ancient History, Social Science Press, New Delhi, pp
200–204.
• Mani, B.R. 1997. Delhi: Threshold of the Orient; (Studies in Archaeological
• Investigations), Aryan Books International
• Kumar, Sunil. 2011. “;Courts, Capitals and Kingship: Delhi and its Sultans in the Thirteenth
and Fourteenth Centuries CE”; in Albrecht Fuess and Jan Peter Hartung. (eds.).Court
Cultures in the Muslim World: Seventh to Nineteenth Centuries, London:
• Routledge, pp. 123-148
• Kumar, Sunil. (2009) ‘Qutb in Modern Memory.’ In: Kaul, Suvir, (ed.), Partitions of Memory.
Delhi: Permanent Black, pp. 140–182.
• Blake, Stephen, 1985. “;Cityscape of an Imperial City: Shahjahanabad in 1739”;, in R.E.
Frykenberg, Delhi Through the Ages: Essays in Urban History, Culture and Society, Oxford
University Press, pp. 66-99
• Metcalf, Thomas. 1989. Imperial Visions. Delhi: Oxford University Press, 211–239, (Ch.7 &
39; New Delhi: The Beginning of the End&#39;).

Unit II: This unit will briefly explore significant periods of urbanization in Delhi and some of the
challenges faced during these developments. It will trace the early urbanization of Delhi from Lal
Kot to Tughluqabad, the changes during the Mughal Period, Marathas and Sikhs in Delhi and finally,
the transformation of Delhi in the 20 th Century, focusing on migration and displacement. (Teaching
Time: 12 hours Approx.)

Essential Readings:
• Ali, Athar. 1985; Capital of the Sultans: Delhi through the 13th and 14th Centuries, in R.E.
Frykenberg, ed., Delhi Through the Age: Essays in Urban History, Culture
• and Society, Delhi: Oxford University Press, pp. 34-44
• Shokoohy, Mehrdad. 2007. Tughluqabad: a paradigm for Indo-Islamic Urban
• Planning and its architectural components. London: Araxus Books.
• Welch, Anthony and Howard Crane. (1983). “The Tughluqs: Master Builders of the Delhi
Sultanate”: Muqarnas, vol. 1 pp. 123-166.
• Hasan, Nurul, S. (1991). “The Morphology of a Medieval Indian City: A Case Study of
Shahjahanabad”, In Indu Banga (ed.). The City in Indian History, Delhi: Manohar, pp. 87-98.
• Gupta. Narayani. (1993). “The Indomitable City,” in Eckart Ehlers and Thomas
• Krafft, eds., Shahjahanabad / Old Delhi: Tradition and Change. Delhi: Manohar, pp. 29-44.
• Rezavi, Syed Ali Nadeem, (2010). “The Mighty Defensive Fort’: Red Fort at Delhi
• Under Shahjahan -- Its Plan and Structures as Described by Muhammad Waris.”
• Proceedings of the Indian History Congress 71, pp. 1108–1121.
• Chenoy, Shama Mitra. (1998). Shahjahanabad, a City of Delhi, 1638-1857. New
• Delhi: Munshiram Manohar Lal Publishers.
• Datta, V N. 1986.; Punjabi Refugees and the Urban Development of Greater Delhi, ; in Robert
Frykenberg(ed), Delhi Through the Ages: Essays in Urban History Culture and Society. Delhi:
OUP, 442–462.
• Tarlo, Emma. 2001. Welcome to History: A Resettlement Colony in the Making.
• Manohar Publishers and Distributors, 51-69.

37
 Unit III: This unit will touch upon some episodes in the past of Delhi that show the historical shaping
and reshaping of a syncretic culture over time, with a focus on the names of Delhi, beliefs about the
Iron Pillar, Ashokan Edict, the emergence of Sufi tradition in Sultanate Delhi, Mughal architecture,
Urdu language and literature in the 18 th - 19 th Century Delhi Renaissance and the emergence
of Delhi University. (Teaching Time: 9 Hours Approx.)

Essential Reading:
• Richard J. Cohen, “An Early Attestation of the Toponym Ḍhillī,” Journal of the American
Oriental Society, Vol. 109 (1989), pp. 513–519.
• Singh, Upinder. 2006. Ancient Delhi, Delhi: Oxford University Press
• Haidar, Najaf. 2014;Persian Histories and a Lost City of Delhi,’ Studies in People History, vol.
1, pp. 163–171
• Pinto, Desiderios. J. (1989). “The Mystery of the Nizamuddin Dargah: the Account of
Pilgrims,” in Christian W. Troll, ed., Muslim Shrines in India, Delhi: Oxford University Press,
pp. 112–124.
• Aquil, R. 2008.;Hazrat-i-Dehli: The Making of the Chishti Sufi Centre and the Stronghold of
Islam, South Asia Research 28: 23–48.
• Sunil Kumar, The Pir’s Barakat and the Servitor’s Ardour: The Contrasting History of the two
Sufi Shrines in Delhi in Mala Dayal ed. Celebrating Delhi, Penguin, 2010.
• Lowry, Glenn D. 1987. Humayun’s Tomb: Form, Function, and Meaning in Early Mughal
Architecture. Muqarnas, Vol. 4, pp. 133-148
• Koch, Ebba. (1994). “Diwan-iʿAmm and Chihil Sutun: The Audience Halls of Shah Jahan”.
Muqarnas, vol. 11, pp. 143-165.
• Alam, Muzaffar. 2013; Introduction to the second edition: Revisiting the Mughal Eighteenth
Century”; in The Crisis of Empire in Mughal North India: Awadh and the Punjab 1707-1748,
Delhi: Oxford University Press, pp. xiii-lxiv
• Shamsur Rahman Faruqi. A Long History of Urdu Literary Culture, Part 1: Naming and
Placing a Literary Culture in Sheldon Pollock ed. Literary Cultures in History:
Reconstruction from South Asia, University of California Press, 2003, pp. 803-863.
• Hardeep Puri, DELHI UNIVERSITY: Celebrating 100 Glorious Years, Delhi, 2022
• Naim, C. M. 2004. Ghalib’;s Delhi: A Shamelessly Revisionist Look at Two Popular Metaphors
; in Urdu Texts and Contexts: The Selected Essays of C. M. Naim, Delhi: Permanent Black, pp.
250–279.
• Verma, Pavan K. (2008). Ghalib: The Man, the Times, Penguin India.
• Basu, Aparna. 1986; The Foundations and Early History of Delhi University ; in
• Robert Frykenberg ed, Delhi Through the Ages: Essays in Urban History Culture and Society,
Delhi: Oxford University Press, pp 401-430

Unit IV: This unit will examine a few exceptional periods of crisis in the history of Delhi and how
these phenomena shaped the city over time. (Teaching Time: 12 hours Approx.)

Essential Readings:
• Jackson, Peter. 1986. ‘Delhi: The Problem of a Vast Military Encampment,’ in: R.E.
Frykenberg (ed.). Delhi Through the Ages: Essays in Urban History, Culture, and Society,
New Delhi: Oxford University Press, 1986), 18–33.
• Ojha, Archana, Impact of Mongol Invasions on the Delhi Sultanate, Proceedings of Indian
History Congress, no. 52, 1991, pp. 245-248.
• Chandra, Satish. 1991; Cultural and Political Role of Delhi, 1675-1725”;, in R.E. Frykenberg,
Delhi through the Ages: Essays in Urban History, Culture and Society, Delhi: Oxford
University Press, 106–116.
• Spear, TGP. Twilight of the Mughals. Alam, Muzaffar. 2013, “Introduction to the second
edition: Revisiting the Mughal Eighteenth Century” in The Crisis of Empire in Mughal North
India: Awadh and the Punjab 1707-1748, Delhi: Oxford University Press, pp. xiii-Ixiv
• Liddle Swapna, The Broken Script: Delhi Under the East India Company and the Fall of the Mughal
Dynasty 1803-1857, Speaking Tiger Books, 2022.

38
 • Lahiri, Nayanjot. 2003; Commemorating and Remembering 1857: The Revolt in Delhi and its
Afterlife ; World Archaeology, vol. 35, no.1, 35–60.
• Pandey, Gyan. 2001. Remembering Partition, Cambridge: Cambridge University
• Press. (Chapter 6: Folding the National into the Local: Delhi 1947-1948, pp. 121–151.

Suggested Readings
• Anthony Welch, ‘The Shrine of the Holy Footprint in Delhi’, Muqarnas, 14 (1997): 116-178;
• Asher, Catherine B. 2000. “;Delhi Walled: Changing Boundaries”; in James D. Tracy, City Walls:
The Urban Enceinte in Global Perspective, Cambridge: Cambridge University Press, pp. 247–
281.
• Bayly, Christopher Alan. (1986). “Delhi and Other Cities of North India during the ‘Twilight,’”
in Delhi through the Ages: Essays in Urban History, Culture, and Society, edited by Robert Eric
Frykenberg, Delhi: Oxford University Press, pp. 221–36.
• Blake, Stephen P. 1991. Shahjahanabad: The Sovereign City in Mughal India, 1639- 1739.
Cambridge; New York: Cambridge University Press.
• Hasan, Zafar. 1922. A Guide to Nizamu-d Din. New Delhi: Memoirs of the Archaeological Survey
of India,
• Habib, Irfan. 1978. ‘Economic History of the Delhi Sultanate -- an Essay in Interpretation’,
Indian Historical Review, vol. 4, pp. 287-303.
• Flood, Finbarr B. 2008. “Introduction”; in Finbarr B. Flood, Piety and Politics in the Early Indian
Mosque, Delhi: Oxford University Press, pp. xi-lxxviii
• Page, J.A. 1926. A Historical Memoir on the Qutb. New Delhi: Memoirs of the Archaeological
Survey of India No,22
• Page, J.A. 1937. A Memoir on Kotla Firoz Shah, Delhi. New Delhi: Memoirs of the Archaeological
Survey of India #52
• Shamsur Rahman Faruqi, (2001). “A True Beginning in the North” and “A Phenomenon called
‘Vali’” in Early Urdu Literary Culture and History, Delhi: Oxford University Press, pp. 109-126,
129-142.
• Singh, Upinder. Ed., (2006) Delhi: Ancient History, Delhi: Social Science Press
• Flood, Finbarr B. 2003. “;Pillars, Palimpsests, and Princely Practices: Translating the past in
Sultanate Delhi; RES: Anthropology and Aesthetics, No. 43, Islamic Arts, pp. 95–116.
• Anand Taneja. Saintly Visions: Other Histories and History&#39;s Others in the Medieval
Ruins of Delhi; IESHR, 49 (2012).
• Pinto, Desiderios. J. (1989). The Mystery of the Nizamuddin Dargah: the Account of Pilgrims,”
in Christian W. Troll, ed., Muslim Shrines in India, Delhi: Oxford University Press, pp. 112–124.
• Frances W. Pritchett, A Long History of Urdu Literary Culture, Part 2: Histories, Performances,
and Masters in Sheldon Pollock ed. Literary Cultures in History: Reconstruction from South
Asia, University of California Press, 2003, pp. 864–911.
• Upinder Singh, Discovering Ancient in Modern Delhi. In Mala Dayal ed. Celebrating Delhi,
Penguin, 2010.
• Farooqui, Mahmood. 2013. Besieged: Voices from Delhi, 1857. Delhi: Penguin.
• (Dateline pp. xix-xxvii; In the Name of the Sarkar, pp 407-432.)
• Mann, Michael. 2005. Turbulent Delhi: Religious Strife, Social Tension and Political Conflicts,
1803-1857 ; South Asia: Journal of South Asian Studies, vol.28, no.1, pp. 5-34
• Pilar, Maria Guerrieri, (2017). ‘The Megacity of Delhi: Colonies, Hybridisation and Old New
Paradigms,’ in Rethinking, Reinterpreting and Restructuring Composite Cities edited by
Gülsün Sağlamer, Meltem Aksoy, Fatima Erkök, Cambridge: Cambridge Scholars Publishing,
pp. 18-33
• Russell, Ralph. 1998. “Ghalib: A Self Portrait,” in Ralph Russell, Ghalib: The Poet and His Age.
Delhi: OUP. Also available at:
http://www.columbia.edu/itc/mealac/pritchett/00ghalib/texts/txt_ralphrussell_1972.pdf
• Vazira, Fazila Yacoobali Zamindar. (2007). The Long Partition and the Making of South Asia:
Refugees, Boundaries, Histories. New York: Columbia University Press. (Chapter I: Muslim
Exodus from Delhi.)
Note: Examination scheme and mode shall be as prescribed by the e xamination Branch,
University of Delhi, from time to time.

39
 Category II
BA (Prog.) with History as Major

DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) – : History of India c.1550 – 1700

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India c. 4 3 1 0 12 th Pass Should have
1550 – 1700 studied History
of India, 1200-
1550

Learning Objectives
This course provides an analytical study of the history of India from 1550 to 1700 CE. It introduces
students to a thematic study of the main aspects of the period delineating major transitions,
changes and developments that include the establishment of the Mughal state and Rajput polities,
encompassing political, administrative, cultural and economic aspects. Through select regional
case studies it also underlines the interconnectedness of the subcontinental region in its transition.

Learning outcomes
After the successful completion of this Course, the students will be able to:
• Identify the major political developments in the history of India during the period between
the sixteenth century and between the beginning of the eighteenth century.
• Outline the changes and continuities in the field of culture, especially with regard to art,
architecture and Sufi movement.
• Discuss the economic history of the period under study in India especially, where agrarian
production and its implications are concerned.
• Delineate the development of trade and urban complexes during this period.

SYLLABUS OF DSC-1

40
Unit I: Foundation, expansion and consolidation of the Mughal State, c.16th to 17th century:
Expansion and consolidation; Administrative structures: Mansabdari and Jagirdari.
Unit II: Akbar to Aurangzeb: Rajputs, imperial ideology; religious policy.
Unit III: 17th century transition: Marathas, Sikhs.
Unit IV: Art and architecture: Taj Mahal and Red Fort; Mughal painting.
Unit V: Society, culture and religion: Sufism: Naqshbandi; popular literature from theDeccan:
Chakki-Nama and Charkha-Nama.
Unit VI: Economy and integrated patterns of exchange: Inland and maritime trade; non-
agrarian production.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit would have taught students about the complex political, cultural and social
world constructed under the Mughal regime. It will also introduce students to the
administrative structure of the Mughal state. (Teaching Time: 9 hrs)
• Alam, M., and S. Subrahmanayam. (1998). The Mughal State 1526-1750. Delhi:Oxford
University Press.
• Richards, J F. (1996). The New Cambridge History of India: The Mughal Empire.
• Cambridge: Cambridge University Press.
• Raychaudhuri, T. and I. Habib. (Eds.). (1982). The Cambridge Economic Historyof India,
Vol.1: c1200-1750. Delhi: Orient Longman, pp. 163-192.
• Bhargava, Meena. ed. (2010). Exploring Medieval India: Sixteenth to theEighteenth
centuries, Delhi: Orient Black Swan.
• Habib, I. (Ed.). (1997). Akbar and his India, Delhi: Oxford University Press.
(Relevant chapters).
• Habib. I. (Ed.). (2016). Akbar aur Tatkalin Bharat, Delhi: Rajkamal Prakashan
Samuh.(Relevant Chapters).
• Verma, H.C. (Ed.). (2003). Madhyakalin Bharat, Bhag 2, Delhi: Hindi Madhyam
Karyanvan Nideshalaya, Delhi University.
• Ali, M. Athar. (1996). Mughal Nobility under Aurangzeb, Delhi: OxfordUniversity
Press.
• Habib, I. (1999). The Agrarian System of Mughal India, 1554-1707. Delhi: Oxford
University Press.

Unit II: This unit would have taught students about the Mughal relation with the Rajputs along
with their religious ideas which shaped the Mughal state. It will also introduce students to
the diverse ways in which Mughal imperial ideology came tobe constructed. (Teaching
Time: 12 hrs. approx.)
• Ali, S Athar. (2008). ‘Sulh-i-Kul and Religious Ideas of Akbar’ in Mughal India: Studies
in Polity, Ideas, Society and Culture, Delhi, OUP.

41
 • Butler-Brown, Katherine. (2007). “Did Aurangzeb Ban Music? Questions for the
historiography of his reign,” Modern Asian Studies vol. 41, no.1, pp. 77- 120.
• Sreenivasan, Ramya. (2014) ‘Faith and allegiance in the Mughal Era: Perspectives from
Rajasthan’ in Vasudha Dalmia and Munis D Faruqi, ReligiousInteractions in Mughal
India, Delhi. OUP.
• Trushke, Audre. (2017). Aurangzeb: The Man and the Myth, Delhi: Penguin.
• Ziegler. P Norman. (1998). Some Aspects on Rajput Loyalties during the Mughal
period’.in J F Richards (ed.) Kingship and Authority in South East Asia. Delhi. OUP.

Unit III: This unit would have taught students about emerging political formation in the
Deccan. Through a study of the Marathas and Sikhs they would develop a better
understanding of how the competition for resources in the seventeenth century contributed
to the emergence of a new body of elites with political aspirations. (Teaching Time: 6 hrs.
approx.)
• Gordon, S. (1993). The New Cambridge History of India: The Marathas, 1600- 1818.
• Cambridge: Cambridge University Press.
• Wink, Andre. (1986). Land and Sovereignty in India: Agrarian Society and Politics under
the Eighteenth Century Maratha Svarajya. Delhi: OrientLongman, pp. 51 – 65.
• Grewal, J.S. (1986). The New Cambridge History of India: The Sikhs. Delhi: Cambridge
University Press.
• Singh, Chetan. (1991). Region and Empire: Punjab in the Seventeenth Century.Delhi:
Oxford University Press.

Unit IV: This unit would have taught students about the architectural and painting traditions
in the Mughal period. The student would be expected to appreciate the political and artistic
complexities that played an important role during the period. This will be achieved through
case studies of a tomb (the Taj Mahal), imperial fort (Red Fort) and Mughal paintings.
(Teaching Time: 7 hrs. approx.)
• Koch, Ebba. (2006). The Complete Taj Mahal and the river front gardens of Agra,
London. Thames & Hudson.
• Asher, Catherine B. (1992). The New Cambridge History of India, The Architecture of
Mughal India, Part 1, Vol. 4, Cambridge: Cambridge University Press, pp. 169-215.
(Chapter-5: Shah Jahan and the crystallization of Mughal style)
• Koch, Ebba. (2001). Mughal Art and Imperial Ideology: Collected Essays. Delhi: Oxford
University Press. pp. 1-11 & 130-162.
• Blake, Stephen, (1985). “Cityscape of an Imperial City: Shahjahanabad in 1739”, in R.E.
Frykenberg, Delhi through the Ages: Essays in Urban History, Culture and Society,
Oxford University Press, pp. 66-99.
• Koch, Ebba. (1990). Mughal Architecture. Delhi: Oxford University Press. pp. 97-115.

42
 • Rezavi, Syed Ali Nadeem, (2010). “‘The Mighty Defensive Fort’: Red Fort at Delhi under
Shahjahan -- Its Plan and Structures as Described by Muhammad Waris.” Proceedings
of the Indian History Congress 71, pp. 1108–1121.
• Desai, Vishaka N. (1990). “Painting and politics in Seventeenth Century North India:
Mewar, Bikaner and the Mughal Court.” Art journal vol. no.4, pp.370- 378.
• Verma, Som Prakash. (2009). Interpreting Mughal Painting: Essays on Art,Society, and
Culture. Delhi: Oxford University Press.

Unit V: This unit would have taught students about the cultural traditions in the Mughal
period with special reference to Naqshbandi, Sufi and popular mystic literature from the
South. (Teaching Time: 5 hrs. approx.)
• Eaton, Richard M. (1974, 2000). “Sufi Folk Literature and the Expansion of Islam,”
History of Religion vol. 14, pp.117-127. (Also available as Essays on Islam and Indian
History. Delhi: Oxford University Press, pp.189-199.).
• Habib, Irfan. (1981), ‘The Political Role of Sheikh Ahmad Sirhindi and Shah Waliullah’.
• Proceedings of Indian History Congress.
• Hasan, Nurul. (2005). ‘Shaikh Ahmad Sirhindi and Mughal Politics’ in SatishChandra
(ed.),
• Religion State and Society in Medieval India: Collected works of Nurul Hasan,New
Delhi.
• Nizami, K A. “Naqshbandi Influence on Mughal rulers and politics’, IslamicCulture,
39, 1(1965): pp. 41-52.
• Schimmel, Annemarie. (1973). “The Sufi Ideas of Shaykh Ahmad Sirhindi”, DieWelt
des Islams, New Series, Vol. 14, Issue ¼. Pp.199-203.

Unit VI: This unit would have taught students about the gradual integrations of agricultural
and artisanal production, and the establishment of circuits of exchange during Mughal period.
They will also be able to develop an understanding of Inland as well as Indian Ocean trade
and its impact on the South Asian economy. (Teaching Time: 6hrs. approx.)
• Raychaudhuri, T and I. Habib. (Eds.). (1982). The Cambridge Economic History of India,
Vol.1: c1200-1750. Delhi: Orient Longman, pp. 214-434.
• Bhargava, Meena. (Ed.). (2010). Exploring Medieval India: sixteenth to the eighteenth
centuries. Delhi: Orient BlackSwan, pp. 307-327.
• Prakash, Om. (1998). The New Cambridge History of India: European Commercial
Enterprise in Pre-Colonial India. Delhi: Cambridge University Press.
• Gupta, Ashin Das and M.N. Pearson. (1997) India and the Indian Ocean 1500- 1800.
Delhi: Oxford University Press.

Suggestive readings
• Asher, Catherine B. and Cynthia Talbot. (2006). India before Europe. Cambridge:
Cambridge University Press.

43
 • Chandra, S. (2004). Medieval India: From Sultanate to the Mughals, Part 2.Delhi:
Haranand Publications.
• Chandra, S. (2004). Madhyakalin Bharat: Sultanate se Mughal tak, Bhag 2.Delhi:
Jawahar Publishers.
• Chandra, S. (2007). History of Medieval India (800-1700). Delhi: OrientLongman.
• Chandra, S. (2007). Madhyakalin Bharat: Rajniti, Samaj aur Sanskriti, Aathwi se
Satrahvis shtabditak. Delhi: Orient Black Swan.
• Eaton, Richard M. (1996). The Sufis of Bijapur, 1300-1700: Social Roles of Sufis in
Medieval India. Princeton: Princeton University Press.
• Faruqui, Munis D. (2012) The Princes of the Mughal Empire, 1504-1719.Cambridge:
Cambridge University Press
• Green, Nile. (2002). Sufis and Settlers in the Early Modern Deccan, Delhi:Oxford
University Press.
• Habib, I. (2003). Madhyakalin Bharat ka Arthik Itihas Ek Sarvekshan. Delhi:
Rajkamal, 2003.
• Habib, I. (Ed.). (1981-2003). Madhyakalin Bharat. 10 volumes. Delhi; Rajkamal.
• Hasan, S. Nurul. (2008). Religion, State and Society in Medieval India. Delhi:Oxford
University Press.
• Khanna, M. (2007). Cultural History of Medieval India. Delhi: Social Science
Press.pp.203- 236.
• Khanna, M. (2012). Madhyakalin Bharat Ka Sanskritik Itihas. Delhi: Orient Black
Swan.pp219-254.

• Koch, Ebba. (2013). Mughal Architecture: An Outline of its History and Development
(1526- 1858). Delhi: Primus.
• Moosvi, Shrieen.(2007), ‘The Road to Sulh-i-Kul Akbar’s Alienation from Theological
Islam in Irfan Habib (ed.) Religion in Indian History. Delhi. Tulika Books.
• Moosvi, Shireen. (1987). The Economy of the Mughal Empire. Delhi: Oxford University
Press.
• Rizvi, SAA. (1993). Muslim Revivalist Movements in Northern India during 16thand
17th centuries. Delhi: Munshiram Manoharlal.
• Vaniana, Eugenia. (2004). Urban Crafts and Craftsmen in Medieval India (Thirteenth-
Eighteenth Centuries). Delhi: Munshiram Manoharlal.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

44
 DISCIPLINE SPECIFIC CORE COURSE (DSC -2): Cultural Transformations in Early
Modern Europe – II

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the Eligibility Pre-requisite of

Code course criteria the course
Lecture Tutorial Practical/ (if any)
Practice
Cultural 4 3 1 0 12th Pass Should have
Transformations in studied Cultural
Early Modern Transformations
Europe – II in Early Modern
Europe – I

Learning Objectives
The objective of the course is designed to make the students familiar with the essential
transitions and transformations in early modern European socio-cultural life, economy and
polity. The first unit aims to critically examine the dynamics of Scientific Revolution and the
Enlightenment in Europe that emerged from the MiddleAge. The second unit deals with the
Literary and artistic developments which focuses on the developments in art, literature,
science and philosophy and al-so deals with women and the new Public Sphere. The content
in the third unit will enable them to understand the spread of popular culture and the
mentalities of the Europeans and its cultural im-pact. The idea is to give them European
perspective of cultural transformations in early modern Europe.

Learning outcomes
After completing this course, students will be able to:
• Understand the different perspectives of Cultural and Scientific developments in Europe.
• Explain the impact of Renaissance in the realm of art, literature, science andphilosophy and
the processes by which major transformation unfolded inEuropean society and culture.
• Trace the developments in Literacy and artistic field.
• Identify the social and cultural aspects after the transitions in popular culture and
mentalities.

SYLLABUS OF DSC

45
Unit-I: The Scientific Revolution and the Enlightenment
1. A new view of the universe and matter[b] Reflections on the scientificmethod.
2. Hobbes, Locke and the Philosophes and the ideas of Enlightenment

Unit-II: Literary and artistic Developments

1. Literary trends from Dante to Shakespeare
2. Art from Baroque to Rococo and Neoclassicism
3. Novels as an art form
4. Women and the new Public Sphere

Unit-III: Transitions in popular culture and mentalities c. 1550-1780

1. Family and marriage patterns
2. The decline of magic, the rise of witch trials
3. Changing mentalities and popular protests: Jacqueries, food riots and thecrowd

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: The Unit will give concepts and explanations behind the rise of Scientific Revolution
and the Enlightenment during the early Modern Europe. The dominant ideas of Hobbes,
Locke, and the philosophes will be introduced to the students. (Teaching Time: 15 hrs.
approx.)
• Anderson, M.S. Europe in the Eighteenth Century, 1713-1783. New York:Longman
• Burke, Peter. Popular Culture in Early Modern Europe. UK: Ashgate, 2009.
• Davies, Norman, Europe: A History. New York: Harper Collins, 1998.

Unit-II: This Unit imparts the understanding of the literary and artistic developments during
c. 1500- 1800. (Teaching Time: 15 hrs. approx.)
• Burckhardt, Jacob. The Civilisation of the Renaissance in Italy. University of Virginia:
Phaidon Press, 1965.
• Burke, Peter. (1999). The Italian Renaissance, Culture and Society in Italy. Princeton:
Princeton University Press. (Chpts: Introduction, chpts:1, 2, 3, 4 & 6)
• Kaborycha, Lisa. (2011). A Short History of Renaissance Italy. New York: Pearson
• Nauert, C.G. (2006) Humanism and the culture of Renaissance Europe. Cambridge
University Press.
• Kraye, J. and Jill, K. eds. (1996) The Cambridge companion to Renaissance humanism.
Cambridge University Press.

46
Unit-III: The Unit emphasises different dimensions of popular culture and the mentalities of
the early Modern Europeans that helps in learning the challenges and changes in the socio-
economic, religious and political sphere and their influences on the lives of the people in
various regions of Europe. (Teaching Time: 15 hrs
• King, Margaret L. Western Civilisation: A Social and Cultural History. New York:
Prentice- Hall, 1999
• Parish, Helen L. (2018). A Short History of the Reformation. London, New York:
o B. Tauris.
• Mac Culloch, Diarmaid. (2004). Reformation: Europe's House Divided, 1490-1700.
London: Penguin Books Ltd.
• Cameron, E. (2012) The European Reformation. Oxford University Press.
MacCulloch, D. (2005) The reformation.
• Anderson, M.S. Europe in the Eighteenth Century, 1713-1783. 2nd and. NewYork:
Longman
• Burke, Peter. Popular Culture in Early Modern Europe. UK: Ashgate, 2009.
• Davies, Norman, Europe: A History. New York: Harper Collins, 1998
• Burns, E. M., Ralph, P. L., Lerner, R. E., & Meacham, S. (1986).Worldcivilisation,
vol. AWW Norton & Co., New York, NY.

Suggested Readings:
• Anderson, Perry. Lineages of the Absolutist State. London: New Left books, 1974.
• Braudel, Ferdinand. Civilisation and Capitalism- 15th to 18th century Vol. I. California:
University of California Press, 1992 (paperback).
• Burckhardt, Jacob. The Civilisation of the Renaissance in Italy. University of Virginia:
Phaidon Press, 1965.
• Chartier, Roger. Arthur Goldhammer, Phillippe Aries and George Duby, eds. A History
of Private Life, Vol III: Passions of the Renaissance. U.S.A.: Harvard University Press,
1988.
• Davis, Natalie Zemon. The Return of Martin Guerre, Massachusetts, London: Harvard
University Press, 1983. • Gay, Peter. The Enlightenment: AnInterpretation. New York:
Alfred K. Knopf, 1966
• Ginsberg, Carlo. The Cheese and the Worms. U.S.A.: John Hopkins University Press
(JHUP) 1983
• Huizinga, J. The Waning of the Middle Ages. New York: Dover Publications,1999.
• Jacob, Margaret C. The Cultural Meaning of the Scientific Revolution, U.S.A.:
Temple University Press, 1988.
• Kearney, Hugh. Science and Social Change 1500 – 1700. University ofWisconsin-
Madison: McGraw- Hill, 1971.
• Thomas, Keith. Religion and the Decline of Magic. England: Penguin Books,1991.
• Ladurie, Emmanuel Le Roy. The Peasants of Languedoc. Urbana and Chicago:
University of Illinois Press, 1974.

47
 • Merriman,J. (2009) A History of Modern Europe: from the Renaissance to the
Present (Vol. 1). WW Norton & Company.
• Merriman, J. (2019) A History of Modern Europe: Volume 2 (Vol. 2). WW
Norton & Company.
• संक्◌ा◌ंततकल◌ीन र ◌ूर◌ोप : अरतव◌ंम ् तसन ्ह◌ा , ग्रंथ तशल्प◌ी प्राइवट
◌े तलतमटि
◌ ◌े ,
2015.
• आधत
ु नक र ◌ोप का इततहास : आर ◌ाम एवं ततशाए : म् ◌े व◌ेश मीना
तववर,

भारद्वाम ् एवं वंम ् ना र्◌ौधर�

• आधुतनक र ◌ूरोप का इततहास: आर ◌ाम एवम ततशाएं ] (सह-संपाम ् न), तहन्द�
माध ्यम क◌ार ◌ा ◌ान◌्वनच ततनश
◌े ◌ालर◌् ततल्ल◌ी-7, 2010 (revised second edition, 2013)
• र ◌ोप◌ीर◌् स◌ंस◌्क◌ृ तत (1400-1800): म् ◌े व◌ेश तववर,◌् संप◌ाततत, तहन◌्द◌ी

माध ्यम
क◌ार ◌ा ◌ान◌्वनच ततनश
◌े ◌ालर, ततल्ल◌ी- 7, 2006,2010.
• आध◌ुतनक पतश्रम
् क◌े म्उर◌् क◌ा इततहास , मीन◌ा�◌ी फ◌ू कन, ल�◌्म◌ी पमभब्लक
शन,2012.
• आध◌ुतनक पतश्रम
् क◌े म्उर◌् , पाथासारतथ ग◌ुप◌्त◌ा, तहन्द◌ी माध ्यम ◌ा ◌ान्वन
क◌ारततने शालर् ,ततल्ल�-7, 2015(New Edition).

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

48
 Category III
BA (Prog.) with History as Non-Major

DISCIPLINE SPECIFIC CORE COURSE (DSC-1): History of India c. 1550 – 1700

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India c. 4 3 1 0 12 th Pass Should have
1550 – 1700 studied History
of
India c. 1200-
1550

Learning Objectives

This course provides an analytical study of the history of India from 1550 to 1700 CE. It introduces
students to a thematic study of the main aspects of the period delineating major transitions,
changes and developments that include the establishment of the Mughal state and Rajput polities,
encompassing political, administrative, cultural and economic aspects. Through select regional
case studies it also underlines the interconnectedness of the subcontinental region in its transition.

Learning outcomes
After the successful completion of this Course, the students will be able to:
 Identify the major political developments in the history of India during the period between
the sixteenth century and between the beginning of the eighteenth century.
 Outline the changes and continuities in the field of culture, especially with regard to art,
architecture and Sufi movement.
 Discuss the economic history of the period under study in India especially, where agrarian
production and its implications are concerned.
 Delineate the development of trade and urban complexes during this period.

SYLLABUS OF DSC-1

49
Unit I: Foundation, expansion and consolidation of the Mughal State, c.16th to 17th century:
Expansion and consolidation; Administrative structures: Mansabdari and Jagirdari.
Unit II: Akbar to Aurangzeb: Rajputs, imperial ideology; religious policy.
Unit III: 17th century transition: Marathas, Sikhs.
Unit IV: Art and architecture: Taj Mahal and Red Fort; Mughal painting.
Unit V: Society, culture and religion: Sufism: Naqshbandi; popular literature from theDeccan:
Chakki-Nama and Charkha-Nama.
Unit VI: Economy and integrated patterns of exchange: Inland and maritime trade; non-
agrarian production.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit would have taught students about the complex political, cultural and
social world constructed under the Mughal regime. It will also introduce students to the
administrative structure of the Mughal state. (Teaching Time: 9 hrs. approx.)
• Alam, M., and S. Subrahmanayam. (1998). The Mughal State 1526-1750. Delhi:Oxford
University Press.
• Richards, J F. (1996). The New Cambridge History of India: The Mughal Empire.
• Cambridge: Cambridge University Press.
• Raychaudhuri, T. and I. Habib. (Eds.). (1982). The Cambridge Economic Historyof India,
Vol.1: c1200-1750. Delhi: Orient Longman, pp. 163-192.
• Bhargava, Meena. ed. (2010). Exploring Medieval India: Sixteenth to theEighteenth
centuries, Delhi: Orient Black Swan.
• Habib, I. (Ed.). (1997). Akbar and his India, Delhi: Oxford University Press.
(Relevant chapters).
• Habib. I. (Ed.). (2016). Akbar aur Tatkalin Bharat, Delhi: Rajkamal Prakashan
Samuh.(Relevant Chapters).
• Verma, H.C. (Ed.). (2003). Madhyakalin Bharat, Bhag 2, Delhi: Hindi Madhyam
Karyanvan Nideshalaya, Delhi University.
• Ali, M. Athar. (1996). Mughal Nobility under Aurangzeb, Delhi: OxfordUniversity
Press.
• Habib, I. (1999). The Agrarian System of Mughal India, 1554-1707. Delhi: Oxford
University Press.

Unit II: This unit would have taught students about the Mughal relation with the Rajputs along
with their religious ideas which shaped the Mughal state. It will also introduce students to
the diverse ways in which Mughal imperial ideology came tobe constructed. (Teaching
Time: 12 hrs. approx.)
• Ali, S Athar. (2008). ‘Sulh-i-Kul and Religious Ideas of Akbar’ in Mughal India: Studies
in Polity, Ideas, Society and Culture, Delhi, OUP.

50
 • Butler-Brown, Katherine. (2007). “Did Aurangzeb Ban Music? Questions for the
historiography of his reign,” Modern Asian Studies vol. 41, no.1, pp. 77- 120.
• Sreenivasan, Ramya. (2014) ‘Faith and allegiance in the Mughal Era: Perspectives from
Rajasthan’ in Vasudha Dalmia and Munis D Faruqi, ReligiousInteractions in Mughal
India, Delhi. OUP.
• Trushke, Audre. (2017). Aurangzeb: The Man and the Myth, Delhi: Penguin.
• Ziegler. P Norman. (1998). Some Aspects on Rajput Loyalties during the Mughal
period’.in J F Richards (ed.) Kingship and Authority in South East Asia. Delhi. OUP.

Unit III: This unit would have taught students about emerging political formation in the
Deccan. Through a study of the Marathas and Sikhs they would develop a better
understanding of how the competition for resources in the seventeenth century contributed
to the emergence of a new body of elites with political aspirations. (Teaching Time: 6 hrs.
weeks approx.)
• Gordon, S. (1993). The New Cambridge History of India: The Marathas, 1600- 1818.
• Cambridge: Cambridge University Press.
• Wink, Andre. (1986). Land and Sovereignty in India: Agrarian Society and Politics under
the Eighteenth Century Maratha Svarajya. Delhi: OrientLongman, pp. 51 – 65.
• Grewal, J.S. (1986). The New Cambridge History of India: The Sikhs. Delhi: Cambridge
University Press.
• Singh, Chetan. (1991). Region and Empire: Punjab in the Seventeenth Century.Delhi:
Oxford University Press.

Unit IV: This unit would have taught students about the architectural and painting traditions
in the Mughal period. The student would be expected to appreciate the political and artistic
complexities that played an important role during the period. This will be achieved through
case studies of a tomb (the Taj Mahal), imperial fort (Red Fort) and Mughal paintings.
(Teaching Time: 7 hrs. approx.)
• Koch, Ebba. (2006). The Complete Taj Mahal and the river front gardens of Agra,
London. Thames & Hudson.
• Asher, Catherine B. (1992). The New Cambridge History of India, The Architecture of
Mughal India, Part 1, Vol. 4, Cambridge: Cambridge University Press, pp. 169-215.
(Chapter-5: Shah Jahan and the crystallization of Mughal style)
• Koch, Ebba. (2001). Mughal Art and Imperial Ideology: Collected Essays. Delhi: Oxford
University Press. pp. 1-11 & 130-162.
• Blake, Stephen, (1985). “Cityscape of an Imperial City: Shahjahanabad in 1739”, in R.E.
Frykenberg, Delhi through the Ages: Essays in Urban History, Culture and Society,
Oxford University Press, pp. 66-99.
• Koch, Ebba. (1990). Mughal Architecture. Delhi: Oxford University Press. pp. 97-115.

51
 • Rezavi, Syed Ali Nadeem, (2010). “‘The Mighty Defensive Fort’: Red Fort at Delhi under
Shahjahan -- Its Plan and Structures as Described by Muhammad Waris.” Proceedings
of the Indian History Congress 71, pp. 1108–1121.
• Desai, Vishaka N. (1990). “Painting and politics in Seventeenth Century North India:
Mewar, Bikaner and the Mughal Court.” Art journal vol. no.4, pp.370- 378.
• Verma, Som Prakash. (2009). Interpreting Mughal Painting: Essays on Art,Society, and
Culture. Delhi: Oxford University Press.

Unit V: This unit would have taught students about the cultural traditions in the Mughal
period with special reference to Naqshbandi Sufi and popular mystic literature from the
South. (Teaching Time: 5 hrs. approx.)
• Eaton, Richard M. (1974, 2000). “Sufi Folk Literature and the Expansion of Islam,”
History of Religion vol. 14, pp.117-127. (Also available as Essays on Islam and Indian
History. Delhi: Oxford University Press, pp.189-199.).
• Habib, Irfan. (1981), ‘The Political Role of Sheikh Ahmad Sirhindi and Shah Waliullah’.
• Proceedings of Indian History Congress.
• Hasan, Nurul. (2005). ‘Shaikh Ahmad Sirhindi and Mughal Politics’ in SatishChandra
(ed.),
• Religion State and Society in Medieval India: Collected works of Nurul Hasan,New
Delhi.
• Nizami, K A. “Naqshbandi Influence on Mughal rulers and politics’, IslamicCulture,
39, 1(1965): pp. 41-52.
• Schimmel, Annemarie. (1973). “The Sufi Ideas of Shaykh Ahmad Sirhindi”, DieWelt
des Islams, New Series, Vol. 14, Issue ¼. Pp.199-203.

Unit VI: This unit would have taught students about the gradual integrations of agricultural
and artisanal production, and the establishment of circuits of exchange during Mughal period.
They will also be able to develop an understanding of Inland as well as Indian Ocean trade
and its impact on the South Asian economy. (Teaching Time: 6 hrs. approx.)
• Raychaudhuri, T and I. Habib. (Eds.). (1982). The Cambridge Economic History of India,
Vol.1: c1200-1750. Delhi: Orient Longman, pp. 214-434.
• Bhargava, Meena. (Ed.). (2010). Exploring Medieval India: sixteenth to the eighteenth
centuries. Delhi: Orient BlackSwan, pp. 307-327.
• Prakash, Om. (1998). The New Cambridge History of India: European Commercial
Enterprise in Pre-Colonial India. Delhi: Cambridge University Press.
• Gupta, Ashin Das and M.N. Pearson. (1997) India and the Indian Ocean 1500- 1800.
Delhi: Oxford University Press.

Suggestive readings
• Asher, Catherine B. and Cynthia Talbot. (2006). India before Europe. Cambridge:
Cambridge University Press.

52
 • Chandra, S. (2004). Medieval India: From Sultanate to the Mughals, Part 2.Delhi:
Haranand Publications.
• Chandra, S. (2004). Madhyakalin Bharat: Sultanate se Mughal tak, Bhag 2.Delhi:
Jawahar Publishers.
• Chandra, S. (2007). History of Medieval India (800-1700). Delhi: OrientLongman.
• Chandra, S. (2007). Madhyakalin Bharat: Rajniti, Samaj aur Sanskriti, Aathwi se
Satrahvis shtabditak. Delhi: Orient Black Swan.
• Eaton, Richard M. (1996). The Sufis of Bijapur, 1300-1700: Social Roles of Sufis in
Medieval India. Princeton: Princeton University Press.
• Faruqui, Munis D. (2012) The Princes of the Mughal Empire, 1504-1719.Cambridge:
Cambridge University Press
• Green, Nile. (2002). Sufis and Settlers in the Early Modern Deccan, Delhi:Oxford
University Press.
• Habib, I. (2003). Madhyakalin Bharat ka Arthik Itihas Ek Sarvekshan. Delhi:
Rajkamal, 2003.
• Habib, I. (Ed.). (1981-2003). Madhyakalin Bharat. 10 volumes. Delhi; Rajkamal.
• Hasan, S. Nurul. (2008). Religion, State and Society in Medieval India. Delhi:Oxford
University Press.
• Khanna, M. (2007). Cultural History of Medieval India. Delhi: Social Science
Press.pp.203- 236.
• Khanna, M. (2012). Madhyakalin Bharat Ka Sanskritik Itihas. Delhi: Orient Black
Swan.pp219-254.
• Koch, Ebba. (2013). Mughal Architecture: An Outline of its History and Development
(1526- 1858). Delhi: Primus.
• Moosvi, Shrieen.(2007), ‘The Road to Sulh-i-Kul Akbar’s Alienation from Theological
Islam in Irfan Habib (ed.) Religion in Indian History. Delhi. Tulika Books.
• Moosvi, Shireen. (1987). The Economy of the Mughal Empire. Delhi: Oxford University
Press.
• Rizvi, SAA. (1993). Muslim Revivalist Movements in Northern India during 16thand
17th centuries. Delhi: Munshiram Manoharlal.
• Vaniana, Eugenia. (2004). Urban Crafts and Craftsmen in Medieval India (Thirteenth-
Eighteenth Centuries). Delhi: Munshiram Manoharlal.

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

53
 Pool of DSE for BA (prog.)

DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE): Cultures in Indian Subcontinent – II

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Cultures in Indian 4 3 1 0 12 th Pass Should have
Subcontinent – II studied
Cultures in
Indian
Subcontinent
–I

Learning Objectives
This course aims to provide an overview of cultures of the Indian subcontinent. It will help the
students to understand different traditions of sculpture, painting, etc. along withvaried popular
cultures through the ages in India. This paper also aims to acquaint students with the social aspects
like the role of different classes which extended patronage to varied activities in different periods
of Indian history. It will also elucidate the cultural issues and the institutions of cultural practices
in colonial and post-colonial India, which cemented the sentiments of Nationalism among Indians.

Learning outcomes
After studying this lesson, the students will be able to comprehend:
• The various schools of Sculpture over the ages in India;
• The evolution of Painting from the ancient, medieval to modern period;
• Folklores and oral traditions of kathas;
• Festivals, fairs and fasts;
• Textiles and crafts;
• Culture of food;
• Issues of culture and the concept of Nationalism

SYLLABUS OF DSE-2

Unit - I: Visual Cultures: Perceptions of visual Past and Present

1. Silpashastric normative tradition;

54
 2. Indian Sculpture: Classicism- Mathura, Gandhara and Amravati Schools, Guptaperiod;
late Classicism: Pallava and Chola.;
3. Indian Painting: Classicism -Narrative Mural and Fresco paintings; late Classicism:
Pallava- Chola;
4. Medieval idioms-Mughal painting: Rajput and Pahari miniature paintings
5. Modern-Company school, Raja Ravi Varma, Bengal school, Amrita Sher-Gil and
Progressive Artists Group.

Unit-II: Popular Culture

1. Folklore and Oral tradition of Kathas, narratives, legends and proverbs;Linkages of
bardic and literary traditions.
2. Festivals, fairs and fasts; Links with tirtha, pilgrimage and localities.
3. Textile and Crafts; the Culture of Food.

Unit-III: Communication, Patronage and Audiences

1. Royalty, Merchants groups, Religious communities and Commoners
2. Culture as communication.
3. Nationalism and the issues of Culture; Institutions of Cultural Practices-Colonial and
Post- Colonial.

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: This unit will give an insight to the students about evolution of sculpture and
painting right from the ancient to modern period and will help in understanding marked
variations at different stages in Indian context. (Teaching Time: 21 hrs.approx.)
• Basham, A.L. The Wonder That Was India. Vol I, Rupa & Co., Delhi, 1991. (in
Hindi:Adhbhut Bharat)
• Coomaraswami, Anand K. Introduction to Indian Art, Munshiram Manoharlal,New
Delhi, 1999.
• Kramrisch, Stella. The Art of India. Orient Book Depot, Delhi, 1987.
• Harle, J.C. The Art and Architecture of Indian Subcontinent. Penguin Books,New
York, 1990.
• Huntington, Susan L. The Art of Ancient India: Buddhist Hindu and Jain.Wathear
Hill, New York, 1985.
• Maxwell, T.S. Gods of Asia: Text, Image and Meaning. OUP, New Delhi, 1996.
• Miller, Barbara Stoler. The Power of Art: Patronage in Indian Culture. OUP,Delhi,
1992.
• Mitter, Partha. Indian Art. OUP, Delhi, 2011.
• Ray, Nihar Ranjan. Maurya and Shunga Art. Indian Studies, Calcutta, 1965.
• Rizvi, S.A.A. The Wonder that Was India. Vol. II, Picador, India, 2001.
• Welch, Stuart Carey. Imperial Mughal Paintings. New York,1978.

55
 • Thakran, R.C., Sheo Dutt, Sanjay Kumar. Bhartiye Upmahadvip Ki Sanskritiyan. Vol. II,
Hindi Madhyam Karyanvay Nideshalaya, University of Delhi, Delhi, 2013.

Unit-II: This unit will enable students to know about the rich traditions of popular culture of
India in three sub-sections covering almost every aspect of our day to day life. (Teaching
Time: 12 hrs. approx.)
• Acharya, K.T. A Historical Dictionary of Indian Food. OUP, 1998.
• Dhali, Rajshree. ‘Perspectives on Pilgrimage to Folk Deities’, InternationalJournal of
Religious Tourism and Pilgrimage, Vol VIII, Issue I,2020.
• Dubey, Shyam Charan. Manav aur Sanskriti. Rajkamal Prakashan, New Delhi,2010.
• Gupta, Shakti M. Festivals, Fairs and Fast of India. Clarian Books, New Delhi,1990.
• Gupta, Ved Prakash. Bhartiye Melon aur Utsavon ke divyadarshan. Jivan Jyoti
Prakashan,1995.
• Jain, Shanti. Vrat aur Tyohar Pauranik avam Sanskritik
Pristhabhumi.Hindustani Academy, Allahabad,1988.
• Jaitly, Jaya. The Craft Tradition of India. NCERT, Delhi,1990.
• Kidd Warren. Culture and Identity. Palgrave, 2002.
• Strinati, Dominic. An Introduction to Theories of Popular Culture. Routledge, London,
2000.
• Thakran, R.C., Sheo Dutt, Sanjay Kumar. Bhartiye Upmahadvip Ki Sanskritiyan. Vol. II,
Hindi Madhyam Karyanvay Nideshalaya, University of Delhi, Delhi, 2013.
• Verma, Lal Bahahur. Bharat ki Jankatha. Itihasbodh Prakashan, Allahabad, 2012.

Unit-III: This unit will provide students the knowledge about the individuals as well associal
classes which used to give exclusive patronage to art and culture leading to its evolution in
India. What kind of message was carried or permeated to the society by the rise and growth
of art and culture and how it paved the way for the growth of cultural nationalism in India will
also be covered under this broad topic. (Teaching Time: 12 hrs. approx.)
• Mitter, Partha. Art and Nationalism in Colonial India.OUP, Delhi,1994.
• Thakran, R.C., Sheo Dutt, Sanjay Kumar. Bhartiye Upmahadvip Ki Sanskritiyan. Vol. II,
Hindi Madhyam Karyanvay Nideshalaya, University of Delhi, Delhi, 2013.

Websites:
• http:kasi.nic.in
• http:kasi.legislation.asp
• www.iccrindia.org
• http:www.indiaculture.nic.in

56
Suggestive readings
• Acharya, K.T. A Historical Dictionary of Indian Food. OUP, 2001.
• Agarwala, Vasudev Sharan. Bhartiya Kala (in Hindi), Prithvi Prakashan,Delhi,2020.
• Asher,Catherine B (ed.):Perceptions of India’s Visual Past,American Institute ofIndian
Studies,Delhi,1994
• Basham,A.L.The Wonder that was India.Volume I, Rupa & Co.,NewDelhi, 1981.(in
Hindi
• : Adhbhut Bharat)
• Chopra, P.N. (ed.), The Gazetteer of India, History and Culture, Vol. II, Publication
Division, Govt. of India, 1988.
• Cohn,Bernard S.India:The Social Anthropology of a Civilization in Bernard Cohn
Omnibus,Oxford University Press,2004.
• Dhali, Rajshree. ‘Pilgrimage to the Abode of a Folk Deity’, International Journal of
Religious Tourism and Pilgrimage. Vol. 4,Issue 6, Art. 8, 2016.
• Harle, J.C, The Art and Architecture of Indian Subcontinent, Penguin Books,
1986.Huntington, Susan L. The Art of Ancient India: Buddhist Hindu and Jain. Wathear
Hill, New York, 1985.
• Jaitly, Jaya. The Craft Tradition of India. Delhi,1990.
• Khanna, Meenakshi, Madhyakalin Bharat Ka Saanskritic Iihas,(translated inHindi by
Umashankar Sharma), Orient Blackswan, Delhi, 2012.
• Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The Classical
Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in Hindi: Shrenya Yug
translated by Shivdaan Singh Chauhan, Motilal Banarsidass, 1984)
• Maxwell,T.S.Image:TextandMeaning:GodsofSouthAsia,Oxford University
Press,Delhi, 1997.
• Miller, Barbara Stoler. The Power of Art: Patronage in Indian Culture. OUP, Delhi,
1992.
• Mitter, Partha. Indian Art. OUP, Delhi, 2011.

• Strinati, Dominic. An Introduction to Theories of Popular Culture. Routledge, London,

2000.
• Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvip ki
Sanskritiyan,Vol. I and II (in Hindi), Hindi Madhayam Karyanvay Nideshalaya,
University of Delhi, Delhi, 2013.
• Verma, Lal Bahahur. Bharat ki Jankatha. Itihasbodh Prakashan, Allahabad, 2012.
• Zimmer,H.MythsandSymbolisminIndianArtandCivilization,PrincetonPress,New Jersey,
1992.

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

57
 DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE): Popular Culture

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Popular Culture 4 3 1 0 12th Pass NIL

Learning Objectives
One of the purposes of learning History is to evolve a critical lens with which one can make sense
of one’s immediate and lived experience. Popular culture happens to be a significant component
of that experience surrounding us, particularly since it is easy to access. This course aims to pro-
vide students with a critical understanding of popular culture. One of the course objectives is to
help the student attempt to define popular culture through a study of the complex theoretical dis-
cussion on the subject. This theoretical engagement is expected to enable learners to comprehend
various aspects of popular culture both in non-Indian and Indian contexts focusing particularly on
themes about religion, performative traditions, food cultures as well as the constitution of a ‘new
public’ concerning its patterns of consumption of culture, in contemporary times.

Learning outcomes
Upon successful completion of the course, students will be able to:
• Engage with a range of theoretical perspectives in an attempt to define popular
culture,
• Describe the methodological issues involved in a historical study of popular culture,
• Identify the relevant archives necessary for undertaking a study of popular culture
while pointing out the problems with conventional archives and the need to move
beyond them,
• Interpret the above theoretical concerns to actual historical studies through a case
study,
• Estimate the popular aspects of the everyday experience of religion and religiosity
through a wide range of case studies relating to festivals and rituals,healing practices
as well as pilgrimage and pilgrim practices,
• Examine the role of orality and memory in popular literary traditions,
• Demonstrate the evolution of theatre and dance within the popular performative
traditions,
• Analyse the role of technology in the transformation of music from elite to popular
forms,
• Examine the relationship between recipes/recipe books
and the construction of national/regional identities,
• Identify the history of the cultures of food consumption and its relationship with the

58
 constitution of a modern bourgeoisie,
• Examine the process of emergence of a pattern of ‘public consumption’ of culture in
contemporary times, with specific reference to art, media and cinema

SYLLABUS OF DSE-3
Unit I: Defining Popular Culture:
1. Popular Culture as Folk Culture,
2. Mass Culture- High Culture,
3. People’s culture

Unit II: Popular Culture and Visual Expressions:

1. Folk art, calendar art, photography, advertisements;
2. Cinema (themes and trends like freedom struggle and nation-building),television
(Case study of televised serials, Ramayana and Chanakya)
3. Internet: Digital age and popular culture

Unit III: Performative traditions, fairs, festivals and pilgrimage:

1. Folktales & folk theatre: swang and nautanki;
2. Music- folksongs and folk dances
3. Festivals and Rituals: Case studies of Navaratri in Madras / Urs in Ajmer /Kumbh
Mela

Unit IV: Cuisine as an expression of culture:

1. Food and Public Cultures of Eating
2. Regional cuisines
3. Cultures of Consumption

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit intends to apprise students of the conceptual and theoretical categories that
scholars deploy to classify and analyse various forms of popularculture. (Teaching Time: 12
hrs. approx.)
• Fiske, John. (2010) Understanding popular culture. Routledge.
• Storey, J. (2001) Cultural Theory and Popular Culture. London:
Routledge. (Chap. 1, ‘What is Popular Culture’, pp. 1-17)
• Dubey, Shyam Charan. Manav aur Sanskriti. Rajkamal Prakashan, NewDelhi,
2010.

Unit II: This unit focuses on a study of the various audio and visual forms of popular culture.
It also explores the more recent forms of popular culture as embodied in the new age
technologies of communication. (Teaching Time: 12 hrs. approx.)

59
 • Dissanayake W. and K.M. Gokul Singh, (1998). Indian Popular Cinema, A Narrative of
Cultural Change. New Delhi: Orient Longman.
• Fiske, John. (2001) Television Culture: Popular Pleasures and Politics. London:
Routledge.
• Spracklen, Karl. (2015) Digital Leisure, the Internet and Popular Culture: Communities
and identities in a Digital Age. London: Palgrave Macmillan, pp. 1-52.

Unit III: The Indian subcontinent is rich in diverse beliefs and practices of rituals, pilgrimages,
and performative traditions. This unit will focus on exploring the meanings of performative
traditions (folk music, folk tales, etc.), rituals, pilgrimages, etc. (Teaching Time: 12 hrs.
approx.)
• Bharucha, Rustam. (2003) Rajasthan: An Oral History, Conversations with Komal
Kothari, Delhi: Penguin, chap 1, ‘The Past in the Present: Women’s Songs’, pp. 16-35.
• शकु धव. (2015). ‘लोक - आखान: यशक�घोषणा’, तानाबाना, प्रवेशाांक, pp. 19-26.

Unit IV: The focus of this unit will be on food and its history. The units will encourage students
to think about cooking and eating habits of ‘people’ as historical, subject to change and
embodying social and political significations that go much beyond individual initiatives.
(Teaching Time: 9 hrs. approx.)
• Appadurai, Arjun. (1988) ‘How to Make a National Cuisine: Cookbooks in
Contemporary India’, Comparative Studies in Society and History, Vol. 30, No. 1,
pp. 3-24.
• Ray, Utsa. (2014) Culinary Culture in Colonial India: A Cosmopolitan Platter and the
Middle Class, Cambridge: Cambridge University Press

Suggestive readings
• Kasbekar, Asha. (2006). Popular Culture India!: Media, Arts and Lifestyle. Santa
Barbara: ABC-CLIO, 2006.
• Chauhan, V. (2019) From Sujata to Kachra: Decoding Dalit representation in popular
Hindi cinema. South Asian Popular Culture, 17(3), pp.327-336.
• Lichtner, G. and Bandyopadhyay, S. (2008) Indian Cinema and the Presentist Use of
History: Conceptions of ““Nationhood”” in Earth and Lagaan. Asian Survey, 48(3),
pp.431-452.
• Sen, C.T. (2004) Food culture in India. Greenwood publishing group.
• Thakurta, T.G. (1991) Women as ‘calendar art’ icons: Emergence of pictorial
stereotype in colonial India. Economic and Political Weekly, pp.WS91-WS99.
• Vatuk, Ved Prakash. (1979) Studies in Indian Folk Traditions. New Delhi: Manohar,
1979.
• क◌ु मार, इल◌ा(2015). ‘स◌ंस◌्क◌ृ तत क◌ा म ब◌ोध’, तान◌ाबान◌ा, प्रव◌ेशांक, pp. 102-104.

Suggested weblinks:

60
 • http://visionsofindia.blogspot.in/p/history-of-photography-in-india.html
• https://lens.blogs.nytimes.com/2015/06/18/indias-earliest-photographers/
• http://www.bjp-online.com/2015/06/the-new-medium-exhibiting-the-first-
photographs- ever-taken-in-india/
• http://ccrtindia.gov.in/performingart.php

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

61
 COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

GENERIC ELECTIVES (GE-1): Religious Traditions in the Indian Subcontinent

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-requisite
course criteria of the course
Lecture Tutorial Practical/
Practice
Religious Traditions in 4 3 1 0 12 th NIL
the Indian Pass
Subcontinent

Learning Objectives
This course seeks to provide an understanding of (a) multiple religious traditions that flourished
through the ages in the Indian subcontinent; (b) how each religious tradition is dynamic and
changing in relation to each other and in relation to its own past; (c) the ways in which each ex-
panded or contracted; (d) how the modern Indian state and its constitution dealt with the issue of
multiplicity of beliefs; and (e) to understand the varied approaches to each of the issues out-lined
above.

Learning outcomes
Upon completion of this course the student shall be able to:
• Describe the basic chronological, spatial and substantive contours of each of the religious
traditions as well as certain intellectual currents that questioned them.
• Analyse and articulate the long-term changes that each religious tradition undergoes in a
dynamic relationship with its own past, with non-religious aspects of life, and with other
religious traditions. ∙ Identify and describe the formation of religious identities and the
scope for the liminal spaces in between.
• Appreciate, examine and relate to the debates on the ways in which the modern Indian
state and its constitution must deal with the issue of plurality of religious beliefs and
practices.

SYLLABUS OF GE
Unit-I: Major Religious Traditions in Ancient India
1. Vedic and Puranic traditions

62
 2. Schools of Buddhism and Jainism

Unit-II: Major Religious Traditions in Medieval India

1. Bhakti traditions: Saguna; Nirguna
2. Sufi traditions: Development of Chishtiyya and Suhrawardiyya
3. Emergence of Sikhism

Unit-III: Socialisation and Dissemination from the Early Medieval to Early Modern Era
1. Approaches to Shaiva, Shakta and Vaishnava in the Early Medieval Era
2. Approaches to Islamisation in the Medieval Period

Unit-IV: Modernity and Religion

1. Making of Sacred Spaces: Banaras; Modern Religious Identities
2. Debates on Secularism and the Indian Constitution

Practical component (if any) - NIL

Essential/recommended readings
Unit-I. The unit should familiarise students with diverse religious traditions thatoriginated in
the Indian–subcontinent. It also explores intellectual currents that questioned them.
(Teaching Time: 12 hrs. approx.)
• Shrimali, K. M. (1998). ‘Religion, Ideology and Society’, Proceedings of Indian
History Congress, General Presidential Address, 66th Session. यह ल ख हह म ् म प .
शम ल क ह एक हकत ब म स कहलत ह .शम ल, क षम हन.
(2005).धम ,सम ज और स स हत, नई हर्ल: ग थह$ल. (अध य 6:धम , ह(र् रध रऔर सम ज,
• pp. 196-258).
• Chakrabarti, Kunal. (2001). Religious Process: The Puranas and the Making of a
Regional Tradition, New Delhi: Oxford University Press, Chapter 2, pp. 44-80.
• Basham, A. L. (1954). The Wonder that was India, Calcutta: Rupa. Reprint, 1982.
(Available online at the url:
• https://archive.org/details/TheWonderThatWasIndiaByALBasham). Also available
in hindi, ब $म, ए.एल. (1996). म्अ* +,त + रत, आगर :ह$(ल लअग( ल ए
ि◌ क पन.
• Sharma, R.S.(2006). India's Ancient Past, Oxford University Press, Relevant part is
Chapter-14 ' Jainism and Budhhism'.यह ल ख हह म ् म प . र म$रण $मक ह एक हकत ब
म स कहलत ह .$म , र म$रण (2016), प र ह+क + रत क पररयर्,
ओररए ट ब कस न , (अध य -14: ज न और ब7म् धम , pp.132-146 ).
• Schopen, G. (1997). Bones, Stones, and Buddhist Monks: Collected Papers on the
Archaeology, Epigraphy, and Texts of Monastic Buddhism in India, Honolulu:

63
 University of Hawaii Press. (Especially relevant is in Chapter-I ‘Archaeology and the
Protestant Presuppositions in the Study of Indian Buddhism’, pp 1 – 22.)
• Jaini, P. S. (1979). The Jaina Path of Purification, Berkeley: University of California
Press.(The most relevant portion is to be found in the ‘Introduction’).

Unit II. The unit equips students to analyse and articulate the long-term changes thateach
religious tradition undergoes in a dynamic relationship with its own past, with non-
religious aspects of life, and with other religious traditions. (Teaching Time: 12 hrs. approx.)
• Rizvi, S.A.A. (1978). A History of Sufism, vol. 1. Delhi: MunshiramManoharlal. (The
chapters on Chishtiyya and Suhrawardiyya are useful)
• Digby, Simon. (1986). ‘The Sufi Shaykh as a Source of Authority in Medieval India’,
Purusartha, vol. 9, pp. 57-78. Reprinted in India’s Islamic Traditions, 711-1750,
edited by Richard M. Eaton, New Delhi: Oxford University Press, 2003, pp. 234-62.
• Digby, Simon. (1990). ‘The Sufi Shaykh and the Sultan: A Conflict of Claims to
Authority in Medieval India’, Iran, vol. 28, pp. 71-81. ∙ Sharma, Krishna. (2002).
Bhakti and the Bhakti Movement : A New Perspective. Delhi : Munshiram
Manoharlal. Especially useful is 'Chapter-1: Towards a NewPerspective', pp.1-38.
• Habib. Irfan. (2007). 'Kabir: The Historical Setting', in Religion in Indian History
edited by Irfan Habib, New Delhi , Tulika Books , 2007, pp.142-157. Also available
in hindi , इरफ न हबब , ' मधक लन ल क( म ् एक शर( म ् क म
न(य सरप और ऐहतह हसक परर( $ ' , + रतय इहतह स म मधक ल (स .) इरफ़ नहबब ,
सहमत, 1999 , प . स . 145 -158.
• बहग,ण ,आर. प. (2009). मधAकलन + रत म +कC और सDफ़ आन लन , हर्ल ,
गनह$ल.
ल र नज* न ,ि◌ ह(ि◌ .एन.(2010), हनग, ण सन क सपन, हर्ल, र जकमल पक $न. ∙
• Grewal, J. S. (1993). Contesting Interpretations of the Sikh Traditions, Delhi:
Manohar.

Unit-III. The segment enquires into varied scholarly approaches to the issues pertaining to
multiple religious traditions that flourished through the ages and how each religious tradition
is changing in relation to each other and in the ways in which each expanded or contracted.
(Teaching Time: 12 hrs. approx.)
• Chakrabarti, Kunal. (1992). ‘Anthropological Models of Cultural Interaction and the
Study of Religious Process’, Studies in History, vol. 8 (1), pp. 123-49.
• Chattopadhyaya, B.D.(1994). 'Political Processes and the Structure of Polity in Early
Medieval India' , in idem The Making of Early Medieval India,Oxford University
Press.
• Eaton, Richard. (1987). ‘Approaches to the Study of Conversion to Islam in India’,
in Islam in Religious Studies, edited by Richard C. Martin, New York: One World
Press, pp. 106- 23.

64
 • Wagoner, Philip. (1996). ‘Sultan among Hindu Kings: Dress, Titles, and the
Islamicization of Hindu Culture at Vijayanagara,’ Journal of Asian Studies, vol. 55,
no. 4, pp. 851-80.

Unit IV: This section should apprise students about the making of sacred spaces and to
Identify and describe the formation of religious identities .Besides the focus is on how the
modern Indian state and its constitution dealt with the issue of multiplicity of beliefs and
practices.(Teaching Time: 9 hrs. approx.)
• Eck, Diana L. (1999). Banaras: City of Light, Columbia University Press , Revised
edition.
• Oberoi, Harjot. (1994). The Construction of Religious Boundaries: Culture, Identity
and Diversity in the Sikh Tradition, Delhi: OUP. (Particularly relevant is pp. 1-40).
• Pandey, Gyanendra. (2000). ‘Can a Muslim be an Indian’, Comparative Studies in
Society and History, vol. 41, no. 4, pp. 608- 629.
• Jha, Shefali. (2002). ‘Secularism in the Constituent Assembly Debates, 1946-
1950’,Economic and Political Weekly, vol. 37, no. 30, pp. 3175- 3180.

Suggestive readings - NIL

 Bailey, G. & I. Mabbett. (2003). The Sociology of Early Buddhism, Cambridge: CUP.
(The Introduction (pp. 1-12) and Chapter 1: The Problem: Asceticism and Urban Life,
(pp. 13- 26) of the book are most relevant.)
 Eaton, Richard.M. (2000). ' Sufi Folk Literature and the Expansion of Indian Islam', in
idem, Essays on Islam and Indian History , Delhi: OUP, pp.189-202.
 ईटन , ररर्ि◌ एम. (2012). ' मधक लन म ् कन म इस हमक सथ न क अह+वकC ', मन क
खन(स ), मधक लन + रत क स स हतक इहतह स,नय हर्ल , ओररए ट ब कस न , 4
 Ernst, Carl. (2011). Sufism: An Introduction to the Mystical Tradition of Islam ,
Shambhala; Reprint .
 Habib, Irfan.(ed.).(2007). Religion in Indian History,New Delhi , Tulika Books.
 Hawley , J.S.(2005). Three Bhakti Voices : Mirabai, Surdas, and Kabir in theirTime
and Ours, New Delhi , OUP.
 Mukul, Akshay. (2015). Geeta Press and the Making of Hindu India, Delhi:
Harper Collins. (More important portions on pp. 287-344.)
 Rodrigues, Hillary P. (ed.). (2011). Studying Hinduism in Practice, Abingdon:
Routledge (especially Chapter 4).
 Sahu, B. P. (2015). Society and Culture in Post-Mauryan India, c. 200 BC – AD
300. New Delhi: Tulika Books. (See especially the Chapter on Religion, pp. 20 –
37. And sections on Buddhism, Jainism, Brahmanism, their chronologies and extracts
from the Dhammapada. Also, 2.1. – ‘Religion in History’ and, 2.2. – Bibliographical
Note.)

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

65
 GENERIC ELECTIVES (GE-2): Sacred Spaces, Temple and Temple Economy (North
and South Indian Traditions)
Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice
Sacred Spaces, 4 3 1 0 12 th Pass NIL
Temple and
Temple Economy
(North and South
Indian
Traditions)

Learning Objectives
The course seeks to inculcate an appreciation for sacred spaces in Indian context with its multi-
facetness and complexity. The idea is to treat sacred space not only as a geographical entity but
as vibrant texts which have multi-layered histories and give us an insight how communities and
individuals relate with them over time. Sacred spaces are demarcated or conceptualized with
the establishment of temples which are also architectural embodiments of divinity. The course
begins with the conceptualization of sacred space and how they were thoroughly enmeshed in
their respective temples spatially and temporally. The next unit intends to study in brief the
meanings and normative models of temple style. Another area of exploration is how temples have
played the role in legitimization of political institutions, patronage patterns and the how
pilgrimages, rituals and festivals are embedded in sacred spaces within which they are generated
and persists. Highlighting the political and social significance of temple the template is set to study
the role of temple complexes as major instruments of integration and economic development.
Apart from situating temples in historical context it’s significance in contemporary times is also
explored. Skilled with this knowledge, the student can be employed in fields of tourism, journalism
and other like industries, besides being aware of significant temple towns and country’s rich
heritage.

Learning outcomes
At the end of the course, the student should be able to:
• Understand the concept of sacred spaces and the role of temples in definingand
ensuring longevity of those spaces.
• Differentiate between various styles of temples.
• Discuss the themes of legitimization and sacred kingship in historical temples.
• Understand patronage patterns, deity- patron relationship and gender roles intemple.
• Comprehend the ideas disseminated by sculptures.

66
 • Point out the regional variations and cultural diversity in temple traditions.
• Linking historical sacred spaces to their contemporary times.

SYLLABUS OF GE
Unit I: Defining Sacred Spaces: Sacred Sites, Forests Hills and Rivers

Unit II: Sacred spaces and Monumentality: Temple

1. Structure and Forms
2. Ecological dimension
3. Temple and sacred kingship

Unit III: Royal patronage and community integration

1. Patronage patterns and power affiliations
2. Pilgrimage, Rituals and festivals
3. Temple spaces and gender roles

Unit IV: Temple Towns and Economy

1. Interconnecting temples, corresponding towns and urbanism.
2. Urbanization and economic growth
3. Situating Temple in contemporary spaces

Practical component (if any) - NIL

Essential/recommended readings
Unit I: The unit will introduce the meaning of sacred spaces along with the inherent
understanding of sacred and profane. The dominant paradigms for conceptualizing sacred
space in a given context will also be examined as they are historically contingent and
constructed by specific circumstances and perspectives. (Teaching time: 12 hrs. approx.)
• S.Verma and H.P.Ray, (2017)The Archaeology of Sacred Spaces- Introduction,
Routledge, New York.
• Vinayak Bharne and Krupali Krusche (2012) Rediscovering the Hindu Temple: The
Sacred Architecture and Urbanism of India, Cambridge Scholars Publishing, Chapter
1 ,5,8,9,11 (Relevant for all the rubrics).
• Baidyanath, Sarawati (1984) The Spectrum of the Sacred: Essays on the Religious
Traditions of India, Concept Publishing Company, New Delhi.
• Eck, Diana L, (1998), The Imagined Landscape in Pattern in Construction of Hindu
Sacred Geography, CIS, (32) (2).

UNIT II: Under this rubric an attempt is made to study temple’s meaning and forms
encompassing the regional variation which also articulate the tangible and symbolic authority
of the sacred spaces. Temples in different spaces and time cannot be treated in isolation from

67
other processes and discourses on power and legitimization.The evolution of temple tradition
also needs to be highlighted right from the stage ofit’s inception to formalized structure of
worship. One also needs to highlight how temples depicts the political processes particularly
the changing nature of kingship, glorified the ruler and legitimized power in the domain of
deity. (Teaching time: 12 hrs. approx.)
• George Michell, (1977) The Hindu Temple: An Introduction to its Meaning and Forms,
New Delhi, B.I Publications.
• B.D.Chattopadhaya, (1993), Historiography, History and Religious centres: Early
medieval North India, ad 700-1200 in V.N.Desai and Darielle Mason (ed) Gods,
Guardians and Lovers: Temple Sculptures from North India A.D 700- 1200 A.D., New
York: The Asia Society Galleries, pp.32-48.
• Appadurai, Arjun, “Kings, Sects and Temples in South India, 1350-1700 A.D.”, Indian
Economic and Social History Review, 14, 1977, pp. 47-73
• M.Willis, Religious and royal patronage in North India, in V.N.Desai and Darielle Mason
(ed) Gods, Guardians and Lovers: Temple Sculptures fromNorth India A.D 700-1200
A.D., New York: The Asia Society Galleries, 1993, pp.49-65.
• Kaimal, Padma, “Early Chola Kings and Early Chola Temples: Art and the Evolution of
Kingship”, Artibus Asiae, Vol. 56, No. 1-4, 1996, pp.33-66.

Unit III: This unit will discuss the patterns of patronage and how power of thepatrons are
reflected in the temples they built. Another area of study would be how temples tend to
create their respective pilgrim fields and their rituals, festivals integrate individual into society
by symbolically articulating social patterns and relationships. The nature of activities and roles
played by women in these sacred spaces is also explored. It is also intended to examine how
sculptural panels transmit ideas which can be a useful source of historical knowledge.
(Teaching time: 12 hrs. approx.)
• Devangana Desai, ‘The Patronage of Lakshamana Temple at Khajuraho’, in B. Stoler
Miller, The Powers of Art: Patronage in Indian Culture, New Delhi OUP, 1992, pp 78-
88
• Stein, B., “Patronage and Vijayanagara Religious Foundations”, in B.S. Miller (ed.),
Powers of Art: Patronage in Indian Culture, Oxford University Press, Delhi, 1992, pp
160-167.
• Behera,D.K. Pilgrimage: Some Theoretical Perspectives in Makhan Jha(ed.),
Pilgrimages: Concepts, Themes, Issues, Inter India Publication, New Delhi, 1995
pp.44-64.
• Mack, Alexandra, Spiritual Journey, Imperial city: Pilgrimages to the temple of
Vijayanagara.
• H.Kulke- Rathas and Rajas- Car festival at Puri in H.Kulke (ed.) Kings and Cults : State
Formation and Legitimation in India and Southeast Asia, pp 66-81.
• Leslie C.Orr, Donors, Devotees and Daughters of God: Temple Women inMedieval
Tamil Nadu.Ch 1,3,6.
• Seema Bawa, Visualizing the Ramayana: Power, Redemption and Emotion in early

68
 Narrative Sculptures (c.Fifth to Sixth Centuries CE), Indian Historical Review 45(1) 92-
123.

Unit 4: This unit will emphasize that temples are also integral to the towns that surround
them. Temple and it’s related activities are of significance for the entry it provides in the
construction of social, cultural and religious dimensions of any sanctified place. With the help
of case studies, it would be demonstrated that templewas a major instrument of agrarian
expansion and integration. An attempt would also be made to situate temples in its
contemporality reinforcing that sacredness stillplays a pivotal role in the shaping of towns and
cities. (Teaching time: 9 hrs.approx.)
• George Michell, (1993) Temple Towns of Tamil Nadu, Marg Publication.
• D. N.Jha, (1974) Temple as Landed Magnates in Early Medieval South India(AD700-
1300) in R. S .Sharma(ed.), Indian Society Historical Probings, Delhi, pp.202-16.
• Dilip K. Chakravarti (2019), Ancient Rajasthan- Research Developments, Epigraphic
Evidence on Political Power Centres and Historical Perspectives, Aryan Book
International.
• Hall, Kenneth, R., “Merchants, Rulers and Priests in an Early Indian Sacred Centres”, in
K. Hall (ed.), Structure and Society in Early South India – Essays in Honour of Noboru
Karashima, Oxford University Press, New York, 2001.
• John Stratton Hawley, (2019) “Vrindavan and the drama of Keshi Ghat inAnnapurna
Garimella, Shriya Sridharan, A.Srivathsan The Contemporary Hindu temple:
Fragments for a History, The Marg Foundation.

Suggestive readings:
• Preston, James J., “Sacred Centres and Symbolic Networks in India” in Sitakant
Mahapatra (ed.), The Realm of the Sacred, Oxford University Press, Delhi, 1992.
• Talbot, Cynthia, “Temples, Donors and Gifts: Patterns of Patronage in Thirteenth
Century South India”, Journal of Asian Studies, 50, no. 2, 1991.
• Paul Yonger, Playing Host to Deity: Festival Religion in the South Indian Tradition,
Oxford University Press, 1992. Introduction.
• K.Raman, Temple. Art, Icons and Culture of India and South East Asia, 2006, Sharda,
CH- 3, The Role of Temple in the socio- economic life of the people.
• Appadurai, A. and Breckenridge, C., “The South Indian Temple: Authority,Honour and
Redistribution”, Contributions to Indian Sociology (NS), 10(2),1976.
• Bhardwaj, Surinder Mohan, Hindu Places of Pilgrimage in India, University of California
Press, Berkeley, 1973.
• Holly B. Reynolds and Bardwell L. Smith, City as a Sacred Centre, Essays on Six Asian
Contexts, E.J. Brill, Leiden, 1987.
• Heitzman, James, “Ritual Policy and Economy: The Transactional Network of an
Imperial Temple in Medieval South India”, Journal of Economic and Social History of
the Orient, Vol. 24, 1991.
• , “Temple Urbanism in Medieval South India”, Journal of Asian Studies,

69
 Vol. 46, No. 4, 1987.
• Christophe Hioco and Luca Poggi (ed.) (2021) Hampi- Sacred India, Glorious India by
Pierre-Sylvain Filliozat and Vasundhara Filliozat, 5 Continents Edn, Milan, Italy.
• Radha Madhav Bahradwaj (2015), Vratas and Utsava in North and Central India
(Literary and Epigraphic sources: c. A.D 400-1200), Eastern Book Linkers, Delhi, ch-
5,pp.255-352.

Hindi readings:
• Hiralal Pandey (1980), Uttabharatiya Rajo ki dharmic niti, Janaki Prakashan,Patna.
• Jagdeesh Chandra Jain (1952), Bharat key Prachin Jain Tirtha.
• Vasudev Agarwal, (2008) Prachen Bharatiya Stupa, Guh aaivam Mandir, Bihar
Granth Academy, Patna.

Field trips/Project work

• Visit to the temple towns to gain a hands-on knowledge are part of thecourse.
Some suggested samples for projects:
• How are modern day temples, like the Birla Mandir and the Akshardham
Mandir different/similar from/to the Khajuraho assemblage and the Tanjore?
• Comparison of festivals and rituals in both North and South Indian tradition
appreciating the plurality of traditions.
• To look into the possibilities of preservation and conservation of sacredspaces.

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

70
 GENERIC ELECTIVES (GE-3): Climate Change and Human History

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibilit Pre-
Code Lecture Tutorial Practical/ ycriteria requisite of
Practice the course
Climate Change 4 3 1 0 12 th Pass NIL
and Human
History

Learning Objectives
Climate change is an urgent and significant global challenge that has far-reaching implications
for human societies. This course explores the historical dimensions of climate change and its
impact on human civilizations. By examining the complex relationship between climate, global
warming and cooling, and human societies, students will gain a comprehensive understanding
of how we arrived at the current state of the climate crisis, which is considered a defining
feature of the Anthropocene era. By introducing students to interdisciplinary, it welcomes
students from various academic backgrounds, including humanities and social sciences. By
integrating perspectives from different disciplines, we aim to foster a comprehensive
understanding of climate change as a multifaceted issue with profound implications for
human societies. The course critically analyzes climate change denialism, exploring its
historical roots, ideological underpinnings, and its impact on public discourse and policy-
making.

Learning outcomes
After completing this course, students should be able to -
• Understand the historical relationship between climate and human societies.
• Explore climate as an active historical actor rather than a passive backdrop.
• Examine case studies from around the world to illustrate the impact of climate on human
civilizations.
• Gain insights into the history of weather and climate.
• Analyze the phenomenon of climate change denialism and its historical and ideological roots.
• Foster interdisciplinary dialogue and collaboration among students from different academic
backgrounds.

SYLLABUS OF GE
Unit 1: Anthropogenic Climate Change and Studying History
Unit 2: End of the Ice Age and the Early Holocene Human History; Plant and Animal Domestication;
Civilisations; Mining
Unit 3: Climate Disasters and Social Transformations-Empires; Wars; Famine: Population Movements
and Migrations
Unit 4: Little Ice Age and Seventeenth Century Crisis
Unit 5: Capitalism and Nature- Climate Change Denialism vs. Climate Justice; Metabolic Rift; Planetary
Boundaries.

71
 Practical component (if any) - NIL

Essential/recommended readings
Unit 1: The unit explains the concept of climate change and how climate can be studied as a
historical actor. The unit is also aimed to evaluate the various scientific traditions that
engage anthropogenic climate change. This will enable the students to appreciate the history
of scientific ideas on the issues of global warming and the Anthropocene. (Teaching time: 9
hours approx.)

Readings:
• James R. Fleming, “Climate, Change and History”, Environment and History, Vol. 20, No. 4,
(November 2014), pp. 577-586
• David Wallace-Wells, The Uninhabitable Earth: Life After Warming (New York: Tim Duggan
Books, 2019).
• Steffen, Will, Crutzen, Paul J and McNeill J. R. (2008). “The Anthropocene: Are Humans Now
Overwhelming the Great Forces of Nature”, Ambio, Vol. 36, No.8, pp. 614-621.
• Michael E. Mann, The Madhouse Effect: How Climate Change Denial Threatening Our Planet
(New York: Columbia University Press, 2016), Chapter 2, pp. 15-29;

Unit 2: This unit will examine the influence of climate on human civilisations, including the
ecological, migratory, and cultural implications of changing climate conditions. They provide
a deeper understanding of how past climatic shifts have impacted the trajectory of human
societies. This unit shall provide overview on how domestication and agriculture began with
the end of the Ice Age and what was the influence of climate on human civilisations.
(Teaching time: 3 weeks approx..- 9 lectures)

Readings:
• R. Fleming, Historical Perspectives on Climate Change (New York: Oxford University Press,
1998).
• John L.Brooke, Climate Change and the Course of Global History (New York: Cambridge
University Press, 2014), Chapter 7.
• Vardy, Mark, Michael Oppenheimer, Navroz K. Dubash, Jessica O’Reilly, and Dale Jamieson.
“The Intergovernmental Panel on Climate Change: Challenges and Opportunities.” Annual
Review of Environment and Resources, Vol. 42, No.1, (2017), pp. 55–75.

Unit 3: The unit examines how shifts in climate, including cooling temperatures and
droughts, disrupted agricultural production, weakened the empire's economy, and
contributed to social and political instability. The unit also considers the role of climate
change as contributing factor to the collapse of the empires of the past centuries. (Teaching
time: 9 houes approx.)

Readings:
• Kyle Harper, The Fate of Rome: Climate, Disease, and the End of an Empire
• Jared Diamond, Collapse: How Societies Choose to Fail or Succeed. New York: Viking 2005,
pp. 157-177.
• Joseph Tainter, Collapse of Complex Societies. Cambridge: CUP, 1988, pp. 1-21.
• Brian M. Fagan. Floods, Famines and Emperors: El Nino and the Fate of Civilizations. Basic
Books, 1999.
• Vasile Ersek, How climate change caused the world’s first ever empire to collapse, Future of
the Environment , 9th January 2019, https://www.weforum.org/agenda/2019/01/how-

72
 climate-change-caused-the-world-s-first-ever-empire-to-collapse/

Unit 4: This unit enquires into the Seventeenth Century Crisis that coincided with the peak of
the Little Ice Age and refers to a period of widespread political, social, and economic turmoil
that occurred in Europe during the 17th century. The unit will also explain to the students
how its impact varied across different regions. (Teaching time: 3 weeks approx..- 9 lectures)

Readings:
• John L.Brooke, Climate Change and the Course of Global History (New York: Cambridge
University Press, 2014), pp.444-466.
• Dagmore Degroot, The Frigid Golden Age: Climate Change, the Little Ice Age, and the Dutch
Republic, 1560–1720 (Cambridge: Cambridge University Press, 2018).
• Wolfgang Behringer, A Cultural History of Climate. Cambridge: Polity. Chapters 2 & 3.
• G. Parker, Global Crisis, War, Climate Change and Catastrophe in the Seventeenth Century.
Yale University Press, 2013, [Introduction and chapter 1]

Unit 5: The use of fossil fuels as the main source of energy has fundamentally redefined human
relationships with nature. By exploring the link between the use of fossil fuels and the
emergence of capitalism, this unit explores how industrialisation did play a central role in
anthropogenic climate change. It also introduces and elaborates on two key theoretical
concepts- the Metabolic Rift and Planetary Boundaries to understand how climate change
reproduces class, gender, and race. It also elaborates on the nature of the ongoing debates on
the issues of climate change, including the powerful tendency to deny climate change as well
as the strengthening of climate justice movements in the global peripheries. (Teaching time:
9 hours approx.)

Readings:
• Michael E. Mann, The Madhouse Effect: How Climate Change Denial Threatening Our Planet
(New York: Columbia University Press, 2016).
• "The Intergovernmental Panel on Climate Change: Challenges and Opportunities" by Diana
Liverman and Ronald L. Mitchell, Annual Review of Environment and Resources.
• J. N. Foster, The Vulnerable Planet: A Short Economic History of the Environment. New York:
Monthly Review Press, 1999.
• J. B. Clark, “Ecological Imperialism and the Global Metabolic Rift: Unequal Exchange and the
Guano Nitrates Trade,” International Journal of Comparative Sociology, 50, 2009, 311-334.
• Vardy, Mark, Michael Oppenheimer, Navroz K. Dubash, Jessica O’Reilly, and Dale Jamieson.
“The Intergovernmental Panel on Climate Change: Challenges and Opportunities.” Annual
Review of Environment and Resources, Vol. 42, No.1, (2017), pp. 55–75.

Suggestive readings:
• Ashley Dawson. Extinction: A Radical History. New York: OR Books, 2016.
• Amitav Ghosh. The Great Derangement: Climate Change and the Unthinkable. Chicago: The
University of Chicago Press, 2017.
• Amitav Ghosh. The Nutmeg’s Curse: Parables for a Planet in Crisis. Chicago: The University
of Chicago Press, 2021.
• Awadhendra B. Sharan. In the City, Out of Place: Nuisance, Pollution, and Dwelling in Delhi,
c. 1850-2000. Delhi: Oxford University Press, 2014.
• B. L Turner and Jeremy A. Sabloff. “Classic Period Collapse of the Central Maya Lowlands:
Insights About Human-Environmental Relationship for Sustainability,” Proceedings of the
National Academy of Sciences, 109, (2012), 13908-14.

73
• Bhattacharya, Neeladri. “Pastoralists in a Colonial World”, in David Arnold &
Ramachandra Guha, eds., Nature, Culture, Imperialism: Essays on the Environmental
History of South Asia. Delhi: Oxford University Press, 1995. pp. 49-85.
• C. Merchant, Ecological Revolutions: Nature, Gender, and Science in New England.
University of North Carolina Press, 1989.
• Carolyn Merchant. The Death of Nature: Women, Ecology and the Scientific Revolution.
San Francisco: Harper, 1980.
• Christian Parenti. Tropic of Chaos: Climate Change and the New Geography of Violence.
New York: Nation Books, 2011.
• Dipesh Chakraborty. “The Climate of History: Four Theses.” Critical Inquiry 35, no. 2
(213), 197-222.
• Edmund Burke III. “The Big Story: Human History, Energy Regime and the Environment”
in Edmund Burke III and Kenneth Pomeranz, eds., the Environment and World History.
Berkeley: University of California Press, 2009. pp. 33-53.
• Eileen Crist. and Helen Kopnina. “Unsettling Anthropocentrism”, Dialectical
Anthropology, Vol. 38, No 4, (2014) pp. 387-396.
• J. R. McNeil and Mauldin. A Companion to Global Environmental History. Oxford: Wiley-
Blackwell, 2012. Introduction pp. xvi-xxiv.
• J. R. Stewart and C. B. Stringer. “Human Evolution Out of Africa: The Role of Refugia and
Climate Change.” Science 335, no 6074 (2012), 1317-1321.
• Jason Moore. Capitalism in the Web of Life: Ecology and the Accumulation of Capital.
London: Verso, 2015.
• Joshua P. Howe, Behind the Curve: Science and Politics of Global Warming. Seattle:
University of Washington Press, 2014.
• Lamb, Helmut H., Climate History and the Modern World, London, 1995.
• Mike Davis. Late Victorian Holocausts: El Nino Famines and the Making of the Third
World. London: Verso, 2001.
• Naomi Klein. This Changes Everything: Capitalism vs the Climate. London: Allen Lane,
2014.
• Richard Bulliet. Hunters, Herders and Hamburgers: The Past and Future of Human-
Animal Relationships. New York: Colombia University Press, 2005, pp. 205 -224.
• Shiva, Vandana. Soil, not Oil. Climate Change, Peak Oil and Food Security. Zed Books, 2009.
• Timothy Mitchell. Carbon Democracy: Political Power in the Age of Oil. London: Verso,
2011.
• Timothy Mitchell. Carbon Democracy: Political Power in the Age of Oil. London: Verso,
2011. pp. 231-254.
• Vaclav Smil. Energy and Civilisation Cambridge: MIT, 2007. pp. 127-224.
• William Dickinson. “Changing Times: the Holocene Legacy” in J. R. McNeil and Alan Roe,
eds., Global Environmental History: An Introductory Reader. London: Routledge, 2013. pp
3-23.
• Weart, Spencer, The Discovery of Global Warming. Cambridge, MA, 2003.
• White, Sam,‘Climate Change in Global Environmental History’ in J. R. McNeill and E. S.
Maudlin, eds., Companion to Environmental History, (Oxford: Blackwell, 2012) pp. 394-
410.
• Wolfgang Behringer, “Weather, Hunger and Fear: Origins of the European Witch-Hunts in
Climate”, Society and Mentality, German History, Vol. 13, No. 1, (January 1995), pp. 1–27

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

74
 GENERIC ELECTIVES (GE-4): Educational Arrangements and Knowledge in Modern India

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibilit Pre-
Code Lecture Tutorial Practical/ ycriteria requisite of
Practice the course
Educational 4 3 1 0 12th Pass NIL
Arrangements
and Knowledge in
Modern India

Learning Objectives
This course will provide students a critical understanding of different historical traditions
of transmission of learning and educational apparatus in India from indigenous to colonial
and their socio-political aspects.

Learning outcomes
• The course will allow them to understand the diverse manner in which production of
knowledge and its preservation and transmission took place through formal and informal
• socio-cultural networks within indigenous education in India at the eve of colonial encounter.
• It will enhance learners’ comprehension of the complex historical trajectories of the expansion
as well as limitations of educational opportunities in India during colonial and post-colonial
periods.
• It will help them to engage with the issues of contemporary education in light of colonial
trajectories of our historical development.

SYLLABUS OF GE
Unit 1. Debates on Forms of Knowledge, nature of institutions, pedagogy and social participation
within Indigenous Education in India and its interface with colonialism.
Unit 2. Colonial Education in India.
Unit 3. Chief characteristic features of educational discourse of Freedom Struggle in India.
Unit 4. Critical appraisal of educational policies, institutions and practices in Independent India from
1947 to 1990s.

Practical component (if any) - NIL

Essential/recommended readings
Unit 1. This unit will familiarize students with different forms of knowledge and institutions
of learning that were prevalent in India during late 18th and 19th centuries. It will engage with
the question of their decline in relation with the different historiographical debates. It shows
how the two systems, indigenous and colonial interfaced or encountered with each other
during 18th and 19th century. How this impacted upon different spheres of knowledge
formation and forms of transmission or pedagogy within informal as well as formal centres of
learning. (Ten hours)

75
 Essential Readings:
• Acharya, Poromesh. (2000), Desaj Siksha, Aupniveshik Virasat and Jatiya Vikalp, (translated
in Hindi by Anil Rajimwale), Granth Shilpi, New Delhi. Alternatively, Acharya, Poromesh.
(1978) ‘Indigenous Vernacular Education in Pre-British Era: Traditions and Problems’,
Economic and Political Weekly, 13, 1983-88.
• Dharampal. (1971), Indian Science and Technology in the Eighteenth Century: Some
Contemporary European Accounts, Delhi: Impex India. (Especially Introduction, pp. 1-36).
• Dharampal (ed.). (1983), The Beautiful Tree: Indigenous Education in the Eighteenth Century,
New Delhi, Biblia Impex, (Specially Introduction, pp. 7-80).
• Dibona, Joseph (ed.). (1983), One Teacher One School, New Delhi, Biblia Impex (Specially
Introduction, pp. 4-40).
• Rajan, Janaki. (2022), ‘The School Teacher in India’, in Vikas Gupta, Rama Kant Agnihotri &
Minati Panda, (eds.), Education and Inequality: Historical Trajectories and Contemporary
Challenges, Hyderabad: Orient Blackswan, pp. 135-159.
• Farooqui, Amar. (2021), ‘Some Aspects of Education and Knowledge Formation in
Nineteenth-Century Delhi’, in Vikas Gupta, Rama Kant Agnihotri & Minati Panda, (eds.),
Education and Inequality: Historical Trajectories and Contemporary Challenges, Hyderabad:
Orient Blackswan, pp. 211-224.
• Shukla, Suresh Chandra. (1959), Elementary Education in British India during Later
Nineteenth Century, New Delhi: Central institute of Education.

Unit 2. This unit explores how a complex relationship of coalition and conflict emerged
between European officers and upper classes and castes of Indian society with the arrival of
European trading companies and Christian Missionaries and how it reordered the
arrangements of knowledge and learning in India. What kind of structure of curricular
knowledge and formal education emerged out of this coalition and interface? What were its
implications for knowledge formation and languages of its transmission? The unit also
examines the efforts made by non-state agencies like Christian Missionaries and social
reformers for spreading this knowledge to backward castes, Muslims and women. (Thirteen
Hours)

Essential Readings:
• Bhattacharya, Sabyasachi (ed.), (2002), Education and the Disprivileged: Nineteenth and
Twentieth Century India, New Delhi: Orient Longman Private Limited.
• Constable, Philip. (2000), ‘Sitting on the School Verandah: The ideology and Practice of
‘Untouchable’ Educational protest in late Nineteenth-Century Western India’, IESHR, Vol.
37, No. 4, pp. 383-422.
• Dewan, Hariday Kant, Agnihotri, Rama Kant, Chaturvedi Arun, Sudhir, Ved Dan and Dwivedi
Rajni, eds., (2017), Macaulay, Elphinstone Aur Bhartiya Shiksha, New Delhi: Vani Prakashan.
• Frykenberg, R. E. (1986), ‘Modern Education in South India, 1784-1854: Its Roots and Role
as a Vehicle of Integration under Company Raj’, American Historical Review, Vol. 91, No. 1,
February, pp. 37-65.
• Gupta, Vikas. Agnihotri, Rama Kant and Panda Minati (eds.). (2021), Education and
Inequality: Historical and Contemporary Trajectories’, Hyderabad: Orient Blackswan.
(Parts I and II, pp. 1-312).
• Gupta, Vikas. (2012), ‘Pluralism versus Contest of Identities’, Seminar, no. 638, (Oct.), pp.
30–36.
• Hardy, Peter. (1972), Muslims of British India, Cambridge: Cambridge University Press.
(Especially Chapters 2, 3 and 4, pp. 31-115).

76
 • Kumar, Krishna. (2014), Politics of Education in Colonial India, New Delhi, Routledge.
• Kumar, Krishna and Oesterheld, Joachem (eds.). (2007), Education and Social Change in
South Asia, New Delhi, Orient Longman (Essays by Sanjay Seth, Heike Liebau, Sonia Nishat
Amin, and Margret Frenz).
• Minault, Gail. (2003), ‘Master Ramchandra of the Delhi College: Teacher, Journalist, and
Cultural
• Intermediary’, Annual of Urdu Studies 18: 95–104.
• Nambissan, Geetha B. (1996), ‘Equity in Education? Schooling of Dalit Children in India’, EPW
31, pp. 1011-24.
• Raina Dhruv. (2021), Transcultural Networks and Connectivities: The Circulation of
Mathematical Ideas between India and England in the Nineteenth Century, Contemporary
Education Dialogue.
• Rao, Parimala V. (2020), Beyond Macaulay: Education in India, 1780-1860, New York,
Routledge.
• Sangwan, Satpal. (1990), ‘Science Education in India under Colonial Constraints, 1792-1857’,
Oxford Review of Education, vol. 16, no. 1.
• Shetty, Parinita. (2008), ‘Missionary pedagogy and Christianization of the heathens: The
educational institutions introduced by the Basel Mission in Mangalore’, Indian Economic
Social History Review, Vol. 45, pp. 509-51.
• Zelliot, Eleanor. (2014), ‘Dalit Initiatives in Education, 1880-1992’, in Parimala V. Rao, (ed.),
New Perspectives in the History of Indian Education, New Delhi, Orient BlackSwan, pp. 45-67.

Unit 3.This unit explores various educational demands as articulated during freedom
struggle as a critique of colonial as well as internal social hegemony. It also critically
examines the politics, fate and legacy of specific education movements and experiments,
such as Swadeshi, Nai Talim and the campaign for compulsory elementary education. (Ten
hours)

Essential Readings:
• Acharya, Poromesh. (1997), ‘Educational Ideals of Tagore and Gandhi: A Comparative Study’,
EPW, 32, pp 601-06.
• Bhattacharya, Sabyasachi (ed.). (1998.), The Contested Terrain: Perspective on Education in
India, Orient Longman, New Delhi, (Especially Introduction pp. 3-26; Chapter 1 pp. 29-53;
Chapters 11 and 12 pp. 255-274; Chapter 14 pp. 290-302; and Chapter 18 pp. 357-379).
• Bhattacharya, Sabyasachi, Bara, Joseph and Yagati, Chinna Rao (eds.). (2003), Educating the
Nation: Documents on the Discourse of National Education in India (1880-1920), Kanishka
Publishers Distributors. (Specially Introduction, pp. vii-xxviii).
• Bhattacharya, Sabyasachi (ed.). (2001), Development of Women’s Education in India 1850-
1920 (A collection of Documents), Kanishka Publications, New Delhi (Introduction pp. ix-
xlviii).
• Chatterji, Basudev (ed.). (1999), ‘Towards Freedom (1938 Watershed)’ Oxford University
Press for ICHR, (Vol. I. chapter 8 pp. 754-836).
• Gupta, Vikas. (2018), 'Bhaurao Patil's Educational Work and Social Integration', Inclusive,
Vol. 1, Issue 12. (January), 2018. http://www.theinclusive.org/posts/2018-01-spart-
04.html
• Mondal, Ajit and Mete, Jayanta. (2016), Right to Education in India (two Volumes), Delhi:
Gyan Publishing House.
• Rao, Parimala V. (2013) ‘Compulsory Education and the Political Leadership in Colonial
India, 1840-1947’ in Parimala V. Rao (ed.), New Perspectives in the History of Indian
Education, New Delhi, Orient BlackSwan, pp. 151-175.

77
• Sarkar, Sumit. (1973), Swadeshi Movement in Bengal (1903-1908), People’s Publishing
House, (Chapter 4, pp. 149-181).

Unit 4. Focussing upon post-independence period, this unit makes a critical appraisal of
the Constitutional values and framework for education; foundation of newer educational-
cultural institutions; national integration of communities; promotion of science and
technology; national education policies, schemes and amendments (issues of access,
participation, equity and governance); debates on the medium of education and 3 language
formula; and the social context of learning. (Twelve hours)

Essential Readings:
• Agnihotri, R. K. (2015), ‘Constituent Assembly Debates on Language’, Economic & Political
Weekly, vol. no. L 8, (February 21), pp. 47-56.
• Kumar, Krishna. (1983) ‘Educational Experience of Scheduled Castes and Tribes,’ Economic
and Political Weekly, vol. 18, no. 36, pp. 1566–1572.
• Gupta, Vikas. (2014), ‘Changing Discourses on Inequality and Disparity: From Welfare State
to Neoliberal Capitalism’, in Ravi Kumar, (Ed.), Education, State and Market: Anatomy of
Neoliberal Impact, Aakaar, pp. 19-57.
• Naik, J.P. (1975), Equality, Quality and Quantity: The Elusive Triangle in Indian Education,
New Delhi, Allied Publishers.
• Naik, J.P. (1982). The education commission and after. APH Publishing.
• Pathak, Avijit. (2002), Social Implications of schooling: Knowledge, Pedagogy and
Consciousness, Rainbow Publishers, Delhi.
• Pandey, R.S. And Advani, Lal. (1995), Perspectives in Disability and Rehabilitation, New
Delhi, Vikas Publishing House.
Raina, Dhruv. (2006), ‘Science since Independence’, India International Centre
Quarterly, 33, no. 3/4: 182–95. http://www.jstor.org/stable/23006080.
• Vaugier-Chatterjee, Anne. (2004), Education and Democracy in India, New Delhi, Manohar.
Qaiser, Rizwan. (2013), ‘Building Academic, Scientific and Cultural Institutions, 1947-1958’
in his Resisting Colonialism and Communal Politics, Delhi, Manohar, (First published 2011).
pp. 179-240.

Suggestive readings:
• Crook, Nigel. (ed.). (1996), The Transmission of Knowledge in South Asia: Essays on
Education, Religion, History, and Politics, Delhi, Oxford University Press.
• Das Gupta, Jyotirindra. (2018), Language Conflict and National Development: Group
Politics and National Language Policy in India. University of California Press. First
published, 1970.
• Gandhi, Mahatma. (1938), Educational Reconstruction, Wardha, Hindustani Talimi Sangh.
• Ghosh, S. C. (2007), History of education in India, Rawat Publications.
• Gupta, Vikas. (2017a), ‘Cultural Marginality and Reproduction of Stereotypes: An Insider’s
View on Practices of School’ in Manoj Kumar Tiwary, Sanjay Kumar and Arvind Mishra
(eds.), Social Diversity, Inclusive Classroom and Primary Education in India, New Delhi,
Orient Blackswan.
• Habib, S. Irfan and Raina, Dhruv (eds.). (2007), Social History of Science in Colonial
India. India, Oxford University Press.
• Hunter, William Wilson. (1883), Report of the Indian Education Commission, Calcutta,
Superintendent of Government Printing, (Specially Chapter 3, pp. 55-79).
• Kumar, Krishna. (2009), ‘Listening to Gandhi’ in his what is Worth Teaching? Orient

78
 Longman, (Third Edition), Ch. 9, pp 111-128.
• Minault, Gail. (1998), Secluded Scholars: Women's Education and Muslim Social Reform in
Colonial India. Delhi: Oxford University Press.
• Naik, J.P. & Nurullah, Syed. (2004), A Students’ History of Education in India, (1800-1973),
Delhi, Macmillan India Ltd, First Published 1945, Sixth Revised Edition 1974, Reprinted
2004. (Also available in Hindi).
• Naik, J.P. (1941), ‘Compulsory Primary Education in Baroda State: Retrospect and Prospect’
(First published in the Progress of Education, Poona, and thereafter published in book
form).
• Oesterheld, Joachim. (2009) ‘National Education as a Community Issue: The Muslim
Response to the Wardha Scheme’, in Krishna Kumar and Joachem Oesterheld, (eds.),
Education and Social Change in South Asia, New Delhi, Orient Longman, pp. 166-195.
• Rai, Lajpat. (1966), The Problem of National Education in India, Publications Division, New
Delhi.
• Sarangapani, Padma M. and Pappu Rekha. (2021), Handbook of education systems in South
Asia, Singapore: Spingar Nature. (Volume 1).
• Seth, Sanjay. (2008), Subject Lessons: The Western Education of Colonial India, Delhi, OUP,
pp. 17-46.
• Suman, Amit K. (2014), ‘Indigenous Educational Institutions in Upper Gangetic Valley:
Curriculum, Structure and Patronage, Social Scientist, vol.42, no.3-4, March-April.
• Suman, Amit K. (2018), ‘The Quest for Education: An Insight into the Educational Theories
and Practices of the Colonial Government in Bengal Presidency’, in the Indian Historical
Review, vol. 45, issue 2, Sage Publications, pp. 1-16.
• Venkatanarayanan, S. (2013), “Tracing the Genealogy of Elementary Education Policy in
India Till Independence” SAGE Open, Sage Publications

Note: Examination scheme and mode shall be as prescribed by the

ExaminationBranch, University of Delhi, from time to time.

79
 SEMESTER – V

DEPARTMENT OF HISTORY
COURSES OFFERED BY DEPARTMENT OF HISTORY
Category I
[UG Programme for Bachelor in History (Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) – : History of India – V: c. 1500 – 1600

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – V: 4 3 1 0 12 th Pass Should have
c. 1500 – 1600 studied History
of India
– IV: c. 1200 –
1500

Learning Objectives
The course is intended to engage students into a critical discussion of political, institutional and
cultural processes that led to the establishment and consolidation of theMughal state in India. It
also provides a basic understanding of major developments in other regions of the Indian sub-
continent not ruled by the Mughals in the sixteenth century. The students would familiarise
themselves with the nature and variety of sources as well as the diverse and uneven ways in which
historians have treated and interpreted them

Learning outcomes
Upon completion of this course the student shall be able to:
• Critically evaluate major sources available in Persian and vernacular languages forthe
period under study
• Compare, discuss and examine the varied scholarly perspectives on the issues ofthe
establishment and consolidation of the Mughal state.
• Explain the religious milieu of the time by engaging with some prominent religious
traditions.
• Discuss how different means such as visual culture was used to articulate authorityby the
rulers
• Discern the nuances of the process of state formation in the areas beyond thedirect
control of the Mughal state.

SYLLABUS OF DSC
Unit I: Sources and Historiography
1. An overview of Persian Literary Traditions
2. Vernacular Literature- Brajbhasha and Telugu/Tamil

80
Unit II: Political Formations and Institutions
1. Mughal state- Role of Military tactics and technology; Changing notions ofKingship
; Institutions (Evolution of Mansab, Jagir and land revenue system)
2. Rajput and Ahom Political culture
3. Formation of Nayaka states of Madurai, Thanjavur and Jinji

Unit III: Political and Religious Ideas

1. Sulh-i-kul and Akhlaqi tradition; Ideological challenges
2. Vaishnava Bhakti Traditions of North India
3. Shaivite traditions

Unit IV: Visual culture and articulation of Authority

1. Fatehpur Sikri.
2. Chittor Fort.
3. Temples and Gopurams of the Nayakas: Meenakshi temple

Practical component (if any) – NIL

Essential/recommended readings

Unit I. This unit introduces students to the available Persian and vernacular literary sources
for the study of the period under study. It also provides an opportunity to the students
to critically analyse these sources based on their modern historiographical
interpretations. (Teaching Time: 9 hrs. approx.)
Essential Readings:
• Rizvi, S. A. A. (1975)- Religious and Intellectual History of the Muslims During the Reign
of Akbar (1556-1605), Delhi: Munshiram Manoharlal
• Truschke, Audrey (2016). Culture of Encounters, New Delhi: Penguin Allen Lane,
(Chapter 4 ‘Abul Fazl Redefines Islamicate Knowledge and Akbar’s Sovereignty’, pp.
142- 165)
• Alam, Muzaffar (2004). Languages of Political Islam, Delhi: Permanent Black, (Chapter
4, ‘Language and Power’, pp. 115-140)
• Ali, S Athar. (1992). “Translations of Sanskrit Works at Akbar’s Court” Social Scientist,
vol. 20 no.9, pp, 38-45
• Busch, Allison (2005), “Literary Responses to the Mughal Imperium: the Historical
Poems of Kesavdas” in South Asia Research, Vol. 25, No.1, pp 31-54
• Busch, Allison (2010) “Hidden in Plain view: Brajbhasha poets at the MughalCourt”
• Modern Asian Studies. Vol. 44, No.2, pp 267-309
• Sharma, Sandhya (2011). Literature, Culture and History in Mughal NorthIndia,
1550- 1800, Delhi: Primus (Introduction and Chapter 5)
• Rao, V N, David Shulman, and Sanjay Subrahmanyam (eds.) (2001). Textures ofTime:
Writing History in South India 1600-1800, Delhi: Permanent Black
• Sreenivasan, Ramya (2014) “Rethinking Kingship and Authority in South Asia: Amber
(Rajasthan), Ca. 1560-1615.” Journal of the Economic and Social History of the Orient
57, no. 4, pp 549–86

81
Unit II. This unit enables students to understand the various contexts and processes involved
in the establishment and consolidation of the Mughal state encompassing such
themes as the role of military tactics and technology,legitimacy through innovative
notions of kingship and administrative institutions. Besides the Mughal state, it also
discusses other political formations, some of considerable resilience and importance
that complicated the processes of imperial integration. To provide a rounded picture
of these developments the unit also discusses the histories of the emerging Rajput
regimes. To underline the variegated nature of politics of this period, the unit also
studies the Nayaka state formation in South India. (Teaching Time- 15 hrs. approx.)
• Gommans, Jos J L. (2002). Mughal Warfare: Indian Frontiers and Highroads to
Empire, 1500-1700, London and New York: Routledge
• Gommans, Jos J L & Dirk H A Kolff, eds. (2001). Warfare and Weaponry inSouth
Asia 1000-1800, New Delhi: OUP, (Introduction)
• Streusand, Douglas E. (1989). The Formation of the Mughal Empire, Delhi:
Oxford University Press
• Tripathi, R P. (1959). Some Aspects of Muslim Administration. Allahabad: TheIndian
Press. (Chapter on ‘Turko-Mongol Theory of Kingship’)
• Khan, I.A. (1972). “The Turko-Mongol Theory of Kingship”, in K A Nizami (Ed.).
• Medieval India-A Miscellany, Vol. II, London: Asia Publishing House.
• Richards, J F. (1996). The Mughal Empire, Cambridge, Cambridge University Press.
(Introduction & Chapters 1-4)
• Alam, M and S Subrahmanyam (eds.) (1998). The Mughal State, 1526-1750, Delhi:
OUP, (Introduction)
• Ali, S Athar (Revised 1997) -The Mughal Nobility Under Aurangzeb, Delhi: Oxford
University Press (Chapter 2)
• Moosvi, Shireen. (1981). “The Evolution of the Mansab System under Akbar until
1596- 97”, Journal of the Royal Asiatic Society of Great Britain & Ireland, Vol. 113 No.
2, pp. 173-85,
• Habib, Irfan (1999), The Agrarian System of Mughal India (1556-1707), OUP, New Delhi
(Chapter 6)
• Khan, IqtidarAlam (1968). “The Nobility Under Akbar and the Development of his
Religious Policy ,1560-80”, Journal of Royal Asiatic Society, No 1-2 , pp.29- 36
• Ziegler, Norman P (1998)- “Some Notes on Rajput Loyalties During the MughalPeriod”
in John F. Richards, (Ed.). Kingship and Authority in South Asia, Delhi: Oxford University
Press, pp. 242-284.
• Zaidi, S Inayat A. (1997). “Akbar and Rajput Principalities- Integration into Empire” in
Irfan Habib (ed.) Akbar and His India, Delhi: Oxford University Press
• Chandra, Satish. (1993). Mughal Religious Policies, The Rajputs and The Deccan, Delhi:
Vikas Publishing House.
• Balabanlilar, Lisa (2013). Imperial Identity in the Mughal Empire, New Delhi: Viva
Books. (Introduction and Chapters 1 and 2)
• Rao, V N, David Shulman, and S. Subrahmanyam (1992). Symbols ofSubstance: Court
and State in Nayaka Period Tamilnadu, Delhi: Oxford University Press
• Rao, V, & Subrahmanyam, S. (2012). ‘Ideologies of state building in Vijayanagara and
post-Vijayanagara south India: Some reflections’ In P. Bang& D. Kolodziejczyk (Eds.),
Universal Empire: A Comparative Approach to Imperial Culture and Representation in
Eurasian History, Cambridge,Cambridge University Press, pp 210-232

82
 • Dirks, Nicholas B (2007). The Hollow Crown. Ethnohistory of an Indian Kingdom,
• Cambridge: Cambridge University Press (Introduction)
• Howes, Jennifer (2003). The Courts of Pre-colonial South India, London: Routledge.
(Introduction and Chapter 3)
• Karashima, Noboru (1985). “Nayaka Rule in North and South Arcot Districts in South
India During the 16th Century”, Acta Asiatica, Vol. 48, pp. 1-25

UNIT III: This unit seeks to capture the political and religious milieu of the times focussing on
developments in Indian Islam as well as more generally on cross- cutting ideas in
circulation in north India manifested in the teachings of Vaishnava Bhakti saints.
(Teaching Time: 12 hrs. approx.)
• Rizvi, S.A.A. (1975). Religious and Intellectual History of the Muslims During the Reign
of Akbar (1556-1605). New Delhi: Munshiram Manoharlal
• Alam, Muzaffar (2004). The Languages of Political Islam: India (1200-1800), Delhi:
Permanent Black (Introduction, Chapters 2 and 5)
• Ali, S Athar (2008), “Sulh-i-Kul and Religious Ideas of Akbar” in Mughal India: Studies
in Polity, Ideas, Society and Culture, Delhi: Oxford University Press
• Moosvi, Shireen (2007). “The Road to Sulh-i-Kul: Akbar’s Alienation from Theological
Islam” in Irfan Habib (ed.) Religion in History, Delhi: Tulika
• Friedman, Yohanan (1971), Shaykh Ahmad Sirhindi: An Outline of His Thought and a
Study of His Image in the Eyes of Posterity, McGill- Queen’s University Press, Montreal
(Introduction)
• Lorenzen, David N. (1995). Bhakti Religion in North India: Community Identity and
Political Action, New York: State University of New York Press (Introduction)
• Chatterjee, K. (2009). “Cultural Flows and Cosmopolitanism in Mughal India: The
Bishnupur Kingdom”, Indian Economic and Social History Review, vol. 46, No. 2, pp.
147- 82.
• Dalmia, Vasudha (2015), ‘Hagiography and the “other” in the Vallabha Sampradaya’
in Vasudha Dalmia and Munis D Faruqi (eds), Religious Interactions in Mughal India,
New Delhi, OUP.
• Stewart, Tony K (2013), ‘Religion in Subjunctive: Vaishnava Narrative Sufi Counter-
Narrative in Early Modern Bengal’, The Journal of Hindu Studies, Vol 6, pp 52-72

Unit IV: This unit focuses on the nuanced usage of visual culture (particularly architecture) an
effective means to articulate authority by rulers of different backgrounds and political
ambitions. (Teaching Time: 9 hrs. approx.)
• Asher, Catherine B. (1992). Architecture of Mughal India, Cambridge: Cambridge
University Press (PP 51-74)
• Brand, Michael, and Glen D Lowry (Eds.). (1987). Fatehpur Sikri, Bombay: Marg
Publications (Chapters 2-7)
• Koch, Ebba. (2002). Mughal Architecture: An Outline of its History and Development,
1526-1858, New Delhi, New York: Oxford University Press (Introduction, Chapter on
Akbar)
• Sharma, Rita and Sharma, Vijay (2020), Forts of Rajasthan, Rupa Publications
• Jaweed, Md Salim (2012), ‘Rajput Architecture of Mewar From 13th to 18th
Centuries”,
• PIHC, Vol 73, pp 400-407

83
 • Asher, Catherine B (2020), ‘Making Sense of Temples and Tirthas: Rajput Construction
Under Mughal Rule’, The Medieval History Journal, Vol 23, Part1, pp 9-49
• Tillotson, Giles Henry Rupert (1987). The Rajput Palaces: The development of an
architectural style, 1450-1750. Yale Univ. Press, (Chapters 1-3)
• Mitchell, George. (1995). Architecture and Art of Southern India: Vijayanagara and the
Successor States 1350-1750, Cambridge: Cambridge University Press
• Eaton, Richard M. And Phillip B. Wagoner. (2014). Power, Memory, Architecture:
Contested Sites on India's Deccan Plateau, 1300-1600. New Delhi:Oxford University
Press. (Chapters 2 and 3)
• Karashima, Noboru (2014). A Concise History of South India: Issues and
Interpretations,
• New Delhi,Oxford University Press. (Section 6.1-6.6)
• Rao, V N, David Shulman, and S. Subrahmanyam. (1992). Symbols of Substance: Court
and State in Nayaka Period Tamilnadu, Delhi: Oxford University Press

Suggestive readings
• Eaton, Richard (2019). India in the Persianate Age, 1000-1765, New Delhi, Penguin
Allen Lane (Chapter 5).
• Kolff, Dirk H.A. (1990). Naukar, Rajput and Sepoy: the Ethnohistory of the military
labour market in Hindustan, 1450-1850. Cambridge: Cambridge University Press, pp.
1-116 (valuable for the social contexts of political and military expansion in the 16th
century).
• Talbot, Cynthia (2013), ‘Becoming Turk the Rajput Way: Conversion & Identity in an
Indian Warrior Narrative’, Richard Eaton et al, Expanding Frontiers in South Asian and
World History, Essays in Honour of JF Richards, Cambridge University Press
• RaziuddinAquil. (2007). Sufism, Culture and Politics: Afghans and Islam in Medieval
North India, Oxford: Oxford University Press.
• Richards, J F. (1998). “The Formulation of Imperial Authority under Akbar and
Jahangir” in Kingship and Authority in South Asia, Delhi: Oxford University Press, pp.
285-326.
• Sharma, Krishna (2003). Bhakti and Bhakti Movement, Delhi: Munshiram Manoharlal
Publishers
• Habib, Irfan (ed.1997) Akbar and His India, Delhi: Oxford University Press
• Siddiqui, N A. (reprint 1989). Land Revenue Administration under the Mughals(1700-
1750). New Delhi: Munshiram Manoharlal Publishers
• Chandra, Satish. (Ed.) (2005). Religion, State and Society in Medieval India: Collected
Works of Nurul Hasan, Delhi: Oxford University Press
• Aquil, Raziuddin and Kaushik Roy (2012)- Warfare, Religion and Society in Indian
History, Delhi: Manohar publishers and Distributors (Chapters 3 and 4)
• Nizami, K A (1983). On History and Historians of Medieval India, New Delhi: Vedic
Books
• Spear, Percival (2009). “The Mughal Mansabdari System” in Edmund Leechand S
N Mukherjee (eds.) Elites in South Asia, Cambridge: Cambridge University Press
• Alam, Muzaffar (2021). The Mughal and the Sufis: Islam and Political Imagination in
India, Ranikhet: Permanent Black, pp 1-93 (Chapters 1 and 2)
• Talbot, Cynthia, and Catherine B Asher (2006). India Before Europe, Cambridge:
Cambridge University Press

84
 • Bahugana, R.P. (2008). “Kabir and other Medieval Saints in Vaishnava Tradition”, PIHC,
Vol. 69, pp 373-383
• Rezavi, Nadeem, (2013) Fatehpur Sikri Revisited, OUP. Readings in Hindi Medium
• Chandra, Satish (2018). Madhyakalin Bharat (Part II), Sultanat se Mughal Ka lTak, New
Delhi: Jawahar Publishers & Distributors
• Habib, Irfan (Ed.).(2000). Madhyakalin Bharat, (Vols. 1-8, relevant articles), New Delhi:
Rajkamal Prakashan
• Habib, Irfan (Ed.). (2016). Akbar Aur Tatkaleen Bharat, New Delhi: Rajkamal Prakashan
• Habib, Irfan. (2017). Madhyakalin Bharat ka ArthikItihas: Ek Sarvekshan, NewDelhi:
Rajkamal Prakashan
• Verma H C. (Ed.) (2017). Madhyakalin Bharat (Vol. II) 1540-1761, HindiMadhyam
Karyanvan Nideshalaya, Delhi University
• Mukhia Harbans (2008), Bhartiya Mughal, Urdu Bazaar, New Delhi

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

85
 DISCIPLINE SPECIFIC CORE COURSE – 2 (DSC-2): History of India – VI: c. 1750 – 1857

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – 4 3 1 0 12 th Pass Should have
VI: c. 1750 – 1857 studied History
of India
– IV: c. 1200 –
1500

Learning Objectives
The paper introduces students to key features of the 18th century in the Indian subcontinent. It
analyses the interface between the 18th century kingdoms and the early colonial state. The pa-per
also discusses the processes by which the British East India Company transformed itself into a state
and gradually consolidated its position over a vast expanse. Apart from the evolution of colonial
institutions of governance and developing forms of colonial exploitation, the paper also highlights
the interface between Company Raj and indigenous elite on various social issues. The paper
concludes with a critical survey of peasant resistance to colonial agrarian policies, and the 1857
revolt against the Company Raj.

Learning outcomes
Upon completion of this course the student shall be able to:
• Outline key developments of the 18th century in the Indian subcontinent.
• Explain the establishment of Company rule and important features of theearly
colonial regime.
• Explain the peculiarities of evolving colonial institutions and their impact.
• Elucidate the impact of colonial rule on the economy.
• Discuss the social churning on questions of tradition, reform, etc. during thefirst
century of British colonial rule.
• Assess the issues of landed elites, and those of struggling peasants, tribals and
artisans during the Company Raj.

SYLLABUS OF DSC
Unit I: India in the mid-18th Century: society, economy, polity and culture

86
 1. Issues and Debates
2. Continuity and change

Unit II: Colonial expansion: policies and methods with reference to any two of the following
Bengal, Mysore, Marathas, Awadh, Punjab and the North- East

Unit III: Colonial state and ideology

1. Imperial ideologies: Orientalism, Utilitarianism, and Evangelicalism
2. Indigenous and colonial education

Unit IV: Economy and Society

1. Land revenue systems and its impact
2. Commercialization of agriculture
3. De-industrialization

Unit V: 19th Century: Reforms and Revival

1. Young Bengal, Brahmo Samaj, Prathana Samaj, Faraizis and Wahabis, AryaSamaj
2. Discourse on Gender and Caste in Reform and revival movement

Unit VI: Popular resistance

1. The Uprising of 1857
2. Peasant resistance to colonial rule: Santhal Uprising (1856); Indigo Rebellion(1860).
Kol Uprising (1830-32)

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: This Unit enables the students to outline key developments of the 18th
century in the Indian subcontinent. These developments are discussed through key debates
on the varied historical evidence used by historians when examining the weakening Mughal
state, growth of regional kingdoms, changing dynamics of the economy, evolving social
structures, cultural patterns, etc. (Teaching Time: 9 hrs. approx.)
• Alavi, Seema(ed.). (2002). The Eighteenth Century in India. New Delhi: OUP
(Introduction).
• Bayly, C.A. 1988. Indian Society and the making of the British Empire. Cambridge: CUP
(Chapter1, pp. 7- 44).
• Parthasarathi, Prasannan. 2011. Why Europe Grew Rich and Asia Did Not: Global
Economic Divergence, 1600- 1850. Cambridge: CUP (Introduction and Part I, pp. 1-88;
Part III, pp. 185- 269).
• Faruqui, Munis D. 2013. “At Empire’s End: The Nizam, Hyderabad and Eighteenth
Century India,” In Richard M. Eaton, Munis D. Faruqui, David Gilmartin and Sunil
Kumar (Eds.), Expanding Frontiers in South Asian andWorld History: Essays in Honour
of John

87
 • F. Richards (pp. 1- 38).

Unit- II: This Unit introduces the students to the political process by which Company rules was
established in the Indian subcontinent. The unit shall also acquaint students with the
important features of the 18th century states and how they came to be positioned vis-à-vis
an expanding Company state. (Teaching Time: 6 hrs. approx.)
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern India.
New Delhi: Orient Blackswan (Chapter 1, ‘Transition to the Eighteenth Century’, pp.
37- 62).
• Bayly, C. A. (2008). Indian Society and the making of the British Empire. Cambridge:
CUP (Chapter 2, ‘Indian Capital and the Emergence of Colonial Society’ pp. 45- 78;
Chapter 3, ‘The Crisis of the Indian State’, pp. 79- 105).
• Fisher, Michael H. (1996).The Politics of British Annexation of India 1757- 1857.
Oxford: OUP (Introduction).
• Marshall, P.J. (1990). Bengal: The British Bridgehead. Cambridge: CUP.
• Cederlof, Gunnel. (2014). Founding an Empire on India’s North- Eastern Frontiers
1790- 1840: Climate, Commerce, Polity. OUP.
• Farooqui, Amar, (2013), Zafar and The Raj: Anglo- Mughal Delhi c. 1800-1850, Primus
Books, Delhi.

Unit-III: The unit shall discuss in detail and familiarise students with the evolving ideological
underpinnings of the Company state, the idea of difference which developed within the
imperial discourse and the manner in which colonial education policy and system evolved.
(Teaching Time: 6 hrs. approx.)
• Metcalf, Thomas R. (2007 reprint). Ideologies of the Raj, Cambridge: CUP(Chapters 1,2
& 3).
• Wagoner, Phillip B. (October 2003). “Pre- colonial Intellectuals and the Production of
Colonial Knowledge”. Comparative Studies in Society and History, 45 (4), pp. 783- 814.
• Stokes, Eric. (1982 reprint). The English Utilitarians and India. Oxford: OUP (Chapter
‘Doctrine and its Setting’)
• Rocher, Rosanne. (1993). “British Orientalism in the Eighteenth Century: The Dialectics
of Knowledge and Government”, in Peter van der Veer and Carol Breckenridge eds.
Oriental- ism and the Post- colonial Predicament: Perspectives on South Asia.
University of Pennsylvania Press, pp. 215-250.
• Viswanathan, Gauri. (2014 reprint). Masks of Conquest: Literary Study and British Rule
in India. New York: Columbia University Press (Introduction and Chapters 1 to 4).
• Copland, Ian. (2007). “The Limits of Hegemony: Elite Responses to Nineteenth-
Century Imperial and Missionary Acculturation Strategies in India”. Comparative
Studies in Society and History. Vol. 49. No. 3. (637- 665).
• Bhattacharya, Sabyasachi (ed.). (1998). The Contested Terrain: Perspectives on
Education in India. New Delhi: Orient Blackswan (“Introduction”).
• Dharampal. The Beautiful Tree: Indigenous Indian Education in the Eighteenth
Century. Vol III, Goa, Other India Press

88
Unit-IV: This Unit shall familiarise students with the key debates on the economic impact of
Company Raj. Students shall assess this impact by looking at changing agrarian relations, crop
cultivation, and handicraft production. (Teaching Time: 9 hrs.approx.)
• Stein, Burton. (ed.). (1992).The Making of Agrarian Policy in British India 1770-1900.
Ox- ford: OUP (Introduction (pp.1-32)& Chapter 4(pp.113-149)).
• Tomlinson, B.R. (2005).The Economy of Modern India 1860-1970. Cambridge: CUP
(Chapter 2, pp.47- 67)
• Bose, Sugata. (Ed.). (1994).Credit, Markets and the Agrarian Economy of Colonial
India. New Delhi: Oxford University Press (Introduction (pp. 1-28) & Chapter 2 (pp. 57-
79)).
• Chandra, Bipan. (1999). “Colonialism, Stages of Colonialism and the Colonial State”,
in- Bipan Chandra, Essays on Colonialism, New Delhi: Orient Longman, pp. 58-78.
• Ray, Indrajit. (2016). “The Myth and Reality of Deindustrialization in Early Modern
India”, in LatikaChaudhary et al. (Eds.) A New Economic History of Colonial India. New
York: Routledge. (52- 66).
• Sumit Sarkar (2014) Modern Times, India 1880s – 1950s, Permanent Black, New Delhi.
Chapters 3 & 4
• Shrivastava, Sharmila, Slopes of struggle: Coffee on Baba Budan hills, Indian Economic
and Social History Review, Volume LVII, Number 2, (April – June 2020) pp. 199 - 228

Unit-V: This Unit shall acquaint students with the social churning on questions of tradition,
modernity, reform, etc. that unfolded during first century of British colonialrule. Through
special focus on gender concerns, gender roles in the household and ideas of ‘ideal
womanhood’, the unit shall enable students to contextualize theendeavours of nineteenth-
century social reformers and nationalists. (Teaching Time: 9 hrs. approx.)
• Jones, Kenneth. (2003). Socio-Religious Reform Movements in British India(pp. 15-
47; pp. 122- 131).
• Joshi, V.C. (ed.). (1975).Rammohun Roy and the Process of Modernization in India.
Vikas Publishing House (essays by A.K. Majumdar and Sumit Sarkar).
• Singh, Hulas. (2015). Rise of Reason: Intellectual History of 19th-century Maharashtra.
Taylor and Francis (pp. 1- 197).
• Sarkar, Sumit and Tanika Sarkar (eds.).(2008). Women and Social Reform in India: A
Reader. Bloomington and Indianapolis: Indiana University Press (Chapters 1, 2 and 4).
• Loomba, Ania. (Autumn 1993). “Dead Women Tell No Tales: Issues of Female
Subjectivity, Subaltern Agency and Tradition in Colonial and Post- Colonial Writings on
Widow Immola- tion in India”.History Workshop, 36, pp.209–227.
• Kopf, David. (1969). British Orientalism and the Bengal Renaissance: The Dynamics of
Modernization. Berkeley, Los Angeles: University of California Press (Introduction).

89
 • Panikkar, K.N. (1995). Culture, Ideology, Hegemony: Intellectuals
and Social Consciousness in Colonial India. New Delhi:
Tulika(pp. 1-26 & pp. 47-53).
• Chakravarti, Uma. (1998). Rewriting History: The Life and Times of Pandita Ramabai.
New Delhi: Kali for Women (Chapter, ‘Caste, Gender and the State in Eighteenth
Century Maha- rashtra’, pp. 3-42).

Unit-VI: This Unit shall enable students to identify and discuss the issues reflected in the
major uprisings of the nineteenth century. In the context of heavy revenue assessment,
changing land rights, deepening stratification within the rural society, emergence of new
social forces in agrarian economy, etc., students shall discuss the discontent of the landed
elite, and those of struggling peasants and tribals during theCompany Raj. (Teaching Time: 6
hrs. approx.)
• Stokes, Eric and C.A. Bayly. (1986). The Peasant Armed: the Indian Revolt of1857.
Claren- don Press (Introduction).
• Mukherjee, Rudrangshu. (1993). “The Sepoy Mutinies Revisited”, in MushirulHasan
and
• Narayani Gupta (Eds.), India’s Colonial Encounter, New Delhi: Manohar
• David, Saul. (2010). “Greased Cartridges and the Great Mutiny of 1857: A Pretext to
Rebel or the Final Straw”, In Kaushik Roy (ed.)War and Society in Colonial India(82-
113).
• Hardiman, David. (1993). Peasant Resistance in India, 1858- 1914. New Delhi: OUP.
Introduction & pp. 1-125.
• Desai, A.R. (ed.) (1979). Peasant Struggles in India. Bombay: UP.(136- 158)
• Mukherjee, Rudrangshu. (1984) Awadh in Revolt 1857-1858. New Delhi: Oxford
University Press.

Suggestive readings (if any)

• Alavi, Seema ed. (2002).The Eighteenth Century in India. New Delhi: OUP. Bara, Joseph
(2002) “Tribal Education, the Colonial State and Christian Missionaries: Chotanagpur
1839-1870.” In Education and the Disprivileged : Nineteenth and Twentieth Century
India, edited by Sabyasachi Bhattacharya. New Delhi: Orient Longman, pp. 123-152.
• Bayly, Susan. (1999). “Chapter 2: Kings and Service People 1700-1830.” Caste, Society
andPolitics in India from the 18th Century to the Modern Age. Cambridge: Cambridge
University Press. The New Cambridge History of India Series, pp. 64-79.
• Bhattacharya, Sabyasachi ed. (2007).Rethinking 1857. Delhi: Orient Longman.
Chaudhury, Sushil. (2000). The Prelude to Empire: Plassey Revolution of 1757. Delhi:
Man- ohar.
• Constable, Philip. (2001). “The Marginalization of a Dalit Martial Race in the Late
Nineteenth and Early Twentieth Century Western India”.Journal of Asian Studies, 60
(2), pp. 439- 78.
• Dirks, Nicholas B. (2001).Castes of Mind.Princeton, New Jersey: Princeton University
Press,

90
• Green, William A. et al.(Spring 1985). “Unifying Themes in the History ofBritish India,
1757-1857: An Historiographical Analysis”Albion: A QuarterlyJournal Concerned with
British Studies, 17 (1), pp. 15-45. [pp. 20-24 is a surveyof British strategy/calculations
during its territorial expansion]
• Guha, Ranajit.(1983) Elementary Aspects of Peasant Insurgency in Colonial India. New
Delhi: Oxford University Press (Introduction & Chapter ‘Territoriality’).
• Hutchins, Francis. (1967). The Illusion of Permanence. Princeton, New Jersey:
Princeton University Press.
• Jones, Kenneth. (2003)Socio-Religious Reform Movements in British India. New
Cambridge
• History of India, Vol.3.1. Cambridge: Cambridge University Press.
• Kapila, Shruti ed. (2010). An Intellectual History for India.Delhi: Cambridge University
Press.
• Ludden, David ed. (2005). Agricultural Production and South Asian History. New Delhi:
Oxford University Press.
• Metcalf, Thomas. (1995). Ideologies of the Raj. Cambridge: Cambridge University
Press (Chapter 4, Ordering Difference, pp. 92-.128).
• Mukherjee, Mithi. (2010) India in the Shadows of Empire: A Legal and Political History
1774- 1950. New Delhi: Oxford University Press (Introduction and Chapter 1, ‘The
Colonial and the Imperial’, pp. 1- 44).
• Mukherjee, Rudrangshu. (2018). “The Azimgarh Proclamation and Some Questions on
the Revolt of 1857 in the North western Provinces”. The Year of Blood: Essays on the
Revolt of 1857. New Delhi: Social Science Press and Routledge.
• Pollock, Sheldon ed. (2011). Forms of Knowledge in Early Modern Asia. Delhi:
Manohar. Introduction (1- 16).
• Parthasarathi, Prasannan. (2001). The Transition to a Colonial Economy: Weavers,
Mer- chants and Kings in South India, 1720-1800. Cambridge: Cambridge University
Press.
• Raj, K N. et al ed. (1985). Essays on the Commercialization of Indian Agriculture. New
Delhi: Oxford University Press.
• Robb, Peter, ed. (1993). Dalit movements and the meanings of labour in India. New
Delhi: Oxford University Press.
• Roy, Tirthankar. (2010). Company of Kinsmen: Enterprise and Community in South
Asian History 1700-1940. New Delhi: OUP (Chapter 6, pp. 190- 219).
• Skuy, David. (July 1998). “Macaulay and the Indian Penal Code of 1862: The Myth of
the Inherent Superiority and Modernity of the English Legal System Compared to
India's Legal System in the Nineteenth Century”, Modern Asian Studies, 32 (3), pp.
513-557.
• Stein, Burton (ed.) (1992). The Making of Agrarian Policy in British India, 1770-1900.
Delhi: Oxford University Press.
• Stern, Phillip. (2011). The Company-State: Corporate Sovereignty and the Early
Modern Foundations of the British Empire in India. New York: Oxford University Press.

91
 • Stokes, Eric. (1986). The Peasant Armed: The Indian Rebellion of 1857 InC.A. Bayly
(ed.). New Delhi: Oxford University Press.
• Tilak, Lakshmibai. (2017, 1973). Smritichitre: The Memoirs of a Spirited Wife. New
Delhi: Speaking Tiger. (Translated by Shanta Gokhale).
• Rosanne Rocher, “British Orientalism in the Eighteenth century: The Dialectics of
Know-
• ledge and Government”, in Peter van der Veer and Carol Breckenridge eds.
Orientalism and the Postcolonial Predicament: Perspectives on South Asia, University
of Pennsylvania Press, 1993.
• Books in Hindi:
• Bandyopadhyay, Sekhar, (2007), Plassey se vibhajan tak aur uske baad, Orient
Blackswan, New Delhi
• Shukla, R. L. (ed). Adhunik Bharat Ka Itihas, Hindi Madhyam KaryanvayanNideshalay,
Delhi University
• Bipan Chandra, Mridula Mukherjee, Aditya Mukherjee, K. N. Panikkar, Sucheta
Mahajan, Bharat ka Swatantrata Sangharsh Hindi Madhyam Karyanvayan Nideshalay,
Delhi University
• Sumit Sarkar, Adhunik Bharat (1885 – 1947) Rajkamal Prakashan
• Sumit Sarkar, Adhunik Kaal (1880 – 1950), Rajkamal Prakashan
• Bipan Chandra, Adhunik Bharat Ka Itihas, Orient Blackswan
• Bipan Chandra, Adhunik Bharat Mein Upniveshvad aur Rashtravad, Medha
Publishing House
• B. L. Grover, Alka Mehta, Yashpal, Adhunik Bharat Ka Itihas, S. Chand
• Lakshami Subramanian, Bharat Ka Itihas: 1707 – 1857, Orient Blackswan

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

92
 DISCIPLINE SPECIFIC CORE COURSE– 3 (DSC-3): History of Modern Europe – I

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
History of Modern 4 3 1 0 12 th Pass Nil
Europe – I

Learning Objectives
This paper shall provide a critical overview of the French Revolution, and acquaint the students
with the repercussions of the revolution, both within and beyond France. It shallalso trace the
patterns and outcomes of social upheaval throughout Europe in the first half of the 19th century.
The debates on the development and impact of industrialcapitalism shall be discussed. The birth
of new social movements, political ideas and structures shall be contextualised within developing
capitalism of the nineteenth century.

Learning outcomes
On completing this course, the students will be able to:
• Identify what is meant by the French Revolution.
• Trace short-term and long-term repercussions of revolutionary regimes andEmpire-
building by France.
• Explain features of revolutionary actions and reactionary politics of threatened
monarchical regimes.
• Delineate diverse patterns of industrialization in Europe and assess the socialimpact of
capitalist industrialization.
• Analyse patterns of resistance to industrial capital and the emerging politicalassertions
by new social classes.

SYLLABUS OF DSC-3

Unit I: The French Revolution

1. The Enlightenment, political and economic crisis of the Ancien Regime
2. A new political culture and transformations: Democratisation of polity and
academies, changing social relations
3. Historiographical Perspectives on the French Revolution

Unit II: Continuity and change in the early nineteenth century

93
 1. First French empire and monarchical consolidation
2. Revolutions 1830s-1850s

Unit III: Industrial Revolution and Social Transformation (the 19th century)
1. Experience of Industrialisation France, Germany and Eastern / SouthernEurope
2. Impact of the Industrial Revolution: Work, Family and Gender

Unit IV: Political movements in the 19th century

1. Parliamentary and institutional reforms in Britain, chartists & suffragettes
2. Industrial unrest, development of socialism: Utopians, Marxism, the
International working class movement and social democracy

Unit V: Culture and Society: 1789-1850s

1. Popular Consumption of Culture: Neo Classical Art, Romanticism and Realism in art
and literature
2. The City in the age of Industrialization

Practical component (if any) - NIL

Essential/recommended readings
Unit 1: In this rubric the students would have learnt about the origins of the French Revolution
and political transformation in late eighteenth century France. They would have explored
various themes linking the phases of the revolution with various key developments during
the revolutionary years, transformation of institutions and social relations. (Teaching time:
15 hrs. approx.)
• McPhee, Peter. (2002).The French Revolution 1789-1799. New York: Oxford University
Press (Chs.1 -- 9) E book by Peter Mc. Phee
• Campbell, Peter R. (Ed.).(2006). The Origins of the Revolution. New York: Palgrave
Macmillan, pp. 1-34, 139-159 (Introduction and Ch.5).
• Rude, George (2000).Revolutionary Europe1783-1815. Somerset, New Jersey, U.S.A.:
Wiley-Blackwell (Ch.1).
• Furet, Francois, (1988). The French Revolution 1770-1814. Oxford: Blackwell, pp.3-100
and 211-66.
• Landes, Joan B. (1988). Women and the Public Sphere in the Age of the French
Revolution. Ithaca, London: Cornell University Press,
• Darnton, Robert. (1996). “What was Revolutionary About the French Revolution.” in
Peter Jones, (Ed.).The French Revolution in Social and Political Perspective. London:
Edward Arnold, pp. 18-29.
• Kates, Gary. (Ed.).(1998).The French Revolution: Recent debates and Controver- sies.
London and New York: Routledge.
• Frey, Linda S. and Marsha S. Frey.(2004). The French Revolution, Westport, CT:
Greenwood Press, pp. 37-46 (“A New Political Culture”).
• Kennedy, Emmet. (1989).A Cultural History of the French Revolution. New Haven and
London: Yale University Press. Chapter 9

94
 • Hunt, Lynn.(2004).Politics, Culture, and Class in the French Revolution. Oakland:
University of California Press.
• Hunt, Lynn.(1989). “Introduction: The French Revolution in Culture, New Ap- proaches
and Perspectives.”Eighteenth-Century Studies 22(3), Special Issue: The French
Revolution in Culture, Spring.
• लालबहाि◌ रवम◌ाि◌ ।यर◌ू ◌ोपक◌ाइर◌्ह◌ास: फ◌ ् ◌ास◌ीस◌ं ◌ीक्र◌ार◌्◌ं स◌े रि◌◌् र्◌ीय रव् तय◌ुद्धकर् ।

• पा�थस◌ा�र� ग◌ुपर् ◌् ा (संप◌ाि◌ क)। यर◌ू ◌ोप क◌ा इर◌्ह ◌ास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

At the end of this rubric students would have developed an understanding of the significant
transformations in European polity and society till the mid nineteenth century. They would
have studied about the establishment of Napoleonic Empire, its impact on France and Europe.
They would have read about the consolidation of monarchical power and about events
leading up to the revolutions 1848. (Teaching time: 6 hrs. approx.)
• Grabb, Alexander.(2003).Napoleon and the Transformation of Europe. NewYork:
Palgrave Macmillan (Ch. 2 &Ch.3).
• Lyons, Martin. (2006).Post-Revolutionary Europe, 1815-1856, New York:Palgrave
Macmillan.
• Price, Roger (1988).The Revolutions of 1848. London: Macmillan.
• David Thomson, Europe since Napoleon, 1957, Part-II Chapter 6 and 7
• Sperber, Jonathan (2005). The European Revolutions, 1848-1851. Cambridge:Cam-
bridge University Press.
• लाल बहाि◌ र वमाि◌ । यरू ◌ोप का इहार्स: फ् ◌ासीसं ◌ी क्रार्ं से �र् र्◌ीय वर्त युद्ध कर्।
• पा�थसा�र� गुप्र ्◌ा (संपाि◌ क)। यरू ◌ोप का इहार्स। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

Unit III: In this Unit the student would learn about the social and economic changesin
Europe during the nineteenth century. The student would be expected to develop on
her/his understand- ing of the social and economic dimensions of the Industrial
revolution in eighteenth century Britain to compare and understand the specific case
studies of France, Germany and Russia in the nineteenth century. (Teaching time: 9
hrs. approx.)
• Stearns, Peter N.(2013).The Industrial Revolution in World History. Boulder: West-
view Press.
• Trebilcock, Clive. (2000). “Industrialization of Modern Europe 1750-1914.” in
T.C.W. Blanning (Ed.).The Oxford History of Modern Europe. Oxford: OxfordUni-
versity Press, pp. 46-75.
• Cameron, Rondo. (1985). “A New View of European Industrialization.”Economic
History Review 38 (1), pp. 1-23.
• Beaudoin, Steven M.(2003).The Industrial Revolution. Boston, New York:Houghton
Mifflin Company (Ch.4 & Ch.5)
• Simonton, Deborah. (1998).The Routledge History of Women in Europe since1700,
London and New York: Routledge, pp.134-176 (Ch.5).
• Louise Tilly and Joan Scott, Women, Work and Family, 1978 Routledge,London and
New York

95
 • Tom Kemp, Industrialisation in Nineteenth Century Europe, 1974, Routledge
• लाल बहाि◌ र वमाि◌ । यरू ◌ोप का इहार्स: फ् ◌ासीसं ◌ी क्रार्ं से �र् र्◌ीय वर्त यद्
ु ध कर्।
• पा�थसा�र� गुप्र ्◌ा (संपाि◌ क)। यरू ◌ोप का इहर् Nideshalaya, DU. ◌ास। Hindi Madhyam Karyanvaya
• �र् वेश वजय, मीना भारराज, वंि◌ ना चौधर� (संपाि◌ क)। आधर ◌ु नक यरू ◌ोप का इहार्स: आयाम और
�र् शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit IV: At the end of this rubric the student will be expected to demonstrate an
understanding of the transformations of the political systems in nineteenth century Europe.
Taking up the case study of nineteenth century Britain the student will study the development
of parliamentary institutions alongside a new politically assertive working class. The student
will also be expected to bring together her/his understanding of the economic and political
transformations in this period when exploring the emergence of socialist thought and critique
of capitalism. (Teaching time: 9 hrs. approx.)
• Lang, Sean (2005).Parliamentary Reform, 1785-1928. London and New York:
Routledge.
• Willis, Michael. (1999). Democracy and the State, 1830-1945.Cambridge: Cam-bridge
University Press.
• Walton, John K.(1999).Chartism, London and New York: Routledge.
• Geary, Dick (1981).European Labour Protest 1848-1939. London: Croom Helm
London
• Kolakowski, Leszec. (1978).Main Currents of Marxism. Volume I. Oxford:Claren-
don Press.
• Lichthem, George. (1970). A Short History of Socialism. London: Weidenfieldand
Nicolson.
• Joll, James. (1990).Europe Since1870.New York: Penguin Books, pp. 49-77
• लालबहाि◌ रवम◌ाि◌ ।यर◌ू ◌ोपक◌ाइर◌्ह◌ास: फ◌ ् ◌ास◌ीस◌ं ◌ीक्र◌ार◌्◌ं स◌े रि◌◌् र्◌ीय र्वत य◌ुद्धकर् ।

• पा�थस◌ा�र� ग◌ुपर् ◌् ा (संप◌ाि◌ क)। यर◌ू ◌ोप क◌ा इर◌्ह ◌ास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

• रि◌◌् व◌ेशवज य, मीन◌ा भारर◌ाज, वंि◌ न◌ा चौधर◌ी (संप◌ाि◌ क)। आधर ◌ु नक यर◌ू ◌ोप का

इर◌्ह◌ास: आय◌ामऔररि◌◌् श◌ाए◌ं।Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit V: Culture and Society: 1789-1850s: Approx. In this Unit the student will be expected to
link various themes from the earlier rubrics and develop an understanding of the cultural,
artistic and urban transformations in nineteenth century Europe. The student will be
expected to develop a competent understanding of the emergence of new art forms,
reformation of various art and cultural academies, the developing notions of consumption of
culture and the changing patterns of urbanism. (Teaching time: 6 hrs. approx.)
• Blanning, T.C.W. (2000). “The Commercialization and Sacralization of European
Culture in the Nineteenth Century.” in T.C.W. Blanning, (ed.).The Oxford History of
Modern Europe. Oxford: Oxford University Press, pp. 101- 125 &126-152.
• Blanning, T.C.W. (2010). The Romantic Revolution: A History. London: George
Weidenfeld & Nicholson.
• Blanning, T.C.W. (ed.) (2000). Nineteenth Century Europe, Short Oxford History of
Europe, Oxford: Oxford University Press (Chapter 4)

96
 • Schneider, Joan, (2007) The Age of Romanticism, Greenwood Guides to Historical
Events 1500-1900, Greenwood Press, London
• Lees, Andrew and Lynn Hollen Lees.(2007).Cities and the Making of Modern Europe
1750-1914. Cambridge: Cambridge University Press.
• लालबहाि◌ रवम◌ाि◌ ।यर◌ू ◌ोपक◌ाइर◌्ह◌ास: फ◌ ् ◌ास◌ीस◌ं ◌ीक्रार◌ं् स◌े रि◌◌् र्◌ीय रव् तय◌ुद्धकर् ।

• पा�थस◌ा�र� ग◌ुपर् ◌् ा (संप◌ाि◌ क)। यर◌ू ◌ोप क◌ा इर◌्ह ◌ास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

• रि◌◌् व◌ेशवज
य, मीन◌ा भारर◌ाज, वंि◌ न◌ा चौधर◌ी (संप◌ाि◌ क)। आधर◌ु नक यर◌ू ◌ोप का इहार्स: आयाम और �र् शाएं। Hindi Madhyam Karyanvaya Nideshalaya,
DU

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

97
 DISCIPLINE ELECTIVE CORE COURSE– 1 (DSE): History of the USSR: From Revolution
to Disintegration (c. 1917 – 1991)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
History of the USSR: 4 3 1 0 12 th Pass NIL
From Revolution to
Disintegration (c. 1917
–1991)

Learning Objectives
The course introduces students to the history of the USSR from the two revolutions of 1917 to the
disintegration of USSR. Students study the various challenges faced by the Bolsheviks and the steps taken
to resolve these issues. Students will also trace the evolution of new institutions and ways of organizing
production both in the factory and at the farm. They will also evaluate important foreign policy issues and
the Soviet Union’s involvement and role in the World War II. The course studies the most dramatic years
in the history of the USSR i.e., the period between 1945 to 1991. The extent of major economic and
political changes between 1956 and 1991 will be examined and the period of reconstruction , stagnation
and growth will be examined. The reforms of the Gorbachev era will provide some of the contexts for the
study of the larger [global] processes that led to the dissolution of the Soviet Union.

Learning outcomes
On completion of this course students shall be able to
• Explain how USSR emerged out of Imperial Russia.
• Explain the new organization of production in the fields and in the factory.
• Outline and explain key developments in the history of the USSR between 1917 and 1991.
• Examine Soviet policies for the period of the course in relation to nationalities and gender
questions.
• Outline Soviet foreign policy issues.
• Analyse the factors leading to disintegration of the Soviet Union and the formation of
• Confederation of Independent States.

SYLLABUS OF DSE

I. The Russian Revolutions of February and October 1917; Background, Causes and Outbreak.

II. Aspects of Socialist Industrialization -Ideas, Debates and Planning

a) War Communism, NEP, Great Debate
b) Collectivization
c) Industrialization and Planning

98
III. Soviet Foreign Policy from World War II to Cold War – (1930s-64)

IV. Soviet Union from Reconstruction to Stagnation to Recovery

a) Khrushchev
b) Brezhnev
c) Gorbachev

V. Question of Nationalism and Disintegration of USSR

VI. Aspects of Culture in Soviet Union

a) Gender 1917-45
b) Literature and Arts 1917-64
c) Cinema and Sports 1920s-91

Essential Readings and Unit Wise Teaching Outcomes:

Unit I: In this unit students will learn about the background to the Russian Revolutions of February
and October 1917 its causes and outbreak.
• Acton, Edward, Vladimir Cherniaev and William Rosenberg eds. (1997). Critical
• Companion to the Russian Revolution, 1914-1921. London: Arnold. Pp.3 -34
• Figes, Orlando. (1996). A People’s Tragedy: A History of the Russian Revolution.
• London: Jonathan Cape. PART TWO THE CRISIS OF AUTHORITY (1891-1917) pp.
• 157- 305
• Kenez, Peter. (1999). A History of the Soviet Union from the beginning to the end.
• Cam- bridge: Cambridge University Press. Chapters 1and 2, pp. 1- 40
• Suny, Ronald Grigor, ed. (2006). Cambridge History of Russia. Volume 3. Cambridge:
• Cam- bridge University Press. Chapters 1 to 4, pp 5- 139
• करुणा कौ�शक: साम्राज्यवाद� एवं साम्यवाद� रूस 1861 ई - 1965 ई। खंड 1: साम्राज्यवाद� रूस; अध्याय
• ती न- 1905 क� क्रां�त और उसके बाद क� िस्त�थ 1905 - 1914, अध्याय चार- प्रथम �वश्व यद्
ु ध से लेकर
• बोल्शे�वक क्रां�त तक।

Unit II: In this unit students will learn about economic policies of the Bolsheviks and associated
debate in the 1920s. The students will students will also learn about the issues related to
processes of Collectivisation and Industrialisation in Russia.
• Fitzpatrick, Sheila. (2001). The Russian Revolution 1917-1932. New York, USA:
• Oxford University Press. Chapter 3: The Civil War, Chapter 4: NEP and Future of the Revolution.
Pp 68- 119
• Nove, Alec. (1993). An Economic History of the USSR, 1917-1991.London: Penguin Books, (revised
edition), Chapters 3 to 6, pp 39- 158
• Kenez, Peter. (1999). A History of the Soviet Union from the beginning to the end.
• Cam- bridge: Cambridge University Press. Chapters 2 and 3, pp 14- 78, Chapters 7 to 9, pp 159-
272
• Suny, Ronald Grigor, ed. (2006). Cambridge History of Russia. Volume 3. Cambridge:Cambridge
University Press. Chapters 5 and 6, pp 140- 191
• करुणा कौ�शक: साम्राज्यवाद� एवं साम्यवाद� रूस 1861 ई - 1965 ई। खंड 2: साम्यवाद� रूस; अध्याय पांच-
साम्यवाद� रूस के प्रारं �भक चरण, अध्याय सात- नवीन आ�थर्क नी�त एवं अन्य प्रयोग। खंड 2: साम्यवाद�

99
 रूस; अध्याय नौ- औद्यो�गकरण एवं कृ�ष 1928 - 1941, अध्याय - समू�हककरण, स्ता�लनकाल�न
उपोत्पादक तथा चौथी पर पांचवी योजनाएं।
• Lewin, Moshe. (1985). The Making of the Soviet System: Essays in the Social History of Inter-war
Russia. New York: Pantheon.
• Allen, Robert. (2003). From Farm to Factory: A Reinterpretation of the Soviet Industrial
Revolution. Princeton and Oxford: Princeton University Press. Chapter 8, pp 153- 171
• Fitzpatrick, Sheila. (1999). Everyday Stalinism: Ordinary Life in Extraordinary Times: Soviet Russia
in the 1930s. New York: Oxford University Press. Ch. 2, pp 40-66
• Davies, R.W., Mark Harrison and S.G. Wheatcroft (Eds.). (1994).The Economic Transformation of
the Soviet Union, 1913-1945.Cambridge: Cambridge University Press. . (Whole book relevant)

Unit III: In this unit students will learn about Soviet foreign policy issues with reference to Comintern
and Nazi Soviet Pact. It also examines the role of the USSR during the second World War. This
unit will also teach students about the history of the Cold War, its origins, majordevelopments,
and transitions.
• McDermott, Kevin and Jeremy Agnew. (1996). The Comintern: A History of International
Communism from Lenin to Stalin. Basingstoke: Macmillan. Whole book
• Roberts, Geoffrey. (2006). Stalin’s Wars 1939-53: From World War to Cold War. New Haven: Yale
University Press.
• Suny, Ronald Grigor.(Ed.). (2006). Cambridge History of Russia. Volume 3. Cambridge: Cambridge
University Press. Chapters 8 and 23, pp 217- 242 and 636- 661
• Kenez, Peter. (1999). A History of the Soviet Union from the beginning to the end. Cambridge:
Cambridge University Press. Chapter 6, pp 132- 159
• करुणा कौ�शक: साम्राज्यवाद� एवं साम्यवाद� रूस 1861 ई - 1965 ई। खंड 3: साम्यवाद� रूस क� �वदे शनी�त;
अध्याय चौदह- बोल्शे�वक क्रां�त से लेकर �हटलर के उत्कषर् तक, अध्याय पंद्रह- अनाक्रमण समझौता,
द्�वतीय �वश्वयुद्ध काल�न कूटनी�त�ता।
• Gaddis, John Lewis. (1997), We Now Know, Oxford University Press, pp. 1- 53 and 281- 295
•  McCauley, Martin, ed. (1987). Khrushchev and Khruschevism. Basingstoke and London:
Palgrave pp 156- 193
•  The Cambridge History of the Cold War, Volumes I and II, Reprint edition. Cambridge:
Cambridge University Press. Chapters 1, 2, 4, 5, 7 and 9 from volume 1 and chapters 3, 4 and 7
from volume 2
•  Zubok, Vladislav M, (2007), A Failed Empire: The Soviet Union in the Cold War from Stalin to
Gorbachev, University of North Carolina Press, Chapell Hill, pp 29-162

Unit IV: This unit deals with the Khrushchev Era, history of De-Stalinisation and Khrushchev’s
industrial and agricultural reforms. : This unit also deals with the era of Conservatism and reform
in the Soviet political system. It begins with the period of Brezhnev. goes up to Gorbachev.
• McCauley, Martin, ed. (1987). Khrushchev and Khruschevism. Basingstoke and London: Palgrave
Macmillan. Pp 1- 29, 61- 70 and 95- 137
• Hanson, Philip. (2014). The Rise and Fall of the Soviet Economy: An Economic History of the USSR,
1945-1991. New York: Routledge. Pp 48- 97
• Suny, Ronald Grigor, ed. (2006). Cambridge History of Russia Volume 3. Cambridge: Cambridge
University Press. Pp 268- 291
• Nove, Alec (1993), An Economic History of the USSR, Penguin, pp 331- 377
• करुणा कौ�शक: साम्राज्यवाद� एवं साम्यवाद� रूस 1861 ई। - 1965 ई खंड 2: साम्यवाद� रूस; अध्याय

100
• बारह- खुश्च�व का उत्कषर् और कृ�ष सम्बन्धी सुधार, अध्याय तेरह - खुश्च�व क� बीसवीं कांग्रेस,
उद्योगीकरण,दाल संगठन व ् अन्य महत्वपूणर् सीमा �चन्ह।
• Crump, Thomas (2013). Brezhnev and the Decline of the Soviet Union, Routledge. Pp 71- 117
• Brown, Archie. (1996). The Gorbachov Factor. Oxford: Oxford University Press, Paperback. Pp
130- 211
• Suny, Ronald Grigor, ed. (2006). Cambridge History of Russia Volume 3. Cambridge: Cam- bridge
University Press. Pp 292- 351
• Fainberg, Dina and Artemy M. Kalinovsky, ed, (Volume 19, Number 4, Fall 2017) Reconsidering
Stagnation in the Brezhnev Era: Ideology and Exchange, Journal of Cold War Studies, The MIT
Press introduction and pp 3- 20, 43- 76

Unit V: This unit deals with the history of dissolution of the Soviet Union around 1991 and the
emergence of Confederation of Independent States. (Teaching time: 3 weeks Approx.)
• Kotz, David and Fred Weir. (2007). Russia’s Path from Gorbachev to Putin, Routledge, chapters 4-
8
• Suny, Ronald Grigor. (1993). The Revenge of the Past: Nationalism, Revolution, and the Collapse
of the Soviet Union. Stanford: Stanford University Press. Pp 127- 162
• Suny, Ronald Grigor. (1997). The Soviet Experiment: Russia, the USSR and the Successor States.
New York: Oxford University Press.
• Keeran, Roger and Kenny, Thomas (2010), Socialism Betrayed: Behind the Collapse of the Soviet
Union, Bloomington, New York, Epilogue

Unit VI: In this unit students will learn about women and aspects of culture such as literature, arts
cinema and sports during the period of the Soviet system.
• Suny, Ronald Grigor, ed. (2006). Cambridge History of Russia. Volume 3. Cambridge: Cambridge
University Press. Chapter 17 and 18, pp 468- 522
• Suny, Ronald Grigor and Martin, Terry. (2001). A State of Nation: Empire and Nation Making in
the Age of Lenin and Stalin, OUP, pp 67- 90
• Fitzpatrick, Sheila. (1999). Everyday Stalinism: Ordinary Life in Extraordinary Times: Soviet Russia
in the 1930s. New York: Oxford University Press. Chapter 6, pp 164- 189
• Parks, Jenifer (2017), The Olympic Games, the Soviet Sports Bureaucracy and the Cold War: Red
Sport, Red Tape, Lexington Books, Introduction, chapters 3- 5
• Sarantakes, Nicholas Evan (2010), Dropping the Torch: Jimmy Carter, the Olympic Boycott and
the Cold War, Cambridge University Press, Introduction, chapters 2, 5, 8 13, 14 and 15

Suggested Readings:
• Carley, M.J. (1999). 1939: The Alliance that Never Was and the Coming of World War II. Chicago:
Ivan R. Dee.
• Carr, E.H. (1950-1964). A History of Soviet Russia, 7 volumes. New York: Macmillan.
• Cohen, Stephen. (1973). Bukharin and the Russian Revolution: A Political Biography, 1888-
• 1938. New York: Alfred Knopf.
• Conquest, Robert (1986) Harvest of Sorrow: Soviet Collectivization and the Terror Famine,
• Oxford University Press,
• Davies, R.W. (1980-1996).The Industrialization of Soviet Russia. Vol. 1: The Socialist Offensive:
The Collectivization of Soviet Agriculture, 1929-1930. Basingstoke: Macmillan,Vols. 2,3, and 5.
• Dobrenko, Evgeny and Marina Balina ed. (2011). The Cambridge Companion to Twentieth
Century Literature. Cambridge: Cambridge University Press.

101
 • Dobrenko, Evgeny. (2007). Political Economy of Socialist Realism, New Haven: Yale University
Press.
• Filtzer, Donald. (1986). Soviet Workers and Stalinist Industrialization, 1928-1941. Pluto Press.
• Gatrell, Peter. (2014). Russia’s First World War: a social and economic history. New York:
Routledge.
• Goldman, Wendy. (2002). Women at the Gates: gender and industry in Stalin’s Russia. Cambridge:
Cambridge University Press.
• Gregory, Paul. (2004). The Political Economy of Stalinism: Evidence from the Soviet Secret
Archives. Cambridge: Cambridge University Press.
• Kotkin, Stephen. (1995). Magnetic Mountain: Stalinism as a Civilization. Berkeley: University of
California Press.
• Lieven, Dominic.(Ed.). (2006). Cambridge History of Russia, Vol. 2: Imperial Russia, 1689-1917.
Cambridge: Cambridge University Press.
• Overy, Richard. (1998). Russia’s War, 1941-1945. New York: Penguin.
• Viola, Lynne.(Ed.). (2002). Contending with Stalinism: Soviet Power and Popular Resistance
• in the1930s. Ithaca: Cornell University Press.
• करुणा कौ�शक (1990): साम्राज्यवाद� एवं साम्यवाद� रूस 1861 ई - 1965 ई, �हंद� माध्यम कायार्न्वयन
• �नदे शालय
• Brown, Archie. (2009). Seven Years That Changed the World: Perestroika in Perspective.
• Oxford: Oxford University Press.
• Ellman, Michael and Vladimir Kontorovich. (1998). The Destruction of the Soviet Economic
System: An Insider’s History. London and New York: Routledge.
• Figes, Orlando. (2014). Revolutionary Russia, 1891-1991.United Kingdom: Pelican paperback.
• Hosking, Geoffrey. (1992). History of the Soviet Union: 1917-1991. Third edition: Fontana Press.
• Brown, Archie. (2010). The Rise and Fall of Communism. London: Vintage.Leffler, Melvyn P., ed.
(2010).
• Kotkin, Stephen. (2008). Armageddon Averted: The Soviet Collapse, 1970-2000. Second edition.
Oxford and New York: Oxford University Press.
• Nove, Alec. (1977). The Soviet Economic System. London: Allen &amp; Unwin. from Stalin to
Khrushchev. Cambridge: Cambridge University Press.
• Service, Robert. (2015). The End of the Cold War: 1985-1991. London: Pan MacMillan

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

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 DISCIPLINE SPECIFIC ELECTIVE COURSE– 1 (DSE): Gender in Indian History upto 1500

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
Gender in Indian 4 3 1 0 12th Pass NIL
History up to 1500

Learning Objectives
The course teaches how ‘Gender’ is not a ‘value free’ term denoting biological differences but
indicates social and culturally constructed unequal relationships that need careful historical
analysis in the context of Indian history. The focus is not merely on studying ‘women’s history’
but to go beyond and explore aspect of masculinities as well as alternative sexualities,
spanning temporal frames from earliest times to 1500 CE. There is an added emphasis on
learning inter- disciplinary analytical tools and frames of analysis concerning familiar topics
such as class, caste and patronage that enriches an understanding of historical processes.

Learning outcomes
On completion of this course students shall be able to
• Explain critical concepts such as gender and patriarchy and demonstrate their use as
tools for historical analysis
• Examine the role and functioning of power equations within social contexts in Indian
history during the ancient and medieval period, in the construction of gender
identities
• Critically examine representations of gender in literature, art, focusing on ideas of
love, manliness and religiosity

SYLLABUS OF DSE
Unit I: Gender in Context of historical analyatis: Theories and concepts
1. Understanding Structures of Patriarchy, Patrilocality Patriliny and Matriarchy, Matrilocality
and Matriliny
2. Gender: a tool of Historical Analysis

Unit II: Aspects of Gender: Socio-Economic and Political Ramifications

1. Types of households, property and patronage

103
 2. Women and exercise of Power, with special reference to Rudrama-Deviand
Razia Sultan
3. Questions of Sexualities including masculinities and alternative gender

Unit III: Gendered Representations in the World of Divinity and Art

1. Vedic-Puranic, Buddhist, Korravai-Durga, Shakta and Warkari Panths
2. Visual Representation at Mathura and Khajurao

Practical component (if any) - NIL

Essential/recommended readings
Unit -I: The unit should familiarise students with theoretical frames of patriarchy andgender
and how these concepts provide tools for historical analysis. (Teaching time: 12 hrs. approx.)
• Geetha, V. (2002). Gender. Calcutta: Stree.
• Kent, Susan Kingley. (2012). Gender and History. New York: PalgraveMcMillan. pp.
49-75.
• Scott, J. W. (1986). “Gender a useful Category of Historical Analysis”. The
American Historical Review vol.91/9, pp.1056-1075.
• Rose, Sonya, (2018). What is Gender History?. Jaipur; Rawat Publication(Indian
Reprint).pp1-35.
• Walby, S. (1990). Theorizing Patriarchy. Oxford: Basil Blackwell. pp.1-24, 109-127.
• Vinita, Ruth. .(2003). The self is not Gendered: Sulabha’s debate with King Janaka.
NWSA Journal , Summer, 2003, Vol. 15, No. 2 (Summer, 2003), pp. 76-93

Unit II: This section should equip students to locate fluctuating gender relations within
households, court and also explore linkages between gender, power andpolitics. Additionally,
discussion on the question of sexualities would open up vistas for a nuanced historical
learning of normative and alternative sexualities as well as issues of masculinities. (Teaching
time: 18 hrs. approx.)
• Chakravarti, U. (2006). Everyday Lives Every Day Histories: Beyond the Kings and
Brahmans of ‘Ancient’ India. Tulika Books: New Delhi. pp.253-274.
• Gabbay, Alyssa. (2011).“In Reality a Man: Sultan Iltutmish, His Daughter, Raziya, and
Gender Ambiguity in Thirteenth Century Northern India”. Journal of Persianate
Studies, vol. 4, 45-63.
• Jha, Pankaj. (2019). ‘Political Ethics and the Art of Being a Man’. Pankaj Jha, A political
History of Literature: Vidyapati and the Fifteenth Century. Delhi: Oxford University
Press, pp.133-183.
• Roy, K. (2010). The Power of Gender and the Gender of Power, Explorations inEarly
Indian History, New Delhi: Oxford University Press, pp.70-87 and pp.271
-289.
• Sahgal, Smita. (2017). Niyoga: Alternative Mechanism to Lineage Perpetuationin Early
India; A Socio-Historical Enquiry, Delhi: ICHR and Primus Books, pp.126-175.

104
 • Shah, Shalini.(2019).‘‘Engendering the Material Body: A Study of Sanskrit
Literature’’.
• Social Scientist vol. 47,no 7-8, pp.31-52.
• Singh, Snigdha. (2022). Inscribing Identities Proclaiming Piety
• Exploring Recording Practices In Early Historic India, Delhi: Primus, pp 53- 81.
• Talbot, Cynthia. (1995). “Rudrama Devi The Female King: Gender and Political
authority in medieval India”. David Shulman(Ed.), Syllables of the Sky: Studies in South
Indian Civilisation. OUP: New Delhi, pp.391-428.
• Tyagi, Jaya, (2015). 'The Dynamics of Early Indian Household: Domesticity, Patronage
and Propriety in Textual Traditions', in Kumkum Roy, ed. Looking Within Looking
Without; Exploring Households in Subcontinent Through Time.Delhi; Primus Books
pp.137-172.

Unit III: The focus is on studying gender representation in in the world of divinity andart.
(Teaching time: 15 hrs. approx.)
• Bawa, Seema. (2021). ‘Idyllic, Intimate, Beautiful Pleasures in Visual Culture at
Mathura in Locating Pleasure’, in Seema Bawa (ed.). Locating Pleasure in Indian
History: Prescribed and Proscribed Desires in Visual and Literary Cultures, Bloomsbury
Academic India, pp. 54-93.
• Blackstone, R. K. (1998). Women in the Footsteps of Buddha: Struggle for Liberation
in the Therigathas. Britain: Curzon Press. pp. 37-58.
• Desai, Devangana. (1975). Erotic Sculpture of India: A Socio-Cultural Study. New Delhi:
Tata McGraw Hill, pp. 40-70.
• Mahalaksmi, R. (2011). “Inscribing the Goddess: Female Deities in Early Medieval
Inscriptions from Tamil Region”, R., Mahalakshmi. The Making of the Goddess:
Korravai-Durga in Tamil Traditions. New Delhi: Penguin Books India, pp. 1-39.
• Roy, Kumkum. (2002). “Goddess in the Rgveda-An Investigation” in Nilima Chitgopekar
(ed.). Invoking Goddess, Gender Politics in Indian Religion. Delhi: Shakti Books, pp.11-
61.
• Saxena, Monika. (2019). Women and the Puranic tradition in India. New York:
Routledge, pp.96-157.
• Zelliot, Eleanor and Mokashi Punekar, Rohini. (eds.). (2005). Untouchable Saints ..an
Indian Phenomenon. Delhi: Manohar Publications.pp157-167.

Suggested Readings:
• Abbott, E. Justin.(1985). Bahina Bai A Translation of Her Autobiography and
Verses.Delhi: Motilal Banarasidass.(Reprint).
• Ali, A. (2013). “Women in Delhi Sultanate”. The Oxford Encyclopaedia of Islamand
Women, vol. 1. New York: Oxford University Press, pp.197-200.
• Bawa, Seema. (2013). Gods, Men and Women Gender and Sexuality in EarlyIndian
Art. Delhi: D.K. Print World Ltd.
• Bhattacharya, N.N. (1999). “Proprietary Rights of Women in Ancient India”, Kumkum,
Roy (ed.). Women in Early Indian Societies. Delhi: Manohar, pp.113- 122.
• Bhattacharya, S. (2014). “Issues of Power and Identity: Probing the absence of
Maharani- A survey of the Vakataka inscription”. Indian Historical Reviewvol.41/1, pp.
19-34.
• ------------------------(2019). “Access to Political Spaces and Bhauma-Kara Queens:

105
 Symbols of Power and Authority in Early Medieval Odisha” in Sadananda Nayak and
Sankarshan Malik ed. Reconstruction of Indian History: Society and Religion.
Ghaziabad: N B Publications. pp.131-144.
• Cabezon, J. I. (ed.).(1992). Buddhism, Sexuality and Gender, Albany: StateUniversity
of New York Press.
• Chakravarti, Uma. (2018). Gendering Caste through Feminist Lens. New Delhi: Sage.
Revised Edition.
• Dehejia, Vidya. (2009). The Body Adorned: Dissolving Boundaries Between Sacred and
Profane in India’s Art, New York: Columbia University Press, pp.1- 23.
• Jaiswal, Suvira. (2008). “Caste, Gender and Ideology in the making of India”. Social
Scientist vol. 36, no. 1-2. pp. 3-39.
• Orr, Leslie, (2000). “Women’s Wealth and Worship: Female Patronage of Hinduism,
Jainism and Buddhism in Medieval Tamil Nadu”. Mandaktranta Bose (ed.). Faces of
the Feminine in Ancient Medieval and Modern India. New Delhi: Oxford University
Press, pp. 124-146.
• Rangachari, Devika. (2013). Exploring Spaces for Women in Early Medieval Kashmir,
NMML Occasional Papers.
• Roy, Kumkum.(1994). Emergence of Monarchy in North India, Eighth-Fourth Centuries
BC: As Reflected in the Brahmanical Tradition. Delhi: Oxford University Press.
• Sahgal, Smita. (2022). ‘‘Locating Non-Normative Gender Constructions within Early
Textual Traditions of India’’, in Vasundhara Mahajan et al (ed.) Gender Equity:
Challenges and Opportunities, Proceedings of 2nd International Conference of Sardar
Vallabhbhai National Institute of Technology, Singapore:Springer Nature Singapore
Pte Ltd. pp. 441-450
• -------- (2019). ‘‘Goddess Worship and Mutating Gender Relations within Hindu
Pantheon: From Vedic to Puranic’’. Veenus Jain and Pushpraj Singh (eds.), Women: A
Journey Through The Ages, New Delhi: New Delhi Publishers, pp.23-32.
• Shah, S. (2012). The Making of Womanhood; Gender Relations in the Mahabharata.
Revised Edition, Delhi: Manohar. (Also available in Hindi, Granthshilpi, 2016).
• -------- (2009). Love, Eroticism and Female Sexuality in Classical Sanskrit literature 7-
13 centuries. Delhi : Manohar Publishers.
• --------- (2017). “Articulation ,Dissent and Subversion: Voices of female emancipation
in Sanskrit literature”. Social Scientist vol. 45, no. 9 -10, pp. 79- 86.
• Singh, Snigdha. (2022). “Women in transition at Mathura Sanctuaries”. VeenusJain and
Pushpraj Singh (eds.), Women: A Journey Through The Ages, New Delhi: New Delhi
Publishers, pp.72-96.
• Tyagi, Jaya. (2014). Contestation and Compliance :Retrieving Women Agency from
Puranic traditions. Delhi: OUP.
• -------- (2008). Engendering the Early Households, Brahmanical Precepts in early
Grhyasutras, middle of the First millennium BCE, Delhi: Orient Longman.
• Karve, Iravati, (1992). ''On the Road; A Maharashtrian Pilgrimage" in Zelliot, Eleanor
and Berntsen, Maxine.(eds.). The Experience Of Hinduism: Essays on Religion in
Maharashtra.Delhi: Shri Satguru Publications pp 142-171.
• Zwilling, L and M. Sweet. (1996). “Like a City Ablaze’: The Third Sex and the Creation
of Sexuality in Jain Religious Literature.” Journal of History of Sexuality. vol.6/3, pp.
359- 384.
Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch, University
of Delhi, from time to time.

106
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 2 (DSE): History of Africa c. 1500 – 1960s

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
History of Africa c. 4 3 1 0 12th Pass NIL
1500 – 1960s

Learning Objectives
This paper offers a historical overview of the African continent. It traces major long-term
continuities and changes in Africa’s socio-economic structures, cultural life and political formations
from the 16th century to the mid-twentieth century. The paper closely examines colonial trade
and rule, as well as anti-colonial resistance. It offers a critical analysis of the immediate post-
independence years, and situates the specific positioning of Africa in connected histories of a
globalizing world.

Learning outcomes
On completion of this course the student shall be able to
• Critique stereotypes on the African continent and outline major shifts in African history.
• Explain elements of change and continuity in the African political experience, political
regimes and national formations, economy, society and cultural milieu from the 16th to
20th centuries.
• Contextualize the impact of colonialism on the African continent.
• Explain social protest and anti-colonial resistance in Africa, as well as practices of
‘transculturation’.
• Discuss the dilemmas and contradictions emerging from the post-independence economic,
social, political and cultural milieu.

SYLLABUS OF DSE
Unit I: Historiographies on Africa: Development of historiography on Africa and abrief
survey of pre-15th century cultures and civilizations.

Unit II: Africa and World: Trade Relations from 15th century to 19th century:Economy,
society and state in Africa from the end of the 15th to 19th centuries.

107
Unit III: Colonization of Africa: Atlantic Slave trade; Africa’s contribution to the development
of European capitalism.

Unit IV: Movements against Slave Trade and Slave Autobiographies: the end of the slave
trade, and the shift to ‘Legitimate Commerce’ and ‘Informal Empire’.

Unit V: Race, Imperialism and Apartheid:

1. The historical roots and meaning of Apartheid in South Africa and the struggleagainst
Apartheid
2. The making of colonial economies in Sub-Saharan Africa, towards the end ofthe
19th century
3. The colonial experience of Algeria under the French, and the NationalLiberation
Movement of Algeria

Unit VI: Negritude, Diaspora and Independence Movement: Various forms of protest and
National Liberation Movements century to 1939; peasant and worker protests, popular
culture, gender and ethnicity.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit deals with Development of historiography on Africa and a brief survey of pre-
15thcentury cultures and civilizations in Africa. (Teaching time: 6 hrs. approx.)
• Manning, P., (2013). ‘African and World Historiography’, Journal of African
History, Vol. 54, No.3, pp. 319-30. London: Cambridge University Press.
• Mazrui, A.A., (Ed.). (1993). UNESCO General History of Africa: Africa Since1935
Vol. VIII. London: Heinemann.
• Fanon, F.(1963). The Wretched of the Earth. New York: Grove Press.
• Rediker, M., (2007). The Slave Ship: A Human History. New York: Viking.
• Ischie, E., (1997). A History of African Societies upto 1870. London: Cambridge
University press.

Unit-II: This unit will deal with Africa and World, trading relations from the end ofthe
fifteenth to the nineteenth centuries. It would also examine the nature of economy, society
and state in Africa. (Teaching time: 9 hrs. approx.)
• Rodney, W. (1972). How Europe Underdeveloped Africa. London: Bogle- L’Ouver- ture
Publications.
• Williams, E. (1944). Capitalism and Slavery. University of North Carolina Press.
• Sparks, A. (1991). The Mind of South Africa: The Story of the Rise and Fall of Apartheid.
• New York: Ballantine Books.

Unit III: This unit examines the colonization of Africa, the history of Africa in the Atlantic world
with specific reference to slaves, slave-ships, piracy and slave

108
rebellions. It also elaborates upon Africa’s contribution to the development of European
capitalism. (Teaching time: 6 hrs. approx.)
• Williams, E. (1944). Capitalism and Slavery. University of North Carolina Press.
• Austen, R. (1987). African Economic History. London: Heinemann.
• Reid, R. J. (2012). A History of Modern Africa: 1800 to the Present. Hoboken:Wi-
ley Blackwell.

Unit-IV: This unit deals with the movements against slave trade leading to its endand the
shift to ‘Legitimate Commerce’ and ‘Informal Empire’ from 1800 onwards. It also familiarizes
students about the experience of the native Africans through the slave autobiographies.
(Teaching time: 6 hrs. approx.)
• Williams, E. (1944). Capitalism and Slavery. University of North Carolina Press.
• Freund, B. (1988). The African Worker. Cambridge: Cambridge UniversityPress.
• Vansina, J. (1990). Paths in the Rainforests: Towards a History of PoliticalTradi-
tion in Equatorial Africa. Wisconsin: University of Wisconsin Press.
• Douglass, F., (1995). Narrative of the Life of Frederick Douglass, an AmericanSlave.
Bostan: Dover Publications.

Unit V: This unit deals with the history of Imperialism and the historical roots and meaning of
Apartheid in South Africa and the struggle against it. It also deals with themaking of colonial
economies in Sub-Saharan Africa towards the end of the 19th century. (Teaching time: 9 hrs.
approx.)
• Ahmida, A.A. (Ed.). (2000). Beyond Colonialism and Nationalism in theMaghrib:
History, Culture, Politics. London: Palgrave.
• Vansina, J. (1990). Paths in the Rainforests: Towards a History of PoliticalTradi-
• tion in Equatorial Africa. Wisconsin: University of Wisconsin Press.
• Davidson, B. (1978). Africa in Modern History: The Search for a New Society.Lon-
don: Allen Lane.
• Ross, R. (1999). A Concise History of South Africa. Cambridge: CambridgeUniver- sity
Press.
• Ruedy, J. Modern Algeria: The Origins and Development of a Nation.
Bloomington: Indiana University Press, 2005.
• Stora, B. Algeria, 1830-2000: A Short History. (2001). Ithaca: Cornell UniversityPress,
2001.
• Thompson, L. A History of South Africa. (2000). New Haven and London: Yale
University Press.

Unit-VI: This unit traces the history of various forms of protest and national liberation
movements’ upto 1939; peasant and worker protests, popular culture, gender and ethnicity.
It also examines Worker protests, peasant rebellions and National Liberation Movements in
Africa. (Teaching time: 9 hrs. approx.)
• Crummy, D. (Ed.). (1986). Banditry, Rebellion and Social Protest in Africa. Lon- don:
Heinemann.

109
 • Sueur, J.L. (Ed.). The Decolonization Reader. Abingdon: Psychology Press, 2003.
• Freund, B. (1988). The Making of Contemporary Africa. London: Palgrave Macmillan.

Suggested Readings:
• Jewsiewicki, B. and Newbury, D., (1985). African Historiographies: What history for
Which Africa? London: Sage Publications.
• Memmi, A. (1991). The Colonizer and the Colonized. Boston: Beacon Press.
• Owen, R., and Bob Sutcliffe. (Eds.). (1972). Studies in the Theory of Imperialism.
London: Longman Publishing Group, 1972.
• Robinson, D., and Douglas Smith. (Eds.). (1979). Sources of the African Past: Case
Studies of Five Nineteenth-Century African Societies. London:Heinemann.
• Bennoune, M. (1988). The Making of Contemporary Algeria: Colonial Upheavals and
Post-Independence Development. Cambridge: CambridgeUniversity Press.
• Callinicos, L. (1995). A People’s History of South Africa: Gold and Workers 1886-
1924,Volume1. Johannesburg: Ravan Press Ltd.
• Callinicos, L. (1987). A People’s History of South Africa: Working Life 1886- 1940,
• Volume 2. Johannesburg: Ravan Press Ltd.
• Callinicos, L. (1993). A People’s History of South Africa: A Place in the City, Vol-ume 3.
Johannesburg: Ravan Press Ltd.
• Du bois, W.E.B. (1979) The World and Africa: An Inquiry into the part which Africa has
played in World History. New York: International Publishers.
• Rediker, M. (2014). Outlaws of the Atlantic: Sailors, Pirates and Motley Crews in the
Age of Sail. Boston: Beacon Press.
• Inikori, J.E. (2002). Africans and the Industrial Revolution in England: A Study in
International Trade and Economic Development. Cambridge: Cambridge University
Press.
• Equiano, Olaudah., (1789). The Interesting Narrative of the Life of Olaudah Equiano,
or Gustavus Vassa, the African. London : T. Wilkins, etc.
• Asanti, Molefi K., (2019). The History of Africa: The Quest for Eternal Harmony.
Routledge.
• Collins, Robert O. and Iyob, R. (Eds.). (2015). The Problems in African History: The
Precolonial Centuries. Markus Wiener Publishers.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

110
 Category II
BA (Prog.) with History as Major

DISCIPLINE SPECIFIC CORE COURSE– 1 (DSC): History of India 1700 – 1857

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India 4 3 1 0 12 th Pass Should have
1700 – 1857 studied History
of
India 1550 –
1700

Learning Objectives
The paper introduces the students to the key features of the 18th century, and contextualise the
establishment of the early colonial state. The paper will focus on colonial policies and their impact
on the socio-economic life of the people of India as well as the discontent caused by such policies.
While introducing reform measures, colonial rule created a sense of self-consciousness and
assertion which manifested itself in variousuprisings against the colonial rule.

Learning outcomes
On completion of this course the student shall be able to:
• Explain the process of the establishment of Company rule and the policies and practises to
sustain the process of expansion and consolidation of the Company rule.
• Understand the impact of various economic policies and how they contributed to
dissatisfaction with colonial rule.
• Evaluate the reform measures implemented during under the colonial rule and how they
served the interests of the Empire, particularly in the context of education.

SYLLABUS OF DSC
Unit I: India in the 18th century: Background, Debate

Unit II: Expansion and consolidation of British power:

1. Bengal, Mysore, Maratha, Punjab

2. Ideologies/Strategies of Raj

Unit III: Making of a colonial Economy:

1. Land Revenue Settlements
2. Commercialisation of Agriculture
3. De-Industrialisation

Unit IV: Social and Religious Reform Movements:

1. An overview of the reformist movements of the 19th century

111
 2. Indigenous and Modern education

Unit V: The Revolt of 1857: Causes, Nature, and Consequences

Practical component (if any) - NIL

Essential/recommended readings
Unit I. This unit situates the major historiographical debates on the transformation ofthe
Indian society in the eighteenth-century. (Teaching Time: 6 hrs. approx.)
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History ofModern
India. Delhi: Orient Longman,
• Bayly, C.A. (1990). An Illustrated History of Modern India 1600-1947. London:
National Portrait Gallery.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: OUP.
• Lakshmi Subramanian. (2010). History of India, 1707-1857. Hyderabad: Orient
Blackswan. (Also in Hindi)
• Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press
• स◌ुब्रमण◌्यण, ल�्मी, (2013), भारर◌् क◌ा इर्र्ह◌ास (1700-1857), नर्लल् ◌ी, ओररए◌ंटब्लैकतवान
• बंधोप◌ाध◌्य◌ार, शेखर. (2012). प्लास◌ीस◌ेर्वभाि◌ नर्क: आध◌ुर◌्नकभारर◌्क◌ाइर्र्हास.
Hyderabad: Orient Longman.
• श◌ुक्ल, आर॰एल. (Ed). (1987). आध◌ुर◌्नक भारर् क◌ा इर्र्हास, र्ह◌ं ि◌ ◌ी माध्यम
क◌ार ◌ा ◌ान◌्वनतर्ननश
◌े ◌ालर, नर्ल्ल◌ीर्वश्वर्वद◌्य◌ालर, नर्ल्ल�

Unit II. This unit discusses the process which led to the expansion and consolidation of the
British colonial power in India with the help of specific case studies. (Teaching Time: 9 hrs.
approx.)
• Bandyopadhyay, Sekhar. (2004) From Plassey to Partition. Delhi: OrientLongman.
• Metcalf, Thomas R. (2007 reprint). Ideologies of the Raj, Cambridge: CUP

• Wagoner, Phillip B. (October 2003). “Pre- colonial Intellectuals and the Production of
Colonial Knowledge”. Comparative Studies in Society and History, 45 (4), pp. 783- 814
• Mann, Michael. (2015). South Asia’s Modern History: Thematic Perspectives.
London: Routledge.
• Chaudhary, Latika et al. (Eds.). (2016). A New Economic History of ColonialIndia.
London: Routledge.
• Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India.Hyderabad:
Orient Longman.
• ब◌ंध◌ोप◌ाध◌्य◌ार, शेखर. (2012). प्लास◌ीस◌ेर्वभाि◌ नर्क: आध◌ुर◌्नकभारर◌्क◌ाइर्र्हास.
Hyderabad: Orient Longman.
• ग्र◌ोवर, ब◌ी. एल. (1995). आध◌ुरन् कभारर◌्क◌ाइर्र्हास, New Delhi: S. Chand & Co.
Unit III. This unit provides a critical perspective on the changing patterns of land relations,
agricultural practices, and trade and industry in the Indian sub-continent under the British
colonial rule. (Teaching Time: 12 hrs. approx.)

112
 • Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History ofModern
India. Delhi: Orient Longman.
• Dutt, R.P. (1986). India Today. Calcutta: Manisha.
• Mann, Michael. (2015). South Asia’s Modern History: Thematic Perspectives.
London: Routledge.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: Oxford University Press
• Chaudhary, Latika (et. al. Eds.). (2016). A New Economic History of ColonialIndia.
London: Routledge
• Sarkar, Sumit. 2014. Modern Times: India 1880s-1950s: Environment,Economy and
Culture. Ranikhet: Permanent Black.
• भट्ट◌ाच◌ार ◌ा, सब्यसाच◌ी (2008).आध◌ुरन् कभारर◌् क◌ा आर्ि◌◌ाकइर्र्ह◌ास,(1850-1947)
नर्ल्ल◌ी, र◌ाि◌ कमलप्रक◌ाशन
• ब◌ंध◌ोप◌ाध◌्य◌ार, शेखर. (2012). प्लास◌ीस◌ेर्वभाि◌ नर्क: आध◌ुरन् कभारर◌्क◌ाइर्र्हास.
Hyderabad: Orient Longman.
• श◌ुक्ल, आर॰एल. (Ed). (1987). आध◌ुर◌्नक भारर् क◌ा इर्र्हास, र्ह◌ं ि◌ ◌ी माध्यम
क◌ार ◌ा ◌ान◌्वनतर्ननश
◌े ◌ालर, नर्ल्ल◌ीर्वश्वर्वद◌्य◌ालर, नर्ल्ल�

Unit IV. This unit examines social and religious reform movements, the state of education in
India, and the influence of various policies designed to serve the interests of the Empire.
(Teaching Time: 12 hrs. approx.)
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History ofModern
India. Delhi: Orient Longman.
• Joshi, V.C. (1975). Rammohun Roy and the process of modernization in India. Delhi:
Vikas
• O’Hanlon, Rosalind. (2012). Caste, Conflict and Ideology: Mahatma JotiraoPhule and
the Low Caste Protest in Nineteenth-Century Western India. Cambridge: Cambridge
University Press.
• Panikkar, K.N. (1995). Culture, Ideology, Hegemony: Intellectuals and Social
Consciousness in Colonial India. New Delhi: Tulika.
• Bhattacharya, Sabyasachi (ed.). (1998).The Contested Terrain: Perspectives on
Education in India. New Delhi: Orient Blackswan
• ब◌ंध◌ोप◌ाध◌्य◌ार, शेखर. (2012). प्लास◌ीस◌ेर्वभाि◌ नर्क: आध◌ुरन् कभारर◌्क◌ाइर्र्हास.
Hyderabad: Orient Longman.
• श◌ुक्ल, आर॰एल. (Ed). (1987). आध◌ुर◌्नक भारर् क◌ा इर्र्हास, र्ह◌ं ि◌ ◌ी माध्यम
क◌ार ◌ा ◌ान◌्वनतरन् नेश◌ालर, नर्ल्ल◌ीर्वश्वर्वद◌्य◌ालर, नल्ल�

113
Unit-V: This Unit shall enable students to identify and discuss the issues reflected in the major
uprisings of the nineteenth century. In the context of heavy revenueassessment, changing
land rights, deepening stratification within the rural society, emergence of new social forces
in agrarian economy, etc., students shall discuss the discontent of the landed elite, and those
of struggling peasants and tribals during theCompany Raj. (Teaching Time: 6 hrs. approx.)

• Stokes, Eric and C.A. Bayly. (1986). The Peasant Armed: the Indian Revolt of 1857.
Clarendon Press
• Mukherjee, Rudrangshu. (1993). “The Sepoy Mutinies Revisited”, in Mushirul Hasan
and Narayani Gupta (Eds.), India’s Colonial Encounter, New Delhi: Manohar
• Hardiman, David. (1993). Peasant Resistance in India, 1858- 1914. New Delhi: OUP.
• Desai, A.R. (ed.) (1979). Peasant Struggles in India. Bombay, OUP
• Bandyopadhyay, Sekhar (2004). From Plassey to Partition: A History ofModern
India. Delhi: Orient Longman.
• Mann, Michael. (2015). South Asia’s Modern History: Thematic Perspectives.
London: Routledge.
• Pati, Biswamoy. (Ed.). (2007). The Great Rebellion of 1857 in India: Exploring
transgressions, contests and diversities. London: Routledge.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: Oxford University Press.
• Taneja, Nalini. (2012). “The 1857 rebellion.” in K. N. Panikkar, (Ed.).Perspectives of
Modern Indian History. Mumbai: Popular Prakashan.
• Guha, Ranajit. (1983) Elementary Aspects of Peasant Insurgency in ColonialIndia.
New Delhi: Oxford University Press
• Chandra, Bipan. (et.al Eds.) (1989). India’s Struggle for Independence. Delhi:
Penguin
• सरकार, सुमरर् ् (2009). आधुनक
र् भारर्, नल्ल�, राि◌ कमल प्रकाशन
• बंधोपाध्यार, शेखर. (2012). प्लासी से वर्भाि◌ न कर्: आधुनक
र् भारर् का इर्र् हास. Hyderabad:
Orient Longman.
• शुक्ल, आर॰एल. (Ed). (1987). आधुनक
र् भारर् का इर्र् हास, ह�ि◌ ◌ी माध्यमकार ◌ा ◌ान्वनत
नर्नशे ◌ालर, नल्ल� वर्श्ववर्द्यालर, नल्ल�

Suggestive readings
• Alavi, Seema ed. (2002).The Eighteenth Century in India. New Delhi: OUP.
• Bara, Joseph (2002) “Tribal Education, the Colonial State and Christian Missionaries:
Chotanagpur 1839-1870.” In Education and the Disprivileged: Nineteenth and
Twentieth Century India, edited by Sabyasachi Bhattacharya. New Delhi: Orient
Longman.
• Bayly, Susan. (1999). Caste, Society and Politics in India from the 18th Century to the
Modern Age. Cambridge: Cambridge University Press.
• Bhattacharya, Sabyasachi ed. (2007).Rethinking 1857. Delhi: Orient Longman.
• Chaudhury, Sushil. (2000). The Prelude to Empire: Plassey Revolution of 1757. Delhi:
Manohar.
• Constable, Philip. (2001). “The Marginalization of a Dalit Martial Race in the Late

114
 Nineteenth and Early Twentieth Century Western India”. Journal of Asian Studies, 60
(2), pp. 439- 78.
• Dirks, Nicholas B. (2001).Castes of Mind. Princeton, New Jersey: Princeton University
Press.
• Guha, Ranajit. (1983) Elementary Aspects of Peasant Insurgency in Colonial India. New
Delhi: Oxford University Press .
• Jones, Kenneth. (2003)Socio-Religious Reform Movements in British India. New
Cambridge History of India, Vol.3.1. Cambridge: Cambridge University Press.
• Kapila, Shruti ed. (2010). An Intellectual History for India.Delhi: Cambridge University
Press.
• Ludden, David ed. (2005). Agricultural Production and South Asian History. New Delhi:
Oxford University Press.
• Metcalf,Thomas. (1995). Ideologies of the Raj. Cambridge: Cambridge University Press
• Mukherjee, Mithi. (2010) India in the Shadows of Empire: A Legal and Political History
1774- 1950. New Delhi: Oxford University Press.
• Mukherjee, Rudrangshu. (1984)Awadh in Revolt 1857-1858. New Delhi: Oxford
University Press.
• Pollock, Sheldon ed. (2011). Forms of Knowledge in Early Modern Asia. Delhi:
Manohar.
• Raj, K N. et al ed. (1985). Essays on the Commercialization of Indian Agriculture. New
Delhi: Oxford University Press.
• Skuy, David. (July 1998). “Macaulay and the Indian Penal Code of 1862: The Myth of
the Inherent Superiority and Modernity of the English Legal System Compared to
India's Legal System in the Nineteenth Century”, Modern Asian Studies, 32 (3), pp.
513-557.
• Stein, Burton (ed.) (1992).The Making of Agrarian Policy in British India, 1770- 1900.
Delhi: Oxford University Press.
• Stokes, Eric. (1986).The Peasant Armed: The Indian Rebellion of 1857 In C.A. Bayly
(Ed.). New Delhi: Oxford University Press.
• Rosanne Rocher, “British Orientalism in the Eighteenth century: The Dialectics of
Knowledge and Government”, in Peter van der Veer and Carol Breckenridge eds.
Orientalism and the Postcolonial Predicament: Perspectives on SouthAsia, University
of Pennsylvania Press, 1993.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

115
 DISCIPLINE SPECIFIC CORE COURSE (DSC-2): History of Europe: 1789-1870

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of Europe: 4 3 1 0 12 th Pass NIL
1789-1870

Learning Objectives
This paper offers a historical overview of the development stemming from the French revolution
and the subsequent period of revolutionary upheavals in Europe during the first half the
nineteenth century. It traces the different trajectories of industrialization in various parts of
Europe, the accompanying transformations in social life and the world of work, as well as the
development of new ideologies that accompanied the formation of new social classes in the
industrial era. Students will also be familiarized with the factors that fuelled the emergence of
nationalism and nation-states in the given period.

Learning outcomes
Upon completion of this course the student shall be able to:
• Trace the key repercussions of the French revolution and Empire-building by France.
• Distinguish the patterns of industrialization in Europe and assess the widespread
impact of the industrial revolution.
• Highlight the growth of labour movements and new ideologies in the industrial era.
• Comprehend the broad varieties of nationalist aspirations that emerged in the
nineteenth century, and the processes by which new nation-states were carved out in
Italy and Germany.

SYLLABUS OF DSC
Unit- 1: The French revolution
1. Causes, phases, and legacy
2. Napoleonic reforms and their impacts: authoritarian state, stirrings ofnationalism
in the First French Empire

116
Unit- 2: Restoration and revolutions, 1815-1848
1. Congress of Vienna and Concert of Europe
2. Revolutions of 1830 and 1848

Unit-3: Socio-economic transformations in the early 19th century

1. Industrialization: patterns, changing nature of work, transformations insociety, life
in the industrial city
2. Social ferment: labour movements; rise of liberalism and early socialism

Unit-4: Nations and nationalism

1. Patterns of nationalism
2. Unification of Italy and Germany

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: At the end of this rubric students would have developed an understanding of
the conditions that paved the way for a revolution in late eighteenth century France, and the
subsequent transformations in French society since 1789. They will be familiarized with the
larger legacy of the French revolution, as well asthe impact of Napoleonic rule on monarchies
and socio-economic structuresoutside France. (Teaching time: 12 hrs. approx.)
• Hunt, Jocelyn. (1998). The French Revolution. Questions and Analysis inHistory
Series. London and New York: Routledge.
• Lee, Stephen J. (1982).Aspects of European History 1789–1980. London:Routledge.
[Chapter 1, 2, 3 and 4]
• Rude, George. (1964). Revolutionary Europe, 1783-1815. London and
Glasgow: Collins. [chapters 4 to 9; chapter 13]
• लालबह◌ाि◌ ◌ुर वम◌ा ◌ा।र ◌ोप क◌ा इर्र्हास: फ◌ ् ◌ा ◌ंस◌ीस◌ी क्र◌ा◌ंरर्् स◌े नर्र्◌ीर ◌्वर शव् र ◌ुद्ध
कर् ।

• प◌ाि◌◌ास◌ारि◌◌ीग◌ुपर् ◌् ा (संप◌ाि◌ क)।रNideshalaya, ◌ूर◌ोप क◌ा इर्र्ह◌ास।Hindi Madhyam Karyanvaya

DU.

Unit-II: At the end of this rubric students would have developed an understanding of the
significant developments post the Congress of Vienna (1814–1815) which settled the
boundaries of post- Napoleonic Europe and restored monarchs to power. Despite the
conservative reaction, political revolts broke out which culminated in cycle of revolutions in
1830 and 1848. (Teaching time: 9 hrs. approx.)
• Craig, Gordon A. (1966). Europe since 1815. Second edition. New York, Chicago,
Toronto, London: Holt, Renehart and Winston. [Chapter 1to 3; Chapter-5].
• Lee, Stephen J. Aspects of European History 1789–1980. London: Routledge. 1982
[Chapter 5 & 7].

117
 • Seaman, L.C.B. (2003). From Vienna to Versailles. London and New York:Routledge,
Taylor & Francis. [Chapter-2].
• लालबह◌ाि◌ ◌ुर वम◌ा ◌ा।र ◌ोप क◌ा इर्र्हास: फ◌ ् ◌ा ◌ंस◌ीस◌ी क्र◌ा◌ंरर्् स◌े नर्र्◌ीर ◌्वर शव् र ◌ुद्ध
कर् ।

• प◌ाि◌◌ास◌ारि◌◌ीग◌ुपर् ◌् ा (संप◌ाि◌ क)।रNideshalaya, ◌ूर◌ोप क◌ा इर्र्ह◌ास। Hindi Madhyam Karyanvaya

DU.

Unit-III: In this Unit the student would learn about the social and economic dimensions of the
Industrial revolution. The response of labour and middle-class liberals to unfolding capitalist
industrialization will be examined by tracing key forms of labour protests and the
development of early socialist and liberal ideologies.(Teaching time: 15 hrs. approx.)
• Joll, James. (1973).Europe Since 1870. An International History. New York and London:
Harper and Row Publishers.[Chapters 2 and 3].
• Perry, Marvin et al (ed.).(2008). Western Civilizations: Ideas, Politics and Society. Ninth
edition. Boston and New York: Houghton Mifflin Harcourt Publishing Company.
[Chapter- 21; Chapter-22: pp. 534– 541].
• Stearns, Peter.(2013). Industrial Revolution in World History. Fourth edition.
Philadelphia: Westview Press & Perseus Books Group. [Chapters 2 to 4].
• Lang, Sean. (1999). Parliamentary Reform, 1785–1928. London and New York:
Routledge.[Chapter-3]
• लालबहाि◌ ◌ुर वम◌ा ◌ा।र ◌ोप क◌ा इर्र्हास: फ◌ ् ◌ा ◌ंस◌ीस◌ी क्र◌ा◌ंरर्् स◌े नर्र्◌ीर ◌्वर शव् र ◌ुद्ध
कर् ।

• प◌ाि◌◌ास◌ारि◌◌ीग◌ुपर् ◌् ा (संप◌ाि◌ क)।रNideshalaya, ◌ोप क◌ा इर्र्ह◌ास। Hindi Madhyam Karyanvaya

DU.

• ि◌ ◌ेि◌म◌्स◌ोल।र ◌ोप 1870 स◌े।अनव◌ु◌ाि◌ क: तनेहमह◌ाि◌ न। Hindi Madhyam

Karyanvaya Nideshalaya, DU.

Unit-IV: In this rubric the student will be expected to demonstrate an understanding of the
making of modern nation-states. In this regard, the students will be exposedto a close
analysis of the complex political and economic factors associated with the unification of
Germany and Italy, as well as the processes by which nation-states strengthened themselves.
(Teaching time: 9 hrs.approx.)

• Cowie, L.W. (1985). Years of Nationalism: European History, 1818-1890.Hodder &

Stoughton. [Parts 3 & 4].
• Craig, Gordon. (1966). Europe since 1815. Second edition. New York, Chicago,
Toronto, London: Holt, Renehart and Winston.
• Lee, Stephen J. Aspects of European History 1789–1980. London: Routledge.1982
[Chapters 9 & 10].
• Seaman, L.C.B. (2003). From Vienna to Versailles. London and New York:Routledge,
Taylor & Francis. [Chapters 10 and 11].

118
 • लालबह◌ाि◌ ◌ुर वम◌ा ◌ा।रकर् । ◌ोप क◌ा इर्र्हास: फ◌ ् ◌ा ◌ंस◌ीस◌ी क्र◌ा◌ंरर्् स◌े नर्र्◌ीर ◌्वर शव् र ◌ुद्ध

• प◌ाि◌◌ास◌ारि◌◌ीग◌ुपर् ◌् ा(संप◌ाि◌ क)।र ◌ोपक◌ाइर्र्ह◌ास। Hindi Madhyam Karyanvaya

Nideshalaya, DU.

• ि◌ ◌ेि◌म◌्स◌ोल।र र◌ू◌ोप 1870 स◌े।अनव◌ु◌ाि◌ क: तनेहमह◌ाि◌ न। Hindi Madhyam

Karyanvayan Nideshalaya, DU.

Suggestive readings
• Edmund Burke: reflections on the French Revolution.
• Blanning, T.C.W. (ed.). (2000). The Oxford History of Modern Europe. Oxford:OUP.
[Chapters 2 and 4].
• Hobsbawm, E. J. (1996). The Age of Revolution, 1789–1848. New York: Vintage
Books.
• Merriman, John. (2002). A History of Modern Europe: From Renaissance tothe
Present. Vol. II. London and New York: W.W. Norton [Chapters 12 and 14].
• नर्व◌ेशर्रव् र, मीन◌ाभ◌ारर◌ाि◌ , वंि◌ नाच◌ौधर◌ी(संप◌ाि◌ क)।आध◌ुरन् कर ◌ोपक◌ाइर्र्ह◌ा
• स: आर ◌ामऔरनर्श◌ाए◌ं।Hindi MadhyamKaryanvayaNideshalaya, DU
• तन◌ेहमह◌ाि◌ न।र ◌ोपक◌ाइर्र्ह◌ास:1870-1914 ।प्रगर्र्प्रक◌ाशन।
• ए.क◌े. र्मत◌्रल
् ।आध◌ुरन् कर ◌ूर◌ोपक◌ाइर्र्ह◌ास: 1789 से 1945

कर् ।सार◌्हत्यभवनप्रक◌ाशन

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

119
 Category III
BA (Prog.) with History as Non-Major

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India 4 3 1 0 12th Pass Should have
1700 – 1857 studied History
of
India 1550 –
1700

Learning Objectives
The paper introduces the students to the key features of the 18th century, and contextualise the
establishment of the early colonial state. The paper will focus on colonial policies and their impact
on the socio-economic life of the people of India as well as the discontent caused by such policies.
While introducing reform measures, colonial rule created a sense of self-consciousness and
assertion which manifested itself in variousuprisings against the colonial rule.

Learning outcomes
On completion of this course the student shall be able to:
• Explain the process of the establishment of Company rule and the policies and practises to
sustain the process of expansion and consolidation of the Company rule.
• Understand the impact of various economic policies and how they contributed to
dissatisfaction with colonial rule.
• Evaluate the reform measures implemented during under the colonial rule and how they
served the interests of the Empire, particularly in the context of education.

SYLLABUS OF DSC-1
Unit I: India in the 18th century: Background, Debate

Unit II: Expansion and consolidation of British power:

3. Bengal, Mysore, Maratha, Punjab
4. Ideologies/Strategies of Raj

Unit III: Making of a colonial Economy:

4. Land Revenue Settlements
5. Commercialisation of Agriculture
6. De-Industrialisation

120
Unit IV: Social and Religious Reform Movements:
3. An overview of the reformist movements of the 19th century
4. Indigenous and Modern education

Unit V: The Revolt of 1857: Causes, Nature, and Consequences

Practical component (if any) - NIL

Essential/recommended readings
Unit I. This unit situates the major historiographical debates on the transformation ofthe
Indian society in the eighteenth-century. (Teaching time: 6 hrs. approx.)

• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History ofModern

India. Delhi: Orient Longman,
• Bayly, C.A. (1990). An Illustrated History of Modern India 1600-1947. London:
National Portrait Gallery.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: OUP.
• Lakshmi Subramanian. (2010). History of India, 1707-1857. Hyderabad: Orient
Blackswan. (Also in Hindi)
• Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press
• स◌ुब्रमण◌्यण, ल�्मी, (2013), भारर◌् क◌ा इर्र्ह◌ास (1700-1857), नर्लल् ◌ी, ओररए◌ंटब्लैकतवान
• ब◌ंध◌ोप◌ाध◌्य◌ार, शेखर. (2012). प्लास◌ीस◌ेर्वभाि◌ नर्क: आध◌ुर◌्नकभारर◌्क◌ाइर्र्हास.
Hyderabad: Orient Longman.
• श◌ुक्ल, आर॰एल. (Ed). (1987). आध◌ुर◌्नक भारर् क◌ा इर्र्हास, र्ह◌ं ि◌ ◌ी माध्यम
क◌ार ◌ा ◌ान◌्वनतर्ननश
◌े ◌ालर, नर्ल्ल◌ीर्वश्वर्वद◌्य◌ालर, नर्ल्ल�

Unit II. This unit discusses the process which led to the expansion and consolidation of the
British colonial power in India with the help of specific case studies. (Teaching time: 9 hrs.
approx.)
• Bandyopadhyay, Sekhar. (2004) From Plassey to Partition. Delhi: Orient Longman.
• Metcalf, Thomas R. (2007 reprint). Ideologies of the Raj, Cambridge: CUP
• Wagoner, Phillip B. (October 2003). “Pre- colonial Intellectuals and the Production of
Colonial Knowledge”. Comparative Studies in Society and History, 45 (4), pp. 783- 814
• Mann, Michael. (2015). South Asia’s Modern History: Thematic Perspectives. London:
Routledge.
• Chaudhary, Latika et al. (Eds.). (2016). A New Economic History of Colonial India.
London: Routledge.
• Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India. Hyderabad:
Orient Longman.
• ब◌ंध◌ोप◌ाध◌्य◌ार, शेखर. (2012). प्लास◌ीस◌ेर्वभाि◌ नर्क: आध◌ुर◌्नकभारर◌्क◌ाइर्र्हास.
Hyderabad: Orient Longman.
• ग्र◌ोवर, ब◌ी. एल. (1995). आध◌ुरन् कभारर◌्क◌ाइर्र्हास, New Delhi: S. Chand & Co.

121
Unit III. This unit provides a critical perspective on the changing patterns of land relations,
agricultural practices, and trade and industry in the Indian sub-continent under the British
colonial rule. (Teaching time: 12 hrs. approx.)

• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History ofModern

India. Delhi: Orient Longman.
• Dutt, R.P. (1986). India Today. Calcutta: Manisha.
• Mann, Michael. (2015). South Asia’s Modern History: Thematic Perspectives.
London: Routledge.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: Oxford University Press
• Chaudhary, Latika (et. al. Eds.). (2016). A New Economic History of ColonialIndia.
London: Routledge
• Sarkar, Sumit. 2014. Modern Times: India 1880s-1950s: Environment,Economy and
Culture. Ranikhet: Permanent Black.
• भट्ट◌ाच◌ार ◌ा, सब्यसाच◌ी (2008).आध◌ुरन् कभारर◌् क◌ा आर्ि◌◌ाकइर्र्ह◌ास,(1850-1947)
नर्ल्ल◌ी, र◌ाि◌ कमलप्रक◌ाशन
• ब◌ंध◌ोप◌ाध◌्य◌ार, शेखर. (2012). प्लास◌ीस◌ेर्वभाि◌ नर्क: आध◌ुरन् कभारर◌्क◌ाइर्र्हास.
Hyderabad: Orient Longman.
• श◌ुक्ल, आर॰एल. (Ed). (1987). आध◌ुर◌्नक भारर् क◌ा इर्र्हास, र्ह◌ं ि◌ ◌ी माध्यम
क◌ार ◌ा ◌ान◌्वनतर्ननश
◌े ◌ालर, नर्ल्ल◌ीर्वश्वर्वद◌्य◌ालर, नर्ल्ल�

Unit IV. This unit examines social and religious reform movements, the state of education in
India, and the influence of various policies designed to serve the interests of the Empire.
(Teaching time: 12 hrs. approx.)
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern India.
Delhi: Orient Longman.
• Joshi, V.C. (1975). Rammohun Roy and the process of modernization in India. Delhi:
Vikas
• O’Hanlon, Rosalind. (2012). Caste, Conflict and Ideology: Mahatma JotiraoPhule and
the Low Caste Protest in Nineteenth-Century Western India. Cambridge: Cambridge
University Press.
• Panikkar, K.N. (1995). Culture, Ideology, Hegemony: Intellectuals and Social
Consciousness in Colonial India. New Delhi: Tulika.
• Bhattacharya, Sabyasachi (ed.). (1998).The Contested Terrain: Perspectives on
Education in India. New Delhi: Orient Blackswan
• ब◌ंध◌ोप◌ाध◌्य◌ार, शेखर. (2012). प्लास◌ीस◌ेर्वभाि◌ नर्क: आध◌ुरन् कभारर◌्क◌ाइर्र्हास.
Hyderabad: Orient Longman.
• श◌ुक्ल, आर॰एल. (Ed). (1987). आध◌ुर◌्नक भारर् क◌ा इर्र्हास, र्ह◌ं ि◌ ◌ी माध्यम
क◌ार ◌ा ◌ान◌्वनतर्ननश
◌े ◌ालर, नर्ल्ल◌ीर्वश्वर्वद◌्य◌ालर, नर्ल्ल�

Unit-V: This Unit shall enable students to identify and discuss the issues reflected in the major
uprisings of the nineteenth century. In the context of heavy revenueassessment, changing
land rights, deepening stratification within the rural society, emergence of new social forces
in agrarian economy, etc., students shall discuss the discontent of the landed elite, and those

122
of struggling peasants and tribals during theCompany Raj. (Teaching time: 6 hrs. approx.)

• Stokes, Eric and C.A. Bayly. (1986). The Peasant Armed: the Indian Revolt of 1857.
Clarendon Press
• Mukherjee, Rudrangshu. (1993). “The Sepoy Mutinies Revisited”, in Mushirul Hasan
and Narayani Gupta (Eds.), India’s Colonial Encounter, New Delhi: Manohar
• Hardiman, David. (1993). Peasant Resistance in India, 1858- 1914. New Delhi: OUP.
• Desai, A.R. (ed.) (1979). Peasant Struggles in India. Bombay, OUP
• Bandyopadhyay, Sekhar (2004). From Plassey to Partition: A History ofModern
India. Delhi: Orient Longman.
• Mann, Michael. (2015). South Asia’s Modern History: Thematic Perspectives.
London: Routledge.
• Pati, Biswamoy. (Ed.). (2007). The Great Rebellion of 1857 in India: Exploring
transgressions, contests and diversities. London: Routledge.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: Oxford University Press.
• Taneja, Nalini. (2012). “The 1857 rebellion.” in K. N. Panikkar, (Ed.).Perspectives of
Modern Indian History. Mumbai: Popular Prakashan.
• Guha, Ranajit. (1983) Elementary Aspects of Peasant Insurgency in ColonialIndia.
New Delhi: Oxford University Press
• Chandra, Bipan. (et.al Eds.) (1989). India’s Struggle for Independence. Delhi:
Penguin
• सरक◌ार, स◌ुरम् र्(2009). आध◌ुरन् कभारर◌्, नर्ल्ल◌ी, र◌ाि◌ कमलप्रक◌ाशन
• ब◌ंध◌ोप◌ाध◌्य◌ार, शेखर. (2012). प्लास◌ीस◌ेर्वभाि◌ नर्क: आध◌ुरन् कभारर◌्क◌ाइर्र्हास.
Hyderabad: Orient Longman.
• श◌ुक्ल, आर॰एल. (Ed). (1987). आध◌ुर◌्नक भारर् क◌ा इर्र्हास, र्ह◌ं ि◌ ◌ी माध्यम
क◌ार ◌ा ◌ान◌्वनतर्ननश
◌े ◌ालर, नर्ल्ल◌ीर्वश्वर्वद◌्य◌ालर, नर्ल्ल�

Suggestive readings
• Alavi, Seema ed. (2002).The Eighteenth Century in India. New Delhi: OUP.
• Bara, Joseph (2002) “Tribal Education, the Colonial State and Christian Missionaries:
Chotanagpur 1839-1870.” In Education and the Disprivileged: Nineteenth and
Twentieth Century India, edited by Sabyasachi Bhattacharya. New Delhi: Orient
Longman.
• Bayly, Susan. (1999). Caste, Society and Politics in India from the 18th Century to the
Modern Age. Cambridge: Cambridge University Press.
• Bhattacharya, Sabyasachi ed. (2007).Rethinking 1857. Delhi: Orient Longman.
• Chaudhury, Sushil. (2000). The Prelude to Empire: Plassey Revolution of 1757. Delhi:
Manohar.
• Constable, Philip. (2001). “The Marginalization of a Dalit Martial Race in the Late
Nineteenth and Early Twentieth Century Western India”. Journal of Asian Studies, 60
(2), pp. 439- 78.
• Dirks, Nicholas B. (2001).Castes of Mind. Princeton, New Jersey: Princeton University
Press.
• Guha, Ranajit. (1983) Elementary Aspects of Peasant Insurgency in Colonial India. New
Delhi: Oxford University Press .

123
 • Jones, Kenneth. (2003)Socio-Religious Reform Movements in British India. New
Cambridge History of India, Vol.3.1. Cambridge: Cambridge University Press.
• Kapila, Shruti ed. (2010). An Intellectual History for India.Delhi: Cambridge University
Press.
• Ludden, David ed. (2005). Agricultural Production and South Asian History. New Delhi:
Oxford University Press.
• Metcalf,Thomas. (1995). Ideologies of the Raj. Cambridge: Cambridge University Press
• Mukherjee, Mithi. (2010) India in the Shadows of Empire: A Legal and Political History
1774- 1950. New Delhi: Oxford University Press.
• Mukherjee, Rudrangshu. (1984)Awadh in Revolt 1857-1858. New Delhi: Oxford
University Press.
• Pollock, Sheldon ed. (2011). Forms of Knowledge in Early Modern Asia. Delhi:
Manohar.
• Raj, K N. et al ed. (1985). Essays on the Commercialization of Indian Agriculture. New
Delhi: Oxford University Press.
• Skuy, David. (July 1998). “Macaulay and the Indian Penal Code of 1862: The Myth of
the Inherent Superiority and Modernity of the English Legal System Compared to
India's Legal System in the Nineteenth Century”, Modern Asian Studies, 32 (3), pp.
513-557.
• Stein, Burton (ed.) (1992).The Making of Agrarian Policy in British India, 1770- 1900.
Delhi: Oxford University Press.
• Stokes, Eric. (1986).The Peasant Armed: The Indian Rebellion of 1857 In C.A. Bayly
(Ed.). New Delhi: Oxford University Press.
• Rosanne Rocher, “British Orientalism in the Eighteenth century: The Dialectics of
Knowledge and Government”, in Peter van der Veer and Carol Breckenridge eds.
Orientalism and the Postcolonial Predicament: Perspectives on SouthAsia, University
of Pennsylvania Press, 1993.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

124
 Pool of DSE for BA (Prog.)

DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE ): Merchant and Mercantile Practices

in India

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Merchant and 4 3 1 0 12th Pass NIL
Mercantile
Practices in India

Learning Objectives
This course explores the ways in which merchants and mercantile practices have been approached,
appropriated and understood in Indian history. The diverse narratives of a high degree of merchant
mobility, institutional adaptation, and diversification into banking and manufacturing map out
dimensions of variation reflected in a huge diversity of business practice and social organization.
The endeavor is to familiarize students with merchant communities and practices distinguished by
location, geographic scope, and type of commodities traded. Their regional distribution, internal
and social organization, standards for behaviour, and resource opportunities varied accordingly
and thus one could analysis historical evolution of merchants and mercantile communities of the
Indian Subcontinent and their changing role. Here response and adaptation of the mercantile
communities towards the changing socio-political environment too becomes vital to be explored.

Learning outcomes
Students will also learn what histories of merchants and mercantile practices can tell us about
ex-change patterns across social formations. We will aim simultaneously to see merchants
and mate-rial culture more generally, as playing a fundamental role inthe shaping of our past.

Theory and Practical/ Field work/Hands-on-learning:

Through the course students are expected to continuously interact with the mercantile sector
through programmes built into the academic curriculum like field studies, internships,
projects, audio-visual projects and its cluster initiatives.

125
SYLLABUS OF DSE
Unit I: Introduction: Situating merchants and mercantile practices in Indian History
1. Sources and Historiography: Inscriptions, Bahis, Khatas, Khatpatras,
2. Inception: Mechanism and means of exchange and involvement of groups(barter,
coined and uncoined money)

Unit II: Origins, Identities and Organizations of Merchant Communities:

1. Crafts and commerce in early historical India: Craft Guilds and Trading Guilds (Shreni,
Puga, Nigama, Sartha) the Craftsperson as a Petty Trader: Organization, rules, and
regulations;
2. Occupational specialisation and spatial distribution: Nagaram,
3. Mercantile Public Identities:Chettiars, Baniyas, Jains, Marwaris, Shikarpuris, Banjaras,
Bohras, Parsis

Unit III: Social Interface and world of the Merchants

1. Momentum of Markets, Urbanisation and engagement of merchants in exchange
practices/development of Mercantile spaces- qasbas, bazaars, katras, melas and
haats,
2. Merchants and mercantile practices in relation to the state and temple in Medieval
India.

Unit IV: Changing patterns of Mercantile Communities & Practices:

1. Growth of interregional specialisation and India’s interaction with Global trade.
2. Merchant families, marriage alliances, family firms, and mercantile elites,
3. Money, instruments of exchange, banking and interest,
4. European Trade, Companies and Agency houses.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit seeks to introduce the concept of Mercantile activities and the role
of merchants through the analysis of Inscriptions, Bahis, Khatas, Khatpatras, The ideais to
make student familiar with the inception of mechanism and means of exchange and
involvement of groups. (Teaching time: 9 hrs. approx.)
• Adhya, G.L., Early Indian Economics: Studies in the Economic Life of Northern and
Western India c. 200 B.c.-300 A.D; Bombay, 1966. {Chapters II (‘Industry’) and III
(‘Trade’)}
• Gokhale, B G; 'The Merchant in Ancient India’; Journal of the American Oriental
Society; Apr-Jun 1977; Vol. 97, no.2; pp. 125-130.
• र◌ाध◌ाक˛ ष्णचौधर◌ी, प्राच◌ीन भारर◌्क◌ाआर्ि◌◌ाकइर्र्हास, पटनानईनर्ल्ल◌ी; 1979,
ि◌ ◌ानक◌ीप्रक◌ाशन.
• {अध◌्य◌ार ◌्10 evam 12.}

126
 • Majumdar, R.C., Corporate Life in Ancient India; (third edition), Firma K,. L.
Mukhopadhyay, Calcutta, 1969, {Chapter I (‘Corporate Activities in Economic Life’)}

Unit II: This unit deals with origins, identities and Organizations of Merchant Communities.
The unit will also trace Crafts and commerce in early historical India and look at Religious,
Caste and Regional Variations in Mercantile Public Identity. (Teaching time: 12 hrs. approx.)
• Champakalakshmi, R., Trade, Ideology and Urbanisation: South India 300 BC to AD
1300; Oxford University Press, Delhi. 1996, {Chapter 5 (‘The South Indian Guilds: Their
Role in Early Medieval Trade and Urbanization’)}.
• Chakravarti,Ranabir; 'Monarchs, merchants and a matha in Northern Konkan (c. 900-
1053 AD)'; IESHR: 27,2, 1990.
• ———-; Trade and Traders in Early India; London, 2020.
• Das, Dipakranjan, Economic History of the Deccan: from the First to the Sixth century
A.D.; Munshiram Manoharlal; Delhi; 1969. {Chapters XII (‘Organisationof Industry and
Trade’) and XIV (‘Banking and Allied Business’)}
• Gopal, Lallanji, The Economic Life of Northern India, c. A.D. 700 – 1200; Motilal
Banarsidass,;Varanasi;1965. {Chapter IV (‘Guilds’)}
• Subbarayalu, Y., ‘Trade Guilds of South India up to Tenth Century’. Studies in People’s
History, 2(1), 2015, pp. 21–26.
• Jain.,V K; Traders and Traders in Western India 1000-1300 AD; South Asia Books; 1990.
• Jain, Shalin, “The Urban Jain Community, Commercial Mobility and Diaspora”,
(Chapter 4) pp. 158-205; portions dealing with social role of Jain merchants- Shantidas
Jauhari and Virji Vora, pp. 255-267 in Identity, Community andState: The Jains under
the Mughals, Primus Delhi, 2017
• Karashima, N., Y. Subbarayalu and P. Shanmugam, ‘Nagaram during the Cola and
Pandya Period: Commerce and Towns in the Tamil Country, A.D 850- 1350’. The Indian
Historical Review, Volume XXXV, No I (January 2008), pp. 1- 33.
• Kosambi, D.D., ‘Indian Feudal Trade Charters’, Journal of Economic and Social History
of the Orient, 2(3), 1959, pp. 281-293. Reprinted in B.D. Chattopadhyaya, ed., Oxford
India Kosambi.
• Markovits, Claude, “The Gate of Khorrassan: the Shikarpuri network, c. 1750- 1947”,
The Global World of Indian Merchants, 1750-1947 Traders of Sind fromBukhara to
Panama, CUP, 2000, pp. 57-109.
• Markovits, Claude (2008). Merchants, Traders, Entrepreneurs: Indian Business in the
Colonial Era. Basingstoke: Palgrave Macmillan (Part III on ‘Merchant Networks’).
• Mehta, Makrand, Indian Merchants and Entrepreneurs in Historical Perspective,
Delhi, 1991.
• Mehta, Shirin, ‘The Mahajans and The Business Communities of Ahmedabad’ in
Dwijendra Tripathi ed., Business Communities of India, Manohar, 1984, pp. 173-184.
• Nilakanta Sastri, K.A., The Coḷas (Revised edition, 1955), {Chapter XXII (‘Industry and
Trade’).
• Sircar, D.C., Studies in the Political and Administrative Systems in Ancient and
Medieval India; Motilal Banarsidass; Delhi; 1974), {Chapter XIII (‘Charter of Viṣṇuṣeṇa’)
and Appendix VI (‘Traders' Privileges Guaranteed by Kings’)}
• Ray, rajat Kanta ed, 1992, Entrepreneurship and Industry in India, 1800-1947, Delhi,
OUP

Unit III: This unit will explore the growth and expansion of mercantile world of activity and its

127
interface with Urbanization, exchange spaces, state and temple in Medieval India. (Teaching
Time: 12 hrs. approx.)
• The Cambridge Economic History of India 1, 1200-1750, edited by Tapan Raychaudhuri
and Irfan Habib (Chapters II, III.3-4, IV, V, VII, X-XIII)
• Ardhakathanak, Translation: Mukund Lath. (ed. Translation), Half a Tale,
Ardhakathanak,Jaipur, 1989
• Irfan Habib, ‘Banking in Mughal India’, Contributions to Indian Economic History, ed.
Tapan Raychaudhuri, Calcutta, 1960, pp. 1–20.
• ———;The Currency System of the Mughal Empire’, Medieval India Quarterly, Vol. iv,
1961.
• ———; ‘Merchant Communities in Precolonial India’, The Rise of MerchantEmpires,
Long- Distance Trade in the Early Modern World 1350–1750, ed. James D. Tracy,
Cambridge, 1990.
• Hall, Kenneth R., Trade and Statecraft in the Age of Cōla¨ s; Abhinav
Publications;New Delhi.;1980.
• Haider, Najaf, “The Moneychangers (Sarrafs) in Mughal India”, Studies in People’s
History, 6, 2, 2019, pp. 146-161.
• Om Prakash; 'The Indian Maritime Merchant, 1500-1800’; Journal of the Economic and
Social History of the Orient , 2004, Vol. 47, No. 3, Between the Flux and Facts of Indian
History: Papers in Honor of Dirk Kolff (2004), pp. 435- 457; URL:
https://www.jstor.org/stable/25165056
• Pradhan, Sulagna; 'Three Merchant of Thirteenth Century Gujarat’;Proceedings of the
Indian History Congress, 2017, Vol. 78 (2017), pp. 275-281; URL:
https://www.jstor.org/stable/10.2307/26906095.

Unit IV: This unit will take up changing patterns of Mercantile Communities & Practices with
Growth of interregional specialisation and Global prospective of trade, establishment of
mercantile elite groups/families. The unit will also deal with the gradual and increasing
involvement of European trading companies and emergence of agency houses. (Teaching
time: 12 hrs. approx.)
• The Cambridge Economic History of India 2, 1757-1970, edited by Dharma
Kumar and Meghnad Desai (Chapter IX, ‘Money and Credit, 1858-1947’, by
A.G. Chandavarkar).
• Chaudhary, Sushil and Michel Morineau ed., Merchants, Companies andTrade:
Europe and Asia in the Early Modern Era, CUP, 1999.
• Ray, Rajat Kanta, ‘Asian Capital in the Age of European Domination: The Riseof the
Bazaar, 800–1914’, Modern Asian Studies, 29(3), pp. 449–554.
• Roy, Tirthankar, “States: A Political Theory of the Community”, (Chapter 2), pp. 45-
88; “Merchants: Guild as Corporation”, (Chapter 3), pp. 89-129; “Artisans: Guilds for
Training”, (Chapter 4), pp. 130-152 in Tirthankar Roy, Company of Kinsmen: Enterprise
and Community in South Asian History 1700- 1940, OUP, 2018.
• Rudner,David; 'Banker’s Trust and the Culture of Banking among the Nattukottai
Chettiars of Colonial South India’; Modern Asian Studies, 1989, Vol. 23, No. 3 (1989),
pp. 417-458; URL: https://www.jstor.org/stable/312703.

Suggestive readings
• Business Practices And Monetary History, Unit 22 in Block-5 Expansion and Growth
of Medieval Economy-II,

128
 http://egyankosh.ac.in//handle/123456789/44532
• C.A. Bayly, Rulers, Townsmen and Bazaars: North Indian Society in the Age of British
Expansion, 1770-1870, New Delhi: Cambridge University Press, 1988.
• Chakravarti,Ranabir; 'Nakhudas and Nauvittakas: Ship-Owning Merchants in the West
Coast of India (C. AD 1000-1500)’; Journal of the Economic andSocial History of
the Orient , 2000, Vol. 43, No. 1 (2000), pp. 34-64; URL:
https://www.jstor.org/stable/3632772.
• Chatterjee,Kumkum; 'Collaboration and conflict: Bankers and early colonial rule in
India: 1757-1813'; IESHR; 30,3, 1993’.
• Colonialism And Trade:1857-1947 Unit 27 in Block-6 Trade and Markets
http://egyankosh.ac.in//handle/123456789/44534
• Goitein, S.D., ‘Portrait of a Medieval India Trader: Three Letters from the CairoGeniza,
• Bulletin of the School of Oriental and African Studies 50(3), 1987, pp. 449–64.’
• Habib, Irfan, ‘Usury in Medieval India’, Comparative Studies in Society and History 6
(1964), pp. 393–419.
• Irfan Habib, ‘The System of Bills of Exchange (Hundis) in the Mughal Empire’,
Proceedings of the Indian History Congress, 35 Session, Muzaffarpur, 1972,pp.
290–303.
• Mahalingham, T.V. 1940 (1975), Administration and Social life under Vijayanagar - Part
II Social Life (Revised edn).
• Mehta, Makrand. (1991). “Vaishnav Banias as Merchants, Sharafs and Brokers:The
17th Century Parekhs of Surat” in Makrand Mehta ed., Indian Merchants and
Entrepreneurs in Historical Perspective with Special Reference to Shroffs of Gujarat:
17th to 19th Centuries, Delhi: Academic Foundation, pp. 65- 90.
• Merchants And Markets:1757-1857 Unit 26 in Block-6 Trade and Markets
http://egyankosh.ac.in//handle/123456789/44535
• Mukherjee,Rila; 'The Story of Kasimbazar: Silk merchants and Commerce in Eighteenth
Century India’; Review (Fern-and Braudel Center), Fall, 1994, Vol 17, No. 4, pp 499-
554; URL: https://www.jstor.org/stable/40241304
• Pushpa Prasad,'Credit and Mortgage Documents in the Lekhapaddhati’, Puratattva,
No. 18, 1987- 88, pp.94-95.
• Patra , Benudhar; 'Merchants,guild and trade in Ancient India: An Orissan Perspective';
• Annals of the Bhandarkar Oriental Research Institute; Vol 89, 2008; pp.133- 168.
• Steensgaard, Niels, The Asian Trade Revolution of the Seventeenth Century: The East
India Companies and the Decline of the Caravan Trade. Chicago: University of Chicago
Press. 1974.
• Trade, Trading Networks and Urbanisation: North India, C.AD 300 to C. AD 1300, Unit
14 in Block-3 Early Medieval Economy and Its Continuities,
http://egyankosh.ac.in//handle/123456789/44516
• Tripathi, Dwijendra. (1984) (ed.), Business Communities of India: A Historical
Perspective, Delhi: Manohar.
टर्मब् ग◌ा, ि◌◌ॉमस ए. (1978).मारव◌ाड़◌ी समाि◌ व्यवस◌ार ◌् स◌े उद्य◌ोग म◌े◌ं , नईनर्ल्ल�:र◌ाध◌ाक˛ ष्णप्रक◌ाशन.
•
Note: Examination scheme and mode shall be as prescribed by the Examination
Branch, University of Delhi, from time to time.

129
 DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE -2): Urbanisation and Urbanism in Indian

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibilit Pre-
Code Lecture Tutorial Practical/ ycriteria requisite of
Practice the course
(if any)
Urbanisation and 4 3 1 0 12 th Pass NIL
Urbanism in Indian
History

Learning Objectives
This course provides a comprehensive insight into the concepts of urbanisation, urbanism
and urban centres in historical context. It aims to give the students an understanding of the
process of urban development and decline in different historical periods and phases emphasising
on the role of various factors and impetus including technology, trade, economic institutions,
state-system and religious ideologies in the urbanization of prominent cities of Indian history.

Learning outcomes
On completion of this course, the students shall be able to:
 Discern the idea of urbanisation, urbanism, quintessential characteristics of an urban
centre in distinct historical background and the determining factors of the emergence of
urban centres in Indian history.
 Comprehend the origin and fall of early urbanism and urban centres in the light of
archaeological evidence with special reference to first urbanization.
 Recognise the role of technology, economic development and state formations in the
revival of urbanisation and important urban cities in ancient times.
 Identify the causes and features of urbanisation in medieval India after obtaining the
knowledge of the cities in context of economic growth, political transformation and
religious institutions.
 Engage with the idea of imperial ideology of the British government shaping the creation
of colonial cities.
• Get acquainted with the various aspects of urbanization in the colonial period centred on
trade, urban planning, transportation and polity.

SYLLABUS OF DSE-2
UNIT I: Interpreting Urbanization, Urbanism, and Urban-Rural Fringe; Survey of Sources and
Historiography.
UNIT II: The First and Second Urbanization: Origin, Development, Decline and Continuity; Case studies
- Harappa, Rakhigarhi, Mathura, Sopara and Kanchipuram.
UNIT III: Urban efflorescence in the medieval period: State, Trade and Religion; Case studies -
Thanjavur, Hampi, Puri, Agra.
UNIT IV: Urbanization in the colonial period with special reference to trade, urban planning,
transportation and polity; Case Studies - Madras, Calcutta, Bombay, New Delhi.

130
Practical component (if any) - NIL

Essential/recommended readings
Unit-I: This unit lays stress on the concepts of urbanisation, de-urbanisation, urbanism, and
urban-rural relations in historical perspective. It further explains the subtle nuances of the
various sources such as archaeological, literary and archival records while discussing the
process of urbanisation, its several phases, patterns and classifications in Indian history.
(Teaching Time: 6 hours approx.)
• A. K. Ramanujan, ‘Towards an Anthology of City Images’, in Vinay Dharwadker (ed.),
The Collected Essays of A.K. Ramanujan, Oxford University Press, Delhi, 2012, pp. 52-
72.
• B.D. Chattopadhyaya, Studying Early India: Archaeology, Text and Historical Issues,
Permanent Black, 2003, pp. 29-38, 105-125.
• Indu Banga (ed.), The City in Indian History, Manohar, New Delhi, 1991, pp. 1-8, 69-80.
• R. Ramachandran, Urbanization and Urban System in India, Oxford University Press,
Delhi, 1991.
• Shonaleeka Kaul, Imagining the Urban, Permanent Black, Delhi, 2010, (Introduction).

Unit II. This Unit shall introduce students to the evolution of urbanisation in the protohistoric
period, its development and decline; the re-emergence of material culture, state-organization,
belief systems and some of the important urban centres in the Indian sub-continent (Teaching
Time: 12 hours approx.)
• Adhir Chakravarti, Urban Development in Ancient India, The Asiatic Society, Kolkata,
2006. (Chapter 1 & 2).
• B.D. Chattopadhyaya, Studying Early India: Archaeology, Texts and Historical Issues,
Permanent Black, Delhi, 2003. pp. 105-134.
• D. K. Chakrabarti and Makkhan Lal (ed.), History of Ancient India, Vol. 3, Aryan Books
International, New Delhi, 2014, pp. 435-500.
• Indu Banga (ed.), The City in Indian History, Manohar Publishers and Distributers, New
Delhi, 2005, pp. 9-18.
• J.M. Kenoyer, Ancient cities of Indus valley civilization, Oxford University Press, Oxford,
1998.
• R. Champakalakshmi, Trade, Ideology and Urbanization, Oxford University Press,
Delhi, 1996. (Chapter 1, 6 &7).
• Seema Bawa (ed.), Locating Pleasure in Indian History: Prescribed and Proscribed
Desires in Visual and Literary Cultures, Bloomsbury, New Delhi, 2021, Chapter 2.
• Vasant Shinde, ‘Peopling and Early Cultural Development in South Asia as Revealed by
the First of its Kind Research Based on Archaeogenetic Analysis and Craniofacial
Reconstruction of the Human Skeleton Data from Rakhigarhi’, Purattatva, Vol. 50,
2020, pp. 34-53.
• Vijaya Laxmi Singh, Mathura, the Settlement and Cultural Profile of an Early Historic
City, Sandeep Prakashan, Delhi, 2005, (Chapter 2 & 3).
• Vijaya Laxmi Singh, The Saga of the First Urbanism in Harappan Civilization, Sandeep
Prakashan, Delhi, 2006.
• राय उदय नारायण, प्राचीन भारत म� नगर तथा नगर जीवन, �हंदस्ु तान एकेडेमी, इलाहाबाद, 1965.
• संजू शमार्, ऊपर� गंगाघाट� द्�वतीय नगर�करण, लोकभारती प्रकाशन, इलाहाबाद, 2017.
• �करण कुमार थप�लयाल, �संधु सभ्यता, उ�र प्रदे श �हंद� संस्थान, लखनऊ, 2003.

131
 • उ�पंद्र �संह, प्राचीन एवम पूवर् मध्यकाल�न भारत का इ�तहास पाषाणकाल से 12वी शताब्द� तक,
�पयरसन, नई �दल्ल�, 2016, (अध्याय 4, 6,8).

Unit III. This unit elaborates the urban development and growth of cities in medieval period
with regard to the establishment of new state-polity, expansion of trade and mercantile
activities as well as consolidation of religious ideologies, in which the architectural structures
of the cities too hold a significant place as the manifestation of power, authority and glory. In
order to describe the political, economic and cultural aspect of the medieval cities, the unit
focuses on the study of Thanjavur, Hampi, Agra and Puri. (Teaching Time: 4 weeks approx.)
• Aniruddha Ray, Towns and Cities of Medieval India: A Brief Survey, Manohar, New
Delhi, 2015.
• Bhairabi Prasad Sahu, ‘Trade and Traders: An Exploration into Trading Communities
and their Activities in Early Medieval Odisha’, Studies in People’s History, Vol. 6, No. 2,
2019, pp. 134–145.
• James Heitzman, ‘Temple Urbanism in Medieval South India’, The Journal of Asian
Studies, Vol. 46, No. 4, November 1987, pp. 791-826.
• John M. Fritz and George Michell, Hampi Vijayanagar, Jaico, Mumbai, 2014.
• K. K. Trivedi, Medieval City of Agra, Primus Books, Delhi, 2017.
• R. Champakalakshmi, Trade, Ideology and Urbanization: South India 300 BC to AD
1300, Oxford University Press, Delhi, 1996.
• Stephen, S. Jeyaseela, ‘Thanjavur: The Making of a Medieval Metropolis’ in Yogesh
Sharma and Pius Malekandathil (eds), Cities in Medieval India, Primus Books, Delhi,
2014.
• दे वी दयाल माथुर, आगरा व फतेहपुर सीकर� के ऐ�तहा�सक भवन, सव�दय प्रकाशन, �दल्ल�, 1954.
• व�कट सुब्रम�नयम, मुग़ल भारत म� शहर�करण, हर�शचंद्र वमार् (संपादक), मध्यकाल�न भारत, भाग
द्�वतीय, �हंद� माध्यम कायर्न्वय �नदे शालय, �दल्ल� �वश्व�वद्यालय, 2008 (19 वां संस्करण ).

Unit IV. This unit aims to familiarise the students with the process of urbanization that was
broadly influenced by the colonial policies of the British rule in India, and with the fact that
urban centres were created as symbols of Imperialism. It further engages with the idea that
trade and commerce, transportation, urban planning including landscapes allotted for
administrative and educational purposes, as well as for cantonments, were linked to the
creation of colonial cities. (Teaching Time: 4 weeks approx.)
• Amar Farooqui, ‘Urban Development in a Colonial Situation: Early Nineteenth Century
Bombay’, Economic and Political Weekly, Vol. 31, No. 40, October 5, 1996, pp. 2746-
2759.
• David A. Johnson, ‘A British Empire for the Twentieth century: the Inauguration of New
Delhi, 1931’, Urban History, Vol. 35, No. 3, December 2008, pp. 462-484.
• Maansi Parpiani, ‘Urban Planning in Bombay (1898-1928): Ambivalences,
Inconsistencies and Struggles of the Colonial State’, Economic and Political Weekly, Vol.
47, No. 28, July 2012, pp. 64-70.
• R. E. Frykenberg (ed.), Delhi through the Ages: Selected Essays in Urban History,
Culture and Society, Oxford University Press, Delhi, 1993, pp. 223 - 286
• Narayani Gupta, Delhi between Two Empires, 1803-1931: Society, Government, and
Urban Growth, Oxford University Press, Delhi, 1981, pp. 157-225.
• Partho Dutta, Planning the City: Urbanisation and Reform in Calcutta, c. 1800 – c. 1940,
Tulika Books, Delhi, 2012.
• Susan M. Neild, ‘Colonial Urbanism: The Development of Madras City in the Eighteenth

132
 and Nineteenth Centuries’, Modern Asian Studies, Volume 13, Issue 02, April 1979, pp.
217 – 246.
• �नमर्ला जैन, �दल्ल� शहर दर शहर, राजकमल प्रकाशन, �दल्ल�, 2009.

Suggestive readings
• Ghosh (ed.) The City in Early Historical India: An Encyclopaedia in Indian
Archaeology, Vol. I, Munshiram Manoharlal, Delhi, 1973.
• P. Shah, Life in Medieval Orissa, Chaukhamba, Varanasi, 1976.
• Varghese, New Perspectives on Vijayanagara: Archaeology, Art, and Religion,
Oxford University Press, New Delhi, 2000.
• Akinori Useugi, ‘Perspectives on the Iron Age/ Early Historic Archaeology in South
Asia’, Purattava, Vol. 50, 2020, pp. 138-164.
• Alexandra Mack, ‘One Landscape, Many Experiences: Differing Perspectives of the
Temple Districts of Vijayanagara’, Journal of Archaeological Method and Theory,
Vol. 11, No. 1, 2004, pp. 59–81.
• Aloka Parashar, ‘Social Structure and Economy of Settlements in the Central
Deccan (200 BC- AD 200)’, in Indu Banga (ed.) The City in Indian History, Manohar
Publications, Delhi, 1991.
• Anil Varghese, Hampi, Oxford University Press, New Delhi, 2002.
• Attilio Petruccioli, ‘The City as an Image of the King: Some Notes on the Town-
Planning of Mughal Capitals in the Sixteenth and Seventeenth Centuries’, in
Monica Juneja (ed.) Architecture in Medieval India: Forms, Context, Histories,
Permanent Black, Ranikhet, 2015.
• D. Chattopadhyaya, ‘Transition to the Early Historical Phase in the Deccan: A Note’,
in B M Pandey and B. D. Chatyopadhyaya (eds) Archaeology and History: Vol. II
(Essays in Memory of A. Ghosh), Agam Kala Prakashan, Delhi, 1987.
• K. Malik, Medieval Orissa: Literature, Society and Economy, Mayur Publications,
Bhubaneswar, 1996.
• Burton Stein, ‘The Economic Function of a Medieval South Indian Temple’, The
Journal of Asian Studies, Vol. 19, No. 2, February 1960, pp. 163-176.
• K. Chakrabarti, The Archaeology of Ancient Indian Cities, Oxford University Press,
Delhi, 1995.
• Doris Meth Srinivasan, Mathura: The Cultural Heritage, South Asia book, Delhi,
1984.
• Ebba Koch, ‘Mughal Agra: A Riverfront Garden’, in Renata Halod, Attilio Petruccioli
and Andre Raymond, (eds) The City in the Islamic World Vol. I, Leiden, Brill, 2008.
• R. Allchin, The Archaeology of Early Historic South Asia: The Emergence of Cities
and States, Cambridge University Press, Cambridge, 1995.
• Howard Spodek, ‘City Planning in India under British Rule’, Economic and Political
Weekly, Vol. 48, No. 4, January 26, 2013, pp. 53-61.
• J. Gollings, John M. Fritz and George Michell, City of Victory, Vijayanagara: The
Medieval Capital of South India, Aperture, New York, 1991.
• J. M. Fritz, G. Michell and M. S. Nagaraja Rao, Where Gods and Kings Meet: The
Royal Center at Vijayanagara, University of Arizona Press, Tucson, 1984.
• J. M. Kenoyer, ‘The Indus Tradition: The Integration and Diversity of Indus Cities’,
Purattava, Vol. 50, 2020, pp. 19-34.
• James Heitzman, ‘Ritual Polity and Economy: The Transactional Network of an
Imperial Temple in Medieval South India’, Journal of the Economic and Social
History of the Orient, Vol. 34, No. 1/2, 1991, pp. 23-54.
• John M. Fritz and George Michell, (eds), New Light on Hampi, Recent Research at

133
 Vijayanagara, Marg Publications, Mumbai, 2001.
• K.K. Trivedi, ‘The Emergence of Agra As a Capital and a City: A Note on Its Spatial
and Historical Background During the Sixteenth and Seventeenth Centuries’,
Journal of the Economic and Social History of the Orient, Vol. 37, No. 2, 1994, pp.
147-170.
• Krupali Krusche and Vinayak Bharne, Rediscovering the Hindu Temple: The Sacred
Architecture and Urbanism of India, Cambridge Scholars Publishing, London, 2012.
• Meera Kosambi and John E. Brush, Three Colonial Port Cities in India, Geographical
Review, Vol. 78, No. 1, January 1988, pp. 32-47.
• Narayani Gupta, ‘Military Security and Urban Development: A Case Study of Delhi
1857-1912’, Modern Asian Studies, Vol. 5, No. 1, 1971, pp. 61-77.
• P. K. Basant, The City and the Country in Early India: A Study of Malawa, Primus Books,
Delhi, 2012.
• R. Nath, Agra and Its Monuments, The Historical Research Documentation
Programme, Agra, 1997.
• R.S. Sharma, Urban Decay in India, Munshiram Manoharlal, Delhi, 1987.
• Shane Ewen, What is Urban History?, Polity Press, Cambridge, 2016.
• Sumanta Banerjee, Memoirs of Roads: Calcutta from Colonial Urbanization to Global
Modernization, Oxford University Press, New Delhi, 2016.
• T. V. Mahalingam, Economic Life in the Vijayanagar Empire, Nuri Press, Madras, 1951.
• Murali Ranganathan (ed. & tr.), Govind Narayan’s Mumbai: An Urban Biography from
1863, Anthem Press, London, 2008.
• कृष्णाद� वाजपेयी, ब्रज का इ�तहास, अ�खल भारतीय ब्रज सा�हत्य मंडल, मथुरा, 1955.
• नीलकंठ शास्त्री, द��ण भारत का इ�तहास, पटना, �बहार �हंद� ग्रंथ एकडेमी, 2006.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

134
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 3 (DSE): Prehistory and Protohistory of
India

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Prehistory and 4 3 1 0 12 th Pass NIL
Protohistory of
India

Learning Objectives
This course aims to introduce the concepts of pre and proto history through a survey of various
cultures/periods of the Indian subcontinent. The course provides an understanding of the shifts
and developments in the technology and subsistence practices through the hunting-gathering,
food producing, urban and Iron using societies. The cultural diversity of different geographical
zones of the Indian subcontinent would behighlighted through a study of settlement patterns.

Learning outcomes
At the end of the course, students would:
• Have the ability to differentiate between various pre and proto historic
cultures/periods.
• Understand the changes and continuity in distribution, tool technology and
subsist-ence practices during the Palaeolithic and Mesolithic periods.
• Identify the characteristic features of Neolithic cultures in the Indiansubcontinent
with their regional distribution
• Recognise the various copper using cultures of India.
• Distinguish the different phases of Harappan civilization.
• Locate the development of Iron technology in different geographical zones ofIndia.

SYLLABUS OF DSE
Unit 1: Introduction Understanding the concept, scope and terminology of Pre and Proto history
1. Sources

Unit 2: Prehistoric Hunter Gatherers

1. Survey of Palaeolithic cultures: Sites, Sequence, tool typology and technology,
Subsistence patterns
2. Survey of Mesolithic cultures in India: distribution, tool technology andtypology and
artefacts
3. Survey of rock art in India

Unit 3: Early Farming Communities: Beginning of Food Production

1. Understanding Neolithic: Regional distribution, subsistence practices andsettlement
patterns

135
 2. Survey of Chalcolithic cultures in Indian subcontinent

Unit 4: Harappan Civilization: Extent, features of urbanisation and legacy (4 Weeks)

1. Early Harappan
2. Mature Harappan
3. Late Harappan

Unit 5: Early Iron using societies: Beginning and development of iron technology (3 Weeks)
1. Survey of PGW Cultures in Indian Subcontinent with special reference to Ahichhatra
and Atranjikhera
2. Megalithic Cultures: Distribution pattern, Burial practices and types

Practical component (if any) - NIL

Essential/recommended readings
Unit 1: In this unit the students will be introduced to the major concepts and terminologies
relating to the prehistoric archaeology. They will also be introduced to the other such
disciplines which are utilized in the interpretation of prehistoric objects. (Teaching
Time: 6 hrs. approx.)
• Chakrabarti, D.K. (1999). India: An Arc haeological History, Oxford University Press, pp.
1- 18.
• Jain, V. K. (2006). Pre and Protohistory of India. New Delhi: D.K. Printworld.
• Misra, V.N. (1989). “Stone Age India: an Ecological Perspective”, Man and
Environment, Vol. 14, pp.17–64.
• ि◌ ◌ैन., व◌ी. क◌े. (2008). भारर◌् क◌ा प्रागैरर्ह् ◌ास और आध◌्य इर्र्हास: एक अवल◌ोकन.
नईनर्ल्ल◌ी: ड◌ीक◌ेर्प्र◌ंटवलत ◌ा.

Unit 2: In this unit the students will acquire comprehensive knowledge about the hunting-
gathering stage of human cultural evolution in the context of Indian subcontinent.
Early artistic expressions and their significance will add to theirinterpretive skills.
(Teaching Time: 9 hrs. approx.)

• Jain, V. K. (2006). Pre and Protohistory of India. New Delhi: D.K. Printworld(Also
available in Hindi).
• Misra, V.D. and J.N. Pal (eds). (2002). Mesolithic India. Allahabad: Department of
Ancient History, Culture and Archaeology, University of Allahabad, pp. 13- 124.
• Mishra, S. (2008). “The Lower Palaeolithic: A Review of Recent Findings”. Man and
Environment, Vol. 33, pp. 14-29.
• Paddayya, K. (2008). India: Palaeolithic Cultures, in Encyclopaedia of Archaeology.
Edited by D. M. Pearsall, pp. 768-791. New York: Elsevier.
• Singh, Upinder. (2009). A History of Ancient and Early Medieval India, New Delhi:
Pearson, pp. 94-131.
• र्स◌ंह, उर्पन्द्र . (2016). प्राचीन एवम प ◌ा मध्यक◌ाल�न भारर◌् क◌ा इर्र्हास
पाि◌◌ाणक◌ालस◌े12वीशर◌्◌ाब्द�र्क, नईनर्ल्ल◌ी, र्परतसन.

Unit 3: This Unit will equip students with the appearance of a new way of life when humans

136
 transited to plant and animal domestication and subsequently acquiring technical
knowledge of copper smelting laying the foundation of agrarian societies in different
parts of Indian subcontinent. (Teaching Time: 9hrs. approx.)
• Jain, V. K. (2006). Pre and Protohistory of India. New Delhi: D.K. Printworld. (Also
available in Hindi).
• Jarrige, C., Jarrige, J.-F., Meadow, R. H. & Quivron, G. (eds). (1995). Mehrgarh Field
Reports 1974–1985. From Neolithic Times to Indus Civilization (Department of Culture
& Tourism, Karachi, 5-511.
• Saraswat, K.S. (2005). "Archaeological Background of the Early Farming Communities
in the Middle Ganga Plain”, Pragdhara, Vol. 15, pp. 145-177.
• Singh, Upinder. (2009). A History of Ancient and Early Medieval India: From the Stone
Age to the 12th century. New Delhi: Pearson (Also available in Hindi).
• Tewari, R., R.K. Srivastava, K.S. Saraswat, I.B. Singh, K.K. Singh (2006). “Early Farming
at Lahuradewa” in Pragdhara, Vol. 18, Lucknow, pp. 347-373.

Unit 4: In this unit students will acquire comprehensive knowledge about the evolution,
expansion, flourishing and transformation of the Harappan Civilization. (Teaching
Time: 12 hrs. approx.)
• Allchin, F.R.A. and Allchin, B. (1995). The Origins of a Civilization. Delhi: Viking, pp. 10-
79.
• Chakrabarti, D.K. (1999). India An Archaeological History Palaeolithic Beginnings to
Early Historical Foundations, Delhi: Oxford University Press, pp. 117-148.
• Dhavalikar, M.K. (1997). Indian Protohistory. New Delhi: Books and Books, pp.110-
280. Dikshit, K.N., 2011, “The decline of Harappan civilization”, Ancient India, pp. 125-
178.
• Possehl, G. 1999. Indus Age: The Beginnings. Delhi: Oxford and IBH, pp. . 442- 556.
• Ratnagar, Shereen. (2001). Understanding Harappa: Civilization in the Greater Indus
Valley. New Delhi: Tulika.
• Singh, Upinder. (2009). A History of Ancient and Early Medieval India, New Delhi:
Pearson, pp. 94-131. (Also available in Hindi)
• ि◌पर्लर ◌ाल, क◌े. क◌े., और श◌ुक्ल, संकट◌ा प्रस◌ाि◌ ). 2003). र्सन◌्ध◌ु सभ्यर◌्◌ा
(संश◌ोधर्र् एवम पररवधार्र◌्संतकरण) उत्र्रप्रर् ◌ेश: लखनऊ.

Unit 5: In this unit the focus will be given on the evolution of Iron using cultures and their
significance in the history of the Indian subcontinent. (Teaching Time: 9hrs. approx.)
• Chakrabarti, D.K. (1992). The Early Use of Iron in India. Delhi: Oxford University Press,
pp. 1-125.
• Sahu, B.P. (2006). Iron and Social Change in Early India. New Delhi: Oxford University
Press, 1-140.
• Selvakumar, V. 2020, “Megalithic architecture of south India: A few observation”, in
SV Rajesh, Abhyayan GS, Ajit Kumar and Ehsan rahmat ilahi (eds) the Archaeology of
burials: example from Indian subcontinent, Delhi: New Bhartiya Book Corporation. pp.
25-46.
• Singh, Upinder. (2009). A History of Ancient and Early Medieval India: From the Stone
Age to the 12th century. New Delhi: Pearson (Also available in Hindi).
• Tripathi, Vibha. (2008). History of Iron Technology in India: From Beginning to Pre-
modern Times. Rupa publication.

137
Suggestive readings
• Agrawal, D.P. and Chakrabarti, D.K. (1979). Essays in Indian Protohistory. NewDelhi:
B.R. Publishing Corporation.
• Allchin, B., and Allchin, R., (1982). The Rise of Civilization in India and Pakistan,
C.U.P. Cambridge.
• Banerjee, N. R. (1965). The Iron Age in India, Munishiram Manoharlal, New Delhi.
• Chakrabarti, D. K. (1988). A History of Indian Archaeology from the beginningto 1947.
New Delhi: Munshiram Manoharlal Publishers Pvt. Ltd.
• Kumar, S. (2014). Domestication of Animals in Harappan Civilisation, Delhi:
Research India Press, pp. 1-190.
• Neumayer, E. (2010). Rock Art of India, Oxford and New Delhi: OxfordUniversity
Press.
• Pisipaty, S Rama Krishnan (Ed.), (2019). Early Iron Age in South Asia, LAPLambert
Academic Publishing.
• Possehl, G.L. (1993). Harappan Civilization – A Recent Perspective, Oxford andIBH
New Delhi.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

138
 COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

GENERIC ELECTIVES (GE-1): Twentieth Century World History: 1900 – 1945.

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the
Practice course
Twentieth Century 4 3 1 0 12th NIL
World History: 1900 Pass
– 1945.

Learning Objectives
This course conveys an understanding of an interconnected world history in the twentieth
century. The course focuses on, why and how the world changed in the first half of the twentieth
century. It also offers specific case studies to empirically underline the holistic nature of world his-
tory. One of the aims of this course is to make UGstudents aware of the contemporary world of
ideas they inhabit.

Learning outcomes
This course will enable the students to:
• Define world history, and the factors, that determined it in the twentieth century.
• Understand key concepts like Imperialism, Colonialism and the world wars whichacted
as catalysts of historical change throughout the world
• Comprehend the twentieth century revolutions and dictatorships in their variousforms.

SYLLABUS OF GE
Unit I: The Concept and Definition of World History: An Overview
Modernity, Imperialism, Colonialism, Interconnectedness, Economic Crisis,
Revolutions, anti- colonial struggles

139
Unit II: First World War:
1. Consequences in Europe and the world,
2. League of Nations

Unit III: 1917 Russian Revolution:

1. Formation of the USSR;
2. Debates on socialism and the role of the Communist International (Comintern)

Unit IV: Fascism, Nazism and Militarism:

1. Italy,
2. Germany
3. Japan
4. Spain

Unit V: Second World War

1. Causes
2. Main Events
3. Consequences

Essential Readings
Unit 1: This Unit shall introduce the students to the concept and definition of world history.
(Teaching Time: 6 hrs. approx.)
• Krippner-Martinez, J. (1995). “Teaching World History: Why We Should Start!”The
History Teacher 29 (1), pp. 85-92. https://www.jstor.org/stable/494534
• Christian, David. (2003). “World History in Context.” Journal of World History vol. 14
no.4, pp. 437-458. https://www.jstor.org/stable/20079239
• Mazlish, Bruce. (1998). “Comparing Global History to World History” The Journal of
Interdisciplinary History vol. 28 no. 3, pp. 385-395.
https://www.jstor.org/stable/205420
• Findley, Carter V. and John Rothey. (2011). Twentieth-Century World. USA:
Wadsworth Publishing.
• Lowe, Norman (1997). Mastering Modern World History, Macmillan Press

Unit II: This Unit will familiarize the students with the key consequences of the First World
War; including the formation of the League of Nations. (Teaching Time:9 hrs. approx.)
• Merriman, J. (YEAR). A History of Modern Europe: From Renaissance to the Present.
Volume 1. New York, London: W.W. Norton (pp. 1011-1016; 1056- 1077; 1083-1087).
• Roberts, J.M. (1999). Twentieth-Century, the History of the World, 1901-2000.New
York: Viking.
• Findley, Carter V. and John Rothey. (2011). Twentieth-Century World. USA:
Wadsworth Publishing.
• Henig, R. (1995). Versailles and After 1919-1933. Lancaster Pamphlets Series. Second
edition. New York, London: Routledge.

140
 • Lee, Stephen.J.(1982) Aspects of European History (1789-1980), New York:
Routledge
• Mahajan, Sneh. (2009). Issues in Twentieth Century World History. Delhi:Macmillan.
• महाजन, तनेह. (२०१६). बीसव◌ी शर◌्◌ाब्द� क◌ा र्वश्व इर्र्हास: एकझलक(भाग-२). रि◌◌् ल◌्ल◌ी: ल�◌्मीपर् क◌ाशन.
• ि◌ ◌ेशपांड◌े, अनर◌द्ु ध. (२०१४). र्वश्वइर्र्हासक◌ेप्रमखमद्द◌ु ◌े: बबलर◌्◌ेआय◌ाम. रि◌◌् ल◌्ल◌ी:
रि◌◌् ल◌्ल◌ीरव् वद◌्य◌ालयप्रक◌ाशन.
• ज◌ैनएवंम◌ाि◌◌ुर(२००७) आध◌ुरन् कर्वश्वइर्र्ह◌ास, जयप◌ुर: ज◌ैनप्रक◌ाशनम◌ंरि◌◌् र
• वम◌ाि◌ , लाल बहाि◌ रु ,(२०१६ ), आधर्◌ु नक र्वश्व क◌ा इर्र्हास रि◌◌् ल◌्ल◌ी :हतनि◌◌्ीननि◌ेश◌ालय

Unit III: This Unit will provide the students a broad outline of the history of the USSR upto the
1917 Revolution and thereafter. It shall familiarize them with the functioning of the
Comintern. (Teaching Time: 9 hrs. approx.)
• Nove, Alec. (1992). An Economic History of the USSR 1917-1991. London:Penguin.
• Hobsbawm, E.J. (1996). The Age of Extremes. 1914-1991. New York: Vintage.
• Hobsbawm, E.J. (2009). The Age Of Extremes- अर्र◌े क◌ो◌ंक◌ाय◌गु (translated in
Hindi by Prakash Dixit). Mumbai and Meerut: संव◌ाि◌ प्रक◌ाशन
• Roberts, J.M. (1999). Twentieth-Century, the History of the World, 1901-2000.New
York: Viking.
• Findley, Carter V. and John Rothey. (2011). Twentieth-Century World. USA:
Wadsworth Publishing.
• Mahajan, Sneh. (2009) Issues in Twentieth Century World History. Delhi:Macmillan.
• महाजन, तनेह. (२०१६). बीसव◌ी शर◌्◌ाब्द� क◌ा र्वश्व इर्र्हास: एकझलक(भाग-२). रि◌◌् ल◌्ल◌ी: ल�◌्मीप्रक◌ाशन.
• ि◌ ◌ेशपांड◌े, अनर◌द्ु ध. (२०१४). र्वश्वइर्र्ह◌ासक◌े प्रमखमद्दु ◌े: बबलर◌्◌ेआय◌ाम. रि◌◌् ल◌्ल◌ी:
रि◌◌् ल◌्ल◌ीरव् वद◌्य◌ालयप्रक◌ाशन.
• वम◌ाि◌ , लाल बहाि◌ रु ,(२०१६ ), आधर्◌ु नक र्वश्व क◌ा इर्र्हास रि◌◌् ल◌्ल◌ी :हतनि◌◌्ीननि◌ेश◌ालयज◌ैनएवंम◌ाि◌◌ुर(२००७) आधर्◌ुनकर्वश्वइर्र्ह◌ास,
• जयप◌ुर: ज◌ैनप्रक◌ाशनम◌ंरि◌◌् र

Unit IV: This unit shall introduce the students to important case studies related tothe
growth of fascism post First World War. The Unit shall connect the discussion on
fascism to the Second World War. (Teaching Time: 12 hrs.approx.)
• Hobsbawm, E.J. (1996). The Age of Extremes. 1914-1991. New York: Vintage.
• Hobsbawm, E.J. (2009). The Age Of Extremes-अर्र◌े क◌ो ंक◌ाय◌ुग(translated in Hindi by Prakash
Dixit). Mumbai and Meerut: संव◌ाि◌ प्रक◌ाशन.
• Lee, Stephen J. (1982). Aspects of European History 1789–1980. London, NewYork:
Routledge (Ch.22, Ch.23, Ch.24 and Ch.30).
• Lee, Stephen J. (2008). European Dictatorships 1918-1945. London, New York:
Routledge (Ch.5).
• Fairbank, John K., et al. (1965). East Asia: Modern Transformation. Boston:
Houghton Mifflin; Highlighting edition (section on militarism in Japan).
• Duikar, William J. (2005) Twentieth-Century World History. Third edition. USA:
Wadsworth Cencgage Learning.
• Henig, R. (2005). The Origins of the Second World War 1933-1941. Lancaster

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 Pamphlets Series. Second edition. London, New York: Routledge.
• Roberts, J.M. (1999). Twentieth-Century, the History of the World, 1901-2000.New
York: Viking.
• Sarao, KTS (2017), Modern History of Japan, Surjeet Publications
• Graham, Helen (2002) The Spanish Civil War: A Very Short Introduction,Cambridge:
Cambridge University Press
• Mahajan, Sneh. (2009). Issues in Twentieth Century World History. Delhi:Macmillan.
• महाजन, तनेह. (२०१६). बीसव◌ी शर◌्◌ाब्द� क◌ा र्वश्व इर्र्हास: एकझलक(भाग-२). रि◌◌् ल◌्ल◌ी: ल�◌्मीप्रक◌ाशन.
• ि◌ ◌ेशपांड◌े, अनर◌द्ु ध. (२०१४). र्वश्वइर्र्हासक◌ेप्रमखमद्द◌ु ◌े: बबलर◌्◌ेआय◌ाम. रि◌◌् ल◌्ल◌ी:
रि◌◌् ल◌्ल◌ीरव् वद◌्य◌ालयप्रक◌ाशन.
• वम◌ाि◌ , लाल बहाि◌ रु ,(२०१६ ), आधर्◌ु नक र्वश्व क◌ा इर्र्हास रि◌◌् ल◌्ल◌ी :हतनि◌◌्ीननि◌ेश◌ालय

Unit V: The Unit shall connect the discussion on fascism to the Second World War.
(Teaching Time: 9 hrs. approx.)
• Hobsbawm, E.J. (1996). The Age of Extremes. 1914-1991. New York: Vintage.
• Hobsbawm, E.J. (2009). The Age Of Extremes-अर्र◌े क◌ो ंक◌ाय◌ुग(translated in Hindi
by Prakash Dixit). Mumbai and Meerut: संव◌ाि◌ प्रक◌ाशन.
• Duikar, William J. (2005) Twentieth-Century World History. Third edition. USA:
Wadsworth Cengage Learning.
• Roberts, J.M. (1999). Twentieth-Century, the History of the World, 1901-2000.New
York: Viking.
• Lee, Stephen J. (1982). Aspects of European History 1789–1980. London, NewYork:
Routledge.
• Gluckstin, Donny (2012). A Peoples History of Second World War, Pluto Press
• Mahajan, Sneh. (2009). Issues in Twentieth Century World History. Delhi:Macmillan.
• महाजन, तनेह. (२०१६). बीसवीशर्◌ा�ब ् ◌ीकावर्इ ल�मीप्रकाशन. हार्स: एकझलक(भाग-२). �र् ल्ल� :
• ि◌ ◌ेशपांडे, अनरुद्ध. (२०१४). वर्इहार्सके प्रमखमद्द ु ◌े: बबलर्◌ेआयाम. �र् ल्ल�: �र्
ल्ल�वर्वद्यालयप्रकाशन.

Suggestive readings
• Atkin, N. and M. Biddis. (2009). Themes in Modern European History, 1890–1945.
London, New York: Routledge (Ch.4, Ch.5, Ch.9 and Ch.10).
• Ferguson, Niall. (2006). The War of the World: Twentieth-Century Conflict andthe
Descent of the West. New York: The Penguin Press.
• Martel, G. (Ed.). (2006). A Companion to Europe 1900-1945. Malden, M.A. and
Oxford: Blackwell.
• Wakeman, R. (Ed). (2003). Themes in Modern European History Since 1945.
London, New York: Routledge (Ch.1 and Ch.2).

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

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 GENERIC ELECTIVES (GE-2): Women in Indian History

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-requisite
course criteria of the course
Lecture Tutorial Practical/
Practice
Women in Indian 4 3 1 0 12 th NIL
History Pass

Learning Objectives
The paper introduces learners to a historical analysis of the lived experiences of women at specific
historical moments in the Indian subcontinent. It explores the concerned issues within an
interdisciplinary framework. The students will also be familiarized with the theoretical reflections
on the study of women’s issues with reference to latest researchesin the field. The course seeks to
make students reflect on the specificity of women’s issues in different times and con-texts. At the
same time, it also traces deeper continuities from a gender perspective.

Learning outcomes
After successful completion of the course, students will be able to:
• Provide an elementary outline of gender as a concept and patriarchy as ahistorically
constituted system of power.
• Explore women’s experiences within specific contexts at specific historicalmoments.
• To discuss the material basis of women’s experiences with reference to specificissues
like ownership of property.

SYLLABUS OF GE
Unit I: Exploring Aspects of History of women in India
1. Understanding Gender
2. Patriarchy, Patrilocality, Patriliny ,and Matriarchy, Matrilocality and Matriliny

Unit II: Women in Ancient India

1. Evolution of Patriarchy in Early India
2. Women and work: voices from Sangam Corpus

Unit III: Women in Medieval India

1. Politics of the Harem and Public Sphere
2. Women Queens and Bhaktas: Case Studies of Queen Kittur Chennamma and Mira
Bai

Unit IV: Women in Modern India

1. Debates on Women Education: Women Participation in Indian NationalMovement

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 2. Partition, Refugee Women and Rehabilitation.

Practical component (if any) - NIL

Essential/recommended readings
Unit I. The unit aims to familiarize students with the theoretical framework of
Gender with special focus on patriarchy and feminism and how these concepts can
provide tools for historical analysis. (Teaching Time: 6 hrs. approx.)
• Bhasin, Kamla. (2000). Understanding Gender. New Delhi: Women
Unlimited.

Unit II. The segment should apprise students of historiographical trends in ancient India
pertaining to women. The idea is to explore their voices in specific spaces and during historical
moments. (Teaching Time: 15 hrs. approx.)
• Instead put Uma Chakravarti.(2009). Of Meta Narratives and Master Paradigms:
Sexuality and the Reification of Women in Early India. CWDS Occasional Paper.and
State”. Economic and Political Weekly. Vol. 28 no.14, pp. 579- 85.
• Ramaswamy, Vijaya. (2000). “Aspects of Women and Work in Early South India”.

Unit III. The focus in this section is on studying women through fluctuating gender relations
in diverse spaces and explore linkages between women, power and politics.(Teaching Time:
12 hrs. approx.)
• Lal, Ruby. (2005). Domesticity and Power in the Early Mughal World. New York:
Cambridge Studies in Islamic Civilization. (Ch. 5 and 7), pp. 103-139 and 176-213.
• Mukta, Parita (1994). Upholding the Common Life: The Community of Mirabai.
Delhi: Oxford University Press. pp. 19-45

Unit IV. The section focuses on issues pertaining to women in the colonial period as well as
their participation in Indian nationalism and experiences during Partition. (Teaching Time: 12
hrs. approx.)
• Forbes, Geraldine. (199 6). Women in Modern India. Cambridge: Cambridge
University Press, pp. 10-31, 121-156.
• Gupta, Charu. (Ed.). (2012). Gendering Colonial India: Reforms, Print, Casteand
Communalism. Delhi: Orient Blackswan, [Introduction].
• Menon, Ritu and Kamla Bhasin. (1998). Borders & Boundaries. Delhi: Kalifor
Women, pp. 3-29.

Suggestive readings - NIL

• Shah, Shalini. (2012). “Patriarchy and Property”, in The Making of Womanhood:
Gender Relations in the Mahabharata, Revised Edition. Delhi: Manohar, pp. 32-62.
• Roy Kumkum (2018). “Introduction” in Beyond the Woman Question,Reconstructing
Gendered Identities in Early India. Snigdha Singh, et al. (Eds.). Delhi: Primus, pp.1-20).
• Bokhari, Afshan. (2012). “Between Patron and Piety: Jahān Ārā Begam’s Sufi
Affiliations and Articulations in Seventeenth-century Mughal India”. in John Curry and
Erik Ohlander, (eds.). Sufism and Society: Arrangements of theMystical in the Muslim
World, 1200– 1800.Oxon: Routledge.

144
 • Habib, Irfan. (2000). “Exploring Medieval Gender History”. IHC 61st Session, Symposia
Paper No.23, Calicut. pp. 263-75.
• Sharma, Sunil. (2009). “From ʿĀʾesha to Nur Jahān: The Shaping of a Classical Persian
Poetic Canon of Women”. Journal of Persianate Studies vol. 2, pp. 148-64.
• Basu, Aparna. (2003). Mridula Sarabhai, A Rebel with a Cause. Oxford: Oxford
University Press. (Ch.8, “Recovery of Abducted Women”, pp. 133-146).
• Kumar, Radha. (1997). A History of Doing: An Illustrated Account ofMovements for
Women’s Rights and Feminism in India. 1800-1990. Delhi: Zubaan (Ch.2, 4, 5) [Also
available in Hindi].
• Mishra, Yuthika. (2015). “Indian Women’s Movement in the 20th Century: Resistance
or Reaction”. Proceedings of Gender Issues. 5th Annual Conference, Nalanda.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

145
 DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE -2): Thoughts in Indian History

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/ criteria requisite of
Practice the course
Thoughts in 4 3 1 0 12th Pass NIL
Indian History

Learning Objectives

Thoughts and ideas, especially about history, across time and cultures have always been a fascination
dimension of history, not long ago, even serving as entry-points for their understanding. Imageries
about cosmology, human physiology, life and death, amongst several others, have helped mankind
conceptualise everything around them – from real to fantacised experiences – in past. In historical times,
with the accompanying complexities of human, social and institutional lives, these thoughts got more
systematized and sophisticated in their articulation in historical records. Cosmological imageries
underpinned astrological insights or vice-versa, soil irrigation facilitated medical models of hu-man
physiology, food chain and interdependence offered insights into social ordering and so forth.

Learning outcomes

The paper ‘Thought in Indian History’ attempts to cull and analyse several such thoughts and ide-as that
are germane to the Indian social, political and spiritual life across time in history. Notions about state,
sovereignty, kingship, wellness, gender, social order, ‘ahimsa’, freedom and justice – as conceived and
elaborated in a select set of historical works across the ancient, medieval and modern Indian history –
constitute the reference coordinates to analyse and make sense of various trajectories of Indian past,
including their spill-over to the contemporary times.

SYLLABUS OF GE-3
Arthashastra of Kautilya
Nitisara
Rajatarangini of Kalhana
Ziauddin Barani: Fatwa-i Jahandari
Mahatma Gandhi
B. R. Ambedkar

Practical component (if any) - NIL

Essential/recommended readings
Arthashastra
Essential Readings:
• Arthasastra Of Kautilya & The Chanakya Sutra With Hindi Commentary, 1984 Vachaspati Gairola
( Chaukhambha)
• Rangarajan, L.N. (1992), Kautilya: The Arthashastra, Penguin Classics
• Thomas Trautmann (2012), Arthashastra: The Science of Wealth, Penguin.

146
• Olivelle, Patrick (2013) King, Governance and Law in Ancient India: Kautilya’s Arthashastra, Oxford:
Oxford University Press.
Suggested Readings:
• Heesterman JC (1985) The Inner Conflict of Tradition Essays in Indian Ritual, Kingship, and Society,
Chapter 9 , Kautilya and the Ancient Indian State
• R.P. Kangle, The Kautiliya Arthasastra, Part I: Sanskrit Text with a Glossary; The Kautiliya Arthasastra,
Part II: An English Translation
• Olivelle, Patrick (1 January 2004). "Manu and the Arthaśāstra, A Study in Śāstric Intertextuality". Journal
of Indian Philosophy Journal of Indian Philosophy. 32 (2–3):281– 291.

Nitisara
Essential Readings:
• Mitra, Rajendralal (ed.), (1982) The Nitisara or the Element of Polity by
• Kamandaki, revised with English translation by Sisir Kumar Mitra, Calcutta: The Asiatic Society.
• A.N.D. Haksar, ‘A Post-Kautilyan View of Diplomacy: The Nitisara of Kamandaki’, in Pradeep
Kumar Gautam, Saurabh Mishra and Arvind Gupta (eds), Indigenous Historical Knowledge:
Kautilya and His Vocabulary, Vol. I, New Delhi: IDSA/PentagonPress, 2015
• Mukerji, K. P. “Fundamental Categories of Indian Political Theory.” The Indian Journal of
Political Science 11, no. 2 (1950): 1–12.
Suggested Readings:
• Gonda, J. “Ancient Indian Kingship from the Religious Point of View.” Numen 3, no. 1(1956):36–
71.
• Upinder Singh, ‘Politics, Violence and War in Kamandaka’s Nitisara’, The Indian Economic and
Social History Review, Vol. 47, No. 1, 2010, pp. 29–62

Ziauddin Barani: Fatwa-i Jahandari

Translation:
• Fatawa-i Jahandari, trans.by Afsar Khan in Mohammed Habib et al., The Political Theory of
the Delhi Sultanate (Allahabad n.d.), Reprint, 2020. Also available in hindi ,हबीब , मोहम्म्द
(2000).�तल्ल� सल्तनत का राि◌नीततक तसद्धांत: �तर्◌ाउद्द�न बरनी क� फतवा- ए -ि◌हाँि◌◌ार� के
अनुवाि◌ सतहत, �तल्ल� , ग्रंथतशल्पी।

Essential Readings:
• Habib, Irfan. (1981).' Barani's Theory of the History of the Delhi Sultanate ', Indian Historical
Review, vol.7, pp.99-115. Also avaiable in Hindi, हबीब , इरफान. (2003). ‘ि◌◌े हल� सल्तनत के
इततहास पर बरनी का तसद्धांत ', इरफान हबीब (सं ). मध्यकाल�न भारत , अंक -8 , नर्◌ी �तल्ल� ,
राि◌कमल प्रकाशन , प.ृ सं. 64 -82 .
• Alam, Muzaffar. (2004). The Languages of Political Islam in India: c. 1200-1800, Delhi:
Permanent Black, section on Zia Barani, pp.31-43.
• Hardy, Peter. (1978).' Unity and Variety in Indo-Islamic and Perso-Islamic Civilization: Some
Ethical and Political Ideas of Diya'al-Din Barani of Delhi, of al-Ghazali and of Nasir al – Din
Tusi Compared’, Iran, 16, pp.127-36.
• Ray, Himanshu and Alam, Muzaffar. (2017) 'Zia Barani: Good Sultan and Ideal Polity'. In Roy,
Himanshu and Singh, Mahendra Prasad, eds, Indian Political Thought: Themes and Thinker,
(2nd Edition). Noida: Pearson, 2017 (Paperback).

147
Rajatarangini
Translation:
• Rajatarangini: The Saga of the Kings of Kashmir by Ranjit Sitaram Pandit, (English
Translation) The Indian Press, Allahabad, 1935. (South Asia Books; Reprint edition, 1990)
(Sahitya Academy, Government of India, New Delhi).
• Rajatarangini with Hindi Commentary by Ramtej Shastri Pandey, Chaukhamba Sanskrit
Pratishthan, 2015.
Essential Readings:
• Thapar, Romila. 'Historical Ideas of Kalhan as Expressed in the Rajatarangini', in Mohibul
Hasan (ed.) Historians of Medieval India, Delhi, 1968.
• Kaul, Shonaleeka, 'Seeing the Past: Text and Questions of History in Kalhana's Rajatarangini',
History and Theory, Vol. 53, Issue 2, 2014, pp.194-211.
• Rangachari, Devika, 'Kalhana's Rajatarangini: A gender Perspective ' The Medieval History
Journal, 5(1), 2002, pp. 37-75.
• Roy, Kumkum, ‘The Making of a Mandala: Fuzzy Frontiers of Kalhana's Kashmir' in idem., ed.,
The Power of Gender and the Gender of Power: Explorations in Early Indian History, OUP,
2010.
Suggested Readings:
• Hardy, Peter, 'Some Studies in Pre-Mughal Muslim Historiography', in Historians of India ,
Pakistan and Ceylon , edited by C.H. Philips, 1962, pp.115-127.
• Zutshi, Chitralekha, ed., Kashmir's Contested Past: Narratives, Sacred Geographies and the
Historical Imagination, OUP, 2014
• Bronner, Yigal, 'From Conqueror to Connoisseur: Kalhana's Account of Jayapida and the
Fashioning of Kashmir as a Kingdom of Learning' , The Indian Economic and Social History
Review, 2013.

Mahatma Gandhi
Translation/Primary reading:
• Anthony J. Parel, ed., Hind Swaraj and Other Writings, Cambridge University Press (second
edition), 2009
Essential Readings:
• Raghavan N. Iyer, The Moral and Political Thought of Mahatma Gandhi, Oxford University
Press, New York, 1973.
• Bhikhu Parekh, Colonialism, Tradition and Reform: An Analysis of Gandhi's Political
Discourse, SAGE Publications Pvt. Ltd; New Delhi, 1989.

B. R. Ambedkar
Primary reading:
• B.R. Ambedkar, Who were the Shudras?, Thacker & CO. LTD, Bombay, 1946. (Also published
as E -book by General Press, 9 November, 2020.)
Essential Readings:
• Valerian Rodrigues, The essential writings of B. R. Ambedkar, Oxford University Press, New
Delhi, 2002.
• Dhananjay Keer, Dr. Babasaheb Ambedkar: Life & Mission, Popular Prakashan, (5th Reprint
Edition), 2019.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University of
Delhi, from time to time.

148
 SEMESTER – VI

DEPARTMENT OF HISTORY
Category I
[UG Programme for Bachelor in History (Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) – : History of India – VII: 1600 – 1750s

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – VII: 4 3 1 0 Class XII Should have
1600 – 1750s studies
History of
India I – VI

Learning Objectives

The course draws students into a discussion of the multiple historiographical narratives
available for the history of India in the period between the early seventeenth and the mid-
eighteenth centuries. It intends to familiarise them with challenges that the Mughal Empire
faced in the process of territorial expansion and regional contestations. Students also get
to explore state sponsored art and architecture as a visual expression of authority. They
would also be introduced to the nature of the pre-colonial agrarian society as well as Indian
participation in the international trade. In addition, the course aims to introduce students
to contrasting religious ideologies of the times and their effect on the contemporary
political dispensation.

Learning outcomes

On completion of this course, the students shall be able to:

• Critically evaluate the gamut of non-Persian contemporaneous literature available
in the form of personal accounts and vernacular tradition.
• Describe the major social, economic, political and cultural developments of the
times
• Explain the intellectual ferment of the seventeenth and eighteenth centuries and its
relation to state policies.
• Discern the larger motives behind the Imperial patronage of art and architecture

149
 • Understand the complexities of medieval Indian rural society and appreciate the
resilience of the mercantile communities in furthering the maritime trade of India
with long term economic implications.

SYLLABUS OF DSC-1

Unit I. Sources
1. Sanskrit Sources
2. Travelogues- Bernier and Manucci
3. Vernacular Literary Traditions- Mangal Kavya

Unit II. Political Developments and State Formation

1. Rajput State Formation and Negotiations
2. Mughal State- Changes and Crises
3. Maratha State under Shivaji and Peshwas

Unit III. Religious Ideas and Visual Culture

1. Religious ideas of Dara Shikoh; Aurangzeb’s policy towards Jizya, Temples and
Music
2. Articulation of Imperial Ideology: Mughals and Nayakas
3. Art- Allegory and Symbolism in the Paintings of Rajput and Mughal Paintings
4. Architecture- Shahjahanabad

Unit IV. Economy and Society

1. Rural Society- Village Community; Role of Zamindars
2. Merchant Communities
3. Pattern of India’s Oceanic Trade and its impact on the Indian Economy

Practical component (if any) - NIL

Essential/recommended readings
Unit I: Introduces students to the historical source materials of the seventeenth and
the eighteenth centuries other than the official chronicles. Through reading non-
official, courtly and vernacular, public and personal accounts students shall be urged
to think through histories, genres, and sources and rethink the above categories. The
unit thus, contemplates a critical historiography. (Teaching Time: 9 hours Approx.)
• Truschke, Audrey (2016), Culture of Encounters: Sanskrit at the Mughal Court,
New Delhi: Penguin Allen Lane, (Introduction, Chapters 5 and 6)
• Tambiah, S.J. (1988). “What did Bernier Actually say? Profiling the Mughal
Empire”,
• Contribution to Indian Sociology, vol.31 no.2, pp. 361-86.
• Ray, A. (2005). “Francoise Bernier’s Idea of India” in I.Habib, (Ed.). India: Studies
in the History of an Idea, New Delhi: Munshiram Manoharlal

150
 • Subrahmanyam, Sanjay. (2008). “Further thoughts on an Enigma: The tortuous
life of Niccolao Manucci 1638-c.1720” in Journal of the Economic and Social
History of the Orient, Vol. 45. No. 1, pp. 35-76.
• Curley, David L. (2008), Poetry and History. Bengali Mangal-Kabya and Social
Change in Pre-Colonial Bengal, New Delhi: Chronicle Books (Chaps. 1 and 5).
• Chatterjee, Kumkum (2013), “Goddess Encounters: Mughals, Monsters and the
Goddess in Bengal” in Modern Asian Studies, Vol. 47, Issue-5, pp. 1435-87

Unit II: Foregrounds issues in the formation and maintenance of political power and
its challenges in the Mughal, Rajput and Maratha states. It analyses events of alliances
and contestations to sketch an image of state formations in pre-colonial India.
(Teaching Time: 15 hours Approx.)
• Alam, Muzaffar. (2013), Crisis of the Empire in Mughal North India, Delhi:
Oxford University Press. (Introduction)
• Richards, J. F. (2007). The Mughal Empire: The New Cambridge History of India,
Volume 5, Cambridge: Cambridge University Press
• Richard Eaton (2019). India in the Persianate Age, 1000-1765, New Delhi,
Penguin Allen Lane (Introduction, Chapters 6 and 7)
• Moin, Afzar. (2012), The Millennial Sovereign: Sacred Kingship and Sainthood in
Islam, New York: Columbia University Press. (Introduction, Chapter 5)
• Lefèvre, Corinne (2007), “Recovering a Missing Voice from Mughal India: The
Imperial discourse of Jahangir (1605-27) in his Memoirs”, in Journal of
Economic and Social History of the Orient, Vol. 50, No. 4, pp. 452-89.
• Chandra, Satish (1993). Mughal Religious Policies, Rajputs and the Deccan, New
Delhi: Oxford University Press. (Chapters 1,2 and 4)
• Bhargava, Meena (Ed.,) (2014). The decline of the Mughal Empire, Delhi: OUP
(Introduction, Chapters 2 and 3)
• Sharma, G D. (1997). Rajput Polity: A Study of Politics and Administration of the
State of Marwar, Delhi: Manohar
• Ziegler, Norman P. (2010). “Evolution of the Rathor State of Marwar: Horses,
Structural Change and Warfare” in Meena Bhargava (ed.) Exploring Medieval
India. Sixteenth to Eighteenth Century, Vol. II, Delhi: Orient Black Swan
• Ziegler, Norman. P. (1998). “Some notes on Rajput Loyalties during the Mughal
Period” in J. F. Richards (Ed.) Kingship and Authority in Southeast Asia. Delhi:
Oxford University Press.
• Hallissey, Robert C. (1977). The Rajput Rebellion against Aurangzeb: A Study of
the Mughal Empire in Seventeenth-Century India, Columbia: University of
Missouri Press.
• Sreenivasan, Ramya (2004). “Honoring the family: Narratives & Politics of
Kingship in Pre-colonial Rajasthan, in Chatterjee, Indrani, ed., Unfamiliar
Relations: Family and History in South Asia. New Brunswick, NJ: Rutgers
University Press.
• Sreenivasan, Ramya (2014). “Rethinking Kingship and Authority in South Asia:
Amber (Rajasthan), Ca. 1560-1615.” Journal of the Economic and Social History
of the Orient 57, no. 4, pp 549–86

151
 • Gordon, Stewart. (1998). The Marathas, 1600-1818, Cambridge: Cambridge
University Press.
• Chandra, Satish. (1982). Medieval India: Society, the Jagirdari Crisis and the
Village. Delhi: Macmillan (Chapters 8,9 and 10)
• Wink, Andre (1986), Land and Sovereignty in India: Agrarian Society and Politics
under Eighteenth Century Maratha Swarajya, Cambridge: Cambridge University
Press.

Unit III: Contends with state and doctrinal attitudes towards religious belief and
practice and their relation to state policy. In addition, the unit also highlights nuances
of the visual culture (art and architecture) as a mechanism to promote imperial
ideology. (Teaching Time: 12 hours Approx.)
• Faruqui, Munis (2014). “Dara Shukoh, Vedanta and Imperial Succession”, in
Vasudha Dalmia and MunisFaruqui, (Eds.). “Religious Interaction in Mughal
India. Delhi: Oxford University Press, pp.30-64.
• Gandhi, Supriya (2020), The Emperor Who Never Was. Dara Shukoh in Mughal
India, Harvard University Press. (Introduction, Chapters 6 and 7)
• Chandra, Satish. (1993). Mughal Religious Policies, the Rajputs and the Deccan.
Delhi: Vikas Publishing House. (Chapter 9 and 11)
• Husain, Azizuddin S M (2000), ‘Jizya- Its Reimposition During the Reign of
Aurangzeb’,
• Indian Historical Review, Vol 27, Issue 2, pp 87-121
• Brown Katherine B. (2007). “Did Aurangzeb Ban Music? Questions for the
Historiography of his Reign” Modern Asian Studies, Vol. 41, No. 1, pp. 77-120.
• Eaton, Richard M. (2003). Essays in Islam & Indian History 711-1750, Delhi: OUP.
(Introduction and Chapter 4).
• Asher, Catherine (1995). Architecture of Mughal India, The Cambridge History
of India: Vol. 1 Part 4. Cambridge: Cambridge University Press.
• Koch, Ebba. (2001). Mughal art and Imperial Ideology: Collected Essays, Delhi:
Oxford University Press.
• Koch, Ebba. (2013). Mughal Architecture: An outline of its History and
Development (1526- 1858). Delhi: Primus.
• Blake, Stephen. (1991). Shahjahanabad: The Sovereign City in Mughal India,
1639-1739.
• Cambridge: Cambridge University Press.
• Moin, Afzar. (2012), The Millennial Sovereign: Sacred Kingship and Sainthood in
Islam, New York: Columbia University Press (Chapter 6)
• Beach, M.C. (1992), Mughal and Rajput Painting, New Cambridge History of
India Vol.1. Part 3. Cambridge: Cambridge University Press.
• Desai, Vishakha N (1990), ‘Painting and Politics in Seventeenth-Century North
India: Mewar, Bikaner and the Mughal Court’, Art Journal, Vol 49, No 4, pp 370-
378

Unit IV: Acquaints students with core elements of the economy and society in pre-
Modern India. Alongside dealing with the complex rural society involving peasants and

152
Zamindars, this unit also highlights the often ignored mercantile communities and
their role in facilitating India’s overseas trade during the seventeenth and eighteenth
centuries. Besides it deals with the activities of the European trading companies in the
Indian Ocean trade network and its impact on the Indian economy. (Teaching Time:
9 Hours Approx.)
• Kulkarni, A R, (1991), The Indian Village with special Reference to Medieval
Deccan (Maratha Country), General Presidential Address, PIHC, Vol 52, pp 1-43
• Habib, Irfan (1999), The Agrarian System of Mughal India (1556-1707), OUP,
New Delhi (Chapter 4)
• Habib, Irfan (1996). “Peasant Differentiation and the Structure of Village
Community: 16th and 17th Century Evidence From Northern India” in V K
Thakur and A Anshuman (Eds.) Peasants in Indian History, Patna
• Chandra, Satish (1982), Medieval India: Society, The Jagirdari Crisis and The
Village,
• New Delhi, Macmillan India Limited. (Chapters 3,4 and 6)
• S Nurl Hasan, (2008), Religion, State and Society in Medieval India: Edited and
Introduced by Satish Chandra, OUP, New Delhi (Chapters 12 and 21)
• Chaudhuri, K. N.(1982), “European Trade with India” in Tapan Raychaudhuri
and Irfan Habib (eds.) The Cambridge Economic History of India, Vol. 1 (c.1200-
c. 1750). Delhi: Orient Longman
• Das Gupta, Ashin and M N Pearson (eds) (1987), India and the Indian Ocean
1500-1800, Calcutta, OUP
• Pearson, Michael N (1988), ‘Brokers in Western Indian Port Cities: their role in
servicing Foreign Merchants’, Modern Asian Studies, Vol 22, No 3, pp 455-472
• Das Gupta, Ashin (2001), The World of the Indian Ocean Merchant, 1500-1800,
OUP
• Gupta, Ashin Das (1998), “Trade and Politics in 18th Century India” in Alam,
Muzaffar and Subrahmanayam, Sanjay. (ed.) The Mughal State. Delhi: Oxford
University Press
• Om Prakash, J. (1998). European Commercial Enterprise in Pre-colonial India.
The Cambridge History of India II.5, Cambridge: Cambridge University Press
• Chaudhuri, Sushil. (2017). Trade, Politics and Society: The Indian Milieu in the
Early Modern Era, London: Routledge, (Chapter 1)

Suggestive readings
• Faruqui, Munis D (2012), The Princes of the Mughal Empire, 1504-1719, New
York, Cambridge University Press. (Introduction, Chapters 4,5 and 6)
• Alam, Muzaffar and S Subrahmanyam (2014). Writing the Mughal World:
Studies in Political Culture, Delhi: Permanent Black
• Habib, Irfan. (1995). Essays in Indian History: Towards a Marxist Perspective,
Delhi: Tulika.
• Taft Frances H. (1994). “Honour and Alliance: Reconsidering Mughal-Rajput
Marriages” in Karine Schomer, Joan L. Erdman, Deryck O. Lodrick and Lloyd I.
Rudolph, (Eds.). The Idea of Rajasthan, Delhi: Manohar, Vol. 1, pp. 217-41.

153
 • Dalmia Vasudha & Faruqui, Munis, (ed.) (2014). Religious Interactions in
Mughal India, Delhi: Oxford University Press, (Chap. 1-2)
• Koch, Ebba. (2001). “The Hierarchical Principles of Shah Jahani Painting” in Ebba
Koch,
• Mughal Art and Imperial Ideology. Delhi: Oxford University Press.
• Richards, J. F. (1998). “Formulation of Imperial Authority under Akbar and
Jahangir” in Muzaffar Alam and Sanjay Subrahmanyam ed. The Mughal State,
Delhi: Oxford University Press
• Mukhia, Harbans. (2009). The Mughals of India, Delhi: Blackwell Publishing.
• Alavi, Seema. (ed.) (2002). The eighteenth century in India. Delhi: Oxford
University Press
• Alam Muzaffar and Sanjay Subrahmanyam (1998). The Mughal state 1526 –
1750, Delhi: Oxford University Press
• Chenoy, ShamaMitra (1998), Shahjahanabad, Delhi: Munshiram Manoharlal
• Dutta, Rajat (2003) “Commercialization, Tribute and the transition from Late
Mughal to early Colonial in India” The Medieval History Journal , Vol:6 , No 2,
pp.259-91.
• Ehlers, Eckart and Krafft, Thomas (2003), Shahjahanabad / Old Delhi. Tradition
and Colonial Change, Delhi: Manohar
• Jha, Mridula (2017). “Mingling of the Oceans: A Journey through the Works of
Dara Shikuh”, in RaziuddinAquil& David L. Curley, (Ed..) Literary and Religious
Interactions in Medieval and Early Modern India, New Delhi: Routledge, pp. 62-
93.
• Mukherjee, Anisha Shekhar (2003). The Red Fort of Shahjahanabad, New Delhi:
Oxford University Press
• Tillotson, G.H.R (1990), Mughal India, New Delhi: Penguin Books. (Chapter on
Shahjahanabad and Red Fort)
• Bahuguna, R P (2017), ‘Religious Festivals as Political Rituals: Kingship and
Legitimation in Late Pre-Colonial Rajasthan’ in Suraj Bhan Bhardwaj, R P
Bahuguna and Mayank Kumar (eds) Revisiting the History of Medieval
Rajasthan. Essays for Professor Dilbagh Singh, Delhi,Primus Books
• Sreenivasan, Ramya. (2014). “Faith and Allegiance in the Mughal Era:
Perspectives from Rajasthan” in Vasudha Dalmia and Munis D. Faruqui (Ed.).
Religious Interactions in Mughal India, Delhi: Oxford University Press, pp. 159-
191.
• Talbot, Cynthia and Asher, Catherine B. (2006). India Before Europe,
Cambridge; Cambridge University Press.
• Kinra Rajeev. (2009). “Infantilizing Baba Dara: The Cultural Memory of Dara”, in
Journal of Persianate Studies, Vol. 2, pp. 165-93

Readings in Hindi Medium:

• Chandra, Satish (2018). Madhyakalin Bharat (Part II), Sultanat se Mughal Ka lTak,
NewDelhi: Jawahar Publishers & Distributors
• Habib, Irfan (Ed.).(2000). Madhyakalin Bharat, (Vols. 1-8, relevant articles), New

154
 Delhi:Rajkamal Prakashan
• Habib, Irfan. (2017). Madhyakalin Bharat ka ArthikItihas: Ek Sarvekshan, New
Delhi:Rajkamal Prakashan
• Verma H C. (Ed.) (2017). Madhyakalin Bharat (Vol. II) 1540-1761, Hindi
MadhyamKaryanvan Nideshalaya, Delhi University

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

155
 DISCIPLINE SPECIFIC CORE COURSE (DSC-2): History of India – VIII: c. 1857 – 1950

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – 4 3 1 0 Class XII Should have
VIII: c. 1857 – 1950 studies
History of
India I – VI

Learning Objectives

This paper introduces students to broad aspects of formation of identities and the manner
in which these identities unfolded themselves during the course of the Indian freedom
struggle. It provides an overview of socio-economic and political trends in colonial India
from the latter half of the 19th century. The paper critically analyses the various trends in
the national liberation movement and other aspects of politics which were foundational
for the modern Indian state. The aim is to develop interdisciplinary analytical skills at the
undergraduate level.

Learning outcomes

After successful completion of the course, the students will be able to:
• Identify how community, caste, and national identity developed in the late 19th,
and early 20th centuries.
• Outline the social and economic facets of colonial India and their influence on the
national movement.
• Explain the various trends of anti-colonial struggles in colonial India.
• Analyse the complex developments leading to partition and independence.
• Discuss the key debates on the making of the Indian Constitution, and need for
socio- economic restructuring after independence

SYLLABUS OF DSC- 2

Unit 1: Colonial Economy

1. Economic critique of colonial rule with special reference to Drain of Wealth
2. Rise of modern industry and capitalist class

Unit 2: Early Nationalism

1. Emergence of Indian National Congress (INC)

156
 2. ‘Moderates’ and ‘Extremists’ Nationalist
3. Swadeshi and early Revolutionary Movements

Unit 3: Emergence and social base of Gandhian Nationalism

1. Foundations of Gandhian Nationalism
2. Gandhi and National Movements
a. Champaran, Kheda, Ahmedabad,
b. Rowlatt, Khilafat and Non-Cooperation Movements
c. Civil Disobedience Movement
d. d) Quit India Movement

Unit 4: Alternative trends in National Movement

1. Ambedkar and the Dalit Movement, Dravidian movements
2. Hindustan Socialist Republican Association (HSRA) and Revolutionary
Movements
3. Gadhar, Singh Sabha and the Akali Movement
4. Peasants, Workers and Tribal movements; Emergence of the Left
5. Subhas Chandra Bose and Indian National Army; Royal Indian Navy Mutiny

Unit 5: Towards Independence and after

1. Independence and Partition
2. The Making of the Constitution

Unit 6: Formation of Identities

1. Caste
2. Community
3. Nation

Practical component (if any) - NIL

Essential/recommended readings

Unit I: This unit studies aspects of the colonial economy and its critique particularly
with reference to the phenomenon of ‘Drain of Wealth. It develops an understanding
of the emergence of modern industry and capitalist class in colonial India. (Teaching
Time: 6 hours Approx.)
• Chandra, Bipan. (1966). The Rise and Growth of Economic Nationalism in India:
Economic Policies of Indian National Leadership, 1880–1905. New Delhi:
People’s Publishing House (Introduction).
• Bagchi, Amiya Kumar. (2002). “The Other Side of Foreign Investment by
Imperial Powers: Transfer of Surplus from Colonies”, Economic and Political
Weekly, Vol. 37 (23), pp. 2229 - 2238.
• Bagchi, Amiya Kumar. (1972). Private Investment in India, 1900-1939.
Cambridge: Cambridge Univer- sity Press, pp. 3-25

157
 • Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the
Indian Capitalist Class, 1920-1947. New Delhi: Sage (Introduction).
• Ray, Rajat Kanta. (Ed.). (1994). Entrepreneurship and Industry in India, 1800 -
1947. New Delhi: Ox- ford University Press, pp.1-69.

Unit II: After the successful completion of this unit, students will be able to understand
various aspects of early nationalism and nationalist resistance. (Teaching Time: 6
hours Approx.)
• McLane, J.R. (1977). Indian Nationalism and the Early Congress. Princeton:
Princeton University Press, pp.3-21; 89-178
• Tripathi, Amales. (1967). The Extremist Challenge. India between 1890 and
1910. Bombay,Calcutta, Madras,New Delhi: Orient Longmans, Chapters 1-5
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, Sucheta Mahajan, K N
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books,
chapters 4 to 10.
• Seth, Sanjay. (2009). ‘Rewriting Histories of Nationalism: The Politics of
Moderate Nationalism in In- dia, 1870-1905’, in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India : A Reader, New Delhi: Oxford University Press,
pp.30 - 48
• Sarkar, Sumit. (1973). Swadeshi Movement in Bengal, 1903 – 08. New Delhi,
People’s Publishing House. (also in Hindi:र् सुमतसरकार, बंगालमŐˢि◌◌ेशीआȽ◌
◌ोलन(1903-1908), Chapter 1 and 2.
• Sarkar, Sumit. (1983). Modern India: 1885—1947. Delhi: Macmillan. chapters III
& IV.

Unit III: This unit deals with Gandhian mass nationalism and Gandhi’s methods of mass
mobilization cutting across different social groups in the national movement.
(Teaching Time: 9 hours Approx.)
• Mohandas Karamchand Gandhi ‘Hind Swaraj’
• Hardiman, David. (2005). Gandhi in his time and ours. Delhi: Orient Blackswan,
pp.1-81; 109-184.
• Bandyopadhyay, Sekhar. (Ed.) (2009). Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press, pp. 55-155.
• Pouchepadass, Jacques. (1974). “Local leaders and the intelligentsia in the
Champaran satyagraha (1917): a study in peasant mobilization”, Contributions
to Indian Sociology, Vol. 8 (1), Jan 1, pp. 67-87
• Kumar, Ravinder. (1971). Essays on Gandhian Politics, Rowlatt Satyagraha 1919.
Oxford: Clarendon Press, pp. 1-30
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, Sucheta Mahajan, K N
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books.
• Sarkar, Sumit. (1983). Modern India: 1885—1947. Delhi: Macmillan.
• Minault, Gail. (1982). The Khilafat Movement: Religious Symbolism and Political
Mobilisation in India. Delhi: Oxford University Press (Introduction, Chapters II,
III, IV).

158
 • Amin, Shahid. (1996). Event, Metaphor, Memory: Chauri Chaura, 1922 – 1992.
Delhi: Penguin. Re- print, 2006, pp. 9-19, 45-56, 69-93.
• Sarkar, Sumit. (1983). Popular Movements and Middle Class Leadership in Late
Colonial India. S.G. Deuskar Lectures on Indian History. Centre for Studies in
Social Sciences, Calcutta.
• Pandey, Gyanendra. (1988). The Indian Nation in 1942. Calcutta: K.P. Bagchi and
Company (Chapters 1,2,3, 4, 8).

Unit IV: It enables students to understand the way in which the national movement
gave a new meaning to social and political movements and to diverse range of
struggles. (Teaching Time: 12 hours Approx.)
• Zelliot, Eleanor. (1996). From Untouchable to Dalit: Essays on the Ambedkar
Movement. New Delhi: Manohar Publications, pp. 53 - 177
• Grewal, J.S. (1990) The New Cambridge history. II.3. The Sikhs of the Punjab,
Chapter 8, pp.157-180
• Habib, S.Irfan. (2007). To Make the Deaf Hear: Ideology and Programme of
Bhagat Singh and his Com- rades, New Delhi: Three Essays Collective, pp. 29 -
141
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition (Chapter 7, “Many
Voices of a Nation”).
• Nagaraj, D.R. (2011). Flaming Feet, Delhi, Seagull Books. (Chapter 1).
• Sarkar, Sumit. (1983). Popular Movements and Middle Class Leadership in Late
Colonial India. S.G. Deuskar Lectures on Indian History. Centre for Studies in
Social Sciences, Calcutta.
• Habib, Irfan. (1998). “The Left and the National Movement”, Social Scientist,
Vol. 26 (5/6), May-June, pp. 3-33.
• Chandra, Bipan. (1983) The Indian Left: Critical Appraisal. New Delhi: Vikas.
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, Sucheta Mahajan, K N
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books.
• Dhanagare, D.N. (1991). in Peasant Movements India 1920-1950.
• Amin, Shahid. (1988). “Agrarian Bases of Nationalist Agitation in India: An
Historiographical Survey,” in D.A. Low (Ed.), The Indian National Congress:
Centenary Highlights, New Delhi: OUP, pp. 54-97.
• Pandey, Gyan. (1982). ‘Peasant Revolt and Indian Nationalism: The Peasant
Movement in Awadh, 1919- 1922’ in Ranajit Guha ed. Subaltern Studies I.
Writings on South Asian History and Society. Delhi: Oxford University Press, pp.
143 – 197.
• Arnold, David. (1982). ‘Rebellious Hillmen: the Gudem-Rampa Risings, 1839-
1924’, in Ranajit Guha (Ed.), Subaltern Studies I. Writings on South Asian History
and Society. Delhi: Oxford University Press, pp. 88 – 142
• Mohapatra, Prabhu P. (2005). ‘Regulated Informality: Legal Construction of
Labour Relations in Colonial India, 1814-1926’, in Sabyasachi Bhattacharya and
Jan Lucassen (Ed.), Workers in the Informal Sector: Studies in Labour History,
1800-2000. Delhi: Macmillan India Ltd.

159
 • Sarkar, Sumit. (1983). Modern India 1885-1947. Delhi: Macmillan, pp. 153-155,
198-203, 239-243,266-278, 339-342.

Unit V: This unit will enable students to analyse the complex developments leading to
communal vio- lence, independence and partition. Students will be introduced to the
key debates on the making of the constitution of India. (Teaching Time: 6 hours
Approx.)
• Pandey, Gyanendra. (1992). The Construction of Communalism in Colonial
North India. Delhi: Oxford University Press (Chapters 1, 2&7).
• Chandra, Bipan. (2008). Communalism in Modern India. New Delhi: Har-Anand
Publications.
• Peter Hardy, The Muslims of British India, Cambridge University Press,
Cambridge, 1972
• Jaffrelot, Christophe. (1996). The Hindu Nationalist Movement and Indian
Politics: 1925 to the 1990s. London: C. Hurst & Company Publishers, pp. 1-45
• Chatterjee, Joya. (1995). Bengal Divided: Hindu Communalism and Partition
1932 - 1947.
• Cambridge, Cambridge University Press (Introduction and Chapters 3,5 & 6)
• Jalal, Ayesha. (1985). The Sole Spokesman: Jinnah, the Muslim League and the
Demand for Pakistan. Cambridge, Cambridge University Press (Introduction,
Chapters 1, 2& 5).
• Lelyveld, David. (2005). ‘The Colonial Context of Muslim Separatism: from
Sayyid Ahmad Barelvi to Sayyid Ahmad Khan,’ in Mushirul Hasan and AsimRoy
(Ed.). Living Together Separately: Cultural India in History and Politics. Delhi,
Oxford University Press.
• Metcalf, Barbara D. (2017). ‘Maulana Ahmad Madani and the Jami‘at ‘Ulama-i-
Hind: Against Pakistan, against the Muslim League’ in Qasmi, Ali
Usman,(Ed.),Muslims against the Muslim League: Critiques of the Idea of
Pakistan, Cambridge, Cambridge University Press, pp. 1-34 and pp. 220-254.
• Arbab, Safoora. (2017). ‘Nonviolence, Pukhtunwali and Decolonization: Abdul
Ghaffar Khan and the Khuda’iKhidmatgar Politics of Friendship’, in Qasmi, Ali
Usman. ed., Muslims against the Muslim League: Critiques of the Idea of
Pakistan, Cambridge, Cambridge University Press, pp. 220-254.
• Brown, Judith. (1984). Modern India. The Origins of an Asian Democracy.
Oxford: Oxford University Press, pp. 307 - 350
• Mukherjee, Rudrangshu. (2015). Nehru and Bose: Parallel Lives. Delhi, Penguin.
• Sucheta Mahajan, Independence and Partition: The Erosion of Colonial Power
in India, Sage Publications, New Delhi
• Menon, V.P. (2014). Integration of the Indian States. New Delhi: Orient
Blackswan. Chapter III,IV,V
• Kamtekar, Indivar. (2002). “A Different War Dance: State and Class in India
1939-1945,”
• Past & Present, Vol. 176, pp. 187-221.
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee. (2000).
India Since Independence. New Delhi: Penguin books, chapters 3, 4 and 5

160
 • Granville, Austin. (1966). The Indian Constitution: Cornerstone of a Nation.
Oxford: Clarendon Press.
• Chaube, S.K. (2009). The Making and Working of the Indian Constitution, Delhi,
National Book Trust.

Unit VI: Caste, Community and Nation: The unit seeks to identify the developments in
post-1857 India in terms of the shaping of caste, religious/community and national
identities in the late 19th and early 20th centuries and the role of reform and debates
in this. (Teaching Time: 6 hours Approx.)
• Dirks, Nicholas B, (1997), “The invention of caste: civil society in colonial India”
in. H L Seneviratne (Ed.), Identity, Consciousness and the Past; Forging of Caste
and Community in India and Sri Lanka. Delhi: Oxford University Press.
• Sarkar, Sumit and Tanika Sarkar. (Eds.). (2013). Caste in Modern India, Vols. 1 &
2. Delhi: Permanent Black (Vol. I-Chapters 2 & 3, pp. 24-87; Vol. 2-Chapter 8,
pp. 200-233).
• O’Hanlon, Rosalind. (2002). Caste, Conflict and Ideology: Mahatma Jyotirao
Phule and Low Caste Protest in 19th Century Western India. Ranikhet:
Permanent Black, pp. 3-11
• Bandyopadhyay, Sekhar. (1997). Caste, Protest and Identity in Colonial India:
the Namasudras of Bengal, 1872-1947. London: Curzon Press.
• Jalal, Ayesha. (2000). Self and Sovereignty: Individual and Community in South
Asian Islam since 1850. London: Routledge.
• Rai, Santosh Kumar. (2021). Weaving Hierarchies: Handloom Weavers in Early
Twentieth Century United Provinces. Delhi: Primus Books.
• Hatcher, Brian A. (2020). Hinduism Before Reform. Massachusetts: Harvard
University Press.
• Anderson, Benedict. (1994) “Imagined Communities” in J. Hutchinson and A.D.
Smith (Eds.) Nationalism Oxford: Oxford University Press, pp. 225-231
• Hardgrove, Anne. (2004). Community and Public Culture: the Marwaris in
Calcutta. New York: Oxford University Press, chapter 1.
• Prakash, Gyan. (2002) ‘Civil society, community, and the nation in Colonial
India’ Etnografica, Vol. 6 (1), pp.27-40.
• Jones, Kenneth. (1994). Socio-Religious Reform Movements in British India.
New Delhi: Cambridge University Press, pp.73-101.
• Oberoi, Harjot. (1994). The Construction of Religious Boundaries: Culture,
Identity and Diversity, in the Sikh Tradition. Chicago: University of Chicago
Press, Chapter 4,5,6
• Hardgrave, R.L. (1968). “The Breast-Cloth Controversy: Caste consciousness and
Social Change in Southern Travancore”, Indian Economic and Social History
Review (IESHR), June 1, Vol. 5 (2), pp. 171-87.

Suggestive readings (if any)

• Bagchi, Amiya Kumar. (2002.) Capital and Labour Redefined: India and the Third
World. New Delhi: Tulika.

161
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition
• Banerjee-Dube, I. (2015). A History of Modern India. Delhi: Cambridge
University Press.
• Banerji, A.K. (1982). Aspects of Indo-British Economic Relations 1858 – 1898.
Bombay: Oxford Univer- sity Press.
• Basra, Amrit Kaur. (2015). Communal Riots in the Punjab, 1923 – 28. Delhi:
Shree Kala Prakashan.
• Bhargava, Rajeev (ed). (2008). Politics and Ethics of the Indian Constitution.
New Delhi, Oxford Uni- versity Press.
• Brown, Judith. (1977). Gandhi and Civil Disobedience. The Mahatma in Indian
Politics 1928-34. Cam- bridge: Cambridge University Press.
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, Sucheta Mahajan, K N
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books.
• Chatterjee, Partha. (1986). Nationalist Thought and the Colonial World. A
Derivative Discourse?. Delhi: Oxford University Press.
• Deshpande, Anirudh. (2009). “Sailors and the Crowd: Popular Protest in Karachi,
1946”, in Sekhar Bandyopadhyay, Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press, pp.336 -- 358.
• Dutta, Vishwa Nath. (2000). Gandhi and Bhagat Singh. New Delhi: Rupa and
Company.
• Gandhi, Rajmohan. (2017). Modern South India: A History from the 17th
Century to our Times, Delhi, Aleph Press
• Gilmartin, David. (1988). Empire and Islam: Punjab and the Making of Pakistan.
California: University of California.
• Guha, Amalendu. (2019). Freedom Struggle & Electoral Politics in Assam From
Planter Raj to Swara.
• Delhi, Tulika Books (Chapters 5 & 6).
• Guha, Ramachandra. (2018). Gandhi: The Years That Changed the World: 1914-
1948. New Delhi: Pen- guin.
• Guha, Ranajit. (2000). A Subaltern Studies Reader, 1986-1995. Delhi: Oxford
University.
• Gupta, Amit (1997). “Defying Death: Nationalist Revolutionism in India, 1897-
1938”,
• Social Scientist, Vol. 25 (9/10), pp. 3-27.
• O’Hanlon Rosalind (2017). Caste and its Histories in Colonial India: A
Reappraisal,’
• Modern Asian Studies 51, 2 pp. 432–461
• Hasan, Mushirul and Asim Roy (Eds.). (2005). Living Together Separately:
Cultural India in History and Politics. New Delhi: Oxford University Press.
• Hasan, Mushirul ed. (1993). India’s Partition: Process, Strategy and
Mobilization. (Themes in Indian History. Oxford india Readings. Delhi: Oxford
University Press.

162
• Hasan, Mushirual, Gupta, Narayani. (1993). India’s Colonial Encounter. Essays
in Memory of Eric Stokes. Delhi: Manohar, pp. 183-199; 325-362.
• Kumar, Dharma. (1983) The Cambridge Economic History of India. Vol. 2: c.
1757-1970.
• Delhi: Orient Longman in association with Cambridge University Press.
• Kumar, Ravinder. (1969). ‘Class, Community or Nation? Gandhi’s Quest for a
Popular Consensus in In- dia’ Modern Asian Studies, Vol. 3, Issue. 4, pp. 357-
376.
• Metcalfe, Barbara. (2014). Islamic Revival in British India: Deoband, 1860-1900.
Princeton: Princeton University Press
• Mishra, Yuthika. (2004). “The Indian National Movement and Women’s Issues:
1850- 1950”, in The En- cyclopaedia of Women’s Studies, Vol. I. Women’s
Movements, ed. Subhadra Channa, New Delhi: Cosmo Publications.
• Mukhopadhyay, Amitabh. (1995). Militant Nationalism in India: 1876 – 1947.
Calcutta: Institute of His- torical Studies.
• Naik, J.V. (2001). “Forerunners of Dadabhai Naoroji's Drain Theory”, Economic
and Political Weekly,Vol. 36 (46), pp. 4428-32.
• Pandey, Gyanendra. (2001). Remembering Partition: Violence, Nationalism and
History of India. Cam- bridge: Cambridge University Press
• Pandey, Gyanendra. (2002). The Ascendancy of the Congress in Uttar Pradesh
1926-34: A Study in Im- perfect Mobilization. Second edition. New Delhi:
Anthem Press (Introduction and Chapter 4).
• Parekh, Bhikhu. (2001). Gandhi a Very Short Introduction. Oxford: Oxford
University Press, e-book.
• Pati, Biswamoy. (Ed.). (2000). Issues in Modern Indian History: For Sumit Sarkar.
Mumbai: Popular Prakshan (Chapter 8).
• Robinson, Francis. (1994). Separatism Amongst Indian Muslims: The Politics of
the United Provinces' Muslims, 1860-1923. New Delhi: Oxford University Press.
• Roy, Tirthankar. (2000). The Economic History of India 1857-1947. New Delhi:
Oxford University Press.
• Sarkar, Sumit. (2014). Modern Times: 1880s-1950s, Environment, Economy and
Culture. Ranikhet: Per- manent Black.
• Sarkar, Sumit. (1998). Writing Social History. Delhi: Oxford University Press.
• Singh, Kumar Suresh. (2002). Birsa Munda and His Movement, 1872 – 1901: A
Study of a Millenarian Movement in Chotanagpur. Chotanagpur: Seagull Books.
• Tomlinson, B.R. (1979). The Political Economy of the Raj: 1914-1947, The
Economics of Decolonisa- tion in India. London: Macmillan Press.
• Panikkar, K.N. (Ed.). (1980). National and Left Movements in India. Delhi: Vikas.
• Sen, Amartya.(1981). Poverty and Famines. An Essay on Entitlement and
Deprivation. Oxford: Oxford University Press, pp. 52 – 85
• Srimanjari. (1998). ‘Denial, Dissent and Hunger: Wartime Bengal, 1942-44’, in
B. Pati ed.,
• Turbulent Times: India 1940-44. Mumbai: PPH, 1998, pp. 39-66

163
• Suhrud, Tridip. (2011). The Cambridge Companion to Gandhi. Cambridge: CUP,
pp. 71- 92.
Note: Examination scheme and mode shall be as prescribed by the
Examination Branch, University of Delhi, from time to time.

164
 DISCIPLINE SPECIFIC CORE COURSE (DSC-3): History of Modern Europe – II

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of Modern 4 3 1 0 Class XII Should have
Europe – II studies
History of
India I – VI

Learning Objectives

This paper offers a historical overview of the development of nationalities and nation-
states in the 19th and 20th centuries. Among the various case studies discussed, the
paper traces the build-up to a revolution in the disintegrating Russian empire. It also
introduces students to the concept of imperialism. In this light, the paper discusses
the varied historical writings on World War One and on the nature of developments
during the inter-war period. It familiarises students with the intellectual and art
movements that were linked to the changes in the socio-economic and political milieu
of 19th and early 20th century Europe.

Learning outcomes

Upon completion of this course the student shall be able to:

• Trace varieties of nationalists and the processes by which new nation-states
were carved out.
• Discuss the peculiarities of the disintegration of large empires and remaking of
Europe’s map.
• Deliberate on the meaning of imperialism and the manifestations of imperialist
rivalry and expansion in the 19th and early 20th century.
• Analyse the conflict between radical and conservative forces, and the gradual
consolidation of ultra-nationalist and authoritarian regimes in Europe.
• Contextualise major currents in the intellectual sphere and arts.

SYLLABUS OF DSC-3

Unit I: Nations and Nationalism in the nineteenth century

1. Theories of Nationalism

165
 2. Nationalist aspirations in Germany, Italy and the Austro-Hungarian Empire /
Ottoman Empire
3. State and Politics in post-unification Germany / Italy

Unit II: The First World War and Revolutions

1. Theories of Imperialism
2. Causes and Impact of the War: Historiographical debates
3. Revolutions: Russia 1905 and 1917

Unit III: Europe Between the World Wars

1. Fascism: Historiographical debates
2. Nature of the State in Fascist Italy / Nazi Germany
3. Origins of the Second World War

Unit IV: Cultural Transformation of Europe (1850-1939)

Choose any two sub themes for study (1) or (2) or (3)
• Trends in Painting, Architecture and National Art Galleries
• [Emerging Forms of Expression: Photography, Radio and Cinema
• Institutions of Knowledge: Exhibitions, Museums / Archives and History as a
discipline

Practical component (if any) - NIL

Essential/recommended readings
Unit I: At the end of this rubric the student will be expected to comprehend the
important theories on nationalism, which are crucial for recognising the nature of
different nationalist aspirations that emerged in nineteenth century Europe. The
student would also be able to demonstrate an understanding of the complex political
and economic interplay associated with the unification of Germany and Italy. Students
will be able to trace these complexities into the politics of state formation post
unification. (Teaching time: 12 hours Approx.)
• Beals, Derek and Eugenio F. Biagini. (2002). The Risorgimento and the
Unification of Italy. London and New York: Routledge (Chapters 5 to 9)
• Blackbourn, David. (2002). History of Germany 1780-1918: The Long
Nineteenth Century. Oxford: Oxford University Press. (Chapters 5-9)
• Waller, Bruce (ed.) (1990) Themes in Modern European History 1830-90,
London: Routledge. (Chapters 5 & 8)
• Eley, Geoff. (1986). From Unification to Nazism: Reinterpreting the German
Past. London and New York: Routledge. (PLEASE INDICATE CHAPTERS…I DO
NOT HAVE THIS BOOK)
• Hutchinson, John and Anthony Smith (eds.). (1994). Nationalism. Oxford:
Oxford University Press. (Chapters 9 to 12, 14, 16, 25 & 27)
• Mazower, Mark. (2002). The Balkans: A Short History, The Modern Library: New
York

166
 • Waller, Bruce (ed.), (1990) Themes in Modern European History 1830-90,
Routledge: London
• Riall, Lucy. (1994). The Italian Risorgimento: State, Society and National
Unification. London and New York: Routledge. (Chapters 5 & 6)
• Sarnoff, Daniella. (2017). “Nationalism: Triumphs and Challenges in the Long
Nineteenth Century and Beyond. In Revisiting Modern European History: 1789–
1945, edited by Vandana Joshi. Pearson.
• लाल बहाि◌र वमाि◌। यरोपू का इतर्हास: फ् ◌ासीसं ◌ी क्रात� से र्ि◌तीय �वर्
युद्ध तक।
• पा�थसारथी गप्ु ता (संपाि◌क)। यरू ◌ोप का इतर्हास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.
• र्ि◌वेश वर्जय, मीना भा�राज, वंि◌ना चौधर� (संपाि◌क)। आधर्◌ु नक यरू ◌ोप का
इतर्हास: आयाम और र्ि◌शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit-II: At the end of this rubric the student will be familiar with the key theories on
imperialism which are important for understanding the outbreak of the World Wars
and the complex post-War scenarios. The student will also be familiarized with a range
of historiographical issues reflected in historical analyses of the First World War. The
student will also learn of how revolutionary possibilities emerged during the First
World War. In this regard, the economic, social and political issues that led to the fall
of the Tsarist regime in Russia and emergence of a socialist state by October 1917 will
be explained. (Teaching time: 12 hours Approx.)
• Brewer, Anthony. (2001). Marxist Theories of Imperialism. A Critical Survey.
London and New York: Routledge. (Chapters 4, 5, 6 & 7)
• Fitzpatrick, Sheila. (1994). The Russian Revolution. Oxford: Oxford University
Press. (Chapters 1 & 2)
• Gleason, Abbot (Ed.). (2009). A Companion to Russian History. Sussex: Wily-
Blackwell. (Chapters 12, 13, 14, & 16)
• Henig, Ruth. (2003). The Origins of the First World War. London and New York:
Routledge.
• Jones, Heather. (2013). “Historiographical Review As The Centenary
Approaches: The Regeneration Of First World War Historiography.” In The
Historical Journal Vol. 56 (3): 857-78.
• Kiernan, V.G. (1974). “The Marxist Theory of Imperialism and its Historical
Formation.” In Marxism and Imperialism. London: Edward Arnold.
• Martel, Gordon (ed). (2006). A Companion to Europe 1900-1945. (Chapter 15,
16, 17 & 18). Malden, Oxford, Victoria: Blackwell Publishing.
• Porter, A. (1994). European Imperialism 1860-1914. Hampshire: Palgrave
Macmillan. (Chapters 2,4 & 5)
• Wood, Alan. (2003). The Origins of the Russian Revolution 1861-1917. London
and New York: Routledge.

167
 • लाल बहाि◌र वमाि◌। यरू ◌ोप का इतर्हास: फ् ◌ासीसं ◌ी क्रात� से र्ि◌तीय �वर्
युद्ध तक।
• पा�थसारथी गुप्ता (संपाि◌क)। यरू ◌ोप का इतर्हास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.
• र्ि◌वेश वर्जय, मीना भा�राज, वंि◌ना चौधर� (संपाि◌क)। आधर्◌ु नक यरू ◌ोप का
इतर्हास: आयाम और र्ि◌शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit- III: The student will be expected to develop an understanding of European

politics of the inter-war period. She/he will examine the emergence of international
institutions and the impact of war on European society and economy. This would also
be essential to the students’ understanding of the emergence of right wing
movements in Europe. The student will be expected to demonstrate a familiarity with
the historiographical debates and discussion associated with the rise and development
of the fascist/Nazi state in Italy and Germany, eventually leading to the outbreak of
the Second World War. (Teaching time: 12 hours Approx.)

• Thurlow, Richard. (1999. Fascism. Cambridge: Cambridge University Press.

(Chapters 1- 4)
• McDonough, Frank. (1999). Hitler and Nazi Germany. Cambridge: Cambridge
University Press.
• Passamore, K. (2002). Fascism: A Very Short Introduction. Oxford: Oxford
University Press. (Chapters 1 to 5; Chapters 8 to 10)
• Kershaw, Ian. (1985). The Nazi Dictatorship: Problems and perspectives of
Interpretation. London: Edward Arnold. (Chapters 1 and 2)
• McDonough, Frank . (1997). The Origins of the First and the Second World War.
Cambridge: Cambridge University Press. (Chapters 4, 6, 7, 11, 13, 15, 17, 24, 26
& 29)
• लाल बहाि◌र वमाि◌। यरू ◌ोप का इतर्हास: फ् ◌ासीसं ◌ी क्रात� से र्ि◌तीय �वर्
युद्ध तक।
• पा�थसारथी गप्ु ता (संपाि◌क)। यरू ◌ोप का इतर्हास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.
• र्ि◌वेश वर्जय, मीना भा�राज, वंि◌ना चौधर� (संपाि◌क)। आधर्◌ु नक यरू ◌ोप का
इतर्हास: आयाम और र्ि◌शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit-IV: At the end of the rubric the student will be expected to build on her/his
understanding of European history to understand the cultural and intellectual
transformations experienced in late nineteenth and early twentieth century Europe.
The student will develop familiarity with how mass education, print culture, changes
in artistic styles, emergence of photography and the academic institutionalization of
disciplines shaped the modern European worldview. (Teaching time: 9 hours Approx.)
Winders, James A. (2001). European Culture Since 1848. New York: Palgrave

168
 • Whitehead, Christopher, (2005) The Public Art Museum in Nineteenth Century
Britain: The Development of the National gallery, Routledge: London. (Chapters
1,5 and 7)
• Aronsson, Peter and Elgenius, Gabriella, (2015), National Museums and Nation
Building in Europe 1750-2010: Mobilisation and legitimacy, continuity and
change, Routledge: London (Chapters 1, 3, 6 and 7)
• Vincent, David. (2000).The Rise of Mass Literacy: Reading and Writing in
Modern Europe. New Jersey: Wiley.
• Brettell, Richard. (1999). Modern Art, 1851-1929: Capitalism and
Representation. Oxford: Oxford University Press
• Colquhoun, Alan. (2002). Modern Architecture. Oxford: Oxford University
Press, pp. 13- 35 & 87-109.
• Clarke, Graham. (1997). The Photograph. Oxford University Press, Oxford, 1997
(p. 11- 54)
• Thompson, Kenneth. (1976). August Comte: the Foundation of Sociology. New
Jersey: Wiley.
• Kuper, Adam. (1975). Anthropology and Anthropologists. London: Penguin
Books.
• Eriksen, T.H. and F.S. Nielsen. (2013). A History of Anthropology. London: Pluto
Press.

Suggested Readings:
• Bayly, C. A. (2004). The Birth of the Modern World, 1780-1914. Oxford:
Blackwell Publishing, pp.199-242.
• Berger, Stefan (Ed.). (2004). A Companion to Nineteenth Century Europe 1789-
1914.
• Oxford: Blackwell Publishing.
• Berger, Stefan. (Ed.). (2004) .A Companion to Nineteenth Century Europe 1789-
1914.
• Oxford: Blackwell Publishing, pp. 178-192
• Gooch, John. (2001). The Unification of Italy. London: Routledge.
• Gorman, Michael. (1989). The Unification of Germany. Cambridge: Cambridge
University Press (Introduction).
• Henig, Ruth. (2003). Origins of the First World War. London and New York:
Routledge.
• Hobsbawm, E.J. (1990). Nations and Nationalism: Programme, Myth, Reality.
Cambridge: Cambridge University Press.
• Hopkins, A.G. (2000). “Overseas Expansion, Imperialism, and Europe” in T.C.W.
Blanning, (Ed.). The Nineteenth Century: Europe 1789-1914. Oxford: OUP, pp.
210-24.
• Hunt, Lynn, Tomas R. Martin, Barbara H, Rosenwein, Bonnie G. Smith. (2010).
The Making of the West: Peoples and Cultures, A Concise History. Boston and
New York: Bedford / St. Marti.
• Joll, James. (1999). Europe since 1870. London: Penguin Books, pp. 78-112

169
• Kohn, David. (1985). The Darwinian Heritage. Princeton: Princeton University
Press.
• McMaster, Neil. (2001). Racism in Europe.UK: Macmillan Education.
• Merriman, John. (2002). A History of Modern Europe: From the Renaissance to
the Present. London. New York: W.W. Norton.
• Merriman, John. (2002). A History of Modern Europe: From the Renaissance to
the Present. London, New York: W.W. Norton. pp. 1056-1111
• Merriman, John. Open Yale Course Lectures [audio].
• Perry, Marvin and George W. Bock. (1993). An Intellectual History of Modern
Europe. Princeton: Houghton Mifflin Company.
• Perry, Marvin et.al. (2008). Western Civilization: Ideas, Politics and Society,
Vol.2. Boston and New York: Houghton Mifflin Harcourt Publishing Company
• Perry, Marvin et.al. (2008). Western Civilization: Ideas, Politics and Society, Vol.
2.
• Boston and New York: Houghton Mifflin Harcourt Publishing Company, pp. 708-
745
• Rapport, Michael. (2005). Nineteenth Century Europe. Hampshire: Palgrave
Macmillan
• Rapport, Michael. (2005). Nineteenth Century Europe. New York: Palgrave
Macmillan.
• Said, Edward. (1978). Orientalism; Western Conception of the Orient. New
York: Pantheon Books.
• Sheehan, James J. (2000). “Culture”, in T.C.W. Blanning )Ed.) The Nineteenth
Century: Europe 1789-1914. Oxford: Oxford University Press.
• Simonton, Deborah. (1998). A History of European Women's Work: 1700 to the
Present. London and New York: Routledge.
• Teich, Mikulas and Roy Porter. (Eds.). (1993).The National Question in Europe
in Historical Context. Cambridge: Cambridge University Press, pp. 181 - 194
• Thompson, David. (1990). Europe Since Napoleon. London: Penguin Books.
• Todd, Allan. (2002). The European Dictatorships: Hitler, Stalin, Mussolini.
Cambridge: Cambridge University Press.
• Wade, Rex A. (2000). The Russian Revolution, 1917. Cambridge: Cambridge
University Press.
• Wagner, Kim A., and Roque, Ricardo, (2012) Engaging Colonial Knowledge:
Reading European Archives in World History, Palgrave Macmillan: London.
• Waller, Bruce (ed.). (2002). Themes in Modern European History 1830-1890.
London and N.Y.: Routledge. (Chapter: Germany: Independence and Unification
with Power, pp. 99- 122.)
• स्नेह महाजन। यरू ोप का इतर्हास:1870-1914 । प्रगतर् प्रकाशन ।
• ए.के. �मर्ल । आधुनक
र् यूरोप का इतर्हास: 1789 से 1945 तक । साहर्त्य भवन प्रकाशन
• एररक हॉब्सबॉम, साम्राज्य का यग
ु : १८७५ - १९१४ , अनव
ु ाि◌क प्रकाश ि◌◌ी�र्त, संवाि◌
प्रकाशन, मेरठ, २००९

170
 • एररक हॉब्सबॉम, अतर्रेक� का युग: १९१४-१९९१ , अनुवाि◌क प्रकाश ि◌◌ी�र्त, संवाि◌
प्रकाशन, मेरठ, २००९
• आधर्◌ु नक यूरोप का इतर्हास: आयाम एवं र्ि◌शाएं, (संपार्ि◌त) ि◌◌ेवेश वर्जय, मीना
भा�राज एवं वंि◌ना चौधर�, हर्न ्ि◌◌ी माध्यम कायाि◌न्वय �न�शालय, र्ि◌ल्ल�
�वर्वध
र् ालय, 2010 ।
• यरू ोप का इतर्हास, भाग 1 एवं भाग 2, प्रकाशन संस्थान, 1998।
• आधर्◌ु नक �वर् का इतर्हास, लाल बहाि◌र वमाि◌, �ह� ◌ी माध्यम कायाि◌न्वय �न�शालय
र्ि◌ल्ल� �वर्वध
र् ालय, 2013।
• सांस्कृ तर्क इतर्हास एक तुलनात्मक सवे�ण, ि◌◌ेवेश वर्जय, हर्न ्ि◌◌ी माध्यम
कायाि◌न्वय �न�शालय र्ि◌ल्ल� �वर्वध
र् ालय, 2009।
• प्रारं भक
र् आधर्◌ु नक यरू ◌ोप म� सांस्कृ तर्क पररव�तन, संपार्ि◌त ि◌◌ेवेश वर्जय,
हर्न ्ि◌◌ी माध्यम कायाि◌न्वय �न�शालय र्ि◌ल्ल� �वर्वध
र् ालय, 2006।
• यरू ◌ोप का इतर्हास, पा�थ सारथर् गुप्ता, हर्न ्ि◌◌ी माध्यम कायाि◌न्वय �न�शालय
र्ि◌ल्ल� �वर्वध
र् ालय
• यरू ◌ोप 1870 से जेम्स जॉल, स्नेह महाजन (अनुवाि◌क) हर्न ्ि◌◌ी माध्यम कायाि◌न्वय
�न�शालय र्ि◌ल्ल� �वर्वर्धालय
• बीसवीं शताब ्ि◌◌ी का �वर् इतर्हास : एक झलक भाग 1 स्नेह महाजन हर्न ्ि◌◌ी माध्यम
कायाि◌न्वय �न�शालय र्ि◌ल्ल� �वर्वध
र् ालय
• �वर् इतर्हास 1500 1950 , जैन एवं माथरु , जैन प्रकाशन मंरि् ◌र, 2016
• मास्टररं ग मॉड�न विल्ड हर्स्री आधुनर्क �वर् इतर्हास नॉ�मन लो, (अनुवाि◌क) अरुणा गुप्ता
एवं िइं ◌ु खन्ना, ि◌◌ेव पब्लर्श�स, 2020।

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

171
 DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE): Gender in Indian History, c.1500-
1950

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite of
Code Lecture Tutorial Practical/ criteria the course
Practice (if any)
Gender in Indian 4 3 1 0 Class XII
History, c.1500-1950

Learning Objectives
The module will delineate gendered constructs in Early Modern and Modern India. It
contextualizes the participation and contribution of women in courtly culture and domestic
spaces. While examining questions and debates on law, education, social differentiation and
partition, it questions patriarchy and the nuances of historical gender dynamics. The course
tries to historicize and analyse institutions of family and norms of manhood. The course also
tries to give students a critical overview of the tangled paradigms that labels women as
victims and agents, and objects and subjects.

Learning outcomes
Upon completion of this course the student shall be able to:
• Critically assess popularly held notions about women in Islamic empires.
• Examine critical issues of gender and power in the context of Early Modern and
Modern Indian history.
• Examine the issues around the ‘women’s question’ in the modern period of Indian
history.
• Discuss issues of gender in the context of partition and the post-partition period of
the construction of the independent state.

SYLLABUS OF DSE – 1
Unit I: Women in Early Modern India: 1500 to 1750’s
Rethinking Courtly and Domestic Spaces: Power, Household and Family
Constructing Gender Identities: Behaviour and Practices

Unit II: Women, Colonialism and Modernity: 1750’s to 1950’s

The Women’s Question: Social Reform, Law and Education
Women, Work and Social Differentiation
Gender and Print Culture

Unit III: Partition and Women: Family, Community and State

172
Practical component (if any) - NIL

Essential/recommended readings
Unit I: Women in Early Modern India: 1500 to 1750’s
The learning outcome of this unit is to question gender stereotypes about women in Early
Modern India. It provides for a more contextual and nuanced understanding of how historical
and gendered constructions of spaces, institutions and norms helped create sensibilities in
Early Modern India. (Teaching time: 18 hours)
• Joshi, Varsha, Polygamy and Purdah: Women and Society among Rajputs. Jaipur:
Rawat Publications, 1995.
• Lal, Ruby, Domesticity and Power in the Early Mughal World. Cambridge: Cambridge
Studies in Islamic Civilization, 2005, pp. 1-49, 212-226.
• O'Hanlon, Rosalind, “Kingdom, Household and Body: History, Gender and Imperial
Service under Akbar”, Modern Asian Studies, 2007, vol. 41/5, pp. 889-923.
• Peirce, Leslie, Women and Sovereignty in the Ottoman Empire. New York: Oxford
University of Press, 1993. (Preface, Introduction, Chapter 1, pp vi-27 Conclusion, pp
267-285).
• Sarkar, Nilanjan, “Forbidden Privileges and History-Writing in Medieval India”. The
Medieval History Journal, 2013, 16 (1), pp. 21-62.
• Sreenivasan, Ramya, “Honouring the Family: Narratives and Politics of Kinship in Pre-
Colonial Rajasthan” in Indrani Chatterjee, ed., Unfamiliar Relations: Family and
History in South Asia. Delhi: Permanent Black, 2004, pp. 46-72.

Unit II: Women, Colonialism and Modernity: 1750’s to 1950’s

This segment enquires into questions of law and education in terms of the women’s question.
It explores the linkages of gender with various social identities. It further investigates gender
histories of print and popular culture. (Teaching time: 21 hours)
• Anandi, S. “Women’s Question in the Dravidian Movement c. 1925-1948”, Social
Scientist, 1991, vol. 19/5, pp. 24-41.
• Carroll, Lucy, “Law, Custom and Statutory Social Reform: The Widows’ Remarriage
Act of 1856” in Tanika Sarkar & Sumit Sarkar, ed., Women and Social Reform
movement in Modern India, Ranikhet: Permanent Black, 2007, pp. 113-144.
• Forbes, Geraldine, Women in Modern India, Cambridge: Cambridge University Press,
1998, pp. 32-63.
• Gupta, Charu, “Introduction”, in Gendering Colonial India, ed., Charu Gupta, New
Delhi: Orient Blackswan, 2012, pp.1-36.
• Orsini, Francesca, The Hindi Public Sphere, 1920-1940, Delhi: Oxford University
Press, 2002. (Chapter 4, pp.241-308).
• Warrier, Shobhana, “Women and Workplace”, Shakti Kak and Biswamoy Pati, ed.,
Exploring Gender Equations. Colonial and Post-Colonial India. New Delhi: Nehru
Memorial Museum and Library, 2005, pp. 231-265.

Unit III: Partition and Women: State, Community and Family

This section explores and reflects on the relationship between women and partition, and the
role of state, community and family. (Teaching time: 9 hours)
• Butalia, Urvashi, The Other Side of Silence: Voices from the Partition of India. Delhi:
Penguin, 2003. (Chapter 4, pp.109-71).
• Menon, Ritu, Borders and Boundaries: Women in India’s Partition. New Brunswick:

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 Rutgers University Press, 1998, pp.3-29.

Suggestive readings (if any)

• Anooshahr, Ali, “The King Who Would Be Man: The Gender Roles of the Warrior King
in Early Mughal History”. Journal of the Royal Asiatic Society Third Series, 2008, vol.
18/3, pp. 327-340.
• Faruqui, Munis D., Princes of the Mughal Empire. New York: Cambridge University
Press, 2012. (Chapter 3 – The Princely Household)
• Flavia, Agnes, Law and Gender Inequality: The Politics of Women’s rights in India,
New Delhi: Oxford University Press, 2001. (Chapter 4, 5 & 6, pp. 41-90).
• Gupta, Charu, Streetva se Hindutva Tak, Delhi: Rajkamal Prakashan, 2012. (Chapters
4, 7, 10 & 11).
• Gupta, Charu, ed., Gendering Colonial India: Reforms, Print, Caste and
Communalism, Delhi: Orient Blackswan, 2012.
• Hambly, Gavin R.G., (ed). Women in Medieval Islamic Empires. New York: St. Martin’s
Press, 1998. (Introduction, Chapters 10, 16, 19, 20).
• Kumar, Radha, The History of Doing. An Illustrated Account of Movements for
Women’s Rights and Feminism in India 1800-1960, New Delhi: Kali for Women, 1993,
pp. 7-26. (Available in Hindi)
• O’Hanlon, Rosalind, “Manliness and Imperial Service in Mughal North India”, Journal
of the Economic and Social History of the Orient, 1999, vol. 42/1, pp. 47-93.
• Malhotra, Anshu, “The Pativrata and Domestic Ideologies in Early Twentieth Century
Punjab”, Shakti Kak & Biswamoy Pati, ed., Exploring Gender Equations. Colonial and
Post-Colonial India, New Delhi: Nehru Memorial Museum and Library, 2005, pp.1-27.
• Mishra, Yuthika, Hindu Woman and Legislative Reforms: A Discourse on Marriage,
Delhi: Indu Prakashan, 2016.
• Mukhia, Harbans, Bhartiya Mughal, Oxford: Blackwell, 2004. (Chapter 3).
• Nair, Janaki, Women and Law in Colonial India: A Social History, New Delhi: Kali for
Women, 1996. (Chapters 3 & 6).
• Petievich, Carla, “Gender Politics and the Urdu Ghazal”, Indian Economic and Social
History Review, 2001, vol.38, (3), pp. 223-248.
• Ruggles, D. Fairchild, (ed). Women, Patronage and Self-Representation in Islamic
Societies, New York: State University of New York Press, 2000. (Introduction &
Chapter 6).
• Sangari, Kumkum and Sudesh Vaid, Recasting Women: Essays in Colonial History,
New Delhi: Kali for Women, 1989.
• Singh, Dilbagh. “Regulating the Domestic: Notes in the Pre-colonial States and the
Family”, Studies in History, 2003, vol.19/1, pp. 69-86.

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

174
 DISCIPLINE SPECIFIC ELECTIVE COURSE : Fundamentals of Historical
Methodology

NOTE: ‘Fundamentals of Historical Methodology’ is offered as one of the DSE courses

in VI and VII Semesters. Students of the History Honors Program can opt for it either in
the VI semester or VII semester.

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course �tle & Credits Credit distribu�on of the course Eligibility Pre-requisite of
Code criteria the course
Lecture Tutorial Prac�cal/
(if any)
Prac�ce

Fundamentals of 4 3 1 - Class Nil

Historical 12th Pass
Methodology

DSE – No.#

Learning Objectives
This course aims to prepare the students with elementary techniques of conducting historical
research within the larger social science framework. It does so by familiarising them with the
theoretical frameworks and procedures/techniques of research that historians deploy in
order to construct a meaningful narrative about the past. The course proceeds to equip
students with the preliminary research steps like identifying research questions, theoretical
context, survey of the literature; locating reliable sources; framing a research paper, etc.; as
well acquainting them with research ethics.

Learning Outcomes
Having finished the course, the students would have learnt:
• The distinctiveness of historical research
• The issues and problems in writing history
• How to carefully choose interpretative techniques when reading sources
• How to choose a historical "field" and within that field a specific research question
• The skills and protocols related to academic writing and research in history
• The essentials of research ethics.

175
SYLLABUS OF DSE
Unit I: Distinctiveness of historical inquiry
1. The nature of history
2. The scope of historical research

Unit II: Issues and problems in historical research

1. Facts and inference
2. Explanation and historical research
3. Objectivity and history writing
4. History writing and relations of power

Unit III: Sources and interpretation

1. Types of historical sources: their use and limitations
2. Analytical frames in historical research
3. Varieties of approaches to sources and methods

Unit IV: Conducting historical research

1. Selecting a topic and preliminary work
2. Protocols of academic writing and avoiding plagiarism

Practical component (if any) - NIL

Essential/recommended readings:
Unit I: This introductory Unit seeks to enable students to i) distinguish the historical from the
past, memory and myth; ii) comprehend the relationship of history with social science
theories and concepts; iii) distinguish aspects of history (social, political, economic, religious,
cultural, ecological). (Teaching Time: 9 hours)
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.2, “A Sense of the Past”, and
Ch.3, “What Can History Tell Us About Contemporary Society”).
• Bloch, Marc. (1992). The Historian’s Craft, Manchester University Press. Reprint
(“Introduction,” pp. 1-19).
• Schlabach, Gerald. A Sense of History: Some Components
http://www.geraldschlabach.net/about/relationships/benedictine/courses/handout
s/sense-of-history/
• Marwick, Arthur. (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan (pp. 14-25 - “The Necessity of History” and “Stories and Dialogues”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.1, “The Nature of History,”
and Ch.6, “History and Related Studies”).
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.1: pp. 14-20).

176
 • Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman (Ch.8, “History and Social Theory”: pp. 214-225, and Ch.3, “Mapping the
Field”).

Unit-II: This unit will deal with some important issues such as identifying historical facts,
context, causal explanations, generalizations, objectivity; and configurations of power and
history writing. (Teaching Time: 12 hours)
• Carr, E.H. (1991). What is History. Penguin. Reprint. (Ch.1, “The Historian and His
Facts”, Ch.3, “History, Science and Morality”, and Ch.4, “Causation in History”).
• Marwick, Arthur (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan. (Ch.6, “The Historian at Work: The Writing of History,” pp. 242-254).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.7, “Causation in History”).
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.3, “The Critical Philosophy of History-Part I” and
Ch.4, “The Critical Philosophy of History-Part II”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.3, “The Historian and His
Work,” and Ch.4, “Explanation and History”).
• Michel-Rolph Trouillot (1995), Silencing the Past: Power and the Production of History.
Boston: Beacon Press. (Ch.1, Ch.3 and Ch.5).
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.10, “Partisanship”).

Unit-III: This unit looks at (i) Different sources and analytical frameworks; (ii) types of history
and their connection to sources (global, national, regional, micro, oral, visual, archival,
textual-official and private). (Teaching Time: 12 hours)
• Jordonova, Ludmilla. (2000). History in Practice, London/New York: Arnold and Oxford
University Press Inc. (Ch.2, “Mapping the Discipline of History”, Ch.4, “The Status of
Historical Knowledge”, and Ch.7, “Historians’ Skills”).
• Brundage. Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing, Sixth edition, Wiley Blackwell. (Ch. 2, “The Nature and Variety of Historical
Sources”, Ch.5, “Beyond Textual Sources”, and Ch.7, “Engaging with Primary
Sources”).
• Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman. (Ch.4, “The Raw Materials” and Ch.5, “Using the Sources”).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.4, “Approaches to History: Sources, Methods and Historians”).
• Howell, Martha and Walter Prevenier (2001). From Reliable Sources: An Introduction
to Historical Methods. Ithaca: Cornell University Press. (Ch.2, “Technical Analysis of
Sources,” Ch.3, “Historical Interpretation: The Traditional Basics,” and Ch.4, “New
Interpretative Approaches”).

177
Unit IV: This unit will familiarize students with i) framing a research question and building an
argument, (ii) literature review and scope of research, iii) research ethics, dangers of
plagiarism and styles of referencing/citation. (Teaching Time: 12 hours)
• Booth, Wayne C. and Gregory G. Colomb (Contributor), Joseph M. Williams, William
C. Booth. The Craft of Research : From Planning to Reporting. University of Chicago
Press.
• Brundage, Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing. Sixth edition, Wiley Blackwell. (Ch.3, “Finding Your Sources”, Ch.4, “Getting
the Most out of History Books”, Ch.6, “Exploring Changing Interpretations” and Ch.7,
“Engaging with Primary Sources”).
• Sorenson, Sharron (1995), How to Write a Research Paper, MacMillan
• Nayak, Dhanwanti (2011), 'Karaoked Plagiarism in the Classroom', Economic and
Political Weekly, vol. 46, no. 9 (pp. 49-53).
• Katju, Manjari (2011), “Plagiarism and Social Sciences,” Economic and Political
Weekly, vol. 46, no. 9 (pp. 45-48).
• Chicago Manual of Style. 15th edition, Chicago: Chicago University Press, 2003.
• MLA Handbook for Writers of Research Papers 5th edition, New York: Modern
Language Association of America, 1999.

Suggested Readings:
• Arnold, J.H. (2000). History: A Very Short Introduction. Oxford: Oxford University Press
(Ch.3. & Ch.7).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.6, “Studying History”).
• Elton, G.R., The Practice of History, London: Fontana Press, 1987.
• Gardiner, P. (1973). The Varieties of History: From Voltaire to Present. Second edition,
Vintage Books.
• Hobsbawm, Eric J. (1998). On History. UK: Abacus.
• Jordonova, Ludmilla. (2000). History in Practice. London/New York: Arnold and Oxford
University Press Inc., pp. 163-171 and 173-183 (Ch.6, “Public History”).
• Munslow, Alun (2000), The Routledge Companion to Historical Studies, Second
edition, London: Routledge [Relevant entries – concepts & names of historians are
listed alphabetically just like a dictionary / encyclopedia].
• Munslow, Alun (2012), A History of History, London and New York: Routledge. (Ch.1,
“The Emergence of Modern Historical Thinking,” Ch.1, “History and/as Science,” and
Ch.3, “Forms of History”).
• Postan, M.M. (1971). Facts and Relevance: Essays on Historical Method. Cambridge:
Cambridge University Press (“Fact and Relevance, History and the Social Sciences in
Historical Study”).
• Sarkar, Sumit (1997), “The Many Worlds of Indian History”, Writing Social History, New
Delhi: OUP.

178
 • Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.6, “Historical Research Methodology”).
• Topolski, Jerzy. (1976). Methodology of History, translated by OlgierdWojtasiewicz, D.
Reidel Publishing Company (Ch.10, “Historical Facts”, Ch.11, “The Process of History”
– the section on Causality and Determinism, Ch.18, “The Authenticity of Sources and
the Reliability of Informants”, Ch.19, “Methods of Establishing Historical Facts.”)
• Tosh, John. (2002). In Pursuit of History. Revised third edition. London, N.Y., New
Delhi: Longman. (Ch.1, “Historical Awareness” and Ch.6, “Writing and
Interpretation”).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.6, “Historiographic
Evidence and Confirmation”, Ch.10, “Explanation in Historiography” and Ch.14,
“Historiographic Objectivity”).

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

179
 DISCIPLINE SPECIFIC CORE COURSE (DSE-3) – : Select Themes in the History of
Education in India
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Select Themes in the 4 3 1 0 12th Pass NIL
History of Education
in India

Learning Objectives

This course will provide students with a critical understanding of different historical
traditions of education in India from ancient to colonial periods and their socio-political
aspects. It is a thematic course, which seeks to focus on various aspects of formal and
informal systems of education in India from the earliest times to the modern period. The
course takes up some aspects of the rich and varied epistemological traditions, practices
and pedagogies that emerged, evolved, adopted or adapted in the Indian subcontinent.

Learning outcomes

• The course will enhance learners’ comprehension of the complex historical

trajectories of the expansion as well as limitations of educational opportunities in
India;
• It will allow them to understand the diverse manner in which production and
reproduction of knowledge took place through formal and informal socio-cultural
networks.
• It will make them aware about the rich educational legacy of India and enable them
to make a critical appraisal of the same.
• The course will create a greater understanding of the linkage between education
and power, the role of the state, the elite and different social categories in deciding
what construes as ‘knowledge’, its transmission, the strategies of inclusion and
exclusion in knowledge dissemination in different regions and in varied
chronological frameworks.
• It will provide them historical insights to engage with the issues of contemporary
education.

SYLLABUS OF DSE-3
Unit 1. Knowledge Traditions, Pedagogy and Centres of Learning in Ancient
India.

180
 Unit 2. Educational Institutions and Knowledge Formation in India from 11th to
18th century.
Unit 3. History of Education during Colonial Period.
Unit 4. Educational Discourse of Freedom Struggle.

Practical component (if any) - NIL

Essential/recommended readings
Unit 1. This unit will trace the emergence of diverse knowledge traditions and
the methods adopted for their transmission and dissemination. Students will
be introduced to the key epistemological concepts and the philosophical
traditions, and how what was construed as knowledge and education was
constantly being debated, contested and modified. The unit will explore the
varied pedagogic practices prevalent in ancient India - from the early Vedic
śākhās to centres of learnings like Taxila and Nalanda; along with others. This
unit will also familiarise the students with diverse knowledge systems from the
Vedic and post-Vedic corpus, Buddhist and Jain scriptures, Carvaka and Tantric
philosophy, early numerical systems, along with practices and traditions of
healing, such as Ayurveda and Yoga. Knowledge traditions, concepts and
educational practices will be critically interpreted in the context of their
linkages with socio-political and religious structures of power and social
stratifications and the question of their accessibility to caste, gender and other
marginalised categories. (eleven hours)

Essential Readings:
• Divakaran, P.P. (2019), The Mathematics of India: Concepts, Methods,
Connections, Springer, Singapore. Introduction. pp. 1-21.
• Lowe, Roy, Yasuhara, Yoshihito. (2016), The Origins of Higher Learning:
Knowledge Networks and the Early Development of Universities, Routledge.
Chapter Two ‘From the Indus to the Ganges, Spread of Higher Learning in India’.
• Scharfe, Hartmut. (2002), Education in Ancient India. Brill, Lieden.
• Shrimali, Krishna Mohan. (2011), “Knowledge Transmission: Processes,
Contents and Apparatus in Early India,” Social Scientist, Vol. 39, No. 5/6: 3–22.
• Witzel. M. (1987), On the Localisation of Vedic Texts and Schools, India and the
Ancient World: History, Trade and Culture before A.D. 650. P.H.L. Eggermont
Jubilee Volume, edited by G. Pollet, Orientalia Lovaniensia Analecta 25, Leuven,
pp. 173-213.

Unit 2. This unit engages with different kinds of institutional, communitarian

and individual arrangements of learning and structures of patronage that
existed in India from 11th to 18th century. It explores how these arrangements
promoted the development of different knowledge traditions in different trans-
local linguistic idioms, such as Sanskrit, Arabic and Persian alongside with a wide
range of literature and genres within regional languages and translation
projects in different fields like Philosophy, Philology, Aesthetics, Astrology, Law,

181
 Mathematics, Physical Sciences, Medicine, Music, Hermeneutics, Grammar,
Lexicography and Doxography. It will also deal with the questions of what were
the forces of educational expansion as well as control over it, and what does
this history of education tell us about social relations in the period under study.
(eleven hours)

Essential Readings:
• Alam, Muzaffar. (2003), ‘The Culture and Politics of Persian in Pre-colonial
Hindustan,’ in Sheldon Pollock (ed.), Literary Cultures in History:
Reconstructions from South Asia, University of California Press, 2003, pp. 131-
198.
• Ali, Daud. (2006), ‘The culture of court’ (Chapter 2, pp. 69-96) and ‘The
education of Disposition’, (Chapter 5 pp. 183-201) in his Courtly Culture and
Political Life in Early Medieval India. Delhi: Cambridge University Press.
• Bor, Joep. Françoise ‘Nalini’delvoye, Jane Harvey and Emmie Te Nijenhuis
(eds.). (2010), Hindustani Music: Thirteenth to Twentieth Centuries. New Delhi:
Manohar Publishers.
• George, Gheverghese Joseph. (2009), A Passage to Infinity: Medieval Indian
Mathematics from Kerala and its Impact, Delhi: SAGE Publications India Pvt Ltd,
(Chapter-7, pp. 142-156 and 8, 156-178).
• Ghosh, Suresh Chandra. (2001), History of Education in Medieval India, 1192
A.D.-1757 A.D. India Originals.
• Hussain, SM Azizuddin (ed.). (2005), Madrasa Education in India: Eleventh to
Twenty First Century. New Delhi: Kanishka Publishers.
• Jafri, Saiyid Zaheer Husain. (2021), ‘Education and the Transmission of
Knowledge in India’s Medieval Past: Contents, Processes and implications’ in
Cristiano Casalini, Edward Choi and Ayenachew A. Woldegiyorgis (Eds.),
Education beyond Europe: Models and Traditions before Modernities. Brill, pp.
129-151.
• Makdisi, Goerge. (1981), The Rise of Colleges, Institutions of Learning in Islam,
Edinburg University Press, Edinburg. Chapters 1, 2, and 3.
• Nizami, K.A. (1996), ‘Development of the Muslim Educational System in
Medieval India’, in Islamic Culture, October.
• Pollock, Sheldon (ed.). (2011), Forms of Knowledge in Early Modern Asia:
Explorations in the Intellectual History of India and Tibet 1500-1800, Manohar,
Delhi.
• Ray, Krishnalal. (1984), Education in Medieval India, Delhi: B.R. Publishing,
(Chapter 4, pp. 34-57 and 5 pp-57-66).
• Rezavi, Syed Ali Nadeem. (2007), ‘The Organization of Education in Mughal
India’.” Proceedings of the Indian History Congress, 68, pp. 389-97.
http://www.jstor.org/stable/44147851.
• Robinson, Francis. (2001), ‘Perso-Islamic Culture in India from the 17th to the
Early 20th Century’, pp. 9-40 (chapter 1); and ‘Atamans, Safavids, Moghuls:
Shared Knowledge and Connective Systems’, pp. 211-251 (chapter 8), in his The

182
 ‘Ulama of Farangi Mahal and Islamic Culture in South Asia. Permanent Black,
Delhi.
• Venkatasubramanian, T. K. (2010, Music as History in Tamilnadu. New Delhi:
Primus Books. (Chapters 4, 5 and 8, pp. 45-75 and 100-107).

Unit 3. This unit deals with the emergence of colonial education and
marginalization of indigenous education from 18th century onwards. How the
two systems, indigenous and the colonial, impacted each other during this
period. How this transition was shaped by the interventions of the colonial
state, Christian missionaries, dominant castes and classes and the social
reformers?? It will engage with how the nature of education during this period
was shaped by the colonial state and dominant sections of Indian society, and
what were the implications of this alliance in general and particularly for
marginalised sections. It will also explore how the colonial education
transformed language hierarchies and knowledge traditions in India. (twelve
hours)
Essential Readings:
• Acharya, Poromesh. (2000), Desaj Siksha, Aupniveshik Virasat and Jatiya Vikalp,
(translated in Hindi by Anil Rajimwale), Granth Shilpi, New Delhi.
• Allender, Tim. (2016), Learning Femininity in Colonial India, 1820–1932,
Manchester: Manchester University Press.
• Babu, Senthil. (2022), Mathematics and Society: Numbers and Measures in
Early Modern South India. Oxford University Press.
• Bhattacharya, Sabyasachi. (ed.) (2002), Education and the Dis-privileged:
Nineteenth and Twentieth Century India, Orient Longman Private Limited, New
Delhi.
• Chavan, Dilip. (2013), Language politics under colonialism: Caste, class and
language pedagogy in western India. Cambridge Scholars Publishing.
• Crook, Nigel (ed.). (1996), The Transmission of Knowledge in South Asia: Essays
on Education, Religion, History, and Politics, Delhi, Oxford University Press.
• Dharampal (ed.), (1983) The Beautiful Tree: Indigenous Education in the
Eighteenth Century, New Delhi, Biblia Impex, (Specially Introduction)
• Gupta, Vikas. Agnihotri, Rama Kant. and Panda Minati (ed.). (2021), Education
and Inequality: Historical and Contemporary Trajectories, Orient Blackswan,
Hyderabad.
• Kumar, Arun. (2019),’The “Untouchable School”: American Missionaries, Hindu
Social Reformers and the Educational Dreams of Labouring Dalits in Colonial
North India’, South Asia: Journal of South Asian Studies, 42(5): 823-844.
• Paik, Shailaja. (2014), Dalit Women’s Education in Modern India, New York:
Routledge.
• Rao, Parimala V. (2020), Beyond Macaulay: Education in India, 1780-1860, New
York, Routledge.
• Sarangapani, Padma M. and Rekha Pappu. (2021), Handbook of Education
Systems in South Asia, Spinger Nature, Singapore. (Volume 1).

183
 • Tschurenev, Jana. (2019), Empire, civil society, and the beginnings of colonial
education in India, Delhi: Cambridge University Press.

Unit 4. This unit explores the alternative demands that were articulated within
the educational discourse of the freedom struggle. It also engages with the fate
of the national education movement as may be seen in the examples of
Swadeshi and Nai Talim; along with the struggle for compulsory elementary
education in colonial India. (eleven hours)
Essential Readings:
• Bhattacharya, Sabyasachi (ed.). (1998), The Contested Terrain: Perspectives on
Education in India, Orient Longman, New Delhi.
• Bhattacharya, Sabyasachi. Bara, Joseph. and Yagati, Chinna Rao. (eds). (2003),
Educating the Nation: Documents on the Discourse of National Education in
India (1880-1920), Kanishka Publishers Distributors.
• Chatterji, Basudev (ed.). (1999), ‘Towards Freedom (1938 Watershed)’ Oxford
University Press for ICHR, (Vol. I. chapter 8).
• Rao, Parimala V. (2013), ‘Compulsory Education and the Political Leadership in
Colonial India, 1840-1947’ in Parimala V. Rao. (ed.), New Perspectives in the
History of Indian Education, Orient BlackSwan, New Delhi, pp. 151-175
• Sadgopal, Anil. (2017), ‘Macaulay Banam Phule, Gandhi-Ambedkar ka Muktidai
Shaikshik Vimarsh’ in Hariday Kant Dewan, Rama Kant Agnihotri, Chaturvedi,
Arun. Sudhir, Ved Dan. and Rajni Dwivedi (eds.), Macaulay, Elphinstone Aur
Bhartiya Shiksha, Vani Prakashan, New Delhi, pp. 82-95.
• Sarkar, Sumit. (1973), Swadeshi Movement in Bengal (1903-1908), People’s
Publishing House, (Chapter 4, pp. 149-181).

Suggestive readings
• Acharya, Poromesh. (1997), “Educational Ideals of Tagore and Gandhi: A
Comparative Study” Economic & Political Weekly, 32, pp 601-06.
• Alavi, Seema. (2007), ‘Indo-Muslim Medicine: Unani in Pre-Modern India’, in
her Islam and Healing: Loss and Recovery of and Indo-Muslim Medical Tradition
1600-1900. New Delhi: Permanent Black, pp. 18-43.
• Altekar, A. S. (1944). Education in Ancient India. Benares: Nand Kishore & Bros.
• Bandyopadhyay, D. (2002), ‘Madrasa Education and the Condition of Indian
Muslims’, Economic and Political Weekly, Vol. 37, No. 16, pp. 1481-1484.
• Bhattacharya, Sabyasachi (ed.), Development of Women’s Education in India
1850-1920 (A collection of Documents), Kanishka Publications, New Delhi,
2001. (Introduction)
• Bronkhorst, Johannes. (2013), Buddhist Teaching in India. Boston: Wisdom
Publications.
• Bryant, Edwin. (2009). The Yoga Sutras of Patanjali: A New Edition, Translation,
and Commentary, North Point Press, New York.
• Charney, Michael W. (2011), 'Literary Culture on the Burma–Manipur Frontier
in the Eighteenth and Nineteenth Centuries'. The Medieval History Journal, (14)
2, pp 159-181.

184
• Chatterji, Basudev. (ed.) (1999), “Towards Freedom (1938 Watershed)”, Oxford
University Press for ICHR, (Vol. I. chapter 8.)
• Constable, Philip. (2000), “Sitting on the School Verandah: The ideology and
Practice of ‘Untouchable’ Educational protest in late Nineteenth-Century
Western India”, IESHR, Vol. 37, No. 4, pp. 383-422.
• Deshpande, Madhav. (2020), “Language and Testimony in Classical Indian
Philosophy”, in Edward N. Zalta (ed.), The Stanford Encyclopedia of Philosophy.
• Frykenberg, R. E. (1986), ‘Modern Education in South India, 1784-1854: Its
Roots and Role as a Vehicle of Integration under Company Raj’, American
Historical Review, Vol. 91, No. 1, February, pp. 37-65.
• Gandhi, Mahatma. (1938), Educational Reconstruction, Hindustani Talimi
Sangh, Wardha.
• George L. Hart (1975), The Poems of Ancient Tamil, Their Milieu and Their
Sanskrit Counterparts, Issue 21 of Center for South and Southeast Asia Studies,
UC Berkeley Publications of the Center for South and Southeast Asia studies.
• Ghosh, S. C. (2007), History of Education in India, Rawat Publications.
• Gupta, Vikas. (2017) “Macaulay se Pare”, in Hariday Kant Dewan, Rama Kant
Agnihotri, Arun Chaturvedi, Ved Dan Sudhir, and Rajni Dwivedi, eds., Macaulay,
Elphinstone Aur Bhartiya Shiksha, New Delhi: Vani Prakashan
• Gupta, Vikas. (2018), “Bhaurao Patil's Educational Work and Social Integration”,
Inclusive, Vol. 1, Issue 12.
• Gupta, Vikas. (2022) ‘Educational Inequities in Colonial India and the Agency of
Teacher: Lens of Molvi Zaka Ullah’, Social Scientist, Vol. 50, Nos. 9-10
(September-October), pp. 21-41.
• Habib, Irfan. Technology in Medieval India: C. 650-1750. India: Tulika Books,
2013.
• Habib, S Irfan and Raina Dhruv (Ed. (2007), Social History of Science in Colonial
India. India: Oxford University Press.
• Hardy, Peter. (1972), Muslims of British India, Cambridge: Cambridge University
Press.
• Hariday Kant Dewan, Rama Kant Agnihotri, Chaturvedi, Arun. Sudhir, Ved Dan.
and Rajni Dwivedi. (eds.), Macaulay, Elphinstone Aur Bhartiya Shiksha, Vani
Prakashan, New Delhi.
• Jafar, S.M. (1936), Education in Muslim India, S. Muhammad Sadiq Khan,
Peshawar.
• Jafri, Saiyid Zaheer Husain. (2012). ‘Education and transmission of knowledge
in medieval India’, Intellectual Discourse, 20 (1), 79-102.
• Jafri, Saiyid Zaheer Husain. (2020), ‘Making of the Indo-Islamic Intellectual
Tradition in the Upper Gangetic Valley: Migrations, Settlements, Adaptations
and ‘Crises’’, The Historian, Vol 18 (Summer): 16-39.
• Kamal, MM. (1998), The Epistemology of the Carvaka Philosophy, Journal of
Indian and Buddhist Studies, 46(2), pp. 13–16.
• Kumar, Krishna. (2009), “Listening to Gandhi” in his What is Worth Teaching?,
Orient Longman, (Third Edition), Ch. 9, pp. 111-128.

185
• Kumar, Krishna. (2014), Politics of Education in Colonial India, New Delhi,
Routledge.
• Kumar, Krishna. and Oesterheld, Joachem. (eds.). (2007), Education and Social
Change in South Asia, New Delhi, Orient Longman (Essays by Sanjay Seth, Heike
Liebau, Sonia Nishat Amin, and Margret Frenz).
• Lahiri, Latika. (1986), Chinese Monks in India: Biography of Eminent Monks Who
Went to the Western World in Search of the Law During the Great T’ang
Dynasty. Motilal Banarsidass, Delhi.
• Mondal, Ajit and Mete, Jayanta. (2016), Right to Education in India (two
volumes), Gyan Publishing House, Delhi.
• Mondal, Ajit. (2017), “Free and Compulsory Primary Education in India under
the British Raj” SAGE Open, SAGE Publications.
• Naik, J.P. & Nurullah, Syed. (2004) A Students’ History of Education in India,
(1800-1973), Delhi, Macmillan India Ltd, First Published 1945, Sixth Revised
Edition 1974, Reprinted 2004. (Also available in Hindi).
• Naik, J.P. (1941), “Compulsory Primary Education in Baroda State: Retrospect
and Prospect”, (First published in the Progress of Education, Poona, and
thereafter published in book form).
• Nambissan, Geetha B. (1996), “Equity in Education? Schooling of Dalit Children
in India” Economic & Political Weekly, Vol. 31, pp. 1011-24.
• Oesterheld, Joachim. (2009), “National Education as a Community Issue: The
Muslim Response to the Wardha Scheme” in Krishna Kumar and Joachem
Oesterheld (eds.), Education and Social Change in South Asia, Orient Longman,
New Delhi, pp. 166-195.
• Hartung, Jan-Peter and Reifeld, Helmut (Ed.). (2006), Islamic Education,
Diversity and National Identity,Sage.
• Rai, Lajpat. (1966), The Problem of National Education in India, Publications
Division, New Delhi.
• Rao, Parimala V. (ed.). (2014), New Perspectives in the History of Indian
Education, Orient BlackSwan, New Delhi.
• Salgado, Nirmala, S. (1996), “Ways of Knowing and Transmitting Religious
Knowledge: Case Studies of Theravada Buddhist Nun”, Journal of the
International Association of Buddhist Studies, Volume 19, Number 1, pp. 61-80.
• Sangwan, Satpal. (1990), ‘Science Education in India under Colonial Constraints,
1792-1857’, Oxford Review of Education, Vol. 16, No. 1.
• Shetty, Parinita. (2008), ‘Missionary pedagogy and Christianization of the
heathens: The educational institutions introduced by the Basel Mission in
Mangalore’, Indian Economic Social History Review, Vol. 45, pp. 509-51.
• Shukla, Suresh Chandra. (1959), Elementary Education in British India during
Later Nineteenth Century, New Delhi: Central institute of Education.
• Sikand, Y. (2005), Bastions of the Believers: Madrasas and Islamic Education in
India. New Delhi: Penguin.
• Soni, Jayandra (2000), “Basic Jaina Epistemology”, Philosophy East and West,
Vol. 50, Issue 3, pp. 367–377.

186
 • Suman, Amit K. (2020), “Colonial State and Indigenous Islamic Learning: A Case
Study of Calcutta Madrasa”, Paedagogica Historica: International Journal of the
History of Education, Routledge: Taylor & Francis, pp. 1-18.
• Suman, Amit K. (2014), “Indigenous Educational Institutions in Upper Gangetic
Valley: Curriculum, Structure and Patronage”, Social Scientist, Vol.42, No.3-4,
March-April.
• Suman, Amit K. (2018), “The Quest for Education: An Insight into the
Educational Theories and Practices of the Colonial Government in Bengal
Presidency”, in the Indian Historical Review, Vol. 45, Issue 2, SAGE Publications,
pp. 1-16.
• Venkatanarayanan, S. (2013), “Tracing the Genealogy of Elementary Education
Policy in India Till Independence”, SAGE Open, Sage Publications.
• Wujastyk, Dominik. (2003) The Roots of Ayurveda (Penguin Classics). Penguin.
Introduction p.1-38.
• Zelliot, Eleanor. (2014), ‘Dalit Initiatives in Education, 1880-1992’, in Parimala
V. Rao, (Ed.), New Perspectives in the History of Indian Education, New Delhi,
Orient BlackSwan, pp. 45-67.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

187
 DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE-4): History of Latin America c. 1500 –
1960s

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of Latin 4 3 1 0 12th Pass NIL
America c. 1500 –
1960s

Learning Objectives

This paper offers a historical overview of Latin America. It traces major long- term
continuities and changes in Latin America’s socio-economic structures, cultural life and
political formations from the 16th century to the mid-twentieth century. The paper closely
examines colonial trade and rule, as well as anti-colonial resistance. It offers a critical
analysis of the immediate years post-independence, and situates the specific positioning
of Latin America in connected histories of a globalising world.

Learning outcomes

On completion of this course the student shall be able to

• Critique stereotypes on Latin America and outline major shifts in Latin American
history.
• Explain elements of change and continuity in Latin American polities, economy,
society and cultural milieu from the 16th to 20th centuries.
• Contextualise the impact of colonialism on Latin America.
• Explain social protest and anti-colonial resistance in Latin America, as well as
practices of ‘transculturation’.
• Discuss the dilemmas and contradictions emerging from the post-
independence economic, social, political and cultural milieu.

SYLLABUS OF DSE-4

Unit I: Historiography

Unit II: Colonization of Central and South America by Iberian powers and Movements
for In-dependence:
1. Driving forces for conquest; Impacts of colonization – key agrarian
transformation; the question of labour and slavery; transatlantic commerce

188
 and the modern world system; institutions of state; the advent of Christianity
and evangelization.
2. Movements for independence in the early 19th century

Unit III: Developments in the new Latin American Nations (1830s-1930s): Case studies
of Mexico, Argentina, and Brazil
1. Class and state formation, industrialization, export economies, immigration
2. Popular culture

Unit IV: Political and socio-cultural developments, 1930s to the 1960s

1. Authoritarianism, populism, revolutions
2. Politics of literature, music and sports

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: This Unit provides an introduction into what constitutes as Latin America and
the importance of the engaging with the modern history of the region. The Unit also
familiarizes the students with the historiography of Latin America. (Teaching time: 9
hours Approx.)
• Bethell, L., ed. (1997). Cambridge History of Latin America: Colonial Latin
America, Vol.
• II. Cambridge: Cambridge University Press.
• Bethell, L., ed. (2002). Cambridge History of Latin America: From Independence
to c. 1870, Vol. III. Cambridge: Cambridge University Press.

Unit II: This Unit provides an overview of the colonization of Central and South
America by Spain and Portugal from 1490s onwards. It will also examine the nature of
important transformations ushered in by the colonial encounter, as well as the
early independence struggles against the Spanish and Portuguese. (Teaching time: 9
hours Approx.)
• Chasteen, J. (2006). Born in Blood and Fire: A Concise History of Latin America.
New York: W.W. Norton and Company.
• Frank, A.G. (1967). Capitalism and Underdevelopment in Latin America. New
York: Monthly Review Press.
• Galeano, E. (2010). Century of the Wind: Memories of Fire, Volume III. New
York: Nation Books
• Burns, E.B. (1992). Latin America Conflict and Creation: A Historical Reader.
New York: Pearson.
• Skidmore, T. and Peter H. Smith. (2010). Modern Latin America. New York:
Oxford University Press.
• Williamson, E. (2010). The Penguin History of Latin America. London: Penguin
Books.

189
Unit-III: This Unit address history of class and state formation, industrialization,
immigration, and popular culture from 1830s to the1930s with specific reference to
case studies of Mexico, Argentina, and Brazil. (Teaching time: 9 hours Approx.)
• Bothell, L., ed. (1985). Mexico Since Independence. Cambridge: Cambridge
University Press.
• Galeano, E. (2010). Faces and Masks: Memories of Fire, Volume II. New York:
Nation Books.
• Galeano, E. (2010). Genesis: Memories of Fire Volume I. New York: Nation
Books.
• Levine, R.M., and John Crocitti, (Eds.). (2002). The Brazil Reader: History,
Culture, Politics. Durham: Duke University Press.
• Nouzeilles, G., and Graciela Montaldo. (Eds.). (2002). The Argentine Reader:
History, Culture, Politics. Durham: Duke University Press.

Unit-IV: This Unit deals with emergence of authoritarianism, reactions against it as

manifested in populism and subsequent revolutions. It will also examine the politics
of literature, music and sports; 1930s to the 1960s. (Teaching time: 9 hrs Approx.)
• Galeano, E. (1997). Open Veins of Latin America: Five Centuries of the Pillage of
a Continent. New York: Monthly Review Press.
• Gott, R. (2005). Cuba A New History. New Haven: Yale University Press.
• Wright, T. (2001). Latin America in the Era of the Cuban Revolution.
Connecticut: Praeger

Suggested Readings:
• Bellos, A. Futebal. (2003). The Brazilian Way of Life. London: Bloomsbury.
• Chavez, L., 9ed). (2005). Capitalism, God and Good Cigar. Durham: Duke
University Press.
• Craske, N. (1999). Women and Politics in Latin America. New Brunswick:
Rutgers University Press.
• Hanke, L., and Jane M. Rausch. (Eds.). (1999). Latin American History from
Independence to the Present. Princeton: Markus Wiener.
• Karush, M.B., and O. Chamosa, (Eds.). (2010). The New Cultural History of
Peronism. Durham: Duke University Press.
• Levine, R.M. (1998). Father of the Poor: Vargas and His Era. Cambridge:
Cambridge University Press.
• Marichal, C. etal. (2006). From Silver to Cocaine: Latin American Commodity
Chains and the Building of World Economy, 1500-2000. Durham: Duke
University Press.
• Marquez, G.G. (1996). Autumn of the Patriarch. London: Penguin.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

190
 Category II
BA (Prog.) with History as Major

DISCIPLINE SPECIFIC CORE COURSE (DSC-1): History of India 1858 – 1947

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India 1858 – 4 3 1 0 Class XII Should have
1947 History of
India I – VI

Learning Objectives

The paper aims to engage students in a critical discussion of socio-economic and political
trends in colonial India since the latter half of the 19th century. The paper focuses on the
rise of national consciousness which manifested itself into a powerful anti-colonial
nationalist movement that developed along several trajectories. It makes an attempt to
critically examine various currents of the national movement which often intersected with
one another each other. The paper would also look at the development of communal
politics as well as Partition and Independence.

Learning outcomes

On completion of this course the student shall be able to:

• Examine various reform movements as well as issues such as gender and caste.
• Understand how the socio-political and economic experiences of the people of India
under colonial rule provided a context for the emergence of a powerful anti-colonial
nationalist movement in India.
• Analyse the complexities of communal politics that resulted in Partition and
Independence.

SYLLABUS OF DSC-1
Unit I: Social issues and Reform Movements:
1. Revivalist / Reformist Movements of the 19th century
2. Phule, Ambedkar and the Caste question
3. Women
4. Peasants, Tribal and the Caste movements
5. Arya Samaj

191
Unit II: Economy under the colonial state:
1. Drain of Wealth
2. Modern Industries and Industrialization
3. Indian capitalist class

Unit III: Nationalist Politics:

1. Rise and Growth of Nationalism
2. Foundation of Indian National Congress
3. ‘Moderates’ and ‘Extremists’ Nationalists
4. Mahatma Gandhi and Mass Nationalism: Gandhian thought, techniques and
movements

Unit IV: Other currents in Nationalism:

1. Hindustan Socialist Republican Association (HSRA) and Bhagat Singh
2. Subhas Chandra Bose and INA
3. Left: peasants, workers movements, Jayaprakash and Narayans socialist party
4. Nationalist politics in southern India

Unit V: Towards Freedom:

1. Overview of the growth of communal politics
2. Freedom and Partition

Practical component (if any) - NIL

Essential/recommended readings
Unit I: The unit seeks to study various reform movements as well as issues such as
gender and caste. (Teaching time: 9 hours Approx.)

• Sarkar, Sumit and Tanika Sarkar. (Ed.). Caste in Modern India, Vol. 1&2. Delhi:
Permanent Black.
• Forbes, Geraldine. (1999). Women in Modern India. The New Cambridge
History of India – Volume 4. Cambridge: Cambridge University Press
• Jones, Kenneth. (1994). Socio-Religious Reform Movements in British India.
New Delhi: Cambridge University Press
• O’Hanlon, Rosalind. (2002). Caste, Conflict and Ideology: Mahatma Jyotirao
Phule and Low Caste Protest in 19th Century Western India. Ranikhet:
Permanent Black
• O’Hanlon Rosalind (2017). Caste and its Histories in Colonial India: A
Reappraisal,’ Modern Asian Studies 51, 2
• Kumar, Radha. (1993). History of Doing. New Delhi: Kali for Women,
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman
• Joshi, V.C. (1975). Rammohun Roy and the process of modernization in India.
Delhi: Vikas.

192
 • Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press.
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman.
• शुक्ल, आर॰एल. (Ed). (1987). आधुतनक भारत का इततहास, तहं ि◌◌ी माध्यम
कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�

Unit II: This unit examines aspects of the colonial economy and its critique, as well as
the emergence of the capitalist class. (Teaching time: 6 hours Approx.)

• Chandra, Bipan. (1966). The Rise and Growth of Economic Nationalism in India:
Economic Policies of Indian National Leadership, 1880–1905, New Delhi:
People’s Publishing House.
• Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the
Indian Capitalist Class, 1920-1947. New Delhi: Sage,
• Bagchi, Amiya Kumar. (2002). ‘The Other Side of Foreign Investment by Imperial
Powers: Transfer of Surplus from Colonies’, Economic and Political Weekly,
XXXVII (23)
• Bagchi, Amiya Kumar. (1972). Private Investment in India, 1900-
1939.Cambridge: Cambridge University Press
• Ray, Rajat Kanta. (Ed.). (1994). Entrepreneurship and Industry in India, 1800 -
1947. New Delhi: Oxford University Press
• Bahl, Vinay. (2009). 'Attitude of the Indian National Congress Towards the
Working Class Struggle in India, 1918-1947', in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India: A Reader, New Delhi: Oxford University Press, ·
भट्टाचार्◌ा, सब्यसाची (2008).आधुतनक भारत का आतथाक इततहास,(1850-1947)
�तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman.

Unit III: After the successful completion of this unit, students will be able to grasp
many facets of anti-colonial resistance and how Gandhi's politics constituted a new
paradigm of rallying vastly divergent social groups in the national movement.
(Teaching time: 9 hours Approx.)

• Sarkar, Sumit. (1983). Modern India 1885-1947. Delhi: Macmillan.

• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman.
• Chandra, Bipan. (1989). India’s Struggle for Independence. Delhi: Penguin, (Also
in Hindi)
• Pandey, Gyanendra. (2002). The Ascendancy of the Congress in Uttar Pradesh
1926-34: A Study in Imperfect Mobilization. New Delhi: Anthem Press (Second
edition).

193
 • Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: Oxford University Press.
• Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press.
• Seth, Sanjay. (2009). ‘Rewriting Histories of Nationalism: The Politics of
Moderate Nationalism in India, 1870-1905’, in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India : A Reader, New Delhi: Oxford University Press.
• Bandyopadhyay, Sekhar. (Ed), (2009). Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press.
• तत्रपाठ�, अमलेश. भारतीर् राि◌नीतत म� गरमपंथ क� चुनौती, नई �तल्ल�, ग्रंथ तशल्पी
प्रकाशन ,
• हा�लार, मोतहत कु मार ,भारतीर् न�वागरण और पन
ु रुत्थानवाि◌◌ी चेतना, नई
�तल्ल�, ग्रंथ तशल्पी प्रकाशन ,
• तसंह, ह�रालाल , (1971). असहर्◌ोग आंि◌◌ोलन क� झाँतकर्◌ा◌ँ, �तल्ल�, प्रकाशन
तवभाग
• ि◌◌ेसाई, ए. आर. , (2018), भारतीर् राष्टर वाि◌ क� सामा�तक पष्ृ ठभत
ू म, सेि◌ प्रकाशन,
नई �तल्ल�
• तम�ल, सतीश चंद्र, (2012), भारत का स्वाधीनता संघषा (1858-1947), नई �तल्ल�,
ग्राफ� वल◌्र् ा
• पाण्डेर,् �प्रीप कु मार (1990), गांधी का आतथाक और सामा�तक तचंतन, तहं ि◌◌ी
माध्यम कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�
• गोपाल, राम, (1986), भारतीर् स्वतंत्रता संग्राम, लखनऊ, सुलभ प्रकाशन

Unit IV: This unit looks at the history of caste, class, and community mobilisation, as
well as revolutionary movements and the I.N.A. (Teaching time: 12 hours Approx.)

• Moffat, Chris. (2019). India’s Revolutionary Inheritance; Politics and the

Promise of Bhagat Singh. Cambridge: Cambridge University Press, pp. 21-114.
• Habib, S. Irfan. (2007). To Make the Deaf Hear: Ideology and Programme of
Bhagat Singh and his Comrades, New Delhi: Three Essays, 2007.
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition. (Also, in Hindi)
• Marston, Daniel. (2014), The Indian Army and the end of the Raj, CUP
• Stephen P Cohen. (1963). ‘Subhas Chandra Bose and the Indian National Army’,
Pacific Affairs, 411-429,
• Sarkar, Sumit. (1983). Modern India: 1885—1947, Delhi, Macmillan. ( Also in
Hindi)
• Barnett, M. Ross (2015). The Politics of Cultural Nationalism in South India,
Princeton University Press.

194
 • Basu, Raj Sekhar. ‘The Making of Adi-Dravid Politics in early Twentieth century
Tamil Nadu’, Social Scientist, Vol. 39, No.7/8, July-August2011.
• Blackburn, Stuart. (2001) Print, Folklore and Nationalism in Colonial South India.
Delhi, Permanent Black.
• सरकार, सत
ु मत (2009). आधत
ु नक भारत, �तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman
• शुक्ल, आर॰एल. (Ed). (1987). आधुतनक भारत का इततहास, तहं ि◌◌ी माध्यम
कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�

Unit V: This unit critically contextualise the political and social conditions that led to
communal mobilisation as well as its impact on the social and political fabric of the
Indian subcontinent. (Teaching time: 9 hours Approx.)

• Sarkar, Sumit. (1983). Modern India 1885-1947, Delhi: Macmillan.

• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman.
• Pandey, Gyanendra. (1990). The Construction of Communalism in Colonial
North India. Delhi: Oxford University Press.
• Chandra, Bipan. (2008). Communalism in Modern India. New Delhi: Har Anand.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: OUP.
• Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India.
Hyderabad: Orient Longman.
• Misra, Salil. (2012). “Emergence of Communalism in India.” in K. N. Panikkar
(Ed.), Perspectives of Modern Indian History. Mumbai: Popular Prakashan.
• Jaffrelot, Christophe. (1996). The Hindu Nationalist Movement and Indian
Politics: 1925 to the 1990s. London: C. Hurst & Company Publishers
• सरकार, सुतमत (2009). आधुतनक भारत, �तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधत
ु नक भारत का इततहास.
Hyderabad: Orient Longman.

Suggestive readings
• Bandyopadhyay, Sekhar. (Ed.). (2009). National Movement in India: A Reader.
New Delhi: Oxford University Press.
• Brown, Judith. (1972). Gandhi’s Rise to Power, Cambridge: Cambridge
University Press.
• Chandra, Bipan. (1996). Nationalism and Colonialism in Modern India, Delhi:
Orient Longman.
• Chandra, Bipan. (1966, Reprint 2004). The Rise and Growth of Economic
Nationalism in India. New Delhi: Anamika Publishers.

195
 • Desai, A.R. (1981). Social Background of Indian Nationalism. Delhi: Popular
Prakashan.
• Gopinath, Ravindran. (2012). “The British Imperium and the Agrarian
Economy”, in K. N. Panikkar, (Ed.). Perspectives of Modern Indian History,
Mumbai: Popular Prakashan, pp. 62- 90.
• Habib, Irfan. (2013). Indian Economy 1757-1857, New Delhi: Tulika Books. ·
Habib, Irfan. (2006). Indian Economy 1858-1914, New Delhi: Tulika Books. ·
Hasan, Mushirul, (1993). India’s Partition: Process, Strategy and Mobilisation.
New Delhi: Oxford University Press.
• Kumar, K. (Ed.). (1998). Congress and Classes: Nationalism, Workers and
Peasants, Delhi: Manohar.
• Metcalf, B. D. and T.R. Metcalf. (2002). A Concise History of India, Cambridge:
University Press.
• Metcalf, Thomas. (2001). Ideology of the Raj, Delhi: Cambridge University Press.
• Omvedt, Gail. (1994). Dalits and Democratic Revolution, Delhi: Sage.
• Pandey, Gyanendra. (2001). Remembering Partition, Cambridge: Cambridge
University Press.
• Pati, Biswamoy (Ed.). (2007). The 1857 Rebellion, Delhi: Oxford University Press.
• Roy, Tirthankar. (2000). The Economic History of India 1857-1947, New Delhi:
Oxford University Press.
• Sarkar, Sumit and Tanika Sarkar (Eds.). (2014). Caste in Modern India: A Reader,
Vols. I & II, Delhi: Permanent Black.
• Sarkar, Sumit. (2014). Modern Times: India 1880s-1950s: Environment,
Economy and Culture. Ranikhet: Permanent Black.
• Sarkar, Sumit (1993). Popular movements and Middleclass leadership in late
colonial India. Delhi: Aakar.
• Stein, Burton. (1998). A History of India. New Delhi: Oxford University Press, pp.
239- 366.
• चंद्र,तबतपन, (2009), आधुतनक भारत का इततहास, Delhi: Oriental BlackSwan.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

196
 DISCIPLINE SPECIFIC CORE COURSE (DSC-2): History of Europe: 1870 – 1945

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of Europe: 4 3 1 0 12th Pass NIL
1870 – 1945

Learning Objectives

This paper offers a historical overview of the consolidation of capitalist industrialization in

the late nineteenth century, and its impact in terms of facilitating the age of ‘new
imperialism’. Among the key case studies discussed, the paper traces the build-up to a
revolution in the disintegrating Russian empire. It details the formation of defensive
alliances and power blocs, as well as contentious international issues that led up to First
World War. The paper proceeds to discuss the crucial aspects of the post-War Peace
Settlement, and the emergence of ultra-nationalist regimes prior to the Second World War.
The course of the Second World War and important developments stemming from it are
also highlighted in the paper.

Learning outcomes

Upon completion of this course the student shall be able to:

• Deliberate on the meaning of imperialism and the manifestations of imperialist
rivalry and expansion in the 19th and early 20th century.
• Distinguish the varied impacts of the First World War as well as the outbreak of a
revolution in the Russian Empire during the War.
• Analyse the conflict between radical and conservative forces, and the gradual
consolidation of ultra-nationalist and authoritarian regimes in Europe between the
World Wars.
• Delineate the reasons for the outbreak of the Second World War, and the course of
the War.
• Analyse the key, immediate repercussions of the Second World War

SYLLABUS OF DSC-2

Unit-I: The European economy in the late 19th century

197
 1. Second Industrial Revolution, new business practices, new consumption
patterns
2. The economic down turn of 1873; growth of finance capital

Unit II: European politics, 1870-1918

1. Political developments in the Russian Empire (1905 revolution; February and
October revolutions of 1917)
2. The ‘Eastern question’ and Balkan nationalism; scramble for African colonies;
imperialist rivalries; power blocks and alliances
3. The First World War 1914-1918

Unit III: Europe between the World Wars

1. The Post-War Peace Settlement (treaties, League of Nations and International
Labour Organization); Comintern on national liberation struggles and fascism;
economic crisis-the Great Depression of 1929
2. Growth of Fascism (Italy) and Nazism (Germany)
3. Spanish Civil War

Unit IV: Catastrophe of WWII

1. World War II: Causes, civilian resistance to allied victory
2. Repercussions of WWII: UNO; origins of the Cold War

Practical component (if any) - NIL

Essential/recommended readings
Unit-1: In this Unit, the students will discuss the industrial, technological, and
commercial innovations that characterized the latter half of the nineteenth century,
and which backed the ambitions of the emerging nation-states in Europe. An overview
will be provided of the growth the capitalism in its imperialist phase. (Teaching time:
9 hours approx.)
• Hunt, Lynn et al. The Making of the West: Peoples and Cultures: A Concise
History. Vol. II. Third edition. [Chapter-18: pp.701-706]
• Joll, James. (1973). Europe Since 1870. An International History. New York and
London: Harper and Row Publishers.[Chapter-4].
• Perry, Marvin et al (ed.). (2008). Western Civilizations: Ideas, Politics and
Society. Ninth edition. Boston and New York: Houghton Mifflin Harcourt
Publishing Company. [Chapter- 21].
• Stearns, Peter. (2013). Industrial Revolution in World History. Fourth edition.
Philadelphia: Westview Press & Perseus Books Group. [Chapter-9].
• लालबहाि◌◌ुरवमाा।र्◌ूरोपकाइततहास: फ् ◌ा◌ंसीसीक्रांततसे�ततीतर्वश्वर्◌ुद्धतक।
• पाथासारथीगप्ु ता (संपाि◌क) ।र्◌ूरोप का इततहास। Hindi Madhyam Karyanvayan
Nideshalaya, DU.
• �तवेशत�वर्, मीनाभा�राि◌, वंि◌नाचौधर�(संपाि◌क)।आधत
ु नकर्◌ूरोपकाइततहास:
आर्◌ामऔर�तशाएं ।Hindi Madhyam Karyanvayan Nideshalaya, DU

198
Unit-2: At the end of this rubric the student will be to trace the nature of imperialist
rivalries and identify the intense competition that informed repeated conflagrations
on certain international affairs / regions. Students will be familiarized with historical
analyses of the First World War, as well asthe revolutionary possibilities which
emerged in the Russian empire during the First World War. (Teaching time: 12 hours
approx.)
• Craig, Gordon A. (1966). Europe since 1815. Second edition. New York, Chicago,
Toronto, London: Holt, Renehart and Winston. [relevant chapter on the
‘Eastern Question’ and Balkan nationalism].
• Joll, James. (1973). Europe Since 1870. An International History. New York and
London: Harper and Row Publishers.[Chapter-4].
• Lee, Stephen J. Aspects of European History 1789–1980. London: Routledge.
1982 [Chapters 13, 15 & 16, 18 & 19].
• Waller, Bruce (ed.). Themes in Modern European history 1830–90. London and
NY: Routledge. 1990. [Chapters 2,3 & 4]
• Wood, Alan. (2003). The Origins of the Russian Revolution 1861–1917.
Lancaster Pamphlet. Third Edition.
• लालबहाि◌◌ुरवमाा।र्◌ूरोप का इततहास: फ् ◌ा◌ंसीसी क्रांततसे �ततीर्
तवश्वर्◌ुद्ध तक।पाथासारथीगुप्ता
• (संपाि◌क)।र्◌ूरोप का इततहास। Hindi Madhyam Karyanvayan Nideshalaya, DU.
• ि◌◌ेिम्सोल।र्◌ूरोप 1870 से।अनुवाि◌क: स्नेहमहाि◌न। Hindi Madhyam
Karyanvayan Nideshalaya, DU.

Unit-3: In this Unit, the students will examine the emergence of key international
institutions within the context of the Peace Settlement and post-War order First
World War. Within the backdrop of fast changing European society and
economic downturn of 1929, the students will be familiarized with the
emergence of ultra-nationalist movements in Europe, in particular the growth
of fascism in Italy and Germany. The Unit will also proceed to provide an
overview of the Spanish Civil War which represented a showdown between the
fascist and the Left forces before the outbreak of the Second World War.
(Teaching time: 15 hours approx.)
• Craig, Gordon A. (1966). Europe since 1815. Second edition. New York, Chicago,
Toronto, London: Holt, Renehart and Winston.
• Lee, Stephen J. (1998, 2000). Hitler and Nazi Germany. Questions and Analysis
in History. London and New York: Routledge.
• Lee, Stephen J. Aspects of European History 1789–1980. London: Routledge.
1982 [Chapters 20 to 23, 26 & 27].
• Forrest, Andrew. The Spanish Civil War. Questions and Analysis in History.
London and New York: Routledge.
• Maul, David. The International Labour Organization: 100 Years of Global Policy.
De Gruyter and ILO. 2019 [“Antecedents” & Chapter-1: The Washington

199
 Conference, An International Organization in the Making, The Invention of
Tripartism, Standard-setting in the 1920s]
• लालबहाि◌◌ुरवमाा।र्◌ूरोपकाइततहास: फ् ◌ा◌ंसीसीक्रांततसे�ततीतर्वश्वर्◌ुद्धतक।
• पाथासारथी गुप्ता(संपाि◌क)।र्◌ूरोप का इततहास। Hindi Madhyam Karyanvayan
Nideshalaya, DU.
• ि◌◌ेिम्सोल।र्◌ूरोप 1870 से।अनुवाि◌क: स्नेहमहाि◌न। Hindi Madhyam
Karyanvayan Nideshalaya, DU.

Unit-4: In this Unit, the students will examine the factors that facilitated the outbreak
of the Second World War. It will also explore the War’s overall trajectory in terms of
the role of civilian resistance to military occupation and fascism. The students will be
able to delineate the important developments in terms of the formation of the United
Nations and the start of the Cold War. (Teaching time: 9 hours approx.)
• Hunt, Lynn et al. The Making of the West: Peoples and Cultures: A Concise
History. Vol. II. Third edition. [Chapter-21, Chapter-22: 870-880].
• Craig, Gordon A. (1966). Europe since 1815. Second edition. New York, Chicago,
Toronto, London: Holt, Renehart and Winston.
• Henig, Ruth. Origins of the First World War. London and NY: Routledge. 2003.
• Redfern, Neil. (2017). “The Comintern and Imperialism: A Balace Sheet,” Journal
of Labour and Society, 20(1): 42-60
• लालबहाि◌◌ुरवमाा।र्◌ूरोपका इततहास: फ् ◌ा◌ंसीसी क्रांतत से �ततीर्
तवश्वर्◌ुद्धतक।
• पाथासारथीगप्ु ता (संपाि◌क)।र्◌ूरोप का इततहास। Hindi Madhyam Karyanvayan
Nideshalaya, DU.
• ि◌◌ेिम्सोल।र्◌ूरोप 1870 से।अनुवाि◌क: स्नेहमहाि◌न। Hindi Madhyam
Karyanvayan Nideshalaya, DU.

Suggestive readings
• Hayes, Paul (ed.). Themes in Modern European History 1890–1945. London and
NY: Routledge and Taylor & Francis. 1992. [Chapters 5 & 6].
• Hobsbawm, E.J. Nation and Nationalism Cambridge: CUP. 1970
• Merriman, John. History of Modern Europe. Vol. II. Third edition. New York and
London:
• W.W. Norton & Company. [Chapter-19]
• Porter, Andrew. European Imperialism 1860-1914. Hampshire: Palgrave
Macmillan. 1994.
• Thompson, David. (1957, 1966). Europe since Napoleon. Penguin.
• �तवेश त�वर्, मीना भा�राि◌, वंि◌ना चौधर� (संपाि◌क)।आधुतनक र्◌ूरोप का इततहास:
आर्◌ाम और �तशाएं ।Hindi Madhyam Karyanvayan Nideshalaya, DU
• स्नेहमहाि◌न।र्◌ूरोप का इततहास:1870-1914 ।प्रगततप्रकाशन।

200
 • ए.के. तम�ल।आधुतनक र्◌ूरोप का इततहास: 1789 से 1945
तक।सातहत्यभवनप्रकाशन

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

201
 Category III
BA (Prog.) with History as Non-Major
Credit distribution, Eligibility and Pre-requisites of the Course
DISCIPLINE SPECIFIC
DISCIPLINE CORECORE
SPECIFIC COURSE (DSC-1):
COURSE History
(DSC-1): of India
History from 1858
of India earliest times up
– 1947
to c. 300 CE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India 1858 – 4 3 1 0 Class XII History of
1947 India V

Learning Objectives

The paper aims to engage students in a critical discussion of socio-economic and political
trends in colonial India since the latter half of the 19th century. The paper focuses on the
rise of national consciousness which manifested itself into a powerful anti-colonial
nationalist movement that developed along several trajectories. It makes an attempt to
critically examine various currents of the national movement which often intersected with
one another each other. The paper would also look at the development of communal
politics as well as Partition and Independence.

Learning outcomes

On completion of this course the student shall be able to:

• Examine various reform movements as well as issues such as gender and caste.
• Understand how the socio-political and economic experiences of the people of India
under colonial rule provided a context for the emergence of a powerful anti-colonial
nationalist movement in India.
• Analyse the complexities of communal politics that resulted in Partition and
Independence.

SYLLABUS OF DSC-1
Unit I: Social issues and Reform Movements:
6. Revivalist / Reformist Movements of the 19th century
7. Phule, Ambedkar and the Caste question
8. Women
9. Peasants, Tribal and the Caste movements
10. Arya Samaj

Unit II: Economy under the colonial state:

4. Drain of Wealth
5. Modern Industries and Industrialization
6. Indian capitalist class

202
Unit III: Nationalist Politics:
5. Rise and Growth of Nationalism
6. Foundation of Indian National Congress
7. ‘Moderates’ and ‘Extremists’ Nationalists
8. Mahatma Gandhi and Mass Nationalism: Gandhian thought, techniques and
movements

Unit IV: Other currents in Nationalism:

5. Hindustan Socialist Republican Association (HSRA) and Bhagat Singh
6. Subhas Chandra Bose and INA
7. Left: peasants, workers movements, Jayaprakash and Narayans socialist party
8. Nationalist politics in southern India

Unit V: Towards Freedom:

3. Overview of the growth of communal politics
4. Freedom and Partition

Practical component (if any) - NIL

Essential/recommended readings
Unit I: The unit seeks to study various reform movements as well as issues such as
gender and caste. (Teaching time: 9 hours Approx.)
• Sarkar, Sumit and Tanika Sarkar. (Ed.). Caste in Modern India, Vol. 1&2. Delhi:
Permanent Black.
• Forbes, Geraldine. (1999). Women in Modern India. The New Cambridge
History of India – Volume 4. Cambridge: Cambridge University Press
• Jones, Kenneth. (1994). Socio-Religious Reform Movements in British India.
New Delhi: Cambridge University Press
• O’Hanlon, Rosalind. (2002). Caste, Conflict and Ideology: Mahatma Jyotirao
Phule and Low Caste Protest in 19th Century Western India. Ranikhet:
Permanent Black
• O’Hanlon Rosalind (2017). Caste and its Histories in Colonial India: A
Reappraisal,’ Modern Asian Studies 51, 2
• Kumar, Radha. (1993). History of Doing. New Delhi: Kali for Women,
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman
• Joshi, V.C. (1975). Rammohun Roy and the process of modernization in India.
Delhi: Vikas.
• Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press.
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधत
ु नक भारत का इततहास.
Hyderabad: Orient Longman.

203
 • शुक्ल, आर॰एल. (Ed). (1987). आधुतनक भारत का इततहास, तहं ि◌◌ी माध्यम
कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�

Unit II: This unit examines aspects of the colonial economy and its critique, as well as
the emergence of the capitalist class. (Teaching time: 6 hours Approx.)
• Chandra, Bipan. (1966). The Rise and Growth of Economic Nationalism in India:
Economic Policies of Indian National Leadership, 1880–1905, New Delhi:
People’s Publishing House.
• Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the
Indian Capitalist Class, 1920-1947. New Delhi: Sage,
• Bagchi, Amiya Kumar. (2002). ‘The Other Side of Foreign Investment by Imperial
Powers: Transfer of Surplus from Colonies’, Economic and Political Weekly,
XXXVII (23)
• Bagchi, Amiya Kumar. (1972). Private Investment in India, 1900-
1939.Cambridge: Cambridge University Press
• Ray, Rajat Kanta. (Ed.). (1994). Entrepreneurship and Industry in India, 1800 -
1947. New Delhi: Oxford University Press
• Bahl, Vinay. (2009). 'Attitude of the Indian National Congress Towards the
Working Class Struggle in India, 1918-1947', in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India: A Reader, New Delhi: Oxford University Press, ·
भट्टाचार्◌ा, सब्यसाची (2008).आधत
ु नक भारत का आतथाक इततहास,(1850-1947)
�तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधत
ु नक भारत का इततहास.
Hyderabad: Orient Longman.

Unit III: After the successful completion of this unit, students will be able to grasp
many facets of anti-colonial resistance and how Gandhi's politics constituted a new
paradigm of rallying vastly divergent social groups in the national movement.
(Teaching time: 9 hours Approx.)
• Sarkar, Sumit. (1983). Modern India 1885-1947. Delhi: Macmillan.
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman.
• Chandra, Bipan. (1989). India’s Struggle for Independence. Delhi: Penguin, (Also
in Hindi)
• Pandey, Gyanendra. (2002). The Ascendancy of the Congress in Uttar Pradesh
1926-34: A Study in Imperfect Mobilization. New Delhi: Anthem Press (Second
edition).
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: Oxford University Press.
• Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press.

204
 • Seth, Sanjay. (2009). ‘Rewriting Histories of Nationalism: The Politics of
Moderate Nationalism in India, 1870-1905’, in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India : A Reader, New Delhi: Oxford University Press.
• Bandyopadhyay, Sekhar. (Ed), (2009). Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press.
• तत्रपाठ�, अमलेश. भारतीर् राि◌नीतत म� गरमपंथ क� चुनौती, नई �तल्ल�, ग्रंथ तशल्पी
प्रकाशन ,
• हा�लार, मोतहत कु मार ,भारतीर् न�वागरण और पुनरुत्थानवाि◌◌ी चेतना, नई
�तल्ल�, ग्रंथ तशल्पी प्रकाशन ,
• तसंह, ह�रालाल , (1971). असहर्◌ोग आंि◌◌ोलन क� झाँतकर्◌ा◌ँ, �तल्ल�, प्रकाशन
तवभाग
• ि◌◌ेसाई, ए. आर. , (2018), भारतीर् राष्टर वाि◌ क� सामा�तक पष्ृ ठभूतम, सेि◌ प्रकाशन,
नई �तल्ल�
• तम�ल, सतीश चंद्र, (2012), भारत का स्वाधीनता संघषा (1858-1947), नई �तल्ल�,
ग्राफ� वल◌्र् ा
• पाण्डेर,् �प्रीप कु मार (1990), गांधी का आतथाक और सामा�तक तचंतन, तहं ि◌◌ी
माध्यम कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�
• गोपाल, राम, (1986), भारतीर् स्वतंत्रता संग्राम, लखनऊ, सुलभ प्रकाशन

Unit IV: This unit looks at the history of caste, class, and community mobilisation, as
well as revolutionary movements and the I.N.A. (Teaching time: 12 hours Approx.)
• Moffat, Chris. (2019). India’s Revolutionary Inheritance; Politics and the
Promise of Bhagat Singh. Cambridge: Cambridge University Press, pp. 21-114.
• Habib, S. Irfan. (2007). To Make the Deaf Hear: Ideology and Programme of
Bhagat Singh and his Comrades, New Delhi: Three Essays, 2007.
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition. (Also, in Hindi)
• Marston, Daniel. (2014), The Indian Army and the end of the Raj, CUP
• Stephen P Cohen. (1963). ‘Subhas Chandra Bose and the Indian National Army’,
Pacific Affairs, 411-429,
• Sarkar, Sumit. (1983). Modern India: 1885—1947, Delhi, Macmillan. ( Also in
Hindi)
• Barnett, M. Ross (2015). The Politics of Cultural Nationalism in South India,
Princeton University Press.
• Basu, Raj Sekhar. ‘The Making of Adi-Dravid Politics in early Twentieth century
Tamil Nadu’, Social Scientist, Vol. 39, No.7/8, July-August2011.
• Blackburn, Stuart. (2001) Print, Folklore and Nationalism in Colonial South India.
Delhi, Permanent Black.
• सरकार, सुतमत (2009). आधुतनक भारत, �तल्ल�, राि◌कमल प्रकाशन

205
 • बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman
• शुक्ल, आर॰एल. (Ed). (1987). आधुतनक भारत का इततहास, तहं ि◌◌ी माध्यम
कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�

Unit V: This unit critically contextualise the political and social conditions that led to
communal mobilisation as well as its impact on the social and political fabric of the
Indian subcontinent. (Teaching time: 9 hours Approx.)
• Sarkar, Sumit. (1983). Modern India 1885-1947, Delhi: Macmillan.
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman.
• Pandey, Gyanendra. (1990). The Construction of Communalism in Colonial
North India. Delhi: Oxford University Press.
• Chandra, Bipan. (2008). Communalism in Modern India. New Delhi: Har Anand.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: OUP.
• Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India.
Hyderabad: Orient Longman.
• Misra, Salil. (2012). “Emergence of Communalism in India.” in K. N. Panikkar
(Ed.), Perspectives of Modern Indian History. Mumbai: Popular Prakashan.
• Jaffrelot, Christophe. (1996). The Hindu Nationalist Movement and Indian
Politics: 1925 to the 1990s. London: C. Hurst & Company Publishers
• सरकार, सत
ु मत (2009). आधत
ु नक भारत, �तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman.

Suggestive readings
• Bandyopadhyay, Sekhar. (Ed.). (2009). National Movement in India: A Reader.
New Delhi: Oxford University Press.
• Brown, Judith. (1972). Gandhi’s Rise to Power, Cambridge: Cambridge
University Press.
• Chandra, Bipan. (1996). Nationalism and Colonialism in Modern India, Delhi:
Orient Longman.
• Chandra, Bipan. (1966, Reprint 2004). The Rise and Growth of Economic
Nationalism in India. New Delhi: Anamika Publishers.
• Desai, A.R. (1981). Social Background of Indian Nationalism. Delhi: Popular
Prakashan.
• Gopinath, Ravindran. (2012). “The British Imperium and the Agrarian
Economy”, in K. N. Panikkar, (Ed.). Perspectives of Modern Indian History,
Mumbai: Popular Prakashan, pp. 62- 90.
• Habib, Irfan. (2013). Indian Economy 1757-1857, New Delhi: Tulika Books. ·
Habib, Irfan. (2006). Indian Economy 1858-1914, New Delhi: Tulika Books. ·

206
 Hasan, Mushirul, (1993). India’s Partition: Process, Strategy and Mobilisation.
New Delhi: Oxford University Press.
• Kumar, K. (Ed.). (1998). Congress and Classes: Nationalism, Workers and
Peasants, Delhi: Manohar.
• Metcalf, B. D. and T.R. Metcalf. (2002). A Concise History of India, Cambridge:
University Press.
• Metcalf, Thomas. (2001). Ideology of the Raj, Delhi: Cambridge University Press.
• Omvedt, Gail. (1994). Dalits and Democratic Revolution, Delhi: Sage.
• Pandey, Gyanendra. (2001). Remembering Partition, Cambridge: Cambridge
University Press.
• Pati, Biswamoy (Ed.). (2007). The 1857 Rebellion, Delhi: Oxford University Press.
• Roy, Tirthankar. (2000). The Economic History of India 1857-1947, New Delhi:
Oxford University Press.
• Sarkar, Sumit and Tanika Sarkar (Eds.). (2014). Caste in Modern India: A Reader,
Vols. I & II, Delhi: Permanent Black.
• Sarkar, Sumit. (2014). Modern Times: India 1880s-1950s: Environment,
Economy and Culture. Ranikhet: Permanent Black.
• Sarkar, Sumit (1993). Popular movements and Middleclass leadership in late
colonial India. Delhi: Aakar.
• Stein, Burton. (1998). A History of India. New Delhi: Oxford University Press, pp.
239- 366.
• चंद्र,तबतपन, (2009), आधत
ु नक भारत का इततहास, Delhi: Oriental BlackSwan.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

207
 Pool of DSE for Multidiciplinary Studies

DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE -1): Art, Society and Culture in India c.
300 BCE to 1000 CE

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Art, Society and 4 3 1 0 12th Pass NIL
Culture in India c.
300 BCE to 1000 CE

Learning Objectives

This paper deals with the three most important and interconnected broad facets of
history i.e art, society and culture from early historical to early medieval periods.
Their trajectory of develop-ment, dynamic and ever evolving nature is highlighted
clearly through this study. A regional rep-resentational approach has been adopted
in order to provide a comprehensive approach to the pa-per.

Learning outcomes

At the end of the course students should be able to:

• Grasp various dimensions of visual medium of art, architecture, sculpture and
paintings, as a primary source of history, which will enable them to develop a deep
understanding of the theme.
• Comprehend the different perspectives that explain the emergence and
crystallization of various social structures – varna, jati, untouchability and also
gender relations.
• Understand that the society displayed flexibility in terms of assimilation, mobility,
providing corresponding spaces to new entrants.
• Grasp the essentials of the major religious traditions of the given time period.
• Develop an understanding about the cultural florescence as reflected in rich
literature produced in Sanskrit and vernacular languages.

SYLLABUS OF DSE-1

UNIT I:
1. Mauryan period: architecture, sculpture, terracotta; sources of inspiration

208
 2. Post Mauryan period: features of Stupa architecture and relief sculptures: case
study of Sanchi or Amravati – narrative art; patronage of art, terracottas;
Mathura, Gandhara and Amravati schools of art
3. Rock architecture of western ghats
4. Gupta period: temples, rock cut caves and sculpture, Paintings
5. Post – Gupta period: Pratiharas, Pallava and Chalukya architecture

UNIT II:
1. Social stratification and changes within: class; varna; jati; varnasamkara,
untouchability; gender relations; marriage and property relations

Unit III:
2. Religious doctrines and practices: renunciatory tradition with special reference
to Buddhism, Jainism
3. Theistic trends: Puranic Hinduism – Visnuism, Sivaism and Saktism; Murugan
cult of south India; the Mahayana schools; the emergence of Tantra
4. Literary and technical works in Sanskrit, Prakrit and Tamil

Practical component (if any) - NIL

Essential/recommended readings
UNIT I: This unit will introduce the students to the significant features of art in the
period of their study. (Teaching Time: 15 hours approx.)
• Agarwal, V.S. (1965) Studies inIndian Art. Varanasi: Vishwavidyalaya Prakashan.
(Chapters 4-8)
• अग्रवाल.वी. एस. (2015) भारतीर् कला: प्रारं तभकर्◌ुग से तीसर� शती ईस्वी तक.
वाराणसी: पत ृ थवी प्रकाशन.(अध्यार्7-14)
• Brown, Percy. Indian Architecture. Buddhist and HinduPeriods. Bombay: D.B.
Taraporevala Sons & Co. Private Ltd. (Chapters 2-16)
• Harle, J.C. (1986). The Art and Architecture of Indian Subcontinent, Penguin
Books (Chapters 1-9, 20)
• Huntington, Susan. (1985) Art of Ancient India: Buddhist, Hindu, Jain,
Weatherhill, New York, Tokyo. (Chapters 4-15)
• Singh, Upinder. (2008). A History of Ancient and Early Medieval India: From the
Stone Age to the 12th Century. Delhi: Pearson Longman. (Chapters 7-10)
• तसंह,उतपंि◌र. (2016). प्राचीनएवंपूवामध्यकाल�नभारतकाइततहास:
पाषाणकालसे12वीशताब्द�तक. नई�तल्ल�. तपरर् सन.(अध्यार्7-10)

UNIT II: This unit will provide an overview of the social structures, relations
and changes taking place within them. (Teaching Time: 15 hours approx.)
• Chakravarti, Ranabir. (2010). Exploring Early India Up to C. AD 1300. New Delhi:
MacMillan. (Chapters 4-7)

209
 • चक्रवती. रणबीर. (2012) भारतीइर्ततहास. आ�तकाल. नई�तल्ल�. ओररएं
टलब्लैकस्वेन. (अध्यार्4-7)
• Roy, Kumkum. (ed.) (2001). Women in Early Indian Societies. Delhi: Manohar.
(Introduction)
• Sharma, R.S. (2007) Material Culture and Social Formations in Ancient India,
Delhi: Macmillan. (Chapters 6,7)
• शमाा. आर . एस. (2008) प्राचीन भारत म� भौततक संस्कृ तत एवं सामा�तक संरचनाएँ
.राि◌कमलप्रकाशन. (अध्यार्6और7)
• Singh, Upinder. (2008). A History of Ancient and Early Medieval India: From the
Stone Age to the 12th Century. Delhi: Pearson Longman. (Chapters 6-10)
• तसंह,उतपंि◌र. (2016). प्राचीनएवंपव
ू ामध्यकाल�नभारतकाइततहास:
पाषाणकालसे12वीशताब्द�तक. नई�तल्ल�. तपरर् सन. (अध्यार्6-10)

Unit III: This unit imparts to the student an understanding to the teachings, beliefs and
practices of various ancient Indian religions as well as the rich literature produced
in their period of study. (Teaching Time: 15 hours approx.)
• Basham, A.L. (1954). The Wonder that was India: A survey of the history and
culture of the Indian subcontinent before the coming of the Muslims. Calcutta:
Rupa. (Chapters 7, 9)
• बाशम. ए.एल.(2020) िअ् भुतभारत। तशवलाल अगरवाल एं ड कं पनी (अध्यार्7-9)
• Singh, Upinder. (2008). A History of Ancient and Early Medieval India: From the
Stone Age to the 12th Century. Delhi: Pearson Longman. (Chapters 6-10)
• तसंह,उतपंि◌र. (2016). प्राचीनएवंपूवामध्यकाल�नभारतकाइततहास:
पाषाणकालसे12वीशताब्द�तक. नई�तल्ल�. तपरर् सन. (अध्यार्6-10)
• Zvelebil, Kamil V. (1991). Tamil Traditions on Subrahmanya-Murugan. Madras
(Chennai): Institute of Asian Studies.

Suggested Readings:
• Bhattacharji, Sukumari. (1970). The Indian Theogony: A Comparative study of
Indian Mythology From the Vedas to the Puranas. Cambridge University Press.
• Partha,Mitter. (2001) Oxford History of Art, Indian Art, Oxford University Press.
• Ray, Niharranjan. (1975) Maurya and Post-Maurya Art: a study in social and
formal contrasts. New Delhi: ICHR, New Delhi.
• Sastri, K.A. Nilakanta. (1963). Development of Religion in South India. Bombay:
Orient Longmans.
• Shrimali, K.M. (2015) Essays in Indian Art, Religion and Society. Delhi: Indian
History Conference.
• श्रीमल�, के.एम. (2017). प्राचीनभारतीधर्म�का इततहास. �तल्ल�: ग्रंथ तशल्पी.
• Zvelebil, Kamil V. (1973).The Smile of Murugan, Leiden.
Note: Examination scheme and mode shall be as prescribed by the Examination
Branch, University of Delhi, from time to time.

210
 DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE-2): Basics of Historical Research
Methodology

NOTE: ‘Fundamentals of Historical Methodology’ is offered as one of the DSE courses

in VI and VII Semesters. Students of the History Honors Program can opt for it either in
the VI semester or VII semester.

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course �tle & Credits Credit distribu�on of the course Eligibility Pre-requisite of
Code criteria the course
Lecture Tutorial Prac�cal/
(if any)
Prac�ce

Fundamentals of 4 3 1 - 12th Pass NIL

Historical
Methodology

DSE – No.#

Learning Objectives
This course aims to prepare the students with elementary techniques of conducting historical
research within the larger social science framework. It does so by familiarising them with the
theoretical frameworks and procedures/techniques of research that historians deploy in
order to construct a meaningful narrative about the past. The course proceeds to equip
students with the preliminary research steps like identifying research questions, theoretical
context, survey of the literature; locating reliable sources; framing a research paper, etc.; as
well acquainting them with research ethics.

Learning Outcomes
Having finished the course, the students would have learnt:
• The distinctiveness of historical research
• The issues and problems in writing history
• How to carefully choose interpretative techniques when reading sources
• How to choose a historical "field" and within that field a specific research question
• The skills and protocols related to academic writing and research in history
• The essentials of research ethics.

SYLLABUS OF DSE
Unit I: Distinctiveness of historical inquiry
3. The nature of history

211
 4. The scope of historical research

Unit II: Issues and problems in historical research

5. Facts and inference
6. Explanation and historical research
7. Objectivity and history writing
8. History writing and relations of power

Unit III: Sources and interpretation

4. Types of historical sources: their use and limitations
5. Analytical frames in historical research
6. Varieties of approaches to sources and methods

Unit IV: Conducting historical research

3. Selecting a topic and preliminary work
4. Protocols of academic writing and avoiding plagiarism

Practical component (if any) - NIL

Essential/recommended readings:
Unit I: This introductory Unit seeks to enable students to i) distinguish the historical from the
past, memory and myth; ii) comprehend the relationship of history with social science
theories and concepts; iii) distinguish aspects of history (social, political, economic, religious,
cultural, ecological). (Teaching Time: 9 hours)
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.2, “A Sense of the Past”, and
Ch.3, “What Can History Tell Us About Contemporary Society”).
• Bloch, Marc. (1992). The Historian’s Craft, Manchester University Press. Reprint
(“Introduction,” pp. 1-19).
• Schlabach, Gerald. A Sense of History: Some Components
http://www.geraldschlabach.net/about/relationships/benedictine/courses/handout
s/sense-of-history/
• Marwick, Arthur. (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan (pp. 14-25 - “The Necessity of History” and “Stories and Dialogues”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.1, “The Nature of History,”
and Ch.6, “History and Related Studies”).
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.1: pp. 14-20).
• Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman (Ch.8, “History and Social Theory”: pp. 214-225, and Ch.3, “Mapping the
Field”).

212
Unit-II: This unit will deal with some important issues such as identifying historical facts,
context, causal explanations, generalizations, objectivity; and configurations of power and
history writing. (Teaching Time: 12 hours)
• Carr, E.H. (1991). What is History. Penguin. Reprint. (Ch.1, “The Historian and His
Facts”, Ch.3, “History, Science and Morality”, and Ch.4, “Causation in History”).
• Marwick, Arthur (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan. (Ch.6, “The Historian at Work: The Writing of History,” pp. 242-254).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.7, “Causation in History”).
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.3, “The Critical Philosophy of History-Part I” and
Ch.4, “The Critical Philosophy of History-Part II”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.3, “The Historian and His
Work,” and Ch.4, “Explanation and History”).
• Michel-Rolph Trouillot (1995), Silencing the Past: Power and the Production of History.
Boston: Beacon Press. (Ch.1, Ch.3 and Ch.5).
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.10, “Partisanship”).

Unit-III: This unit looks at (i) Different sources and analytical frameworks; (ii) types of history
and their connection to sources (global, national, regional, micro, oral, visual, archival,
textual-official and private). (Teaching Time: 12 hours)
• Jordonova, Ludmilla. (2000). History in Practice, London/New York: Arnold and Oxford
University Press Inc. (Ch.2, “Mapping the Discipline of History”, Ch.4, “The Status of
Historical Knowledge”, and Ch.7, “Historians’ Skills”).
• Brundage. Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing, Sixth edition, Wiley Blackwell. (Ch. 2, “The Nature and Variety of Historical
Sources”, Ch.5, “Beyond Textual Sources”, and Ch.7, “Engaging with Primary
Sources”).
• Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman. (Ch.4, “The Raw Materials” and Ch.5, “Using the Sources”).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.4, “Approaches to History: Sources, Methods and Historians”).
• Howell, Martha and Walter Prevenier (2001). From Reliable Sources: An Introduction
to Historical Methods. Ithaca: Cornell University Press. (Ch.2, “Technical Analysis of
Sources,” Ch.3, “Historical Interpretation: The Traditional Basics,” and Ch.4, “New
Interpretative Approaches”).

Unit IV: This unit will familiarize students with i) framing a research question and building an
argument, (ii) literature review and scope of research, iii) research ethics, dangers of
plagiarism and styles of referencing/citation. (Teaching Time: 12 hours)

213
 • Booth, Wayne C. and Gregory G. Colomb (Contributor), Joseph M. Williams, William
C. Booth. The Craft of Research : From Planning to Reporting. University of Chicago
Press.
• Brundage, Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing. Sixth edition, Wiley Blackwell. (Ch.3, “Finding Your Sources”, Ch.4, “Getting
the Most out of History Books”, Ch.6, “Exploring Changing Interpretations” and Ch.7,
“Engaging with Primary Sources”).
• Sorenson, Sharron (1995), How to Write a Research Paper, MacMillan
• Nayak, Dhanwanti (2011), 'Karaoked Plagiarism in the Classroom', Economic and
Political Weekly, vol. 46, no. 9 (pp. 49-53).
• Katju, Manjari (2011), “Plagiarism and Social Sciences,” Economic and Political
Weekly, vol. 46, no. 9 (pp. 45-48).
• Chicago Manual of Style. 15th edition, Chicago: Chicago University Press, 2003.
• MLA Handbook for Writers of Research Papers 5th edition, New York: Modern
Language Association of America, 1999.

Suggested Readings:
• Arnold, J.H. (2000). History: A Very Short Introduction. Oxford: Oxford University Press
(Ch.3. & Ch.7).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.6, “Studying History”).
• Elton, G.R., The Practice of History, London: Fontana Press, 1987.
• Gardiner, P. (1973). The Varieties of History: From Voltaire to Present. Second edition,
Vintage Books.
• Hobsbawm, Eric J. (1998). On History. UK: Abacus.
• Jordonova, Ludmilla. (2000). History in Practice. London/New York: Arnold and Oxford
University Press Inc., pp. 163-171 and 173-183 (Ch.6, “Public History”).
• Munslow, Alun (2000), The Routledge Companion to Historical Studies, Second
edition, London: Routledge [Relevant entries – concepts & names of historians are
listed alphabetically just like a dictionary / encyclopedia].
• Munslow, Alun (2012), A History of History, London and New York: Routledge. (Ch.1,
“The Emergence of Modern Historical Thinking,” Ch.1, “History and/as Science,” and
Ch.3, “Forms of History”).
• Postan, M.M. (1971). Facts and Relevance: Essays on Historical Method. Cambridge:
Cambridge University Press (“Fact and Relevance, History and the Social Sciences in
Historical Study”).
• Sarkar, Sumit (1997), “The Many Worlds of Indian History”, Writing Social History, New
Delhi: OUP.
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.6, “Historical Research Methodology”).
• Topolski, Jerzy. (1976). Methodology of History, translated by OlgierdWojtasiewicz, D.
Reidel Publishing Company (Ch.10, “Historical Facts”, Ch.11, “The Process of History”

214
 – the section on Causality and Determinism, Ch.18, “The Authenticity of Sources and
the Reliability of Informants”, Ch.19, “Methods of Establishing Historical Facts.”)
• Tosh, John. (2002). In Pursuit of History. Revised third edition. London, N.Y., New
Delhi: Longman. (Ch.1, “Historical Awareness” and Ch.6, “Writing and
Interpretation”).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.6, “Historiographic
Evidence and Confirmation”, Ch.10, “Explanation in Historiography” and Ch.14,
“Historiographic Objectivity”).

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

215
 DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE-3): Travel in History: Trade, Politics and
Society

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Travel in History: 4 3 1 0 12th Pass NIL
Trade, Politics and
Society

Learning Objectives

This paper shall provide an overview of the history of travel. It will acquaint students with
the various genres, contexts and cultural literary traditions in which these travels were
undertaken and written about. The course focusses on the transformative nature of travel
especially the impact of industrialisation. The course will show the student how new
technologies impacted the movement of people and their ability to record their
experiences. Through a critical historical and literary study of a select list of travelogues,
the course would introduce the stu-dents to the varied interests of travellers and their
descriptions of local societies, economic practices and socio-cultural traditions. It will
engage students with a series of problematics and issues arising from writings on cross
cultural engagements and social stereotyping associated with European colonialism. This
course will equip stu-dents to critically read travelogues and commentaries on travels.

Learning outcomes

After completing the course students will be able to:

• Describe and historically analyse various aspects of travel experience and
writing.
• Analyse the the varied and changing engagements of travellers in time.
• Develop the skills to analyse travelogues and critically evaluate cross cultural
literature.
• Critically engage with the Eurocentric emphasis in travel narratives.
• Critically examine questions of colonialism, technology, race, language, gender
and religion in travel narratives.

SYLLABUS OF DSE-3

Unit I: Writing Travel:

1. Writing Travel: Genre, Time and Place

216
 2. Travel in History: Religion, Society and Economy

Unit II: Travel in the Modern Era

1. Industrialisation and a new travel culture: Railways and Photography
2. The Nineteenth and Twentieth centuries

Unit III: Travel, Texts and History (choose any 3 travellers, select at least 1 from each
category)
Travel in the Pre-Modern World: [I] Huen tsang [ii] Marco Polo [iii] Christopher
Colombus [iv] Varthema [v] Jan Huygen van Linschoten [vi] Guru Nanak

B. Travel in the Modern World: [I] Durgabati Das [ii] Cathanar Thomman Paremmakkal
[iii] Rahul Sankrtyaya-na [iv] W. S. Caine [v] Samanth Subramanian [vi] R. L.
Stevenson

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit aims to familiarise the students with travel writing. They will read
about the varied contexts in which travellers come to record their experiences.
Students will be familiarised with how travelogues have been used to enabling cross
cultural engagements, and in establishing certain cultural and social stereotypes. They
shall learn to read travelogues as distinct texts that introduce the readers to layered
visions of diverse communi-ties and practices. (Teaching Time: 15 hours approx.)
• Das, Nandini and Youngs, Tim (Eds.) The Cambridge History of Travel Writing,
Cambridge University Press, Cambridge, 2019
• Gosch, Stephens S., and Stearns, Peter N., Premodern Travel in World History,
Routledge, 2008 p.134-160
• Greenblatt, Stephen, Marvellous Possessions: The Wonder of the New World,
University of Chicago Press, Chicago, 1991
• Kamps, Ivo and Singh, Jyotsna G. (eds.) Travel Knowledge: European
“Discoveries” in the Early Modern Peri-od, Palgrave, New York, 2001
• Moroz, Grzegorz and Szztachelska, Jolanta (eds.) Metamorphoses of Travel
Writing: Across theories, Genres, Centuries and Literary traditions, Cambridge
Scholars Publishing, Newcastle, 2010
• Muzaffar Alam and Sanjay Subrahmanyam, Indo Persian Travels in the Age of
Discoveries 1400-1800, Cam-bridge University Press, Cambridge, 2007
• Petting, Alasdair and Youngs, Tim (eds.) The Routledge Research Companion to
Travel Writing, Routledge, London, 2020

Unit II: In this unit, students shall study about transformations in travel and travel
writing. They shall read about the experience of travel through in a period shaped by
Colonialism and the industrial revolution. The stu-dents will read about how the
introduction of railways and new machines like the camera transformed the nature of

217
travel. They will engage with these transformations alongside questions of race,
gender, and culture in travel narratives. They will engage with how geography, culture,
language, social practices, economic activity and religion have been conceptualised by
different actors. (Teaching Time: 15 hours approx.)
• Edwards, Justin D. And Graulund, Rune (eds.) Postcolonial Travel Writing:
Critical Explorations, Palgrave Macmillan, New York, 2011
• Gharipour, Mohammad and Ozlu Nilay (eds.) The City in the Muslim World:
Depictions by Western Travel Writers, Routledge, London, 2015
• Gupta, Jayati, Travel Culture. Travel Writing and Bengali Women, 1870-1940,
Routledge, London, 2021
• Henes, Mary and Murray, Brian.H., Travel Writing, Visual Culture and Form
1760-1900, Palgrave Macmillan, Singapore, 2016
• Nayar, Pramod K., Indian Travel Writing in. The Age of Empire 1830-1940,
Bloomsbury, Delhi, 2020
• Pratt, Mary Louise, Imperial Eyes: Travel Writing and Transculturation,
Routledge, London, 1992. p. 111-200
• Schivelbusch, Wolfgang, The Railway Journey: The Industrialisation of Time and
Space in the Nineteenth Cen-tury, University of California Press, Oakland, 2014.
p.83-193
• Sohrabi, Naghmeh, Taken for Wonder: Nineteenth-Century Travel Accounts
from Iran to Europe, Oxford Uni-versity Press, New York, 2012
• Youngs, Tim (ed.) Travel Writing in the Nineteenth Century: Filling the Blank
Spaces, Anthem Press, London, 2006
• Zilcosky, John (ed), Writing Travel: The Poetics and Politics of the Modern
Journey, University of Toronto Press, Toronto, 2008. P.3-56

Unit III: In this unit the student will choose travelogues as case studies. The student
will select 3 travelogues from a list of 12. S/he will focus on these three and use the
insights discussed in the earlier units to critically analyse these texts. The learners shall
be encouraged to explore in greater detail specific themes that interest them, such as
gender, religion, race, social practices, technology, architecture, ecology & nature,
economic ex-changes, etc. (Teaching Time: 15 hours approx.)
• Travel in the Pre Modern World: [I] Huen tsang [ii] Marco Polo [iii] Christopher
Colombus [iv] Varthema [v] Jan Huygen van Linschoten [vi] Guru Nanak
• Polo, Marco, Travels, (Trans.Nigel Cliff), Penguin Classics, 2019
• Si-Yu-Ki, Buddhist Records of the Western World: Translated from the Chinese
of Hiren Tsiiang (AD 629) (trans. Samuel Beal), Oriental Books Reprint
Corporation, Delhi,1969
• Gosch, Stephens S., and Stearns, Peter N., Premodern Travel in World History,
Routledge, 2008 p.134-160
• Devahuti, D., The Unknown Hsuan Tsang, Oxford University Press, Delhi, 2006
• Columbus, Christopher, The Four Voyages of Christopher Columbus: Being his
own log book, letters and dis-patches with connecting narratives, (trans. J
Cohen), Oxford, Oxford University Press, 1969

218
 • Varthema, Ludovico Di, The Itinerary of Ludovico Di Varthema of Bologna,
(trans.) John Winter Jones, Asian Educational Services, New Delhi 1997
• Joan-Pau Rubies, Travel and Ethnology in the Renaissance: South India through
European Eyes, 1250-1625, Cambridge University Press, 2000. p. 1-84, 164-250
• Linschoten, Jan Huygen van, The Voyage of Jan Huygen van Linschotento the
East Indies: From the Old Eng-lish translation of 1598, vol I and II, Hakluyt
Society, London, 1885
• Kohli, Surinder Singh, Travels of Guru Nanak, Punjab University Publication
Bureau, 1978

B. Travel in the Modern World: [I] Durgabati Das [ii] Cathanar Thomman Paremmakkal
[iii] Rahul Sankrtyaya-na [iv] W. S. Caine [v] Samanth Subramanian [vi] R. L. Stevenson
• Das, Durgabati, The Westward Traveller (ed & trans by Somdatta Mandal),
Orient Blackswan, January 2010
• Paremmakkal, Cathanar Thomman, Varthamanappusthakam, An account of the
history of the Malabar Church between the years 1773 and 1786 with special
emphasis on the events connected with the journey from Malabar to Rome via
Lisbon and back undertaken by Malpan Mar Joseph Cariattil and Cathanar
• Thomas Paremmakkal, (trans. Placid J. Podipara, CMI), Orientalia Christiana
Analecta 190, Pont. Institutum Orientalium Studiorum, Roma, 1971
• Sankrtyayana, Rahul, Volga to Ganga: A Picture in Nineteen Stories of the
Historical, Economic and Political Evolution of the Human Society from 6000
B.C. to 1922 A.D. (trans.. Victor Gordon Kiernan), Punjab Book Centre, 2015
• Irumbayam, George, Books of Yesteryears - I : ‘Varthamanapusthakam’ : The
first ever travelogues in Indian languages, Indian Literature, July-August, 1987,
Vol 30, No 4 (120) July-August 1987, pp. 81-85
• Caine, W.S., Picturesque India: A Handbook for European Travellers, George
Routledge and Sons, London 1891
• Manfredi, Carla, Robert Louis Stevenson’s Pacific Impressions: Photography
and Travel Writing, 1888-1894, Palgrave macmillan, Switzerland, 2018.
• Stevenson, R.L. In the South Seas: The Marquesas, Paumotus and Gilbert
Islands, Deadtree Publishing, Lon-don, 2013
• Subramanian, Samanth, Following Fish: Travels around the Indian Coast,
Penguin, Delhi, 2010

Suggestive readings
• Banerjee, Rita, India in Early Modern English Travel Writing: Protestantism,
Enlightenment, and Toleration, Brill, Leiden, 2021.
• Brock, Aske Laursen, Meersbergen, Guido Van and Smith, Edmond, Trading
Companies and Travel Knowledge in the Early Modern World, Hakluyt Society
Studies in history of Travel, Routledge 2022
• Clarke, Robert, The Cambridge Companion to Postcolonial Travel Writing,
Cambridge University Press, Cam-bridge, 2018
• Elsner, Jas and Rubies, Joan-Pau, Voyages and Visions: Towards a Cultural
History of Travel, Reaction Books, 1999.

219
 • Grewal, Inderpal, Home and Harem: Nation, Gender, Empire and the Cultures
of Travel, Duke University Press, Durham, 1996
• Mueller, Christian and Salonia, Matteo (eds.) Travel Writings on Asia: Curiosity,
Identities and Knowledge Across the East, c. 1200 to the Present, Palgrave
Macmillan, Singapore, 2022
• Peterson, Jennifer Lynn, Education in the School of Dreams: Travelogues and
Early Nonfiction Film, Duke Uni-versity Press, Durham, 2013
• Taylor, Tom, Modern Travel in World History, London, Routledge, 2022
• Rodenas, Adriana Mendez, Transatlantic Travels in Nineteenth century Latin
America: European Women Pil-grims, Bucknell University Press, Lewisburg,
2014

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

220
 COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

GENERIC ELECTIVES (GE-1): Media and Cinema

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-
course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
Media and Cinema 4 3 1 0 12 Pass NIL
th

Learning Objectives

The course will apprise the students with the elementary outlines of the history of media
in India, from its beginnings to contemporary times. The different forms of media – Print,
Audio-Visual and Electronic – the modes and methods will be discussed, and the potent
ways in which technology and larger socio-political and economic trends intersected will
be highlighted.

Learning outcomes

Upon successful completion of the course, students will be able to:

• Delineate the historical context within which the beginnings of each media
platform can be understood.
• Analyze the state’s attempts to control and organize media output through laws
and policies.
• Explain the conjunctures of technological breakthroughs, advances and larger
socio- economic and political matrices.
• Better appreciate the trends in media production, and its efforts in engaging
with current ideological and socio-political issues.

SYLLABUS OF GE-1
Unit I: Forms and Contexts - 9 Hours
1. Introduction – Types of media to be studied and their unique Indian context
and adaptations

221
 2. Significance and impact of media in history

Unit II: Press/Print media - 9 Hours

1. Press censorship in British India; Vernacular Press Act
2. Role of the Indian press in the freedom movement; views of Leaders,
3. Press in India after independence

Unit III: Radio Transmission - 9 Hours

1. Radio Transmission in Colonial India – Foundation, Inter-war years; AIR
Programming, Expansion and broadening of listenership base
2. Establishment and Expansion of Akashvani after 1947 – The Keskar years;
Classical vs. Popular; Radio Ceylon and Vividh Bharati
3. Government Policies and Bandwidth matters since the 1970s – end of License
Raj; FM Radio Wave; Community Radio; Podcasts

Unit IV: The Cinematic Turn - 9 Hours

1. Cinema during Colonial Period - Silent Era, Genres, Censorship
2. Post-Independence Cinema till 1980s- Nation Building, Mainstream Cinema and
Parallel Cinema
3. Era of Liberalization, Globalization and Privatization- Changes in Production,
Distribution and Exhibition, Experimental Cinema

Unit V: Studying Television and Digital Media - 9 Hours

1. Television in India-The Doordarshan era- Entertainment, Infotainment
2. Rise of the Satellite TV – Soap Operas and 24x7 News, Changes and Effects
3. Digital Media - Effects of Digital Media - Privacy and Surveillance,
Misinformation and Disinformation

Essential Readings
• Krishna Murthy, Nadig (1966): lit&& Journalism - Origin Growth and
Development of Indian Journalism from Ashoka to Nehru, Prasaranga,
University of Mysore.
• Devika Sethi: War over Words : Censorship in India, 1930-1960, Cambridge
University Press (2019)
• AS Iyengar: Role of Press and Indian Freedom Struggle, APH Publishing
Corporation (2001)
• Dismembering media diversity: A tryst with two press commissions by Vibodh
Parthasarathi
https://journals.sagepub.com/doi/abs/10.1177/0163443721994552
• भारत क� समाचार पत्र क्रांत,र् रॉबर्न जेफ्◌ी
• Sarkar, S. 2015. Modern Times: India 1880s to 1950s: Environment, Economy,
Culture.
• New Delhi: Orient Blackswan
• Khanna, A. 2019. Words. Sounds. Images: A History of Media and
Entertainment in India. New Delhi: Harper Collins

222
 • Chatterjee, K, 2020. Media and Nation Building in Twentieth-Century India: Life
and Times of Ramananda Chatterjee. New Delhi: Routledge
• Malik, K.K. Mixed Signals: Radio Broadcasting Policy in India
• Bandopadhyay, P.K. 2015. The Genesis and Growth of Broadcasting in India:
From Lionel Fielden to The Present Day
• Gupta, P.S. 2001. “Radio and the Raj.” Power, Politics and the People: Studies
in British Imperialism and Indian Nationalism. New Delhi: Permanent Black, pp
447-80.
• Lelyveld, D. 1995. “Upon the Subdominant: Administering Music on All India
Radio.” Social Text, Vol. 39, pp 111-27
• Pinkerton, A. 2008. “Radio and the Raj: Broadcasting in British India, 1920-
1940.” Journal of the Royal Asiatic Society, Vol. 18, No. 2, pp 167-91.
• Rangoonwala, Firoze, Bhartiya Chalchitra Ka Itihas, Rajpal & Sons, Delhi, 1975
• Kaul, Gautam, Cinema and the Indian Freedom Struggle, Sterling Publishers Pvt.
Ltd., Delhi, 1999
• Sharma, Manoj, National Movement and Currents of Social Reform in Hindi
Cinema: 1931-1947, Proceedings of Indian History Congress, Vol. 66, (2005-
2006), pp.492-498, JSTOR
• Vasudev, Aruna, New Indian Cinema, Delhi, MacMillan, 1986
• Thoravel, Yves, The Cinemas of India, Macmillan, Delhi, 20
• Rini Bhattacharya Mehta & Rajeshwari V. Pandharipande ed,
Bollywood and Globalisation; Indian Popular cinema: Nation and
Diaspora, Anthem press, London, 2010
• Ghose, B. Doordarshan Days. Penguin/Viking, (2005)
• डॉ. परमवीर स�ह , भारतीय टे लव
र् र्ज़न का इतर्हास। एडुक्र�एशन पब्लर्श�ग, (२०१७)

Suggestive readings
• Chandra, Bipin, Mridula Mukherjee, Aditya Mukherjee, K N Pannikkar, Sucheta
Mahajan: India’s Struggle For Independence 1857-1947 (1987), Penguin Books.
Chapter 8. The Fight To Secure Press Freedom.
• बर्पन
र् चंद्र, �म ृ ल लर्ए संघ�ष।◌ा मखजी, आर्ि◌त्य मुखजी, के एन पन्नीकर, सुचेता
महाजन: भारत का स्वतंत्रता संघ�ष, अध्याय आठ- प्रेस क� आज़ाि◌◌ी केरामशरण
जोशी, मीडर्या और बाजारवाि◌
• Kripalani, C. 2018. “All India Radio’s Glory Days and Its Search for Autonomy” in
Economic and Political Weekly, Vol. 53, No. 37, pp 42-50.
• Jhingan, S. 2011. “Re-embodying the Classical: The Bombay Film Song in the
1950s” in Bioscope, Vol 2, No. 2, pp 157-79
• Short, K. R. M. ed., Feature Film as History, Croom Helm Ltd., London, 1981
• Saari, Anil Hindi Cinema: An Insider’s View, OUP Delhi, 2009
• Sinha, Mala and Chauhan, Vishal (2013). Deconstructing LajjA as a Marker of
Indian Womanhood. Psychology and Developing Societies. 25 (1): pp.133-163.
Available at: https://doi.org/10.1177/0971333613477314
• Lectures on Cinema - https://www.youtube.com/user/cecedusat

223
 • Butler, Bred and Mirza, Karen, The Cinema of Prayoga: Indian Experimental Film
and Video 1913-2006, published in 2006
• Conrad, P. (2016). Television: The medium and its manners. Routledge
• डॉ.तयाम कतयप एवं मकु ◌े श कु मार (२००८) टे लव
र् ज़
र् न क� कहानी। नई र्ि◌ल्ल�:
राजकमल प्रकाशन

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

224
 GENERIC ELECTIVES (GE-2): Gender in Modern World

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-requisite
course criteria of the course
Lecture Tutorial Practical/
Practice
Gender in Modern 4 3 1 0 12th Pass NIL
World

Learning Objectives

The course seeks to introduce students to the location of gender in the historical pasts of
the modern world. It focusses on different regions and locations, and analyses complexities
of historical issues involving women's representation, mass movement and gendered
mobilization.

Learning outcomes

After the completion of the course the students would be able to

• Understanding larger histories of patriarchy and feminism
• Analyse gender realities in international contexts
• Discuss issues of gender in world history in comparative frames
• Delineate women's movements across different regions of the world

SYLLABUS OF GE-2

Unit I: Historicizing Gender: Patriarchy, Matriarchy and Feminism

Unit II: Gender in the French Revolution: Women’s participation; iconography
Unit III: Liberal Democratic Women’s movements: Case Studies- Britain/ USA/South
Africa
Unit IV: Women in the Socialist, Communist & Other Political Mobilization-Russian
Revolution/ Chinese Revolution/ West Asia

Practical component (if any) - NIL

Essential/recommended readings
Unit I. The unit aims to make students conversant with the conceptual issues around
Gender with a special focus on patriarchy and feminism. (Teaching Time: 9 hours
approx.)

225
 • Bock, Gisela. (1989). “Women’s History and Gender History: Aspects of an
International Debate”. Gender and History, Vol. 1, no.1, pp. 7-30.
• Learner, Gerda. (1987). The Creation of Patriarchy. New York and Oxford: OUP.
(Chapters 1 and 10).
• Michelet, Juliet and Ann Oakley. (Eds.). (1986). What is Feminism? London:
Pantheon books. (Introduction).
• Smith, Bonnie G. (Ed.). (2008). Encyclopedia of Women in World History. New
York: Oxford University Press [IV Volumes relevant sections].
• Weisner-Hanks, Merry. (2007).” World History and the History of Women,
Gender, and Sexuality”. Journal of World History vol. 18 no.1, pp. 53-67.
• Millet, Kate. (2000). Sexual Politics. Urbana and Chicago: University of Illinois
Press. pp. 23-58.

Unit II. The focus in the unit is on the significant role played by women in the French
Revolution and how the French political paintings of the time reflected a growing
image of the revolution from a gendered perspective. (Teaching Time: 9 hours
approx.)
• Graham, Ruth. (1984). “Loaves and Liberty: Women in the French Revolution”.
in
• Bridenthal Renate and Claudia Koonz (Eds.). Becoming Visible: Women in
European History. New York: Monthly Review Press, pp. 236-54.
• Juneja, Monica. (1996). “Imaging the Revolution: Gender and Iconography in
French Political Prints”. Studies in History vol. 12 no.1, pp. 1-65.

Unit III. The unit elucidates the trajectory of women’s movement across different
countries in 19th and 20th century such as Britain/ USA/South Africa. It bears
testimony to developing women’s consciousness in the realm of suffrage movement,
rights, and law. (Teaching Time: 12 hours approx.)
• Harrison, Patricia Greenwood. (2000). Connecting Links: The British and
American
• Women’s suffrage movements, 1900-1914. Westport, CT: Greenwood Press.
(Introduction)
• Wingerden, Sophia A. (1999). The Women’s Suffrage Movement in Britain,
1866-1928. New York: St. Martin’s Press. Chapter 4, pp. 70-95.
• DuBois, Ellen Carol. (1999). Feminism and Suffrage: The Emergence of an
Independent Women's movement in America 1848-1869. Ithaca: Cornell
University Press. (Introduction)
• Lodge, Tom. (1983). Black Politics in South Africa since 1945. New York:
Longman Group Limited. Chapter-6, pp. 139-152.

Unit IV. The focal point in the unit is to analyze the question of Gender in the Russian
Revolution or the Chinese revolution or West Asia. Questions of women’s agency,
participation and mobilization will be discussed. (Teaching Time: 12 hours approx.)
• Rosenthal, Bernice Glatzer. (1984). “Love on the Tractor: Women in the Russian
Revolution and After”. In Bridenthal Renate and Claudia Koonz (Eds.), Becoming

226
 Visible: Women in European History. New York: Monthly Review Press, pp. 370-
399.
• Gilmartin, Christina. (1995). Engendering the Chinese Revolution: Radical
Women, Communist Politics and Mass Movements in the 1920s. Berkeley:
University of California Press. Chapter 3& 7, pp. 71-95 & 174-200.
• Mernissi, F. (1987). Beyond the Veil: Male-Female Dynamics in Modern Muslim
Society. Bloomington: Indiana University Press. Chapter 1 &2, pp. 56-116.
• Moghadam, V. M. (2003). “Islamist Movements and Women’s Responses”. In
Valentine Modghadam, Modernizing Women: Gender and Social Change in the
Middle East. London: Lynn Rienner, pp. 151-92.

Suggestive readings -
• Bose, R.B. (1995). “Feminism, Women and the French Revolution”. Historical
Reflections/Reflexions Historiques. Vol. 21, No. 1. pp. 187-205. Berhghahn
Books.
• Landes, Joan, B. Women and the Public Sphere in the Age of the French
Revolution.
• Morgan, Sue. (2006). “Introduction: Writing Feminist History: Theoretical
Debates and Critical Practices”. In Sue Morgan. (eds.). The Feminist History
Reader. Routledge, pp. 1- 47.
• Scott, Joan W. (1986). “Gender: A Useful Category of Historical Analysis”. The
American Historical Review, vol, 91. No. 5, pp. 1053-75.
• Melzer, Sara E. and Leslie W. Rabine. (1992). “Introduction”. In Sara E. Melzer
and Leslie
• W. Rabine. (eds.) Rebel Daughters: Women and the French Revolution. New
York: Oxford University Press, pp. 3-11.
• Tilghman, Carolyn. (2011). “Staging Suffrage: Women, Politics and The
Edwardian Theatre”. Comparative Drama, vol. 45, no. 4, pp. 339-60.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

227
 GENERIC ELECTIVES (GE-3): History of Textiles

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice
History of 4 3 1 0 12th Pass NIL
Textiles

Learning Objectives

This course explores the ways in which textiles has been approached, appropriated and
understood in Indian history and beyond. The patterns in which textiles have been situated
in history, how they are made, what they are made of, where they are made, what use or
function they serve, what they codify for different communities, rituals and events, their
historical and economic significance, etc. will be our main focus. The multiple narratives
embedded in textiles, especially the hand woven and handcrafted textiles, which go back
millennia and which, through centuries, have linked India to the rest of the world will
enable the students to dialogue with a great culture of textiles.

Learning outcomes

Students will also learn what textile can tell us about trade and commerce, empire,
gender, sexuality, class, race, industry, revolution, nation-building, identity politics and
globalization. We will aim simultaneously to see textile and material culture more
generally, as playing a fundamental role in the shaping of our past.

Theory and Practical/ Field work/Hands-on-learning

Through the course students are expected to continuously interact with the textile
sector through programmes built into the academic curriculum like field studies,
internships, design projects, audio-visual projects and its cluster initiatives.

SYLLABUS OF GE-3

Unit 1: Textiles (Past to Present)

1. Sources and Historiography
2. Textiles in ancient India.
3. Textiles in Medieval India.
4. Textiles in Modern India.
5. Textiles in Contemporary India.

228
Unit 2: Theories of evolution of Textiles and Regional perspectives.
1. Local skills, Craftsmen (Case study of Weavers, Iron Smith and Carpenters) and
Knowledge systems of Textiles.
2. Textiles of North, East, South, West and North-East.
3. Traditional and tribal costumes of India – North, East, South, West and North-
East. d) Effect of textile culture and colours for different ceremonies and
occasions.

Unit 3: Material Culture of Textiles: Study of Textile Crafts of India: with reference to
history, production centers, techniques, designs, colours, products and gender (Case
study of Female Weavers).
1. Woven Textiles: Benaras Brocades, Jamdanis and Baluchars of Bengal, Kani
Shawls of Kashmir, Bhagalpuri Silk and Kachipuram Silk.
2. Embroidered Textiles: Kanthas of Bengal, Kasuti of Karnataka, Phulkari of
Punjab, Chikankari of Uttar Pradesh, Kashida of Kashmir, Gujarat embroideries.
3. Painted and Printed textiles: Kalamkaris of Andhra Pradesh, Dabu printing of
Rajasthan, Ajarakh prints of Gujarat.
4. Dyed textiles: Bandhnis of Rajasthan and Gujarat, Ikats- Patola of Gujarat,
Bandhas / Sambalpuri of Orissa and Telia Rumal of Andhra Pradesh

Unit 4: Making of Modern Textiles, Responses and Resistance.

1. Introduction of Powerloom and Weavers.
2. Khadi, Gandhi and Indian Nationalism.
3. Conservation and Preservation of Textiles
4. Textiles and Globalization.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: The Unit will give an overview to the paper through sources, historiography and
past history and present conditions of the textile. (Teaching Time: 9 hours approx.)
• Harris J, 5000 years of Textiles, British Museum, London, 1993.
• Prasannan Parthasarathi and Giorgio Riello, eds, The Spinning World: A Global
History of Cotton Textiles, 1200-1850 (Oxford, 2009).
• Ray, Tirthankar., Cloth and Commerce: Textile in Colonial India, Sage
Publications, Delhi, 1996

Unit II: The Unit discusses the Local skills, Knowledge systems, Textiles and Traditional
and tribal costumes of India – North, East, South, West and North-East., Effect of
textile culture and colours for different ceremonies and occasions. (Teaching Time: 12
hours approx.)
• Braj Bhushan, Jamila, The Crafts of Weavers, the Costumes and Textiles of India,
D.E. Tarapore
• Valla Sons and Co. Pvt. Ltd., Bombay, 1958.

229
 • Chattopadhaya, Kamaladevi, Handicrafts of India, Wiley Eastern Limited, New
Delhi, 1995. Coomarswamy, Ananda K., The Arts and Crafts of India and Ceylon,
London,UK: T.N. Foulis, 1913
• Emma Tarlo, Clothing Matters: Dress and Identity in India, Chicago, University
of Chicago Press, 1996.
• Rai, Santosh Kumar, “Pleasures of Fashion and sorrows of Production—the
Handloom industry in united Provinces, india, 1860s–1940” in Seema Bawa, ed.,
Locating Pleasure in Indian History.
• Prescribed and Proscribed Desires in Visual and Literary Cultures, New Delhi:
Bloomsbury, 2021, pp.243-265.

Unit III: The Unit will help students understand the study of Textile Crafts of India such
as woven, embroidered, dyed textiles from various parts of India and production
centers, techniques as well. The students will also become aware of the gender issues
associated with the textiles. (Teaching Time: 12 hours approx.)
• Dhamija, Jasleen, The Survey of Embroidery Traditions in Textiles and
Embroideries of India, Mark Publications, Bombay, 1965.
• Diana Crane, Fashion and Its Social Agendas, Chicago, University of Chicago
Press, 2000.
• Chattopadhyaya, Kamaladevi, Indian Embroidery, Wiley Eastern, New Delhi,
1977. Jayakar. Pupul, Textiles and embroideries of India, Bombay, Marg
Publications,1956. Maheshwari, A.K., & Sivaprakasam, P., Status of Women
Weavers in Handloom Sector, 2002
• Rai, Santosh Kumar, “Weaving Hierarchies: Production Networks of the
Handloom Industry in Colonial Eastern Uttar Pradesh”, in Studies in History,
August 2012, vol. 28, no.2, Sage Publications, Los Angeles/London, ISSN:0257-
6430, eISSN:0973-080X, pp.203-230.
• Sudan, Amrik Singh., Marketing of Handloom Products in J&K, Anmol Publishing
Pvt. Ltd., New Delhi, 1977.
• Verma, R., & Verma, J. (2014). Historical Transition from Cultural Entrepreneurs
to Commercial Entrepreneurs: A Case Study of Handloom Weavers of North
East India. Journal of Business Management and Information Systems, 1(1),
131-140. Retrieved from
https://qtanalytics.in/journals/index.php/JBMIS/article/view/125.

Unit IV: This Unit emphasizes introduction of powerlooms, Gandhi’s contribution,

Khadi, preservation and globalizing process. (Teaching Time: 12 hours approx.)
• Hussain, Majid, N.S. Olaniya, Indian Textiles in the 20th century: Crisis in
transformation, Marg
• Publications, 2000.
• Kanakalatha, M and Syamsundari, B., Traditional Industry in the New Market
Economy: The Cotton Handlooms of Andhra Pradesh, Sage Publications, Delhi,
2011.
• Riello, Giorgio and Tirthankar Ray, How India Clothed the World, The World of
South Asian

230
 • Textiles 1500-1850, Brill, 2009.
• Rai, Santosh Kumar, ‘Colonial Knowledge Economy: Handloom Weavers in Early
Twentieth- Century United Provinces, India’, International Review of Social
History, Cambridge University Press, March 2022, pp.1-31.
• Verma, R., Panda, S., & Bansal, V. (2015). Dwindling Handloom, Sinking Weavers
in Western
• Uttar Pradesh: A Case Study of Pilkhuwa, Amroha and Muradnagar. Journal of
Business
• Management and Information Systems, 2(1), 10-20.
https://doi.org/10.48001/jbmis.2015.0201002.

Suggested Reading:
• Bernard S. Cohn, ‘Cloth, Clothes and Colonialism: India in the Nineteenth
Century’, in Cloth and Human Experience, ed. A. Weiner and J. Schneider,
Washington: Smithsonian Books, 1989, pp. 106–62.
• Brouwer,Jan . (1995) The Makers of the World: Caste, Craft and Mind of South
Indian Artisans.
• Delhi: OUP. h tC.A. Bayly, ‘The Origins of Swadeshi (Home Industry): Cloth and
Indian Society, 1700–1930’, in Origin of Nationality in South Asia: Patriotism
and Ethical Government in the Making of Modern India, ed. C.A. Bayly, Delhi:
Oxford University Press, 1998, pp. 172–209.
• Das, Shukla, Fabric Art- Heritage of India, Abhinav Publications, New Delhi,
1992.
• Dhamija, Jasleen. (1981) ‘Women and handicrafts: myth and reality’, Seeds, 4:1-
16.
• Dhamija, Jasleen. (Eds.), Sacred Textiles of India. Mumbai: Marg
Publications,2014.
• Jayakar, Pupul and Irwin John. (1956) Textiles and Ornaments of India : A
Collection of Designs, New York, UK.
• McGowan, Abigail. (2009) Crafting the Nation in Colonial India. New York, USA:
Palgrave Macmillan.
• Nita Kumar, The Artisans of Banaras: Popular Culture and Identity, 1880–1986,
Princeton: Princeton University Press, 1988.
• Ramaswamy, Vijaya, Textiles and Weavers in Medieval South India. Delhi,
Oxford University Press, 1985.
• Varadrajan, Lotika.(1983) Traditions of Textile Printing in Kutch, Ajrakh and
Related Techniques.
• Ahmedabad.India: New Order Book Company,1983.

Selected Websites and Films:

• http://www.paramparikkarigar.com/artandcraft.html
• http://www.paramparikkarigar.com/artandcraft.html
• http://collections.vam.ac.uk/item/O77243/textile-unknown/
• http://collections.vam.ac.uk/item/O68430/textile-unknown/

231
 • http://thedreamstress.com/2014/07/brocade-and-jacquard-whats-
thedifference- or-the-history-of-the-jacquard-loom-and-all-the-weaves-it-
cancreate/
• Anjuman (1986), Film on Lucknow ‘chikan’ embroidery workers directed by
Muzaffar Ali.
• The True Cost, (2015), documentary film that focuses on fast fashion, directed
by Andrew Morgan.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

232
 DEPARTMENT OF GEOGRAPHY
Category I
(B.A. Honours in Geography in three years)

SEMESTER-IV

DISCIPLINE SPECIFIC CORE COURSE – OCENOGRAPHY (DSC 10)

Duration (Hrs per week)

Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
OCEANOGRAPHY Class
4 3 1 0 NIL
12th

Learning Objectives:
The Learning Objectives of this course are as follows:
• To enable the learner to understand the basics of oceanography.
• To enable the learner to explain the configuration of the ocean bottom
• To enable the learner to discuss ocean water and its unique ecosystem
• To equip the learner to appreciate and elaborate the problems and policies for
sustainable oceans
•
Learning Outcomes:
The Learning Outcomes of this course are as follows:
• The students would be able to comprehend and establish the relationship between
human action and global ocean conditions. They would be able to explain the ocean
as a regulator of global climate.
• Illustrate the dynamic ocean bottom topography and appreciate the circulation of cold
and warm Ocean currents.
• Discuss the salinity and temperature distribution of ocean water on a three-
dimensional spatial perspective.
• Elaborate the marine ecosystems as well as explain the problems and address the
policies to resolve them.

233
Course Outline:
UNIT 1: Introduction to Oceanography: (8 hrs)
• Significance of Oceanography, Human actions and the Oceans, Challenges to
Sustainability of Marine Ecosystems, Role ofSea surface Temperature (SST) as Global
Climate Regulator
UNIT 2: Geomorphological Oceanography: (8 hrs)
• Ocean Bottom Topography – Relief ofOcean Floor with Global examples
UNIT 3: Physical and Chemical Oceanography: (9 hrs)
• Properties of Ocean Water: Salinityand Temperature (Horizontal and Vertical
Distribution); Oceanic currents
UNIT 4: Biological Oceanography: (10 hrs)
• Marine Ecosystems: Coral Reef, Mangrove, Openand Deep Sea

UNIT 5: Sustainability of Oceans- Problems and Policies: (10 hrs)

• Marine Challenges andManagement, Marine Policy: Integrated Coastal Zone
Management (ICZM) with reference to India and SDG 14; Life Below Water

Readings
• Basu S.K. (2003). Hand Book of Oceanography. Global Vision, Delhi.
• Davis, R. J.A. (1996). Oceanography: An Introduction to the Marine Environment. Brown
Co, Lowa.
• Garrison, T. (2016). Oceanography: An Invitation to Marine Science. 9th ed, Cengage
Learning, Boston.
• Lal. D.S. (2003) Oceanography. Sharada Pustak Bhavan, Allahabad.
• Pinet, P.R. (2014). Invitation to Oceanography. 7th ed, Jones and Barlett Publishers,
Burlington.
• Sharma, R. C. and Vatal, M. (2018) Oceanography for Geographers. Surjeet Publications,
Delhi.
• Singh, S. (2015). Oceanography. Pravalika Publication, Allahabad,
• Sverdrup K. A. and Armrest, E. V. (2008). An Introduction to the World Ocean. McGraw
Hill, Boston.
Readings (Hindi)
• Gautam, A. (2005) Jalwayu Evam Samudra Vigyan. Rastogi Publication, Meeruth.
• Kulshrestha, K.P. (2004). Samudra Vigyan. Kitab Ghar, Kanpur.
• Singh, S. (2015). Samudra Vigyan. Pravalika Publication, Allahabad.
• Tiwari, R. K. (2016). Bhautik Bhugol. Rajsthan Hindi Granth Academy, Jaipur.

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 DISCIPLINE SPECIFIC CORE COURSE – ECONOMIC GEOGRAPHY
(DSC 11)

Duration (Hrs per week)

Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
ECONOMIC Class
4 3 1 0 NIL
GEOGRAPHY 12th

Learning Objectives:
• To evolve an understanding about the significance of space and time as attributes
of human economic activities.
• To comprehend the role of geographical factors in determining the transformation
of human economic activities.
• To develop an understanding of historical progression of trends and transformation
of Primary, Secondary and Tertiary economic activities.

Learning Outcomes:
• To enable the learner to appreciate the role of geographical parameters in
determining various economic activities and to understand the scope of economic
geography, differentiating it from classification of economic activities.
• To enable the learner to assess and analyse the role of space and location in pursuit
of economic activities.
• To enable the learner to develop the capability of analyzing transformation of
economic activities with reference to space, time and diffusion of technology.

Course Outline

UNIT 1: Introduction: (10 hrs)

• Nature, scope and concepts and Approaches to EconomicGeography;

Classification of Economic activities.
UNIT 2: Locational Factors of Economic Activities: (9 hrs)
• Factors affecting location of economic activities in agriculture industry and services;
Weber’s Theory of IndustrialLocation.

UNIT 3: Transitions and emerging trends in primary and secondary economic

activities: (9 hrs)

• contemporary agriculture, Agro based Industry; SEZ and Technology Parks.;

Pharmaceutical Industry

235
 UNIT 4: Progressions in Tertiary Activities: (9 hrs)

• Case study approach to Knowledge basedindustries; IT enabled Services industry;

Wellness industry

UNIT 5: Globalization of Economic activities: (8 hrs)

• globalization, liberalization, Ecommerce, gig economy (selected case studies)

Readings
• Alexander J. W., 1963: Economic Geography, Prentice-Hall Inc., Englewood Cliffs,
New Jersey.
• Coe N. M., Kelly P. F. and Yeung H. W., 2007: Economic Geography: A Contemporary
Introduction,Wiley-Blackwell.
• Roy, Prithwish, 2014, Economic Geography, New Central Book Agency.
• Combes P., Mayer T. and Thisse J. F., 2008: Economic Geography: The Integration of
Regions and Nations, Princeton University Press.
• Wheeler J. O., 1998: Economic Geography, Wiley..
• Maurya, S. D., 2018, Economic Geography, Pravalika Publication, Allahabad.
• Bagchi-Sen S. and Smith H. L., 2006: Economic Geography: Past, Present and Future,
Taylor and Francis.
• Singh, S. and Saroha, J., 2021, Human and Economic Geography, Pearson.
• MacKinnon, D, and Cumbers A., 2007, An Introduction to Economic Geography:
Globalization, Uneven Development and Place, Harlow: Pearson Education.
• Mamoria, C. and Joshi, R., 2019, Aarthik Bhugol (Economic Geography), Sahitya
Bhawan Publication, Agra. (Hindi Edition).

DISCIPLINE SPECIFIC CORE COURSE – FUNDAMENTALS OF GIS

(PRACTICAL) (DSC 12)

Credits Duration (Hrs per week) Prerequisite

Course title & Practical/ Eligibility
Lecture Tutorial
Code Practice Criteria
FUNDAMENTALS OF GIS
Class
(PRACTICAL) 4 2 0 2 NIL
12th

Learning Objectives:
The learning objectives of this course are as following:
• In this course the students will get the basic understanding of the concept of GIS, its
definitions and components and its significance in geographical study.

236
 • They will gain the working experience to handle digitally, both spatial and attribute
geographical data, its collection, storage and management through GIS and the use of
locational specific data in GIS using GPS.
• They learn the fundamental steps in data analysis and the GIS application to the
geographical study of land uses, urban sprawl, and forests through the means of
spatial mapping.

Learning Outcomes:
Through this practical, hands-on course the students will be able to know the GIS basics and
when completed they would be able to:
• Develop a basic understanding of GIS skills and learn to work on a GIS Software using
computer/ laptop/ and or any other digital medium.
• Understand GIS Data Structures and GIS Data Analysis for geographical enquiry.
• Learn to apply basic GIS operations/skills to analyse the spatial data for mapping,
monitoring and to detect both spatial and temporal changes in land use/cover, forests,
urban sprawl, and natural resources.
• Students will be aware of spatial thinking and its manifestation in resolving issues
through this computer-based technology.

Course Outline
UNIT 1: Geographical Information System/Science (GIS): (5 hrs)
• Definition and overview,Components, Different types of GIS Software, Significance
and emerging trends.

UNIT 2 : GIS Data Structures: (5 hrs)

• Types (spatial and non-spatial), Point, Line and Area;Raster and Vector Data
Structure, Database Management System (DBMS).

UNIT 3: GIS Data Analysis – I: (5 hrs)

• Data Input; Methods, Geo-referencing, GPS for GIS Data creation, Digitization, Input of
Attribute data, Data Editing; Errors in input data, BasicGeo-processing tools.

UNIT 4: GIS Data Analysis – II: (5 hrs)

• Query and Output; Conversion, Buffering, Overlays, MapLayout

UNIT 5: Application of GIS : (5 hrs)

• Land Use / Land Cover Change, Morphometric Analysis,Urban Studies

Practical Record: 60 Hrs.

• A record file consisting of 5 exercises using any GIS Software.
• The exercises should focus on any one of the above-mentioned applications based on
using vector / raster data layers for Query analysis /Proximities / Finding relationship /
Seeing Patterns / monitoring change.

237
Readings:
• Bhatta, B. (2010). Analysis of Urban Growth and Sprawl from Remote Sensing, Berlin,
Germany: Springer.
• Burrough, P.A., McDonnell, R.A. and Lloyd, D. McDonnell (2016). Principles of
Geographical Information Systems, UK: Oxford University Press.
• DeMers M. N., 2000: Fundamentals of Geographic Information Systems, NJ, USA: John
Wiley & Sons.
• Gomarasca, M. A. (2009). Basics of Geomatics. NY, USA: Springer Science.
• Heywoods, I., Cornelius, S and Carver, S. (2006). An Introduction to Geographical
• Information system. NJ, USA: Prentice Hall.
• Jones, C. B. (2014). Geographical Information Systems and Computer Cartography.
London, UK: Taylor& Francis.
• Longley, P. A., Goodchild, M., Maguire, D. J., & Rhind, D. W. (2010). Geographic
Information Systems and Science. NJ, USA: John Wiley & Sons.
• O’Sullivan, D., & Unwin, D. (2014). Geographic Information Analysis. NJ, USA: Wiley.
• Saha K and Froyen YK (2022) Learning GIS Using Open Source Software: An Applied
Guide for GeoSpatial Analysis, Routledge
• Singh, R.B. and Murai, S. (1998). Space Informatics for Sustainable Development.
NewDelhi, India: Oxford and IBH.

Suggestive:
• Chang K.-T., 2009: Introduction to Geographic Information Systems, McGraw-Hill.
• Chauniyal, D.D. (2010). Sudur Samvedanevam Bhogolik Suchana Pranali. Allahabad,
India: Sharda Pustak Bhawan.
• Clarke K. C., 2001: Getting Started with Geographic Information Systems, NJ, USA:
Pearson Prentice Hall.
• Elangovan.K (2020) GIS Fundamentals, Applications, and Implementations, New India
Publishing Agency
• Kumar, Dilip, Singh, R.B. and Kaur, R. (2019). Spatial Information Technology for
• Sustainable Development Goals. New Delhi, India: Springer.
• Nag, P. (2008). Introduction to GIS. New Delhi, India: Concept.
• Sarkar, A. (2015) Practical geography: A systematic approach. New Delhi, India:Orient Black
Swan Private Ltd.

238
 DISCIPLINE SPECIFIC ELECTIVE COURSE – GEOGRAPHY OF
HIMALAYAS (DSE 3)

Duration (Hrs per week)

Course title& Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
GEOGRAPHY
Class
OF HIMALAYAS 4 3 1 0 NIL
12th

Learning Objectives:
• Understanding the importance of the Himalayan Mountains.
• Various aspects of the physical and human geography of the Himalayan mountain
ranges.
• Understanding of climate change adaptation practices and initiatives by international and
national agencies and communities.

Learning outcomes:
• To enable understanding of origin and, Political-Climatological-Social-Spiritual-
Ecological significance of the Himalayan Mountain ranges.
• To understand the distinct physiography, climatology, hydrology, population dynamics,
livelihood options, and developmental activities in the Himalayan Mountain ranges.
• To appreciate climate change and human activities-led impacts in the Himalayan region
and related initiatives to cope up with these impacts.

Course Outline

Unit 1: Understanding Himalayan Mountains: (5 hrs)

• Origin, Climatological-Social-Spiritual-Ecological significance.

Unit 2: Geography of the Himalayas: (11 hrs)
• Geology and Physiography; soils andvegetation; Climates and River Systems
of the Himalayas
Unit 3: Population dynamics: (11 hrs)
• Demographic indicators, population, livelihood optionsand, developmental activities in
the Himalayan Region

239
Unit 4: Climate change and human-induced impacts: (10 hrs)
• Environmental degradation, Hydro-meteorological and geo-environmental disasters;
glacial recession; Land usechange, deforestation and biodiversity loss
Unit 5: Policy Initiatives and Disaster Mitigation: (8 hrs)
• Climate Change Adaptation Practices, Disaster Risk Reduction, Role of International
and National Institutions,Community-based eco-friendly practices

Readings
• Funnell, D. C., & Price, M. F. (2003). Mountain geography: a review. The
GeographicalJournal, 169(3), 183–190.
• Hund, A. J., & Wren, J. A. (2018). The Himalayas: An Encyclopedia of Geography,
History, and Culture. ABC-CLIO/Greenwood Press.
• Ives, J. D. (1987). The theory of Himalayan environmental degradation: its validity
and application challenged by recent research. Mountain Research and
Development, 7, 189.
• Ives, J., & Messerli, B. (2003). The Himalayan Dilemma: Reconciling Development and
Conservation. The United Nations University (UNU ) Routledge.
https://doi.org/https://doi.org/10.4324/9780203169193
• Kohler, T., & Maselli, D. (2009). Mountains and Climate Change: From Understanding
to Action. Published by Geographica Bernensia with the Support of the Swiss Agency
for Development and Cooperation (SDC), and an International Team of Contributors.
Bern.

• Pandit, M. K. (2017). Life in the Himalaya: An Ecosystem at Risk. Harvard University
Press.
• Price, M. F., Byers, A. C., Friend, D. A., Kohler, T., & Price, L. W. (Eds.). (2013).
Mountain Geography. University of California Press.
https://doi.org/https://doi.org/10.4324/9780203169193
• Schickhoff, U., Singh, R. B., & Mal, S. (2022). Mountain Landscapes in Transition:
Effects of Land Use and Climate Change. Springer Nature.
https://doi.org/https://doi.org/10.1007/978-3-030-70238-0
• Singh, R. B., Schickhoff, U., & Mal, S. (2016). Climate change, glacier response, and
vegetation dynamics in the Himalaya: Contributions toward future earth initiatives.
In Climate Change, Glacier Response, and Vegetation Dynamics in the Himalaya:
Contributions Toward Future Earth Initiatives. Springer Cham.
https://doi.org/10.1007/978-3-319-28977-9
• Valdiya, K. S. (1998). Dynamic Himalaya. In Gondwana Research (pp. 1–178).
Jawaharlal Nehru Centre for Advanced Scientific Research.
https://doi.org/10.1016/s1342-937x(05)70174-x
• Valdiya, K. S. (2015). The Making of India: Geodynamic Evolution. Springer
International Publishing.
• Wester, P., Mishra, A., Mukherji, A., & Shrestha, A. B. (2019). The Hindu Kush
Himalaya Assessment. In The Hindu Kush Himalaya Assessment. Springer Cham.
https://doi.org/10.1007/978-3-319-92288-1

240
 DISCIPLINE SPECIFIC ELECTIVE COURSE – RURAL
DEVELOPMENT (DSE 4)

Duration (Hrs per week)

Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
RURAL
Class
DEVELOPMENT 4 3 1 0 NIL
12th

Learning Objectives:

• The course is designed to impart an integrated understanding of the crucial

dimensions of rural development.
• It aims to introduce students to the need and practice of rural development projects
and programmes in India.

Learning Outcomes:

At the end of the course, the students shall develop an understand of the following :
• concepts related to the need and approaches to rural development;
• Issues pertaining to rural society and economy;
• the existing rural development programs and institutions and knowledge of successful
case studies from India and the sub-continent.

Course Outline

Unit 1. Understanding Rural Development: (5 hrs)

• Concept of Development; Development, Relevance and Approaches to Rural Development

Unit 2. Theories of Rural Development: (11 hrs)

• Modernization Theory; Dependency Theory;Theory of The Big Push; Leibenstein’s Critical
Minimum Effort theory

Unit 3. Rural Society and Economy: (11 hrs)

• Agriculture and allied activities; Seasonality and need for expanding non-farm activities;
Issues of landholdings and land reforms; Concepts of social mobility and social change.

Unit 4. Rural Development Programs in India: (10 hrs)

• Poverty Alleviation Programmes;Programmes for Employment and Social Security; Other
Development Programmes (PMGSY, MNREGA, PURA)

241
Unit 5. Rural Development Institutions and Case studies: (8 hrs)
• Panchayati Raj institutions,Cooperatives, Training & Finance Institutions, and Voluntary
organisations. RuralDevelopment Experience (case study from India and the Indian sub-
continent)

Readings:
• Venkata Reddy, K. Agriculture and Rural Development (Emerging Trends and Right
Approach to Development), HmalayaPublshing House Pvt., Ltd., Mumbai, 2012.

• Jain L.C. 1985, Grass without roots; Rural Development under Government Auspices,
Sage Publications, New Delhi.
• Seshadri, K. 1976, Political Linkages and Rural Development, National Publishing
House, New Delhi.
• Maheswari S. (1985) Rural Development in India, - A Public Policy Approach, Sage
Publication, New Delhi.
• Satyasundaram (1997), Rural Development, Himalaya Publishing House, New Delhi.
• Singh. Katar. 2009. Rural Development Principles, Policies ad Management. New
Delhi: Sage Publications.
• Sharma S.K and S.L. Malhotra. Integrated Rural Development: Approach, Strategy
and Perspectives, New Delhi: Heritage.

Online Resources:
• https://www.researchgate.net/publication/326394634_A_Handbook_of_Rural_India
• https://www.researchgate.net/publication/363239631_Rural_and_Agricultural_Dev
elopment_Policy_and_Politics
• https://www.researchgate.net/publication/346462814_Democracy_Development_a
nd_the_Countryside_Urban-Rural_Struggles_in_India
• https://www.researchgate.net/publication/363306272_The_South_Asian_Path_of_
Development_A_Historical_and_Anthropological_Perspective
• https://www.researchgate.net/publication/327282616_Changing_Face_of_Rural_In
dia
• https://www.researchgate.net/publication/368608447_Application_of_Science_Tec
hnology_for_Rural_Development
• https://www.researchgate.net/publication/229779918_Theory_in_Rural_Developm
ent_An_Introduction_and_Overview

242
 DISCIPLINE SPECIFIC ELECTIVE COURSE – NATURAL RESOURCE
MANAGEMENT (DSE 5)

Duration (Hrs per week)

Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
NATURAL
RESOURCE Class
4 3 1 0 NIL
MANAGEMENT 12th

Learning Objectives:
The learning objectives of this course are as follows:
• To understand the basic concepts of natural resources, resource appraisal and
resource management
• To explain the issues and challenges of management of different natural resources
• To discuss sustainable development of natural resources
• To analyse the resource management policies

Learning Outcomes:
The Learning Outcomes of this course are as follows:
• The students would be able to comprehend the concepts related to the field of
natural resource management.
• The students would be able to assess the issues and challenges of management land,
soil, water, forest and energy resources.
• The students would elaborate sustainable resource development, natural resource
governance and policies.

Course Outline
Unit 1: Introduction: (9 hrs)
• Meaning and concepts of Natural Resources; Classification ofnatural resources,
Approaches to Natural Resource Management, Resource Appraisal

Unit 2: Land and Soil Resources: (9 hrs)

• Utilization, Issues and challenges; Management andconservationUnit 3:
Water and Forest Resources: (9 hrs)
• Utilization, Issues and challenges;Management and conservation

Unit 4: Energy Resources: (9 hrs)

• Growing global energy needs; Use of alternate energyresources; Management and
conservation

243
Unit 5: Contemporary Strategies for Natural Resource Management: (9 hrs)
• SustainableResource Development; Natural Resources Governance Framework; Resource
Management Policies.

Readings
• Gautam, A. (2018 Natural Resource: Exploitation, Conservation and Management,
Sharda Pustak Bhawan, Allhabad.
• Potter, K. (2022) Natural Resources: Exploitation, Depletion and Conservation, Callisto
Reference, New York
• Singh, J. and G. Pandey (2015) Natural Resource Management and Conservation, New
Delhi: Kalyani Publishers.
• Cooper, P. (2018) Ecology and Natural Resource Management, Syrawood Publishing
House, New York
• Cole, R.A. (1999) Natural Resources: Ecology, Economics and Policy, Prentice Hall
College Division
• Thakur, B. (2009) Perspectives in Resource Management in Developing Countries, Vol
1: Resource Management-Theory and Practices, Concept Publishing House, NewDelhi.
• Thakur, B. (2009) Perspectives in Resource Management in Developing Countries, Vol
4: Land Appraisal and Development, Concept Publishing House, New Delhi.
• Zilberman, D., J.M. Perloff and C.S. Berck (2023) Sustainable Resource Development
in the 21st Century, Natural Resource Management Policy: Vol. 57, Springer
• Pereira L.S. et al (2013) Coping With Water Scarity: Addressing the Challenges,
Springer
• Misra, H. N. (2014) Managing Natural Resources: Focus on Land and Water, PHI
Learning Pvt. Ltd., New Delhi.
• Pathak, P. and R.R. Srivastav (2021) Alternate Energy Resources: The way to
Sustainable Modern Society, Springer.
• Grebner, D.L. et el (2021) Introduction to Forestry and natural Resources, Academic
Press, U.K.
• Saxena, H. M. (2013) Economic Geography, Rawat Publication, New Delhi.

244
 GENERAL ELECTIVE -SUSTAINABLE DEVELOPMENT: SOCIETY AND
POLICY INTERFACE (GE 10)

Duration (per week)

NOTECourse Eligibility
Credits Prerequisite
title & Code Practical/ Criteria
Lecture Tutorial
Practice
SUSTAINABLE
DEVELOPMENT:
Class
SOCIETY AND 4 3 1 0 NIL
POLICY
12th
INTERFACE

Learning Objectives:
• To understand emerging sustainable science disciplines and associated concepts,
• To explain principles of sustainable development, including components of
sustainable development
• To discuss methods of measuring sustainable development and issues related to the
same.

Learning Outcomes:
After transacting the course, students will be able to:
• Understand the basic concept of sustainable development.
• Assess sustainability and related methods to measure the same.
• To explain major issues related to sustainability including ways to achieve the same.

Course Outline
Unit 1: Sustainable Development: (7 hrs)
• Meaning and Concept of Sustainable Development, Components, Historical
Background, Sustainability Sciences.
Unit 2: Sustainable Development Goals: (10 hrs)
• Illustrative SDGs; Goal-Based Development;Financing for Sustainable Development
Unit 3 : Sustainability Assessment and Appraisal: (10 hrs)
• Sustainability Indicators,Ecological Footprint Analysis, Sustainability Index,
India SDG Index.
Unit 4: Issues in Sustainability: (10 hrs)
• Poverty and Disease, Universal Health Coverage;Policies and Global Cooperation
for Climate Change, Biodiversity loss
Unit 5: Sustainable Policies and Success Stories: (8 hrs)
• Good Governance for Sustainability, Gandhian Philosophy of rural development,
Sustainable Cities, Micro-level Success stories: Piplantri Village (Rajasthan) and
Kundrakudi Village (Tamil Nadu)
Practical component (if any) – NIL

245
Readings
• Atkinson, G., Dietz, S. Neumayer, E. (2007) Handbook of Sustainable Development,
Edward Elgar, Massachusetts, USA.
• Blewitt, J. (2008) Understanding Sustainable Development, Earthscan, London.
• Bosselmann, K. (2008) The Principle of Sustainability: Transforming Law and
Governance, Ashgate, England.
• Cole, V. and Sinclair, A.J. (2002) Measuring the ecological footprint of a Himalayan
tourist centre. Mountain Research and Development, 22(2: 132-141.
• Khuman Y.S.C., Mohapatra, S., Yadav, S.K. and Salooja, M.K. (2014) Sustainability
science in India, Current Science, 106(1): 24-26.
• Kopnina, H. and Shoreman-Ouimet, E. (eds) Sustainability: Key Issues, London and
New York: Routledge.
• Piplantri: A Rajasthan village which celebrates the birth of every girl child with 111
trees. Ministry of Women and Girl Child. Weblink:
https://wcd.nic.in/sites/default/files/Piplantri.pdf
• Planning Commission (1986) Towards improved local level planning for rural
development: Lessons from some Experience. Multi-Level Planning Section.
Government of India, New Delhi.
• Sachs, J.D. (2015) The Age of Sustainable Development, Columbia University Press,
New York.
• SDG India: Index & Dashboard 2020-21, Partnerships in the Decade of Action, Niti
Aayog Report, Government of India, New Delhi.
• Soubbotina, T.P. (2004) Beyond Economic Growth: An Introduction to Sustainable
Development, The World Bank, Washington, D.C.
• Wackernagel, M. and Rees, W. (1996) Our Ecological Footprint: Reducing Human
Impact on the Earth. New Society Publishers, Philadelphia.

GENERAL ELECTIVE-GEOGRAPHY OF CONFLICT AND

PEACE STUDIES (GE 11)

Duration (per week)

Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
GEOGRAPHY
OF CONFLICT Class
4 3 1 0 NIL
AND PEACE 12th
STUDIES

Learning Objectives:
• Develop an understanding about the Geography of Conflict and Peace Studies as an
academic discipline. The course is organised around three principal themes:
Introduction to Geography of Conflict and Peace Studies, Conflict Resolution, Peace
building and Peace-making in spatial context.

246
Learning Outcome:
At the end of the course the students shall understand -
• Core Concepts of Geography of Conflict and Peace Studies
• Conflict and peace related different perspectives
• International and Intra state Conflicts with case examples
• Historical experiences of Conflict Resolution at global and regional level
• Peace making and Peace Building Process
• They will also gain knowledge to explain and analyse world politics around different
geographical contexts.

Course Content:
Unit 1: Introduction: (8 hrs)
• Conflict and Peace: Definitions, Cause based classification of conflicts, Emergence of
Conflicts and Peace Studies in Geography, Global Indices of Conflict and peace -Global
peace Index, Global Conflict Risk Index
Unit 2: Philosophical perspectives on Conflict and peace: (10 hrs)
• Marxist, Socialist, Gandhian: key concepts, Global and Indian Experiences

Unit 3: International and Inter state Conflicts: (9 hrs)

• Conflicts in the International System: Treaty of Versailles and World War II, Intra-state river
water and boundary disputes, Contemporary wars-Bio Warfare, Resource wars

Unit 4: Peace making and Peace Building: (9 hrs)

• Concept, Process, approaches; India ‘s Soft Power and peace-making, India’s participation in UN
peace keeping

Unit 5: Conflict Resolution - Global and National case studies: (9 hrs)

• Geneva Convention, Hague Conventions of 1899 and 1907, North Atlantic Treaty
Organization (NATO) , Formation of League of Nations, Establishment of United Nations ;
National Panchsheel Principles , Indian Peace Accords

Readings
• Audrey Kobayashi (ed), 2015, Geographies of Peace and Armed Conflict, Routledge
• Tim Marshall ,2016, Prisoners of Geography, 2016, Elliott & Thompson Limited
• Tim Marshall, 2021.THE POWER OF GEOGRAPHY: Ten Maps That Reveal the Future of
Our World, Elliott & Thompson Limited
• Robert D. Kaplan ,2013, The Revenge of Geography: What the Map Tells Us About
Coming Conflicts and the Battle Against Fate, RHUS; Reprint edition
• John Schwarzmantel, Hendrik Jan Kraetzschmar (ed) , 2013,Democracy and Violence:
Global Debates and Local Challenges , Routledge;
• Colin Flint, 2004, The Geography of War and Peace: From Death Camps to Diplomats,
OUP USA
• Björkdahl, A., Buckley-Zistel, S. (eds) Spatializing Peace and Conflict. Rethinking Peace
and Conflict Studies. Palgrave Macmillan, London.
https://doi.org/10.1057/9781137550484_1

247
• Nurit Kliot, Stanley Waterman, The Political Geography of Conflict and Peace,1999,
Belhaven Press
• Galtung, John, 1996, Peace by Peaceful Means, Sage
• Nicholas John Spykman ,1944, The Geography Of The Peace, Harcourt, Brace And
Company, Inc.
• Brown, Michael E, Owen R. Cote, Sean M. Lynn-Jones & Steven E. Miller, eds., 1998,
Theories of War and Peace. An International Security Reader. Cambridge, MA: MIT
Press
• Bercovitch, Jacob, et.al. 2009. The Sage Handbook of Conflict Resolution. New Delhi:
Sage Publication.
• Azar, Edward E., 1990, The Management of Protracted Social Conflict: Theory and
Cases Aldershot: Dartmouth
• Berrovitch, Jacob and Jeffery Z. Rubin, (eds), Mediation in International Relations:
Multiple Approaches to Conflict Management, New York: St. Martin’s Press,
• Burton, John, 1990, Conflict: Resolution and Prevention, London: Macmillan.
• Elshtain, Jean Bethke, 1995, Women and War, Chicago: University of Chicago Press.
• Kriesberg, Louis, et.al., eds., 1989, Intractable Conflicts and their Transformation,
Syracuse University Press,
• Kriesberg, Louis and Thorson, Stuart J., eds., 1991, Timing and the De-escalation of
International Conflicts,Syracuse: Syracuse University Press
• Lederach, John Paul, 2004, Building Peace: Sustainable Reconciliation in Divided
Societies, Princeton: Princeton Uni Press,
• Miall, Hugh, Ramsbotham and Woodhouse, Tom, 1999, Contemporary Conflict
Resolution: The Prevention, Management and Transformation of Conflicts,
Cambridge: Polity Press.
• Michael, C.R., 1981, The Structure of International Conflict, London: Macmillan,
• Parekh, Bhikhu,1989, Gandhi’s Political Philosophy: A Critical Examination, London:
• Parekh, Bhikhu, 2001, Gandhi, (London: Oxford Paperback,)
• Vayreynen, Raimo, Dieter Senghaas and Christian Schmidt (eds.), 1987, The Quest for
Peace: Cultures and States, California: Beverly Hills
• Wallensteen, Peter (ed.),1998, Preventing Violent Conflicts: Past Record and Future
Challenges, Uppsala University: Sweden: Department of Peace and Conflict Resolution
• Zartman, I. William and Rasmussen, J. Lewis. (eds.) 1997, Peace-making in
International Conflict Methods & Techniques, Washington, DC: US Institute of Peace
Press,
• Chomsky, Noam,1999, World Orders: Old & New, Oxford University Press
• Bose, Anima. 1987. Dimensions of Peace and Non-violence: The Gandhian
Perspectives, Juergensmeyer, Mark. 2003. Gandhi’s Way: A Handbook of Conflict
Resolution. New Delhi: Oxford

248
 GENERAL ELECTIVE-REGIONAL DEVELOPMENT (GE 12)

Duration (per week)

Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
REGIONAL Class
4 3 1 0 NIL
DEVELOPMENT 12th

Learning Objective
The Learning Objectives of this paper are as follows:
• To understand the importance of balanced regional development.
• To familiarize the students about multi-sectoral regional disparities at regional and
global levels
• To introduce students to theoretical and practical aspects of regional planning and
regional development.

Learning Outcome:
The Learning Outcomes of this paper are following:
• The students will understand the causes of regional disparities and significance of
balanced regional development.
• The students will be able to assess the level of regional inequalities in different
sectors
• of economy and in human development.
• The students will gain insights into the spatial- regional aspects of development and
the importance of planned efforts to develop backward areas.

Course Outline

• Unit 1: Introduction: (8 hrs) Concept of Regional Development, Determinants of

regional disparities and significance of balanced Regional Development.
• Unit 2: Global Regional Disparities: (10 hrs) Spatial patterns of Human Development-
HDI of Developed, Developing and Least Developed Countries, Case study of Sahel and
Western Europe.
• Unit 3: Regional Disparities in India: (9 hrs) Regional disparities in agricultural and
industrial development, regional disparities in Human Development (Poverty,
Education and Health).
• Unit 4: Theories of Regional Development: (9 hrs) Growth Pole and Growth Centre;
Cumulative Causation and Core-periphery.
• Unit 5: Regional Development Planning: (9 hrs) Multipurpose Dam Project (Sardar
Sarovar Project); Urban Planning (National Capital Region) and Target-Group
Approach (Integrated Tribal Development Programme).

249
Readings
• Chandna, R.C. (2000) Regional Planning: A Comprehensive Text, Kalyani Publishers,
New Delhi.
• Chaudhuri, J.R. (2001) An Introduction to Development and Regional Planning with
special reference to India, Orient Longman, Hyderabad.
• Kuklinski, A.R. (1972) Regional Development and Planning: International Perspective,
Sijthoff-Leydor.
• Mahesh Chand and V.K. Puri (1983) Regional Planning in India, Allied Publishers, New
Delhi.
• Misra, R.P. (ed.) (1992) Regional Planning: Concepts, Techniques, Policies and Case
Studies, 2nd Edition, Concept Publishing Company, New Delhi.
• Misra, R.P. and Natraj, V.K. (1978) Regional Planning and National Development, Vikas
Publication, New Delhi.
• Patnaik, C.S. (1981) Economics of Regional Development and Planning in Third World
Countries, Associate Publishing House, New Delhi.
• Saroha, J and Singh, S (2022) Geography of India (3rd Edition), Pearson India Education
Services, Noida.
• Singh, S and Saroha, J (2021) Human and Economic Geography, Pearson India
Education Services, Noida.
• Sundaram, K.V. (1986) Urban and Regional Planning in India, Vikas Publishing House,
New Delhi.
• Eleventh Five Plan of India, Planning Commission of India, Government of India.

250
 SEMESTER-V
Category I
(B.A. Honours in Geography in three years)

DISCIPLINE SPECIFIC CORE COURSE – ENVIRONMENT AND

ECOLOGY (DSC 13)

Course title & Code

Duration ( Hrs per week)
Eligibility
Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice

ENVIRONMENT AND
4 3 1 0 Class 12th NIL
ECOLOGY

Learning Objectives:
1. Various dimensions of ecology and ecosystems, their spatial distribution.
2. To learn about the global environmental challenges and management
3. To know about regional environmental challenges.
4. Understanding of environmental governance.

Learning Outcomes:
1. Detailed exposure to the concept of ecology, ecosystem, processes, theories and
concepts.
2. In-depth knowledge of anthropogenic interventions and impacts, conservation
strategies and planning.
3. Understanding the environmental concerns at global and regional level.
4. Evaluation and achievement of different environmental programs, policies and
legislations.

Course Outline:

Unit-1 Introduction: (7 hrs)

• Concept of Environment, Ecology and Ecosystem; Types of Ecology; Concepts of Ecosystem
Services; Ecological and Material Footprint; Global Planetary Boundaries.

Unit-2 Ecology and Ecosystem: (9 hrs)

• Species Interactions; Ecological Limiting Factors; Ecosystem: Structure and Functions;
Human Adaptation

Unit-3 Global Environmental Challenges and Management: (11 hrs)

• Climate Change,Biodiversity loss, Land degradation and Human health issues

251
Unit-4 Regional Ecological Issues and Management: (11 hrs)
• Coastal and Marine Ecology: Loss of mangroves and corals, Garbage Patches; Urban
Ecology: Waste disposal and Pollution
Unit-5 Programmes and Policies: (7 hrs)
• Environmental Impact Assessment; Global andNational Environment Policy of India

Readings:
• Brewster, E. N. 2010. Climate Change Adaptation: Steps for a Vulnerable Planet, New
York, Nova Science.
• Cain, M.L., Bowman, W.D. and Hacker S.D. (2011). Ecology, 2nd Edition, Sinauer
Associates Inc.
• Chandna R. C., 2002: Environmental Geography, Kalyani, Ludhiana.
• Chapman, J.L.& M.J. Reiss. (1998). Ecology: Principles and Applications. Cambridge
Univ. press.
• Cunninghum W. P. and Cunninghum M. A., 2004: Principals of Environmental Science:
Inquiry and Applications, Tata Macgraw Hill, New Delhi.
• Das, R. C., 1998. The Environmental Divide: The Dilemma of Developing Countries,
A.P.H. Pub., New Delhi.
• Freedman, Bill. 1995. Environmental Ecology: The Ecological Effects of Pollution,
Disturbance, and Other Stresses, Academic Press. London.
• Global Environment Monitoring UNEP, https://wesr.unep.org/article/global-
environment-monitoring
• Global Environmental Outlook Reports UNEP https://www.unep.org/geo/
Intergovernmental Panel on Climate Change IPCC Reports(2021-23)
https://www.ipcc.ch/report/ar6/wg2/

252
 DISCIPLINE SPECIFIC CORE COURSE – AGRICULTURAL
GEOGRAPHY ANDFOOD SECURITY (DSC 14)

Duration (per week)

Course title& Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
AGRICULTURAL
GEOGRAPHY AND Class
FOOD SECURITY
4 3 1 0 NIL
12th

Learning Objectives:
• To understand the nature and scope of agricultural geography.
• To provide a detailed analysis of landuse- landcover classification by NRSA.
• To enable the learners to appreciate the geographical factors affecting agriculture
• To enable the learner to identify and understand modern agricultural practices.
• To enable the learner to identify and understand the concept and dimensions of food
security.

Learning Outcomes:
• A detailed insight into the subfield of agricultural geography.
• An in-depth knowledge of geographical factors affecting agriculture.
• An understanding of models and regionalization of agriculture.
• Knowledge of concepts and dimensions of food security.
• An understanding of challenges, programme and policies related to sustainable
agriculture.

Course Outline

UNIT 1: Concept of Agricultural Geography: (7 hrs)

• Nature and Scope, concept andclassification of landuse- landcover (twenty two fold
NRSA).
Unit 2: Geographical Factors affecting Agriculture: (10 hrs)

• Physical, Economic, Technological,Institutional and socio-cultural.

Unit 3: Models, Theories and Regionalization: (10 hrs)
• Whittlesey’s classification of Agricultural regions; Agro ecological regions of India

253
Unit 4: Agricultural Development: (11 hrs)

• Concept and relevance of Sustainable Agriculture, Modern Agricultural Practices

(Green Revolution, Organic farming, Precision Agriculture: role of Remote Sensing and
GIS modelling, role of Artificial Intelligence)
Unit 5: Food Security: (7 hrs)

• Concept and dimensions, Food security in India: Challenges, Programmes and Policy.
Readings:
• Gregor, H.P.: Geography of Agriculture. Prentice Hall, New York, 1970.
• Grigg, D. (1984): ‘An Introduction to Agricultural Geography’, Hutchinson Publication,
London
• Hussain, M., 2000, Agricultural Geography, Rawat Publications
• Modgal, Suresh, 2017, Food Security of India, National Book Trust, 81-237-7131-2
• Ramaswamy, S. and Surulivel, L., 2017, Food Security in India, MJP Publishers, ISBN:
9788180943386, 8180943380
• Singh, J. and Dhillon, S.S. (1988), “Agricultural Geography”, 2nd edition, Tata McGraw-
Hill, NewDelhi
• Swaminathan, M.S., 2016, Combating Hunger and Achieving Food Security, Cambridge
University Press, 9781107123113
• Symons, L. (1972): ‘Agricultural Geography’, Bell and Sons, London.
• Tarrant, J.R.(1974): Agricultural Geography, Problems in Modern Geography Series,
John Wiley and Sons
• माजि◌द ह◌ु स◌ै न, 2000, क◌ृ षि◌ भ◌ू ग◌ोल, Rawat Publications, 9788170335658

DISCIPLINE SPECIFIC CORE COURSE – RESEARCH

METHODOLOGY AND FIELDWORK (PRACTICAL) (DSC 15)

Duration (Hrs per week)

Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice

RESEARCH
METHODOLOGY Class
4 2 0 2 NIL
AND 12th
FIELDWORK
(PRACTICAL)

Learning Objectives:
1. To form an understanding of various dimensions of fieldwork and its role in
geographical studies.
2. To understand in detail various field techniques .
3. Understanding of nuances of research instruments, field tools and report writing.

254
Learning Outcomes:
1. Detailed exposure of field techniques to study new geographical landscapes.
2. In-depth knowledge of different research instruments and field techniques.
3. Understanding field ethics.

Course Outline

UNIT 1: Research methodology and fieldwork: (5 hrs)

• concept, relevance, ethics and steps.
UNIT 2: Framing a research proposal: (5 hrs)
• identifying the research problem and study area, literature review, research
questions, hypothesis, objectives, delineating the database and methods, framing the
studyrelevance.
UNIT 3: Methods of Data collection and fieldwork: (5 hrs)
• Observation, Questionnaires,Interviews, Transects and Quadrants, Triangulation, pilot surveys,
Recent trends
UNIT 4: Data analysis and interpretation: (5 hrs)
• Qualitative and Quantitative techniques ofanalysis; interpreting research findings

UNIT 5: Field Report: (5 hrs)

• Organisation and preparation, referencing, endnote, footnotes,supplementary

materials. Practical Record: 60 Hours
1. Each student will prepare a report based on primary and secondary data collected
during the field.
2. Handwritten (not less than 30 pages)/ typed (8000-12000 words), including
preface, certificate of originality, acknowledgement, table of contents, list of
figures and tables, chapters, conclusions, bibliography and appendixes.
3. One copy of the report on A 4 size paper should be submitted in soft binding.

Readings
• Creswell, J., (1994). Research Design: Qualitative and Quantitative Approaches. UK:
Sage Publications.
• Dikshit, R. D. (2003). The Art and Science of Geography: Integrated Readings. New
Delhi, India: Prentice-Hall of India.

• Robinson, A. (1998). Thinking Straight and Writing That Way. In Pryczak, F. and

255
 Bruce, R. P. eds.. Writing Empirical Research Reports: A Basic Guide for Students of
the Social and Behavioural Sciences. Los Angeles, USA: Routlege.
• Special Issue on “Doing Fieldwork” The Geographical Review 91:1-2 (2001)
• Evans, M. (1988). Participant Observation: The Researcher as Research Tool. In
Eylesand, J and D. Smith (eds). Qualitative Methods in Human Geography.
Cambridge, UK: Polity.
• Mukherjee, N. (2002). Participatory Learning and Action: with 100 Field Methods.
Delhi, India: Concept Publs. Co.
• Vero, E. Sara, (2021) Fieldwork Rady: An Introductory Guide to Field Research for
Agriculture, Environment and Soil Scientists, Wiley, Hoboken, USA.
• Pole, S and Hillyard, S., (2015), Doing Fieldwork. Sage Publication, LA, New Delhi.
• Wolcott, H. (1995). The Art of Fieldwork. CA, USA: Alta Mira Press.
• Krishnanad and Raman VAV., (2018) A Geographer's Guide to Field Work and
Research Methodology" Book Age Publications, New Delhi.
Hindi

• Jain, BM (2015) �रसच� मेथोडोलॉजी! Research Publications in Social Science, Delhi-

Jaipur.
• Ganeshan, SN. (2009) अनुसंधान प्रिवधध सस�ा� िऔ प्रिक्रया ! Lokbharti Prakashan,
Allahabad.
• Sharma, RA (2021) िश�ा अनुस�ान के मूल त� एवं ि◌◌ोध प्रिक्रया. R Lall Book Depot,
Meerut.

256
 DISCIPLINE SPECIFIC ELECTIVE COURSE - POLITICAL
GEOGRAPHY (DSE 6)

Duration (per week)

Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
POLITICAL Class
4 3 1 0 NIL
GEOGRAPHY 12th

Learning Objectives
The learning objectives of the course are as follows:
• To explain the evolution of the sub field of political geography, and the contribution
of its leading scholars
• To explain the key concepts and theories of the subfield of political geography
• To explain the significance of political processes and their relation to space
Learning outcomes
After completing this course, the student would be able to:
• Distinguish between Political Geography and Geopolitics and understand the
importance of both
• Understand how geography affects politics and how politics affects geography
• Understand the role of geographical factors in influencing voter turnout, voting
behaviour and the outcome of elections
• Understand conflicts over resources and issues related to displacement at different
scales.
Course Outline
Unit 1: Introduction: (9 hrs)
• Evolution of Political Geography; Concept of State, Nation and Nation-state; Attributes of
State; Frontiers and Boundaries.
Unit 2: Geopolitics: (10 hrs)
• Geopolitics: Concept; Theories of Ratzel; Geostrategic views of Mackinder and Spykman;
Unit 3: Electoral Geography: (8 hrs)
• Geographic influences on voting pattern; geography of representation and
Gerrymandering.
Unit 4: Geography of Conflicts and Displacement (case studies): (9 hrs)
• Water sharing disputes; Rights of indigenous people to forests; Boundary conflicts and
forced migration; Development induced displacement
Unit 5: Contemporary Political Issues: (9 hrs)
• Environmental Politics; India as an emerging power (Global and Regional)

257
References:
Essential:
• Agnew, J. (2002) Making Political Geography. London,UK: Arnold
• Painter J. and Jeffrey, A. (2009) Political Geography. USA: Sage Publications
• Taylor, P. and Flint, C. (2000) Political Geography. UK: Pearson Education
• Verma, M.K. (2004) Development, Displacement and Resettlement. Delhi: Rawat
Publications
• Adhikari,S. (2013) Political Geography of India. Allahabad:Sharda Pustak Bhawan
• Glassner, M. (1993) Political Geography. USA:Wiley
• Zamindar, V. F. (2013) India-Pakistan Partition 1947 and forced migration. Wiley Online
Library https://doi.org/10.1002/9781444351071.wbeghm285
• Sibley, D. (2002) Geographies of Exclusion. Routledge
• DeSombre, E.R. (2020) What is Environmental Politics? Wiley

Suggestive:
• Cox, K. (2002) Political Geography: Territory, State and Society. USA: Wiley-Blackwell
• Gallaher, C. et al. (2009) Key Concepts in Political Geography. USA: Sage Publications
• Smith, S. (2020) Political Geography: A Critical Introduction. USA: Wiley-Blackwell
• Rosenbaum, W.A. (2022) Environmental Politics and Policy 12th Edition. CQ Press
• Dwivedi, R.L. and Misra, H.N. (2019) Fundamentals of Political Geography. Surjeet
Publications.

DISCIPLINE SPECIFIC ELECTIVE COURSE –SOCIAL GEOGRAPHY

(DSE 7)

Duration (per week)

Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
SOCIAL Class
4 3 1 0 NIL
GEOGRAPHY 12th

Learning Objectives
• To familiarise the student with the theoretical foundations of Social Geography.
• To help students appreciate how social diversity is manifested in socio-spatial patterns.
• To help student understand that social wellbeing is a spatially variable condition and
appreciate its correlates.

Learning Outcomes:
On completion of the course, students will:
• understand the basic concepts of social geography, social diversity, social wellbeing and
social exclusion/ inclusion.
• possess the knowledge of socio-cultural regions of India.

258
• understand patterns of social well-being, and welfare policies and programs in India.
• understand the relation between the process of social exclusion/inclusion and space.

Course Outline

Unit 1: Social Geography: (8 hrs)

• Origin, Nature and Scope; Concept of Social Space.

Unit 2 : Social Differences and Diversity: (10 hrs)

• Concepts; Socio- Cultural Regions, languageregions of India

Unit 3: Social Wellbeing: (9 hrs)

• Concept of Social Well Being; Needs and Wants; Componentsof Social Well Being:
Healthcare, Education, Housing; Gender Equality in India.

Unit 4: Social Geographies of Exclusion and Inclusion: (9 hrs)

• Ethnicity, race, religion basedsocial and spatial exclusion, Disability and Space.

Unit 5: Social Welfare Policies and Programs: (9 hrs)

• Policies for People with Disabilities,senior citizens and Transgenders.

Readings:
• Ahmed, A., (1999): Social Geography, Rawat Publications.
• Buttimer, A., (1969): “Social Space in Interdisciplinary Perspective”, Geographical
Review, Vol. 59, No. 3
• Casino, V. J. D., Jr., (2009): Social Geography: A Critical Introduction, Wiley Blackwell.
• Cater, J. and Jones, T., (2000): Social Geography: An Introduction to Contemporary
Issues, Hodder Arnold.
• Dutt, A.K., Thakur, B., Wadhwa, V., and Costa, F.J. (2012) Facets of Social Geography:
International and Indian Perspective, Cambridge University Press India Ltd.
• Lefebvre, H., (1991): The Production of Space, Wiley-Blackwell.
• Maurya, S.D., (2022): स◌ामाजजक भग ◌ू ◌ोल, Sharda Pustak Bhawan
• Panday,P and Singh, (2020): सामाजजक भ ◌ोल , SBPD Publications
• Panelli, R., (2004): Social Geographies: From Difference to Action, Sage.
• Paine, R. Burke, M., Fuller, D., Gough, J., Macfarlane, R. and Mowl, G., (2001):
Introducing Social Geographies, Oxford University Press.
• Ramotra, K.C., (2008): Development Processes and the scheduled Castes, Rawat
Publication.
• Slum Almanac 2015-16- A UN Habitat Report
• Smith, D. M., (1977): Human geography: A Welfare Approach, Edward Arnold,
London.
• Smith, D. M., (1994): Geography and Social Justice, Blackwell, Oxford.
• Smith, S. J., Pain, R., Marston, S. A., Jones, J. P., (2009): The SAGE Handbook of Social
Geographies, Sage Publications.
 Soja,E.W., (1996): Thirdspace: Journeys to Los Angeles and Other Real-and-Imagined
Places, Wiley-Blackwell.

259
 • Soja, E.W., (1999): Thirdspace: Expanding the Scope of the Geographical
Imagination, D. Massey, J. Allen, P.Sarre, Human Geography Today, Blackwell
Publishers, Cambridge, UK,
• Soldatic, K., Morgan, H. and Roulstone, A., (2019): Disability, Spaces and Places of
Policy Exclusion, Routledge.
• Sopher, David., (1980): An Exploration of India, Cornell University Press, Ithasa.
• Valentine, G., (2001): Social Geographies: Space and Society, Prentice Hall.

GENERAL ELECTIVE- WORLD REGIONAL

GEOGRAPHY (GE 13)

Duration (per week)

Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
WORLD
Class
REGIONAL 4 3 1 0 NIL
GEOGRAPHY 12th

Learning Objectives:

• To provide a comprehensive understanding of the world's regions

• To develop an in-depth knowledge about the different regions and their distinctive
features
• To understand the interconnectedness of global issues and global regions.
Learning Outcomes:

• Detailed exposure to the concept and nature of regions in geography.

• In-depth knowledge of different regions based on multidimensional criteria.
• Understanding the interrelationship of cultural and economic factors in creating
regionscapes.
• Comprehending the intricate interwoven reality of regions through the case study
approach of South Asia.

Course Outline
Unit 1- Introduction: (8 hrs)
• Concept of a Region, Classification of Regions- Formal (Natural,Cultural),
Functional (Economic, Administrative) and Perceptual Regions (6 Hours)

Unit 2- Natural Regions: (10 hrs)

• Equatorial, Tropical, Temperate, Taiga, Tundra regions (Location,Climate, Natural

Vegetation, Human and Economic life in these regions) (12 Hours)

260
Unit 3- Economic Regions: (9 hrs)
• Major industrial (manufacturing) regions of Asia, North America,South America,
Europe and Africa (One Case Study from each continent) (10 Hours)

Unit 4- Cultural Regions: (9 hrs)

• Major Cultural Realms/Regions of the World as given by Russelland Kniffen, 1951
and Broek and Webb, 1967. (7 Hours)

Unit 5- Systematic study of South Asia: (9 hrs)

• Natural Divisions, Economy, Demography andPopulation Dynamics (10 Hours)

Readings
• Broek, J. O. M., Webb, J. W., & Hsu, M. L. (1968). A Geography of Mankind. New
York: McGraw-Hill.
• De Blij, H. J., Muller, P. O., Nijman, J., & Schouten, F. G. (2012). Geography: Realms,
Regions, and Concepts. Wiley.
• Goh, C. L. (1974). Certificate Physical and Human Geography. Oxford University
Press.
• Hopkins, J., & Spillman, B. (2017). The Geography of the World Economy. Routledge.
• Jordan-Bychkov, T. G., Domosh, M., & Rowntree, L. (2013). The Human Mosaic: A
Thematic Introduction to Cultural Geography. W. H. Freeman.
• Knox, P. L., & Marston, S. A. (2019). Human geography: Places and regions in global
context. Pearson.
• Russell, R. J., & Kniffen, F. B. (1951). Culture Worlds. New York.
• Schwartzberg, J. E. (1978): A Historical Atlas of South Asia. The University of Chicago
Press, Chicago and London.
• White, G. W., Bradshaw, M. J., Dymond, J., & White, G. (2011). Essentials of World
Regional Geography. New York: McGraw-Hill.
Hindi
• Gautam, Alka. (2018): Vishwa ka Pradeshik Bhugol, Sharda Pustak Bhavan,
Allahabad.

261
 GENERAL ELECTIVE- GEOGRAPHY OF TRADE AND
COMMERCE (GE 14)

Course Duration (per week)

Eligibility
title & Credits Prerequisite
Practical/ Criteria
Code Lecture Tutorial
Practice
Geography of
Trade and 4 3 1 0 Class 12th NIL
Commerce

Learning Objectives:
The learning objectives for the Course are as follows:
• To develop an understanding of the concepts relating to trade and commerce.
• To introduce major theories of trade
• To learn about spatial patterns and spatiality of trade regimes
• To appreciate the trajectory of India’s international trade

Learning Outcomes:
The students will learn the following:
• to appreciate factors and barriers to international trade and commerce
• Students would be able to develop an understanding of the key theories of
international trade
• Students would be able to identify the institutional mechanisms governing
international trade and be exposed to actual case studies
• Students would be able to analyze the patterns of International Trade with reference
to India

Course Outline
Unit 1: Introduction to Trade and Commerce: (8 hrs)
• Definition and Concepts- Internationaltrade, Commerce, Export/Import and Balance of
trade; Factors affecting internationaltrade; Barriers to international trade

Unit 2: Theories of Trade: (10 hrs)

• Classical Theories- David Ricardo’s Comparative
Advantage, Contemporary Theories-Paul Krugman’s New Trade Theory

Unit 3: Trade Blocs and Institutional Bodies: (9 hrs)

• WTO, IMF and World Bank; RegionalTrade Blocks: European Union, ASEAN, CACM, OPEC;

Unit 4: Impact of International Trade: (9 hrs)

• Case studies of Bangladesh garment industryand Brazil service trade

Unit 5: Patterns of International Trade with reference to India: (9 hrs)

• Volume of Trade ;Direction of Trade Flows ; Commodity Composition

262
Readings
• Batra, A. (2022). India’s Trade Policy in the 21st Century. Routledge.
• Dee, M. (2015). The European Union in a multipolar world: world trade, global
governance and the case of the WTO. Springer.
• Ernst, D., Ganiatsos, T., & Mytelka, L. (Eds.). (2003). Technological capabilities and
export success in Asia. Routledge.
• ESCAP, U. (1995). Development of the export-oriented electronics goods sector in Asia
and the Pacific.
• Gandolfo, G., & Trionfetti, F. (2014). International trade theory and policy. Berlin,
Heidelberg, New York: Springer.
• Garavini, G. (2019). The rise and fall of OPEC in the twentieth century. Oxford
University Press.
• Hoekman, B. M., Mattoo, A., & English, P. (Eds.). (2002). Development, trade, and the
WTO: a handbook (Vol. 1). World Bank Publications.
• Kathuria, S., & Malouche, M. M. (2015). Toward New Sources of Competitiveness in
Bangladesh: Key Insights of the Diagnostic Trade Integration Study. World Bank
Publications.
• Kobayashi, K., Rashid, K. A., Furuichi, M., & Anderson, W. P. (Eds.). (2017). Economic
integration and regional development: the ASEAN economic community. Routledge.
• Krugman, P. R. (2018). International trade: Theory and policy. Pearson.
• Leong, G.H. and Morgan, G. C. (1982) Human and Economic Geography. Oxford
University Press.
• Lopez-Acevedo, G., & Robertson, R. (Eds.). (2016). Stitches to riches?: Apparel
employment, trade, and economic development in South Asia. World Bank
Publications.
• Michael, P. Todaro, and C. Smith Stephen (2000). Economic Development. Pearson.
• Peet, R. (2009). Unholy trinity: the IMF, World Bank and WTO. Bloomsbury Publishing.
• Pereira, L. V., Sennes, R. U., & Mulder, N. (2009). Brazil's emergence at the regional
export leader in services: a case specialization in business services. ECLAC.
• Rahman, S. (2013). Broken promises of globalization: The case of the Bangladesh
garment industry. Lexington Books.
• Raychauduri, A., De, P., & Gupta, S. (Eds.). (2020). World Trade and India:
Multilateralism, Progress and Policy Response. Sage Publications Pvt. Limited.
• Seymour, I. (1980). OPEC: instrument of change. Springer.
• Sinha, V.C. (2015). अंतर् ◌ा◌ा�◌् र◌ीय व◌् यापार् और् िषत्त. Mayur Paperbacks: Ghaziabad.
• Suranovic, S. (2010). International trade: Theory and policy.
• Thoman, R. S., & Conkling, E. C. (1967). Geography of International Trade. Prentice-
Hall.
• Veeramani, C., & Nagaraj, R. (Eds.). (2018). International trade and industrial
development in India: Emerging trends, patterns and issues. Orient BlackSwan.
• Yadav, P. (2021). Geographical perspectives on international trade. Springer
International Publishing.

263
 ADAPTATION (GE 15)

Duration (per week)

Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
CLIMATE
CHANGE Class
4 3 1 0 NIL
AND 12th
ADAPTATION

Learning Objectives:
The course deals with a critical global concern. The key objectives are:
• To explain various dimensions of climate change.
• To develop a detailed analysis of vulnerability and its impacts.
• To discuss the importance of mitigation and adaptation strategies.
• To evaluate the role of global initiatives and policies for climate change.

Learning Outcomes:
On transacting the course students will have an in-depth knowledge of the following:
• Anthropogenic Climate Change and related issues
• Geographic dimensions of vulnerability.
• Impact of climate change, adaptation and mitigation
• Need for effective policy making

Course Outline

Unit 1: Understanding Climate Change: (9 hrs)

• Natural and Anthropogenic causes andevidences

Unit 2: Climate Change and Vulnerability: (9 hrs)

• Physical, Economic and SocialVulnerability

Unit 3: Impact of Climate Change: (10 hrs)

• Ecosystem-Terrestrial and Aquatic; Agricultureand Food Security

Unit 4: Global Initiatives for Adaptation and Mitigation: (9 hrs)

• National andinternational case studies

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Unit 5: Climate Change Policy: (8 hrs)
• Framework from Kyoto to Paris: Role of IPCC;UNFCCC and COPs

Readings

• IPCC. Climate Change 2022: Impacts, Adaptation, and Vulnerability.

SIXTH Assessment Report of the Intergovernmental Panel on Climate
Change. NY, USA:Cambridge University Press, Cambridge, United
Kingdom and New York.
• Trevor. M. Letcher (edited) 2009: Climate Change: Observed impacts on Planet Earth
• Narain.S 2021:Climate Change Science and Politics. Centre for
Science andEnvironment
• Sarah L. Burch and Sara E. Harris: Understanding Climate Change:
Science, Policy andPractice
• Sen, Roy, S., and Singh, R.B., (2002). Climate Variability, Extreme
Events and Agricultural Productivity in Mountain Regions. Delhi,
India: Oxford & IBH Pub.
• Leary Neil and others, 2008: Climate Change and Adaptation

• OECD. (2008). Climate Change Mitigation: What do we do?

(Organization andEconomic Co-operation and Development).
• UNEP. (2007). Global Environment Outlook: GEO4: Environment for
Development.Nairobi, Kenya: United Nations Environment
Programme.
• Reddy M.A, Vijay Lakshmi T “Climate Change:Vulnerability and Adaptation”

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 SEMESTER-VI
BA (Hons.) Geography

DISCIPLINE SPECIFIC CORE COURSE – REGIONAL GEOGRAPHY OF

INDIA (DSC 16)

Duration (Hrs per week)

Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
REGIONAL
GEOGRAPHY Class
4 3 1 0 NIL
OF INDIA 12th

Learning Objectives:
• To introduce the regional dimensions of physiography, climate, soils and vegetation of
India
• To show variations in resource base and population dynamics
• To understand the regionalization of India on the basis of different geographical
parameters

Learning Outcomes:
• After completing this course students will be able to understand the regional diversity
of India in terms of physiography, climate, resources and demography
• Students will be able to understand the basis of regionalization of India based on
physiographic, economic and socio cultural factors

Course Outline

UNIT 1: Physical Setting: (9 hrs)

• Major Physiographic Divisions, Climate, Drainage Basins(Peninsular and Extra
Peninsular).
UNIT 2: Natural Resources: (9 hrs)
• Soil, Natural Vegetation, Mineral (Iron Ore), andRenewable Energy Resources.

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 UNIT 3: Population: (9 hrs)
• Growth, Distribution and Density, Population Composition(Sex, Age
and Literacy).
UNIT 4: Economy: (9 hrs)
• Agriculture (Rice and Wheat); Industries (Automobile industry and
Information Technology), Development of diversified transport network.
UNIT 5: Regionalisation of India: (9 hrs)
• Physiographic (R.L. Singh), Social-cultural (Sopher)and Economic (P.Sen
Gupta)

Teaching Plan

Unit 1: 9 hours
Unit 2: 9 hours
Unit 3: 9 hours
Unit 4: 9 hours
Unit 5: 9 hours
Total : 45 hours

Essential Readings
• Singh, R.L. (ed.) (1971) India: A Regional Geography, National Geographical
Society ofIndia, Varanasi.
• Sopher, David E. (1980) An Exploration of India: Geographical Perspectives
on Societyand Culture, Cornell University Press, Ithaca, New York.
• Gupta, P.Sen and Galina Sdasyuk (1967) Economic Regionalisation of India:
Problemsand Approaches, Census of India (1961); Monography Series – 1(8).

Suggested Readings
• Saroha, J and Singh, S. (2022) Geography of India, Pearson India Education
Services,Noida.
• Sharma, T.C. (2013) Economic Geography of India, Rawat Publication, Jaipur.
• Majid, H. (2020) Geography of India, McGraw Hill Education (India) Private Ltd.
• Tiwari, R. C. (2019) Geography of India. Pravalika Publication, Allahabad.
• Khullar, D.R. (2020) India – A Comprehensive Geography, Kalyani Publishers, Ludhiana.
• Gopal Krishan (2017) The Vitality of India: A Regional Perspective, Rawat
Publication,Jaipur.
• Singh, Gopal (2010) Geography of India, Atma Ram and Sons.

267
Hindi
• Tiwari, R. C. (2019) Bharat ka Bhugol, Pravalika Publication, Allahabad.
• Singh, S. and Saroha, J. (2019) Bharat ka Bhugol, CL Media (P) Ltd, New Delhi.
• Mamoria, C. B. and Mishra, J. P. (2021) Bharat ka Bhugol, Sahitya Bhawan
Publication,Agra.

DISCIPLINE SPECIFIC CORE COURSE – EVOLUTION OF

GEOGRAPHICAL THOUGHT (DSC 17)

Duration (Hrs per week)

Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
EVOLUTION OF
Class
GEOGRAPHICAL 4 3 1 0 NIL
12th
THOUGHT

Learning Objectives:
• The course aims to present an overview of the evolution of the discipline.
• The course will introduce students to the multi paradigmic nature of
geography as adiscipline, key debates and emergence of modern
geography

Learning Outcomes:
• On transacting this core course the students will be able to grasp
the uniquedisciplinary focus of Geography
• Students will be able to identify the key debates that have shaped the subject
• Students will be well acquainted with the changing paradigms in
Geography and theemergence of modern geography

Course Outline

Unit-1: Pre-Modern: Foundations of Geography: (9 hrs)

• Greek and Roman School, Arab School, Contributions of Chinese travellers,
Age of Discovery and its Impact.

Unit 2: Paradigms in Geography: (9 hrs)

• Definition of ‘Paradigm’, major paradigms in geography – Determinism, Possibilism,
Areal differentiation, Spatial Organization

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Unit-3: Key Debates and Developments in Geography: (9 hrs)

• Geography as idiographic & Nomothetic, Systematic and Particular, General

and Regional, Quantitative Revolution, Schaefer-Hartshorne Debate, impact
of Darwin’s theory

Unit-4: Theories and Models in Geography: 9 hrs)

• Systems Approach and its relevance in Geography, concepts of place, space,

environment, interconnection, scale

Unit -5: Emergence of Modern Geography: (9 hrs)

• Emergence of Radical, Behavioral and Feminist Geography, Evolution of

Geographical Thinking and Disciplinary Trends in Germany, France and USA,
India

Teaching Plan
Unit 1: 9 hours
Unit 2: 9 hours
Unit 3: 9 hours
Unit 4: 9 hours
Unit 5: 9 hours
Total: 45 hours

Essential Readings

• Holt-Jenson, A. (2011), Geography: History and Concepts: A Students Guide, Sage.

• Couper, P. (2015). A Student's Introduction to Geographical Thought:
Theories, Philosophies, Methodologies. SAGE Publications.
• Nayak, Anoop, and Alex Jeffrey (2013). Geographical thought: An
introduction to ideas in human geography. Routledge, 2013.

Suggested Readings

• Cresswell, Tim. (2013). Geographic thought : a critical introduction. Chichester, West

Sussex, UK :Wiley-Blackwell
• Arentsen M.,Stam R. and Thuijis R.(2000), Post-Modern Approaches to Space, e-book
• Kapur, A. (2002) Indian Geography: Voice of Concern, New Delhi: Concept
PublishingCompany.

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• Dickinson, R.E. (1969), The Makers of Modern Geography, Routledge &
Kegan Paul,London.
• Dikshit, R.D. (1997), Geographical Thought: A Contextual History of Ideas,
Prentice Hallof India.
• James, P.E. & G.J. Martin (1981) All Possible Worlds: A History of
Geographical Ideas,Third Edition, John Wiley and Sons, New York.
• Johnston, R.J. (1997, 2004), Geography and Geographers: Anglo-American
HumanGeography Since 1945, 5th and 6th Ed., Edward Arnold, London.
• Peet, R. (1998), Modern Geographical Thought, Blackwell.
• Soja, E.W. (1997), Postmodern Geographies: The Reassertion of Space in
Critical SocialTheory, Rawat Publishers, Jaipur and New Delhi

DISCIPLINE SPECIFIC CORE COURSE – DISASTER MANAGEMENT-

BASED PROJECT REPORT (DSC 18)

Duration (Hrs per week)

Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice

DISASTER
MANAGEMENT- Class
4 2 0 2 NIL
BASED PROJECT 12th
REPORT
(PRACTICAL)

Learning Objectives:

• Understanding the basic concepts related to disaster management

• Detailed analysis about the different types of disasters in India
• Evaluating multiple dimensions of disaster management through field based study

Learning Outcomes:
• The course aims to provide an in depth understanding about
types disastersoccurring at different scales
• It will provide thorough understanding about human responses to
different kinds ofdisasters
• It will give an in-depth knowledge about tracing the

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 disasterscapes throughfieldwork

Course Outline

Unit 1: Introduction: (6 hrs)

• Concept of Hazard, Disaster, Risk, Vulnerability, Classification ofdisasters,
Disaster Management Cycle, Capacity and Resilience.

Unit 2: Disasters and Institutional Framework in India: (8 hrs)

• Disaster Profiles of India (Earthquake, Flood, Drought, Cyclone, Landslide,

Avalanche, Fire); Disaster Management Act; Role of Government and NGOs
in Disaster Management.

Unit 3: Community-Based Disaster Management: (8 hrs)

• Concept and Framework; Indigenous Knowledge and Practices; Role of Civil

Society.

Unit 4: Data Assessment and Analysis: (8 hrs)

• IMD and Bhuvan Portal-Demonstration; Multi- Criteria Decision Making:

Concept and Method.

Unit 5: Project Report: (60 hrs)

Project work to be based on any one of three of the following topics of student’s choice. (1) The
first should be a field-based case study of any particular disasterand the (2) second should be
local/college-based term paper. (3) third should be preparation of
earthquake/landslide/flood/forest fire or any other hazard susceptibility map of any area

Teaching Plan
Unit 1: 6 hours
Unit 2: 8 hours
Unit 3: 8 hours
Unit 4: 8 hours
Unit 5: 60 hours
Total: 90 hours

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Essential Readings

• Srivastava, P. K., Singh, S. K., Mohanty, U. C., & Murty, T.

(2020). Techniques for Disaster Risk Management and
Mitigation. Techniques for Disaster Risk Management and
Mitigation (pp. 1–328). wiley.
• Government of India. (2011). Disaster Management in India. Delhi, India:
Ministry ofHome Affairs.
• Kapur, A. (2010). Vulnerable India: A Geographical Study of Disasters.
Delhi, India:Sage Publication.

Suggested Readings

• Taherdoost, H.; Madanchian, M. (2023) Multi-Criteria Decision

Making (MCDM) Methods and Concepts. Encyclopedia 3,: 77–87.
https://doi.org/10.3390/encyclopedia3010006
• Mishra, P.K.; Tripathi, S.; Abdelrahman, K.; Tiwari, A.; Fnais, M.S. (2023)
Integrated Flood Hazard Vulnerability Modeling of Neluwa (Sri Lanka) Using
Analytical HierarchyProcess and Geospatial Techniques. Water 15, 1212.
https://doi.org/10.3390/w15061212
• Pathak, G. K. (2021) Apda Prabandhan (Hindi), Rajesh Publications, New Delhi.
• Pandey, R.K. (2020). Disaster Management in India. Sage Text, India
• Government of India. (2008). Vulnerability Atlas of India. New Delhi,
India: BuildingMaterials & Technology Promotion Council, Ministry of
Urban Development, Government of India.
• Ram kumar, M. (2009). Geological Hazards: Causes, Consequences and
Methods of Containment. New Delhi, India: New India Publishing
Agency.
• Singh, S. (2014) Apda Prabandhan (Hindi), Pwalika Publications, AIllahabad.
• Modh, S. (2010). Managing Natural Disaster: Hydrological, Marine and
GeologicalDisasters. Delhi, India: Macmillan.
• Bhuvan Portal: Disaster Management Support Services -
https://bhuvan-app1.nrsc.gov.in/bhuvandisaster/#forestfire
• IMD:https://mausam.imd.gov.in/imd_latest/contents/stationwis
e-nowcast-warning.php#
• Singh, J. (2007) Disaster Management, I.K.International Publishing House, New Delhi.

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 DISCIPLINE SPECIFIC ELECTIVE COURSE –GEOGRAPHIES
OF CRIME (DSE 8)

Duration (per week)

Course title& Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
GEOGRAPHIES Class
4 3 1 0 NIL
OF CRIME 12th

Learning Objectives:
To develop an understanding of Crime from a spatial perspective. The course is
organized around three principles: The concept of crime, crime as a spatial
construct; and the planning,Governance and spatial strategies to develop a safe
place.

Learning Outcomes:
At the end of the course, the students shall understand-
• Definition of crime, its theories and types
• the geographic base of crime
• How differences in society construct space and impact crime;
• What role Policy, planning and Governance strategies play in preventing crime.

Course Outline

Unit 1: Introduction to crime: (9 hrs)

• Definitions; Typology of crimes: Traditional Crimes,Victimless crimes,
Family-centered crimes, Environmental Crimes.

Unit 2: Geographies of crime: (9 hrs)

• Crime areas; Environmental correlates of crime; Spatial patterns of crime;
Marginalisation of ‘Problem Area’

Unit 3: Spatial Construct of Crime: (9 hrs)

• Class, Gender, Age, Disability, Race and Ethnicity based social differences
and geographies of crime, Crime against third gender and gendered
crimes

Unit 4: Urban Crime: (9 hrs)

273
• Governance and Policing, Urban settings and Crime Prevention,Attributes
and Assessment of safe places.

Unit 5: Policy Intervention: (9 hrs)

• Crime Prevention: Environmental design; Local Challenges and situational
crime prevention; Policies for awareness generation and deterrence.

Teaching Plan
Unit 1: 9 hours
Unit 2: 9 hours
Unit 3: 9 hours
Unit 4: 9 hours
Unit 5: 9 hours
Total: 45 hours

Essential Readings:
• Wyant, B. R. (2015). Geography and Crime. In The Encyclopedia of Crime
and Punishment (pp. 1–5). John Wiley & Sons, Inc.
https://doi.org/10.1002/9781118519639.wbecpx007
• Lersch and Hart. (2011). Space, Time and Crime 3rd Edition. Carolina
Academic Press.Durham, North Carolina.
• Herbert, David. The Geography of Urban Crime. London: Longman, 1982.

Suggested Readings
• Marsh, I., Melville, G., Morgan, K., Norris, G., & Walkington, Z. (2006). Theories of
crime. Theories of Crime (pp. 1–205). Routledge Taylor & Francis Group.
https://doi.org/10.4324/9780203030516

• Cater, John, and Trevor Jones “Crime and Disorder.” In Social Geography. Edited by J.Cater
and T. Jones, 79–113. London: Edward Arnold, 1989.
• Evans, David, and David Herbert eds. The Geography of Crime. London:
Routledge,1989.
• Pain, Rachel “Crime, Space and Inequality.” In Introducing Social
Geographies. Edited by R. Pain, M. Barke, D. Fuller, J. Gough, R.
MacFarlane, and M. Graham, 231–253. London: Arnold, 2001.
• P.J., Brantingham, “Criminality of Place: Crime Generators and Crime Attractors”,
European Journal of Criminal Policy and Research, 3, 5-26, 1995.
• Johnston, R.J., Gregory, D., Pratt, G. and Watts, M. (2000). The Dictionary

274
 of HumanGeography. Oxford, Blackwell Publishers Inc.
• Knox, P. (1995). Urban Social Geography. Essex, England. Logman Group Limited.

Online Resources
• https://www.unodc.org/unodc/es/urban-safety/urbansafetygovernanceapproach.html
• https://www.unodc.org/unodc/en/urban-safety/crime-prevention/unodcity/unodcity-
pilots.html
• https://www.unodc.org/unodc/en/urban-safety/UNODC-toolsandresources.html
• https://www.perlego.com/book/1505927/crime-prevention-approaches-practices-and-
evaluations-pdf
• https://www.unodc.org/pdf/criminal_justice/Handbook_on_Crime_Prevention_Guideline
s_-_Making_them_work.pdf
• https://www.researchgate.net/publication/343721767_Crime_Geography

DISCIPLINE SPECIFIC ELECTIVE COURSE – GENDER AND

DEVELOPMENT (DSE 9)

Credits Duration (per week) Prerequisite

Course title & Practical/ Eligibility
Lecture Tutorial
Code Practice Criteria
GENDER AND Class
4 3 1 0 NIL
DEVELOPMENT 12th

Learning Objectives
• This course aims to teach the basic idea of development through a gender lens.
• The course also aims to apply feminist approaches to understanding gender inequality
• It aims to bring awareness that development is not a linear and uniformly
distributedphenomenon but has gendered patterns.
• The course also aims to demonstrate that gender-inclusive policies can
bring sustainable development and social change through examples from
the Global Northand Global South.
Learning Outcomes:
The course would enable the student to:
• Develop a basic understanding of the concept of gender, Gender identities,
feminism,and related concepts
• Understand the spatial dimensions of development through a gender lens
• Have an idea about the Global North-Global South and Rural-Urban divide
of gendereddevelopment

275
 • To know some qualitative and quantitative methods to measure gender development

Course Outline

Unit 1: Introduction: (9 hrs)

• Sex and Gender, Gender Identities; Liberal Feminism, Radical Feminism,
Socialist Feminism Post Colonial Feminism
Unit 2: Approaches and Measures to Study Gender and Development: (9 hrs)
• Women in Development (WID), Women and Development(WAD), Gender and
Development (GAD); Mainstream Gender Equality (MGE); Gender
Development Index (GDI), Gender Empowerment Measure (GEM), Gender
Parity Index
Unit 3: Gendered Patterns of Well Being and Development: (9 hrs)
• Global patterns of life expectancies, maternal mortality, child-woman ratio, sex
ratio, female literacy, Crime against women, electoral participation and women
in Leadership Roles
Unit 4: Gendered Work and Livelihoods: (9 hrs)
• Productive paid work and reproductive work; Invisible work and double
burdens, women’s work participation in Global North and Global South.
Unit 5: Gender and Contemporary Global Concerns: (9 hrs)
• Gendered impacts of hazards and disasters, climate change, tourism, gendered
violence and livelihood loss; Sustainable Development Goal (SDG 5); Policy
framework for resilient communities.

Teaching Plan
Unit 1: 9 hours
Unit 2: 9 hours
Unit 3: 9 hours
Unit 4: 9 hours
Unit 5: 9 hours
Total : 45 hours

Essential Readings:

• Coles, Anne, Leslie Gray, and Janet Momsen, eds. The Routledge Handbook of Gender
and Development. Routledge, 2015.

276
 • Momsen, Janet. Gender and Development. Routledge, 2019.
• Mosse, Julia Cleves. Half the world half a chance: An introduction to gender
and development. Oxfam GB, 1993..

Suggested Readings
• Moser, Caroline. Gender planning and development: Theory, practice and training.
Routledge, 2012
• Datta, Anindita, ed. Gender, space and agency in India: exploring regional genderscapes.
Taylor & Francis, 2020.
• Parihar, S.M. and Bannerjee, T. ‘Women Empowerment Atlas of India:
Science & Technology Perspective", SEED-DST, Government of
India.,2022
• Raju, S, Peter Atkins, Naresh Kumar and Janet Townsend, Atlas of women and
men in India, 1999
• Datta, Anindita, Peter Hopkins, Lynda Johnston, Elizabeth Olson, and Joseli
Maria Silva, eds. Routledge handbook of gender and feminist geographies.
Routledge, 2020.
• Raju, S, Gendered Geographies: Space and Place in South Asia, Oxford
UniversityPress, 2011
• Spary Carole, Gender, Development, and the State in India. Routledge,2019
• Terry, Geraldine. Climate Change and gender justice. Oxfam G.B., 2009.
• U.N. Women, Generation Equality Accountability Report 022 World Economic Forum,
Global Gender Gap Report, 2022

GENERAL ELECTIVE- GEO HERITAGE AND GEO

TOURISM (GE 16)

Duration (per week)

Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
GEO
HERITAGE
4 3 1 0 Class 12th NIL
AND GEO
TOURISM

Learning Objectives:
• To understand the concepts associated with geoheritage and the
emergence of thesubfield of Geoheritage and Geotourism.

277
 • To create awareness about issues related to Geodiversity,
geoconservation togetherwith threats and barriers to geoconservation.
• To identify and understand selection criteria for Geoheritage sites and
Geoheritageprotection laws.
• To assess the potential and role of geoheritage and geotourism for
sustainabledevelopment through case studies.

Learning Outcomes:
Transacting the course will enable students to:
• Evolve a basic understanding of Geoheritage and Geotourism and
appreciate theimportance of Geodiversity and Geoconservation.
• Develop a sound knowledge of the potential and role of Geoheritage in
sustainabledevelopment with application of GIS
• Apply the principles of Geoconservation to analyse problems
associated with unsustainable tourism activities.

Course Outline

Unit 1: Introduction to Geo heritage and Geo tourism: (9 hrs)

• Definition, Concept and evolution; Relationship between Geo heritage and
Geo tourism; Significance of Geo heritage and Geo tourism.

Unit 2: Geodiversity and Geo conservation: (9 hrs)

• Geodiversity Values – Intrinsic, cultural, aesthetic, economic, functional, and
scientific; Threats to Geodiversity; Geo conservation principles to protect Geo
heritage.

Unit 3: Potential of Geo heritage and Geo tourism: (9 hrs)

• Case Study of Geoparks, Mountain landscape, Geothermal sites and Volcanic
landscape.

Unit 4: Geoheritage, Geotourism and Sustainable Development: (9 hrs)

• Role of Geoheritage and Geotourism for sustainable social, economic and
cultural development of a region.Application of GIS in Geotourism.

Unit 5: Inventory of World Geo heritage Sites: (9 hrs)

• Identification and selection criteria with special reference to UNESCO.
Geoheritage and Protection Laws: Role of Government.

Teaching Plan
Unit 1: 9 hours
Unit 2: 9 hours

278
 Unit 3: 9 hours
Unit 4: 9 hours
Unit 5: 9 hours
Total : 45 hours

Essential Readings
• Reynard, Emmanuel Jose Brilha., Geoheritage Assessment, Protection,
andManagement, December 5, 2017 ISBN: 9780128095317Wolfgang
Eder F, Peter T. Bobrowsky, Jesus Martinez-Frias Geoheritage. 2023.
Geoparks and Geotourism Conservation and Management Series.,
Springer, 2023
• Brilha José Inventory and Quantitative Assessment of Geosites and
Geodiversity Sites:a Review The European Association for Conservation of
the Geological Heritage 2015.

Suggested Readings
• Wolfgang Eder F, Peter T. Bobrowsky, Jesus Martinez-Frias Geoheritage.
2023. Geoparks and Geotourism Conservation and Management Series.,
Springer, 2023
• Gordon, J.E. Geoconservation principles and protected area management.
InternationalJournal of Geoheritage and Parks. 7 (2019) 199–210.
• Gray, M. Geodiversity, Geoheritage and Geoconservation for societies
InternationalJournal of Geoheritage and Parks. 7 (2019) 226–237.
• Newsome, David and Dowling, Ross, 2018.. Geotourism: The tourism of
geology and landscape. Goodfellow publishers, United Kingdom. ISBN:978
1-906884-09-3 DOI: 10.23912/978-1-906884-09-3-21
• Marija Belij, Snežana Đurđić, Sanja Stojković. The Evaluation of
Geoheritage for Geotourism Development. 2018.
doi:10.5937/zrgfub1802121B
• Newsome, David and Dowling, Ross, 2018. Geoheritage and Geotourism in
Geoheritage, Assessment, Protection, and Management 2018, Pages 305-321

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GENERAL ELECTIVE- GEOGRAPHY OF MEDIA (GE 17)

Duration (per week)

Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
GEOGRAPHY Class
4 3 1 0 NIL
OF MEDIA 12th

Learning Objectives:
• Geography of media seeks to understand how media depends on and is shaped by
geographical patterns and processes.
• This course looks at the basic nature and spatial characteristics of media, its typesand
processes.
• The course also deals with various roles mass media plays across geographical
boundaries

Learning Outcomes:
Students would be able to:
• To develop an understanding of different forms of media, concepts and process of
Media.
• To critically understand media and its functions.
• To understand historical growth, spatial pattern, development and trends ofdifferent
forms of media.
• To develop insights about links between media and space and media spaces

Course Outline

Unit 1: Introduction: (9 hrs)

• Geography of Media, historical development and approachesto study.

Unit 2: Forms of Media: (9 hrs)

• Print, audio visual, digital and social media; vernacular, regional and national
circulations, importance and role in geographical knowledge.

Unit 3: Functions of Media is shaping Geographical Spaces: (9 hrs)

• Surveillance, Linkage,Representation and consumption of rural and urban landscapes

280
Unit 4: Role of Media: (9 hrs)
• Role of media in shaping culture, politics and environmentalvalues, role in creation of
global markets.

Unit 5: Media and Development: (9 hrs)

• Media as public sphere and media as public service, coverage of global issues concerning
environment, disasters and conflict.

Teaching Plan
Unit 1: 9 hours
Unit 2: 9 hours
Unit 3: 9 hours
Unit 4: 9 hours
Unit 5: 9 hours
Total : 45 hours

Essential Readings

• Rajagopal, A. and Rao, A. 2016. Media and Utopia: History Imagination and
Technology,Routledge: London and New York.
• Adams, P. C. 2009. Geographies of Media and Communication: A CriticalIntroduction,
London: Wiley-Blackwell.
• Burgess, J. and John R. Gold, eds. 1985. Geography, the Media, and Popular Culture,
New York: St. Martin’s.

Suggested Readings

• Claude, G. Robin L.Benjamin L, Hugues P.2016. International agenda-setting,the mediaand

geography: A multi-dimensional analysis of news flows L'Espace géographique (English
Edition), Vol. 45, No. 1 (January-February-March 2016), pp. 1-18.
• Laurent,B,Claude, G, and Marta S. 2016. Geographic Spaces and Media Representations,
L'Espace géographique (English Edition), Vol. 45, No. 1 (January-February-March 2016), pp.
1-4
• Travis, C. And von Lunen. A. (eds), 2016. The Digital Arts and Humanities, Neo
geography, Social Media, Big Data Integrations and applications, Springer: Switzerland.
• Fuchs, C. (2014). Social media and the public sphere. TripleC: Communication,

281
 Capitalism & Critique. Open Access Journal for a Global Sustainable Information
Society, 12(1), 57-101.
• Adams, PC, Craine, J, Dittmer, J (eds) 2014. The Ashgate Research Companion toMedia
Geography, Aldershot: Ashgate Press.
• Boym, S. 2002. The Future of Nostalgia, New York: Basic Books. Casey.
• Chung, W.H.K. and Keenan, T. (eds), 2006. New Media, Old Media: A History andTheory
Reader, Routledge: London and New York.
• Donald F. R and Ulla G. F.2008.Trends in Media Use. The Future of Children, Vol. 18, No.1,
Children and Electronic Media (Spring, 2008), pp. 11-37.
• Fuchs, C. (2014). Social media and the public sphere. TripleC: Communication, Capitalism&
Critique. Open Access Journal for a Global Sustainable Information Society, 12(1), 57- 101.
• Gokulsing, K.M., and Dissanayake, W. 2009. Popular Culture in a Globalised India,
Routledge:London and New York.
• Goodchild, M. (2009). NeoGeography and the nature of geographic expertise.Journal
of location based services, 3(2), 82-96.
• Guillory, J. (2010). Genesis of the media concept. Critical inquiry, 36(2), 321-362.
• Harrison, S., & Dourish, P. (1996, November). Re-place-ing space: the roles of placeand
space in collaborative systems. In Proceedings of the 1996 ACM conference on
Computer supported cooperative work (pp. 67-76).
• Jenkins, H. 2006. Convergence Culture: Where Old and New Media Collide, NewYork:
NewYork University Press.
• Aitken, Stuart C., and Leo E. Zonn. 1994. Place, Power, Situation, and Spectacle: A
Geography of Film, Lanham, MD: Rowman & Littlefield.

GENERAL ELECTIVE- EDUCATION FOR

SUSTAINABLE DEVELOPMENT (GE 18)

Duration (per week)

Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
EDUCATION
FOR Class
4 3 1 0 NIL
SUSTAINABLE 12th
DEVELOPMENT

Learning Objectives:

282
This paper seeks to:
• Clarify concepts of sustainability, sustainability values and principles,
sustainablelifestyles and responsible consumption as well as the
synergies between them.
• Deepen and expand knowledge about new paradigms of education
associated witheducation for sustainability, sustainable lifestyles and
transformative education.

• Strengthen the capacities and skills of the students henceforth called

learners to integrate the values of sustainability in their areas of action,
and promote a new awareness of our relationship with the environment
and sustainable lifestyles.
• Motivate and inspire students to contribute, through their areas of action
in building more coherent, harmonious, and sustainable societies.

Learning Outcomes:
Transacting the course will enable students to :
• Develop a greater understanding of Education for Sustainable Development
(ESD) andits application in education including a basic understanding of
Sustainable Development.
• Be familiar with new paradigms of education within the framework of
Education for Sustainable Development, and related themes.
• Deepen knowledge to incorporate values-based education for sustainable
development in educational programmes and processes.

Course Outline
Unit 1: Education for Sustainable Development: (9 hrs)
• Concept and Meaning, History,Global Perspectives

Unit 2: Education for Sustainable Development and Sustainable

DevelopmentGoals: (9 hrs)
• Quality Education, Gender Equality, Sustainable Lifestyle

Unit 3: Transformative Learning: (9 hrs)

• Values, Ethics and Experiences, Peace Education

Unit 4: Communities and Sustainable Practices: (9 hrs)

• Role of Institutions, GreenTechnology and Entrepreneurship, Nature Based
Solutions (NBSs)

Unit 5: Education for Sustainable Development in India: (9 hrs)

• Educational Policy andCurriculum, Institutes imparting ESD.

283
 Teaching Plan
Unit 1: 9 hours
Unit 2: 9 hours
Unit 3: 9 hours
Unit 4: 9 hours
Unit 5: 9 hours
Total : 45 hours

Essential Readings

• Ossewaarde, M.J. (2018) Introduction to Sustainable Development, Sage Text, India.

• Baker, S. (2015) Sustainable Development (pp. 1-449). London: Routledge.
https://doi.org/10.4324/9780203121177
• Buckler, C. and Creech, H. (2014) Shaping the future, we want: UN Decade of Education
for Sustainable Development (2005–2014) final report. Paris, France: UNESCO.
Available at: http://unesdoc.unesco.org/images/0023/002301/230171e.pdf

Suggested Readings
• Priyadarshani, N. (2020) Suatinable Development & Education Discovery Publishing
House Pvt Ltd, New Delhi
• Arbuthnott, K.D. (2009) Education for sustainable development beyond attitude
change. International Journal of Sustainability in Higher Education, 10(2): 152-163.
https://doi.org/10.1108/14676370910945954
• Firth, R. and Smith, M. (2017) Education for Sustainable Development What was
achieved in the DESD? (Ed.) Routledge.
• Mohanty, A. (2018) Education for sustainable development: A conceptual model of
sustainable education for India”, International Journal of Development and
Sustainability. 7(9): 2242-2255.
• Redecker C, Leis M, Leendertse M, Punie Y, Gijsbers G, Kirschner P, Stoyanov S,
Hoogveld B. (2011) The Future of Learning: Preparing for Change. EUR 24960 EN.
Luxembourg: Publications Office of the European Union. Available at
https://op.europa.eu/en/publication-detail/-/publication/248604cb-9598-48a7-
adad-8ff00e061a05/language-en
• Nevin, E (2008) 'Education and sustainable development', Policy and Practice: A
Development Education Review. 6: 49-62.
• UNDESD (2005-14) Education for sustainable development toolkit. Education for
Sustainable Development in Action, Learning & Training Tools. available at:
https://unesdoc.unesco.org/ark:/48223/pf0000152453

284
 Semester IV
DEPARTMENT OF SOCIOLOGY
Category I
BA (Honors) Sociology
Sociological Thinkers-1

DISCIPLINE SPECIFIC CORE (DSC) 10: Sociological Thinkers-1

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite of

& Code course criteria the course
(If any)
Lecture Tutorial Practical/
Practice
BA (H)
DSC 04:
DSC-10
12th Class Sociological
Sociological 4 3 1 0
Pass Perspectives or
Thinkers-I equivalent
course

Learning Objectives:

1. The course introduces students to the theoretical contributions of Emile Durkheim, Max
Weber and Talcott Parsons.
2. It provides an understanding of the conceptual foundations of the positivist, interpretive
and American Structural-Functional Schools of Sociology.

Learning outcomes:

Students will be able to:

1. Outline the key concepts and theoretical architecture of the sociological thought of
Durkheim, Weber and Parsons.
2. Apply the concepts and theories to conceptualize research questions to study and analyses
social realities.

285
SYLLABUS OF DSC -10: Sociological Thinkers-I

Unit I. Emile Durkheim (18 Hours)

This unit introduces the students to Durkheim’s conception of Sociology as a scientific
discipline and enables them to comprehend the relationships between individual and society
through the writings of Durkheim.
a. Social Fact
b. Individual and Society
Unit II. Max Weber (18 Hours)
This unit introduces the students to basic concepts of Max Weber’s interpretive sociology,
his methodological tools and his substantive contribution to the study of social action and
the relationship between cultural ideas and social change.

a. Social Action and Ideal Types

b. Ideas and Social Change

Unit III. Talcott Parsons (9 Hours)

The unit introduces the structural-functional theory of Talcott Parsons with a focus on
social action, action frame of reference and pattern variables.

a. Action Systems
b. Pattern Variables

Practical Component: NIL

Essential/Recommended Readings:

Unit I. Emile Durkheim

a. Social Fact

Jones, Robert. A. (1986). ‘Studying Social Facts: The Rules of Sociological Method’ in Emile
Durkheim: An Introduction to Four Major Works. London: Sage Publications. Ch 3. Pp. 60-
81.

b. Individual and Society

Durkheim, Emile. (2005). ‘How to Determine Social Causes and Social Types’ in Suicide: A
Study in Sociology. London: Taylor & Francis. Introduction and Book II, Chapter 1, Pp. xxxix-
li, 97-104.

286
Durkheim, Émile. (1984). ‘Mechanical Solidarity or Solidarity by Similarities and Solidarity
Arising from the Division of Labour or Organic Solidarity’ in The Division of Labour in
Society. United Kingdom: Macmillan. Book 1 -Chapters 2 & 3. Pp. 31- 64, 68-86.

Unit II. Max Weber

a. Social Action and Ideal Types

Weber, Max. (1947). The Theory of Social and Economic Organization. New York: The Free
Press. Pp. 87-123.

b. Ideas and Social Change

Weber, Max. (2012). Protestant Ethic and the Spirit of Capitalism. New York: Routledge.
Chapters. 1, 2, 3 & 5. Pp. 3-50, 102-125.

Unit III: Talcott Parsons

a. Action Systems
b. Pattern Variables

Parsons, Talcott. (1951). The Social System. London: Routledge. Ch. 1 & 2. Pp. 1-44.

Suggested Readings:
Bhambra Gurminder. and John Holmwood. (2021). Colonialism and Modern Social Theory.
Cambridge: Polity Press.
Durkheim, E. (1982). The Rules of Sociological Method (W.D. Halls, Trans.). New York
London Toronto Sydney: The Free Press.
Freund, J. (1970). The Sociology of Max Weber. Penguin Books.
Giddens, A. (1971). Capitalism and Modern Social Theory: An Analysis of the Writings by
Marx, Weber and Durkheim. Cambridge University Press.
Lukes, S. (1985). Emile Durkheim: His Life and Work: A Historical and Critical Study.
Stanford University Press.
Turner, J. (1995). The Structure of Sociological Theory. Jaipur: Rawat Publications.
Black, Max ed. (1961). Parsons Sociological Theory in The Social Theories of Talcott Parsons:
A Critical Examination .Englewood Cliffs, NJ. Prentice Hall. pp. 1-63.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

287
 B.A. (H) Sociology
Discipline Specific Core (DSC) 11
Economic Sociology

Discipline Specific Core Course -11 (DSC-11) : Economic Sociology

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course Credits Credit distribution of the Eligibility Pre-requisite

title & course criteria of the course
Code Lecture Tutorial Practical/ (If any)
Practice
BA (H)
DSC 11 DSC 01:
12th Class Introduction
Economic 4 3 1 0
Pass to Sociology
Sociology or equivalent
course

Learning Objectives:

1. To familiarise students with the key concepts and theoretical perspectives in Economic
Sociology.
2. To provide an understanding of the social and cultural bases of various dimensions of the
economy such as production, distribution, exchange, consumption and markets.
3. To enable students to comprehend economic processes at all levels as embedded and
interconnected.

Learning outcomes:

Students will be able to:

1. Understand the key concepts and theories of economic sociology as a specialised branch
of knowledge.
2. Identify the diverse ways in which the economy is embedded in other aspects of society
and culture.
3. Use sociological concepts and theories to understand and analyse the transformations of
the economy and its key processes and institutions from a comparative perspective.
4. Generate research questions and arguments about the intersections of economy and society.

SYLLABUS OF DSC-11: Economic Sociology

Unit I: Introduction to Economic Sociology (15 hours)

This unit provides an understanding of the key concepts and theoretical perspectives of
Economic Sociology as a specialised branch of knowledge.

288
a. What is Economic Sociology?
b. Perspectives in Economic Sociology

Unit II: Economic Action and its Locations (24 hours)

This unit provides an understanding of the various dimensions of economy such as

production, distribution and consumption while highlighting their sociocultural bases.

a. Production and its Logics

b. Distribution and its Reach

Unit III: Contemporary Directions in Economic Sociology (6 hours)

This unit provides an understanding of the changing economic processes and institutions in
contemporary times.

a. Informal Economy
b. Platform Society

Practical Component: NIL

Essential/Recommended Readings:

Unit I. Introduction to Economic Sociology (15 hours)

a. What is Economic Sociology

Martinelli, Alberto. 2023. ‘The conception and definition of economic sociology’ in The
Routledge International Handbook of Economic Sociology. New York: Taylor &
Francis, 2023. Pp. 57-74.

Portes, Alejandro. 2010. ‘The Assumptions That Ground the Field’ in Economic Sociology: A
Systematic Inquiry. New Jersey: Princeton University Press. Chapter 2. Pp. 10-26.

b. Perspectives in Economic Sociology

Polanyi, Karl. 1992. ‘Economy as an Instituted Process’ in M. Granovetter and R. Swedberg

(eds.) The Sociology of Economic Life. Colorado: West View Press. Pp. 27-50.

Granovetter, Mark. 1985. ‘Economic Action and Social Structure: The Problem of
Embeddedness’. American Journal of Sociology. 91(3). Pp. 481‐ 507.

Unit II: Economic Action and its Locations (24 hours)

a. Production and its Logics

Sahlins, Marshall. 2017. ‘The Original Affluent Society’ in Stone Age Economics. New York:
Routledge. Chapter 1. Pp. 1-37.

289
Scott, James C. 1976. ‘The Economics and Sociology of Subsistence Ethics’ in The Moral
Economy of the Peasant: Rebellion and Subsistence in Southeast Asia. Chapter 1. New Haven,
Yale University press. Pp. 13-34.

Wallerstein, Immanuel. 1983. ‘The Commodification of Everything: Production of Capital’ in

Historical Capitalism. London: Verso. Chapter 1. Pp. 13-46.

b. Distribution and its Reach

Mauss, Marcel. 1966. ‘The Gifts and Obligation of Return Gift’ and ‘Distribution of the
System: Generosity, Honour and Money’ in The Gift: Forms and Functions of Exchange in
Archaic Societies. (tr. Ian Cunnison). London: Cohen and West. Chapters. 1, 2. Pp. 1-46.

Patterson, Thomas C. 2005. ‘Distribution and Redistribution’ in James G. Carrier (ed.) A

Handbook of Economic Anthropology. Cheltenham: Edward Elgar. Pp. 194-209.

Weiss, Brad. 1996. ‘Coffee Breaks and Coffee Connections: The Lived Experience of a
Commodity in Tanzanian and European Worlds’ in David Howes (ed.) Cross-Cultural
Consumption: Global Market, Local Realities. London and New York: Routledge. Pp. 93-105.

Unit III: Contemporary Directions in Economic Sociology (6 hours)

a. Informal Economy

Light, Donald W. 2004. ‘From Migrant Enclaves to Mainstream: Reconceptualizing Informal

Economic Behaviour’ in Theory and Society. 33(6). Pp. 705-737.

b. Platform Society

Dijck, Jose Van. et al. 2018. ‘The Platform Society as a Contested Concept’ in The Platform
Society: Public Values in a Connected World. New York: Oxford University Press. Chapter
1, Pp. 1-30.

Suggested Readings:

Appadurai, A. 1986. The Social Life of Things: Commodities in Cultural Perspective.

Cambridge: Cambridge University Press.

Carrier, James G. 1995. Gifts and Commodities. London: Routledge.

DiMaggio, Paul. 2019. ‘Cultural Aspects of Economic Action and Organization’ in R.

Friedland and A. F. Robertson (eds.) Beyond the Market Place: Rethinking Economy and
Society. New York: Routledge. Pp. 113-136.

Graeber, David. 2001. Toward an Anthropological Theory of Value: The False Coin of Our
Own Dreams. New York: Palgrave.

Hann, Chris and Keith Hart. 2011. Economic Anthropology. Cambridge: Polity Press.

Hirst, Paul and G Thompson 1999. Globalization in Question. 2nd Edition. Cambridge,
Oxford: Polity Press.

Sahlins, Marshal. 1974. Stone Age Economics. London: Tavistock.

290
Smelser, Neil. J. and Richard Swedberg. 2005. The Handbook of Economic Sociology. New
York: Russel Sage Foundation.

Tonkiss, Fran. 2006. Contemporary Economic Sociology. London: Routledge.

Verdery, Katherine. 1996. What Was Socialism, And What Comes Next? New Jersey: Princeton
University Press.

Zelizer, Viviana A. 1989. 'The Social Meaning of Money: ̳Special Monies’. American Journal
of Sociology, Vol. 95 (Sept.). Pp. 342-377.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

291
 Sociology of Gender

DISCIPLINE SPECIFIC CORE COURSE -12 (DSC-12) : Sociology of Gender

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course Credits Credit distribution of the Eligibility Pre-requisite

title & course criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
BA (H)
DSC 12 DSC 05:
12th Class Social
Sociology 4 3 1 0
Pass Stratification
of Gender or equivalent
course

Learning Objectives:

1. To introduce the sociology of gender as a critical area of sociological inquiry.

2. To provide a sociological understanding of the categories of gender, sex and sexuality.
3. The problematise the common-sense conception of gender from a sociological perspective.

Learning outcomes:

Students will be able to:

1. Identify and explain key concepts in the sociology of gender.
2. Investigate gendered inequalities in a comparative mode across time and space.
3. Analyse gender in relation to other forms of social stratification and identities such as caste,
class, family and work.

SYLLABUS OF DSC-12: Sociology of Gender

Unit I. Understanding Gender (9 Hours)

This unit locates the understanding of gender within the framework of sociological theories.

Unit II. Gender, Power and Resistance (9 Hours)

This unit examines the forms of resistance to gender-based power through ideological
change and social movements.
a. Power and Subordination
b. Negotiations and Resistance

Unit III. Gender: Differences and Inequalities (12 Hours)

This unit examines the intersection of gender with different forms and locations of social
inequality.
a. Stratification and Difference

292
b. Work and Houehold

Unit IV. Masculinity and Femininity (15 Hours)

This unit elucidates the varied ways in which gender is socially constructed.
a. Production of Masculinity and Femininity
b. Culture and Sexuality

Practical Component: NIL

Essential/Recommended Readings:

Unit I. Understanding Gender

Jackson, S. and S. Scott (eds.) 2002 ‘Introduction: The Gendering of Sociology’ in S. Jackson
and S. Scott Gender: A Sociological Reader, London: Routledge. pp 1-26.

Risman, Barbara J. 2018. ‘Gender as a Social Structure’ in Handbook of the Sociology of

Gender. Germany, Springer International Publishing, 2018. Pp. 19-38.

Unit II. Gender, Power and Resistance

a. Power and Subordination

Susie, Tharu and Tejaswini Niranjana. 1994. ‘Problems for a Contemporary theory of Gender’
in Social Scientist, Vol.22 No. ¾ (Mar-Apr) Pp. 93-117.

Abu Lughod, Lila. 2002. ‘Do Muslim Women Really Need Saving? Anthropological
Reflections on Cultural Relativism and its Others.’ in American Anthropologist, Vol. 104, No.
3. Pp.783-790.

b. Negotiations and Resistance

Kandiyoti, Deniz. 1991. ‘Bargaining with Patriarchy’ in Judith Lorber and Susan A. Farrell
(eds.) The Social Construction of Gender, New Delhi: Sage Publications. Pp. 104-118.

Ahmed. S. 2017. ‘Bringing Feminist Theory Home’ in Living a Feminist Life. Durham: Duke
University Press. Pp. 1-18.
Unit III. Gender: Differences and Inequalities

a. Stratification and Difference

Walby, Sylvia. 2002. ‘Gender, Class and Stratification: Towards a New Approach’ in S.
Jackson and S. Scott (eds.) Gender: A Sociological Reader. London: Routledge. Pp. 93-96.

Rege, S. 1998. ‘Dalit Women Talk Differently: A Critique of 'Difference' and Towards a Dalit

293
Feminist Standpoint Position’ in Economic and Political Weekly, Vol. 33, No. 44, Oct.31-Nov.
6. Pp. 39-48.

b. Work and Household

Whitehead, A. 1981. ‘I’m Hungry Mum: The Politics of Domestic Budgeting’ in K. Young et
al. (eds.) Of Marriage and the Market: Women’s Subordination Internationally and its Lessons.
London: Routledge and Kegan Paul. Pp. 93-116.
Palriwala, Rajni. 1999. ‘Negotiating Patriliny: Intra-household Consumption and Authority in
Rajasthan (India)’, in Rajni Palriwala and Carla Risseeuw (eds.), Shifting Circles of Support:
Contextualising kinship and gender relations in South Asia and Sub‐Saharan Africa. Delhi:
Sage Publications Pp. 190‐220.

Unit IV. Masculinity and Femininity

a. Production of Masculinity and Femininity

Halberstam, Judith. 2012. ‘An Introduction to Female Masculinity: Masculinity without Men’
in Female Masculinity.Delhi: Zubaan . Pp. 1-29.

Cornwall, Andrea and Nancy Lindisfarne 1994 ‘Dislocating Masculinity: Gender, Power and
Anthropology’ in Cornwall and Lindisfarne (ed.). Dislocating Masculinity: Comparative
Ethnographies. Routledge. Chapter 1, pp 11-26.

b. Culture and Sexuality

Ortner, Sherry. 1974. ‘Is male to female as nature is to culture?’ in M.Z. Rosaldo and L.
Lamphere (eds.) Women, Culture and Society. Stanford: Stanford University Press. Pp. 67-87.

Dube, Leela. 2001. Anthropological Explorations in Gender: Intersecting Fields. Delhi:Sage

Publications, 2001. Chapter 3. The Symbolism Of Biological Reproduction and Sexual
Relations of Production. Pp. 119-151

Rubin, Gayle. 1984. ‘Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality’ in
Carole Vance, ed., Pleasure and Anger. London: Routledge. Pp. 143-165.

Suggested Readings:

Bhatia, R. 2022. Gender: A Sociological Understanding. Delhi: Pearson

Hill-Collins, Patricia. 2002. “Learning from the Outsider Within” in S. Jackson and S. Scott
(eds.) Gender: A Sociological Reader. London: Routledge. Pp. 69-78.

Narrain, Arvind and Vinay Chandra. (eds). 2015. Nothing to Fix: Medicalization of Sexual
Orientation and Gender Identity. New Delhi Sage Publications. Chapter 3.

294
Uberoi, Patricia “Feminine Identity and National Ethos in Indian Calendar Art” in Economic
and Political Weekly, Vol. 25, No. 17 (Apr. 28, 1990)Pp. WS41-WS48.

Visvanathan, S. 1996. 'Women and Work: From Housewifization to Androgyny' in Economic

and Political Weekly, Vol. 31 Number 45/46. Pp. 3015–17.

Menon, Nivedita .2012. Seeing like a Feminist. India: Penguin.

Additional Resources
Being Male, Being Koti (2010) Dir: Mahua Bandhpodhyay
Paris is Burning ( 1991) Dir: Jenine Livingston
Izzatnagari Ki Asabhya Betiyaan (2012) Dir: Nakul Singh Sawhney
Danish Girl (2015) Dir: Tom Hooper
Bol (2011) Dir: Shoaib Mansoor

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

295
 Category II
BA (Prog.) with Sociology as Major
Discipline Specific Core (DSC) 07

Post-Classical Sociological Thinkers

DISCIPLINE SPECIFIC CORE COURSE -07 (DSC-07) : Post-Classical Sociological Thinkers

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (If any)
BA(Prog)
DSC 07 DSC 05:
Post-Classical Classical
12th Class
Sociological 4 3 1 0 Sociological
Pass
Thinkers Thinkers or
equivalent
course

Learning Objectives:

1. To familiarise students with developments in sociological theory in the 20th century.

2. To introduce students to the theoretical work in the traditions of Americal Structural-
functionalism, interactionism, and critical theory.
3. To draw the attention of students towards the difference between macro and micro
sociologies and traditional and critical theories.

Learning outcomes:

Students will be able to:

1. Understand the post-classical developments in Sociological Theory.
2. Outline the interdisciplinary nature of sociological concepts.
3. Apply the theories they learned in empirical contexts and construct theoretically informed
sociological research.

SYLLABUS OF DSC-07: Post-Classical Sociological Thinkers

Unit I: Talcott Parsons: Social Action (12 hours)

The unit explains the ways in which Parsons conceptualises social action as a product of
social, cultural and personality systems.

Unit II: Erving Goffman : Dramaturgy (12 hours)

296
The unit introduces the students to Goffman’s dramaturgical perspective and the application
of the theory in decoding advertisements from a gendered perspective.

Unit III: Peter Berger and Thomas Luckmann : Social Construction (12 hours)
The unit deals with Berger and Luckmann’s concept of reality of how it is being created and
shaped by social interactions.

Unit IV: Herbert Marcuse : Critical Theory (9 hours)

The unit introduces the students to the Frankfurt School of critical theory through the
original works of Herbert Marcuse.

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Talcott Parsons: Social Action

Turner, J. (1987) The Structure of Sociological Theory. India: Rawat Publications. Pp. 57-86

Parsons, T. & Shils, E. (eds). (1951) . Towards a General Theory of Action. London:
Routledge. Ch. 1 & 2. Pp. 1-44

Unit II: Erving Goffman: Dramaturgy

Goffman, E. (1956). The Presentation of Self in Everyday Life. Edinburgh: University of
Edinburgh (Monograph No. 2). Pp. 1‐9, 132‐162.

Goffman, E. (1979). Gender Advertisements. New York: Harper and Row Publications.
Chapter 1: Gender Display. Pp. 1-9.

Unit III: Peter Berger and Thomas Luckmann: Social Construction

Berger, P. L. & Luckmann, T. (1991). The Social Construction of Reality. London: Penguin
Books. Pp. 31‐62.

Giddens, A. & Sutton, P.W. (2022). Sociology (9th edition). Cambridge: Polity Press. Chapter
12: Social Interaction and Everyday Life. Pp. 958-1023.

Unit IV: Herbert Marcuse: Critical Thoery

Marcuse, H. (1964). One Dimensional Man: Studies in the Ideology of Advanced Industrial
Society. New York: Routledge & Kegan Paul. Introduction. Pp xi- xxxviii.

Suggested Readings:

297
Smith G. (2015). Goffman, E . London & New York: Routledge.
Elliot, A. & Lemert, C. (2022) Introduction to Contemporary Social Theory. London & New
York: Routledge.
Callincos, A. (1999). Social Theory: A Historical Introduction. United Kingdom: NYU Press.
Craib, I. (2015). Modern Social Theory. United Kingdom: Taylor & Francis.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

BA(Prog.) Sociology
Discipline Specific Core (DSC) 08
Economic Sociology

Discipline Specific Core Course -08 (DSC-08) : Economic Sociology

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the Eligibility Pre-requisite

title & course criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
BA (Prog)
DSC 08 DSC 01
12th Class An Invitation
Economic 4 3 1 0
Pass Sociology or
Sociology equivalent
course

Learning Objectives:

4. To familiarise students with the key concepts and theoretical perspectives in Economic
Sociology.
5. To provide an understanding of the social and cultural bases of various dimensions of the
economy such as production, distribution, exchange, consumption and markets.
6. To enable students to comprehend economic processes at all levels as embedded and
interconnected.

Learning outcomes:

Students will be able to:

5. Understand the key concepts and theories of economic sociology as a specialised branch
of knowledge.
6. Identify the diverse ways in which the economy is embedded in other aspects of society
and culture.
7. Use sociological concepts and theories to understand and analyse the transformations of
the economy and its key processes and institutions from a comparative perspective.

298
8. Generate research questions and arguments about the intersections of economy and society.

SYLLABUS OF DSC-11: Economic Sociology

Unit I: Introduction to Economic Sociology (15 hours)

This unit provides an understanding of the key concepts and theoretical perspectives of
Economic Sociology as a specialised branch of knowledge.

a. What is Economic Sociology?

b. Perspectives in Economic Sociology

Unit II: Economic Action and its Locations (24 hours)

This unit provides an understanding of the various dimensions of economy such as

production, distribution and consumption while highlighting their sociocultural bases.

a. Production and its Logics

b. Distribution and its Reach

Unit III: Contemporary Directions in Economic Sociology (6 hours)

This unit provides an understanding of the changing economic processes and institutions in
contemporary times.

a. Informal Economy
b. Platform Society

Practical Component: NIL

Essential/Recommended Readings:

Unit I. Introduction to Economic Sociology (15 hours)

a. What is Economic Sociology

Martinelli, Alberto. 2023. ‘The conception and definition of economic sociology’ in The
Routledge International Handbook of Economic Sociology. New York: Taylor &
Francis, 2023. Pp. 57-74.

Portes, Alejandro. 2010. ‘The Assumptions That Ground the Field’ in Economic Sociology: A
Systematic Inquiry. New Jersey: Princeton University Press. Chapter 2. Pp. 10-26.

b. Perspectives in Economic Sociology

Polanyi, Karl. 1992. ‘Economy as an Instituted Process’ in M. Granovetter and R. Swedberg

(eds.) The Sociology of Economic Life. Colorado: West View Press. Pp. 27-50.

Granovetter, Mark. 1985. ‘Economic Action and Social Structure: The Problem of
Embeddedness’. American Journal of Sociology. 91(3). Pp. 481‐ 507.

299
Unit II: Economic Action and its Locations (24 hours)

a. Production and its Logics

Sahlins, Marshall. 2017. ‘The Original Affluent Society’ in Stone Age Economics. New York:
Routledge. Chapter 1. Pp. 1-37.

Scott, James C. 1976. ‘The Economics and Sociology of Subsistence Ethics’ In The Moral
Economy of the Peasant: Rebellion and Subsistence in Southeast Asia. Chapter 1. New Haven,
Yale University press. Pp. 13-34.

Wallerstein, Immanuel. 1983. ‘The Commodification of Everything: Production of Capital’ in

Historical Capitalism. London: Verso. Chapter 1. Pp. 13-46.

b. Distribution and its Reach

Mauss, Marcel. 1966. ‘The Gifts and Obligation of Return Gift’ and ‘Distribution of the
System: Generosity,Honour and Money’ in The Gift: Forms and Functions of Exchange in
Archaic Societies. (tr. Ian Cunnison). London: Cohen and West. Chapters. 1, 2. Pp. 1-46.

Patterson, Thomas C. 2005. ‘Distribution and Redistribution’ in James G. Carrier (ed.) A

Handbook of Economic Anthropology. Cheltenham: Edward Elgar. Pp. 194-209.

Weiss, Brad. 1996. ‘Coffee Breaks and Coffee Connections: The Lived Experience of a
Commodity in Tanzanian and European Worlds’ in David Howes (ed.) Cross-Cultural
Consumption: Global Market, Local Realities. London and Ne York: Routledge. Pp. 93-105.

Unit III: Contemporary Directions in Economic Sociology (6 hours)

a. Informal Economy

Light, Donald W. 2004. ‘From Migrant Enclaves to Mainstream: Reconceptualizing Informal

Economic Behavior’ in Theory and Society. 33(6). Pp. 705-737.

b. Platform Society

Dijck, Jose Van. et al. 2018. ‘The Platform Society as a Contested Concept’ in The Platform
Society: Public Values in a Connected World. New York: Oxford University Press. Chapter
1, Pp. 1-30.

Suggested Readings:

Appadurai, A. 1986. The Social Life of Things: Commodities in Cultural Perspective.

Cambridge: Cambridge University Press.

Carrier, James G. 1995. Gifts and Commodities. London: Routledge.

DiMaggio, Paul. 2019. ‘Cultural Aspects of Economic Action and Organization’ in R.

Friedland and A. F. Robertson (eds.) Beyond the Market Place: Rethinking Economy and
Society. New York: Routledge. Pp. 113-136.

Graeber, David. 2001. Toward an Anthropological Theory of Value: The False Coin of Our
Own Dreams. New York: Palgrave.

300
Hann, Chris and Keith Hart. 2011. Economic Anthropology. Cambridge: Polity Press.

Hirst, Paul and G Thompson 1999. Globalization in Question. 2nd Edition. Cambridge,
Oxford: Polity Press.

Sahlins, Marshal. 1974. Stone Age Economics. London: Tavistock.

Smelser, Neil. J. and Richard Swedberg. 2005. The Handbook of Economic Sociology. New
York: Russel Sage Foundation.

Tonkiss, Fran. 2006. Contemporary Economic Sociology. London: Routledge.

Verdery, Katherine. 1996. What Was Socialism, And What Comes Next? New Jersey: Princeton
University Press.

Zelizer, Viviana A. 1989. 'The Social Meaning of Money: ̳Special Monies’. American Journal
of Sociology, Vol. 95 (Sept.). Pp. 342-377.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

301
 Category III
BA (Prog.) with Sociology as Non-Major
Semester IV
Discipline Specific Core (DSC) 07
Post-Classical Sociological Thinkers

DISCIPLINE SPECIFIC CORE COURSE -07 (DSC-07) : Post-Classical Sociological Thinkers

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite of
Code Lecture Tutorial Practical/ criteria the course
Practice (If any)
BA(Prog)
DSC 07 DSC 05:
Post-Classical Classical
12th Class
Sociological 4 3 1 0 Sociological
Pass
Thinkers Thinkers or
equivalent
course

Learning Objectives:

4. To familiarise students with developments in sociological theory in the 20th century.

5. To introduce students to the theoretical work in the traditions of Americal Structural-
functionalism, interactionism, and critical theory.
6. To draw the attention of students towards the difference between macro and micro
sociologies and traditional and critical theories.

Learning outcomes:

Students will be able to:

4. Understand the post-classical developments in Sociological Theory.
5. Outline the interdisciplinary nature of sociological concepts.
6. Apply the theories they learned in empirical contexts and construct theoretically informed
sociological research.

SYLLABUS OF DSC-07: Post-Classical Sociological Thinkers

Unit I: Talcott Parsons: Social Action (12 hours)

The unit explains the ways in which Parsons conceptualises social action as a product of
social, cultural and personality systems.

302
Unit II: Erving Goffman : Dramaturgy (12 hours)
The unit introduces the students to Goffman’s dramaturgical perspective and the application
of the theory in decoding advertisements from a gendered perspective.

Unit III: Peter Berger and Thomas Luckmann : Social Construction (12 hours)
The unit deals with Berger and Luckmann’s concept of reality of how it is being created and
shaped by social interactions.

Unit IV: Herbert Marcuse : Critical Theory (9 hours)

The unit introduces the students to the Frankfurt School of critical theory through the
original works of Herbert Marcuse.

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Talcott Parsons: Social Action

Turner, J. (1987) The Structure of Sociological Theory. India: Rawat Publications. Pp. 57-86

Parsons, T. & Shils, E. (eds). (1951) . Towards a General Theory of Action. London:
Routledge. Ch. 1 & 2. Pp. 1-44

Unit II: Erving Goffman: Dramaturgy

Goffman, E. (1956). The Presentation of Self in Everyday Life. Edinburgh: University of
Edinburgh (Monograph No. 2). Pp. 1‐9, 132‐162.

Goffman, E. (1979). Gender Advertisements. New York: Harper and Row Publications.
Chapter 1: Gender Display. Pp. 1-9.

Unit III: Peter Berger and Thomas Luckmann: Social Construction

Berger, P. L. & Luckmann, T. (1991). The Social Construction of Reality. London: Penguin
Books. Pp. 31‐62.

Giddens, A. & Sutton, P.W. (2022). Sociology (9th edition). Cambridge: Polity Press. Chapter
12: Social Interaction and Everyday Life. Pp. 958-1023.

Unit IV: Herbert Marcuse: Critical Thoery

Marcuse, H. (1964). One Dimensional Man: Studies in the Ideology of Advanced Industrial
Society. New York: Routledge & Kegan Paul. Introduction. Pp xi- xxxviii.

303
Suggested Readings:
Smith G. (2015). Goffman, E . London & New York: Routledge.
Elliot, A. & Lemert, C. (2022) Introduction to Contemporary Social Theory. London & New
York: Routledge.
Callincos, A. (1999). Social Theory: A Historical Introduction. United Kingdom: NYU Press.
Craib, I. (2015). Modern Social Theory. United Kingdom: Taylor & Francis.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

304
 Category IV
Common Pool of Discipline Specific Electives (DSE)
Discipline Specific Elective (DSE) 04

Sociology of Education

DISCIPLINE SPECIFIC ELECTIVE COURSE -04 (DSE-04) : Sociology of Education

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-
Code criteria requisite of
Lecture Tutorial Practical/ the course
(if any)
Practice

DSE 04 4 3 1 0 12th Class Nil

Sociology of Pass
Education

Learning Objectives:

1. To introduce sociology of education as an area of sociological interest and investigation.

2. To constitute education as discursive practice at the confluence of various social, political,
economic and cultural processes.
3. To map significant issues in the sociology of education in India.

Learning Outcomes:

Students will be able to:

1. Develop an understanding of the social dimensions of education.

2. Recognise the role of education in the production and reproduction of social structures,
categories and identities.
3. Analyse the diversity of educational practices and cultures in a comparative context.
4. Examine the relationship between the political economy and educational regimes in their
social context and translate this understanding into sociologically informed education
practice and policy.

305
SYLLABUS OF DSE 04: Sociology of Education

Unit I: An Introduction to Sociology of Education (9 Hours)

This unit introduces some of the key sociological perspectives on education

Unit II: Education in the Societal Context (24 Hours)

This unit explains the interactions of education with the larger frameworks of
modernization, development and inequality. It also brings out nuances of the practices of
education that inform and are informed by these interactions

a. Education, Modernity and Development

b. Education, Ideology and Reproduction
c. Textbook, Curriculum and Pedagogies

Unit III: Social Character of Education in India (9 Hours)

This unit focuses on how India has evolved with its own agenda of education; Civilizational,
National and constitutional aspirations, social character, diverse practice and its
contradictions.

Unit IV: Globalization and Education (3 Hours)

This unit engages with the emerging questions related to the new technological
advancements in contemporary times and the nature, role and contradictions of new
educational socialization.

Practical Component: Nil

Course Outline and Essential/Recommended Readings:

Unit I: An Introduction to Sociology of Education

Durkheim, Emile. (1985). ‘Education: Its Nature and Role;, in Suresh Chandra Shukla and
Krishna Kumar (Eds.) Sociological Perspectives on Education: A Reader. Delhi: Chanakya
Publication. Pp. 9-22.

Dewey, John. (2009). ‘Education as a Social Function’ in Democracy and Education: An

Introduction to the Philosophy of Education. New Delhi: Aakar. Pp.11-25

Saha, L. (2008). ‘Sociology of Education’, in Thomas L. Good (ed.), 21st Century

Education: A Reference Handbook, Sage Publications Inc, California. Pp. 299-307

Unit II: Education in the Societal Context

a. Education, Modernity and Development

Weber, Max. (2014). ‘The Rationalization of Education and Training’. in Richard Arum, Irenee
R. Beattie and Karly Ford. (Ed.) The Structure of Schooling: Readings in the Sociology of
Education. London: Sage Publications’. Pp. 4-6.

306
Chabbott, C., & Ramirez, F.O. (2000). ‘Development and Education’ in Hallinan, M.T. (eds)
Handbook of the Sociology of Education. Boston: Springer. Pp.163-187

Altbach, Phillip, G. (1976). ‘Higher Education and Modernization: The Indian Case’, in Giri
Raj Gupta (Ed). Main Currents in Indian Sociology, Vol.1: Contemporary India. New Delhi:
Vikas Publishing House Pvt Ltd. Pp. 201-220

Jayaram, N. (2015). ;Education and Emancipation: The Saga and Ideology of Dr B.R.
Ambedkar’, in Singh, A.K. (Ed.). Education and Empowerment in India. New Delhi:
Routledge India. Pp. 73-90.

(The course instructors are suggested to discuss the Education Commission Report 1964-66 in
the Indian context, with reference to Education and National Development)

b. Education, Ideology and Reproduction

Bourdieu, Pierre. (1997). ‘Forms of Capital’ in A.H. Halsey et al (Eds.). Education, Culture,
Economy and Society. Oxford: Oxford University Press. Pp.46-58.

Kumar, Krishna. (1987). ‘Reproduction or Change: Education and Elites in India’ in Ratna
Ghosh and Zacharia (Ed.) Education and Process of Change. New Delhi: Sage. Pp.27-41

Chanana, K. (2007). ‘Globalisation, Higher Education and Gender: Changing Subject

Choices of Indian Women Students’ in Economic and Political Weekly, 42(7). Pp. 590–598.

c. Textbook, Curriculum and Pedagogies

Sarup, Madan. (1982). ‘The Enforcement of Discipline’ in Education State and Crisis: A
Marxist Perspective. London: Routledge. Pp.14-29

Apple, Michael W. (2004) ‘Cultural Politics and the Text’ in Stephen J. Ball (Ed.) The
Routledge Falmer Reader in Sociology of Education. Routledge. Pp. 179-195.

Kumar, Krishna. (1988). ‘Learning to be Backward’ in Social Character of Learning. New

Delhi: Sage. Pp. 59-77.

Unit III: Social Character of Education in India

Shukla, Sureshchandra. (1983). ‘Indian Educational Thought and Experiments: A Review’.

Comparative Education, 19(1). Pp. 59–71.

Ghosh, Suresh Chandra. (1995). ‘Towards a National Policy on Education’ in: The History of
Education in Modern India. New Delhi: Orient Black Swan. Pp.177-194

Deshpande, Satish.(2012). ‘Social Justice and Higher Education in India Today’ in Martha
Nussbaum and Zoya Hasan (eds), Equalizing Access: Affirmative Action in Higher Education
in India, United States and South Africa, New Delhi: Oxford University Press.pp.212-238

Unit IV: Globalization and Education

307
Penprase, Bryan E. (2018). ‘The Fourth Industrial Revolution and Higher Education’ in
Gleason, N. W. (Ed.). Higher Education in the Era of the Fourth Industrial Revolution.
Springer Nature. Pp. 207-225

Kamat, Sangeeta G. (2011). Neoliberal Globalization and Higher Education Policy in India.
In: Roger King, Simon Marginson, & Rajani Naidoo (Eds.), Handbook on Globalization and
Higher Education. Cheltenham, UK: Edward Elgar. Pp. 273-285.

Suggested Readings:
Delanty, Gerard. (2005). The Sociology of the University and Higher Education: The
Consequences of Globalization. In: Calhoun, Craig; Rojek, Chris and Turner, Bryan S (Eds.)
The SAGE Handbook of Sociology. London: Sage Publications Ltd. Pp. 530-545.
Freire, Paulo. (2017). Pedagogy of the Oppressed. Penguin Classics.
Halsey, et. al. (1996). Education, Culture and Economy. Oxford: Oxford University Press.
Kumar, Krishna. (2005). Colonial Citizen as an Educational Ideal. In: Political Agenda of
Education. New Delhi: Sage. Pp 27-48.
Ramachandran, V. (2018). In: Inside Indian Schools: The Enigma of Equity and Quality.
Routledge.
Stevens, Mitchell, Eligabeth Armstrong and Richard Arum. (2008). Sieve, Incubator, Temple,
Hub: Empirical and Theoretical Advances in Sociology of Higher Education, The Annual
Review of Sociology. Pp.127-152
Thapan, Meenakshi. (1991). Life at School: An Ethnographic Study. New Delhi: Oxford
University Press.
Vaidyantha Ayar, R.V. (2017). History of Education Policymaking in India, 1947–2016. New
Delhi: Oxford University Press
Willis, P. (1978). Learning to Labour: How Working-Class Kids Get Working Class Jobs.
London: Routledge.

Velaskar, Padma. (2018). The Redefinition of Equality and Excellence and Declining Goals of
Democratic Egalitarianism in Higher Education. In: Varghese, N.V. & Sabharwal, Nidhi & C
M, Malish. (2018). India Higher Education Report 2016: Equity. India: Sage Publications. Pp.
43-62

Education Policy Documents (can be used for Presentations and writing Review)
Ministry of Education, Report of the Education Commission, 1964-66. Government of India.
Pp. 3-39
Ministry of Education. National Policy on Education 1968, 1986 and NPE as modified in 1992.
Govt. of India.
Ministry of Human Resource Development. (2005). Report of the CABE Committee on Girls
Education and Common School System. Govt. of India.

308
Ministry of Education, Govt. of India. (2020). Draft National Education Policy 2019 and NEP
2020.
NCERT, (2005). National Curriculum Framework (NCF, 2005). New Delhi: India

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

309
 Sociology
Discipline Specific Elective (DSE) 05
Sociology of Social Movements

DISCIPLINE SPECIFIC ELECTIVE COURSE -05 (DSE-05) : Sociology of Social Movements

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
DSE 05
Sociology 12th Class
4 3 1 0 Nil
of Social Pass
Movements

Learning Objectives:

1. This paper introduces students to the sociological study of social movements.

2. It aims to provide students with the major conceptual, theoretical and methodological tenets
of the study of social movements.
3. The paper also demonstrates the complex relationship between social movements, culture,
and the broader socio-political context, through a series of case studies.

Learning outcomes:

Students will be able to:

1. Identify and examine the various dimensions of the phenomenon of social movements and
assess the various apporaches to its study.
2. Describe the various dimensions of social movements and the relationship and dynamics
between them.
3. Recognise and evaluate the salience of social movements in contemporary society.

SYLLABUS OF DSE-05: Sociology of Social Movements

Unit I: Sociology and Social Movements (12 Hours)

This unit introduces students to the formative issues in the sociological study of social
movements.
Unit II: Social Movements: Strategies, Opportunities, Networks, Dynamics (12 Hours)
This unit familiarises students with the relationship between the various organising
principles of social movements and their dynamics.
Unit III: States, Everyday Relations and Contention (12 Hours)
This unit apprises students about the relationship between movements and other institutional
political phenomena.

310
Unit IV: Social Movements and Culture (9 Hours)
This unit maps the issues in contemporary studies of social movements.

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Sociology and Social Movements

Jasper, James M. 2007. ‘Social Movements’, in George Ritzer (ed). The Blackwell
Encyclopaedia of Sociology, USA: Blackwell Publishing Ltd, p. 4451-4458.
Edelman, Marc. 2001. Social Movements: Changing Paradigms and Forms of Politics, Annual
Review of Anthropology, Vol.30, p. 285-317.
Escobar, Arturo. 1992. Culture, Practice and Politics: Anthropology and the Study of Social
Movements, Critique of Anthropology, Vol. 12, p. 395-424.

Unit II: Strategies, Opportunities, Networks, Dynamics

Mcadam, Doug et. al. 1996. Comparative Perspectives on Social Movements: Political
Opportunities, Mobilizing Structures and Cultural Framings, Cambridge: Cambridge
University Press, Introduction, p. 1-20.
Ray, Sthitapragyan. 2014. People and Protected Areas: Protest dynamics in a conservation
project in Odisha, Sociological Bulletin, Vol. 63, No. 1, p. 59-76.
Kurzman, Charles. 1996. Structural Opportunity and Perceived Opportunity in Social
Movement Theory: The Iranian Revolution of 1979, American Sociological Review, Vol. 61,
No.1, p. 153-170.
Kothari, Smitu. 2002. Globalization, global alliances, and the Narmada Movement, in Sanjeev
Khagram et. al. (eds.) Restructuring World Politics: Transnational Social Movements,
Networks and Norms, Minneapolis: University of Minnesota Press, p.231-241.

Unit III: States, Everyday Relations and Contention

Auyero, Javier. 2004. When Everyday Life, Routine Politics, and Protest Meet, Theory and
Society, Vol. 33, No. 3/ 4, p. 417-441.
Petras, James & Henry Veltmeyer. 2005. Social Movements and State Power; , London: Pluto
Press, Chapter 6, p. 220-240.
Della Porta, Donatella. 2011. Communication in Movement: Social movements as agents of
participatory democracy, Information, Communication and Society, Vol. 14, No. 6, p. 800-815.
Ray, Raka. 1998. Women’s movements and political fields: A comparison of two Indian cities,
Social Problems, Vol. 45, No.1, p. 21-36.
Unit IV: Social Movements and Culture
Melucci, Alberto. 1985. The Symbolic Challenge of Contemporary Movements, Social
Research, Vol. 52, No. 4, p. 789-816.

311
Amenta, E., & Polletta, F. 2019. The Cultural Impacts of Social Movements. Annual Review
of Sociology, 45: Pp. 11.1–11.21

Suggested Readings:

Diani, Mario & Doug Mcadam (eds.) 2003. Social Movements and Networks, Oxford: Oxford
University Press.
Goodwin, Jeff & James M. Jasper. 2015. The Social Movements Reader: Cases and Concepts,
UK: Wiley Blackwell.
Jasper, James M. 1997. The Art of Moral Protest: Culture, Biography and Creativity in Social
Movements, Chicago: The University of Chicago Press.
Khagram, Sanjeev. 2004. Dams and Development: Transnational Struggles for Water and
Power, Ithaca: Cornell University Press.
Klandermans, Bert & Conny Roggeband (eds.) 2007. Handbook of Social Movements Across
Disciplines, New York: Springer.
Mcadam, Doug, Sidney Tarrow & Charles Tilly. 2004. Dynamics of Contention, Cambridge:
Cambridge University Press.
Motta, Sara C. & Alf Gunvald Nilsen (eds.) 2011. Social Movements in the Global South, New
York: Palgrave Macmillan.
Petras, James & Henry Veltmeyer. 2011. Social Movements in Latin America: Neoliberalism
and Popular Resistance, New York: Palgrave Macmillan.
Polletta, Francesca. 2006. It Was Like a Fever: Storytelling in Protest and Politics, Chicago:
The University of Chicago Press.
Subba, T.B. 1992. Ethnicity, State and Development: A Case study of the Gorkhaland
Movement in Darjeeling, New Delhi: Har-Anand Publications.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

312
 Sociology
Discipline Specific Elective (DSE) 06
Sociology of Media

DISCIPLINE SPECIFIC ELECTIVE COURSE -06 (DSE-06) : Sociology of Media

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course Credits Credit distribution of the Eligibility Pre-requisite

title & course criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
DSE 06
Sociology 12th Class
4 3 1 0 Nil
Pass
of Media

Learning Objectives:

1. To introduce students to the subfield of sociology of media.

2. To equip students with key concepts and theories to grasp the contemporary media
landscape from a sociological perspective.
3. To unpack the workings of media on the axis of regulation, representation and reception;
and see how these enduring concerns continue to inform the workings of new media.

Learning outcomes:

Students will be able to:

1. Examine the nature of media and its relation with society.
2. Describe and apply the various theoretical perspectives and conceptual tools in the area of
sociology of media.
3. Evaluate contemporary mass media related issues in terms of their constitution and
consequences.

SYLLABUS OF DSE 06: Sociology of Media

Unit I Mass Society and Mass Media (9 hours)
This unit traces the contours of mass society and mass media and prevalent modes of and
key motifs in sociological and anthropological investigations of media.
Unit II Sociological Theories of Media (21 hours)
This unit maps out key theoretical interventions in sociology of media in articulation with
one another.
a. The Dominant Paradigm

313
b. Critical Media Theories
c. Semiotics, Cultural Studies, Feminism, and Post-Modernism
Unit III Media Processes (15 hours)
This unit elaborates on the media processes on the axes of regulation, representation, and
reception. It concludes with a consideration of developments in new media.
a. Regulation
b. Representation
c. Reception
d. New Media

Practical Component: NIL

Essential/Recommended Readings:

Unit I. Mass Society and Mass Media: An Introduction (9 hours)

Ritzer, George. Ed 2007. The Blackwell Encyclopedia of Sociology.United Kingdom,
Blackwell Pub., Mass Culture And Mass Society; Media; Pp. 2821-2824 & 2873-2880.
Matthews, Julian. 2020. ‘The Sociology of Mass Media’, in Kathleen Odell Korgen ed. The
Cambridge Handbook of Sociology: Volume I Core Areas in Sociology and the Development
of the Discipline, United Kingdom, Cambridge University Press, . Pp. 205- 211
Dickey, Sara. 2010. ‘Anthropology and Its Contributions to Studies of Mass Media’.
International Social Science Journal. 49. Pp. 413 - 425.

Unit II. Sociological Theories of Media (21 Hours)

a. The Dominant Paradigm
Gitlin, Todd. 1978. ‘Media Sociology: The Dominant Paradigm.’ Theory and Society, vol. 6,
no. 2, pp. 205–224.
b. Critical Media Theories
Bennett, Tony. 2005. ‘Theories of the Media, Theories of Society’ in, Michael Gurevitch et
al. (eds.) Culture, Society and the Media. United Kingdom, Taylor & Francis, Pp. 26-50
Miller, David. 2002. ‘Media Power and Class Power: Overplaying Ideology’, Socialist Register
vol. 38, Pp. 245-260
c. Semiotics, Cultural Studies, Feminism, and Post-Modernism
Barthes, Roland.1977. ‘The Photographic Message’ in Image, Music and Text Ed. And Trans.
Stephen Heath. New York: Hill, pp. 15-31.
Hall, Stuart. 2011. ‘Encoding/Decoding,’ Critical Visions in Film Theory. Ed. Timothy
Corrigan P. White, M. Mazaj. Boston: Bedford St. Martins,pp. 77-87.
Mulvey, Laura. 1999. ‘Visual Pleasure and Narrative Cinema.’ Eds. Leo Braudy and Marshall

314
Cohen eds. Film Theory and Criticism: Introductory Readings. New York: Oxford UP, pp 833-
44.
Baudrillard, J., & Maclean, M. 1985. ‘The Masses: The Implosion of the Social in the Media’.
New Literary History, vol. 16. no. 3, pp. 577-588
Unit III. Media Processes (15 Hours)
a. Regulation
Kaur, Raminder, and William Mazzarella. 2009. ‘Between Sedition and Seduction : Thinking
Censorship in South Asia’ In Censorship in South Asia: Cultural Regulation from Sedition to
Seduction. Bloomington: Indiana UP.. pp. 1-21.
b. Representation
Shohat, Ella, and Stam, Robert. 2014. ‘Stereotype, Realism and the Struggle Over
Representation’ in Unthinking Eurocentrism: Multiculturalism and the Media. United
Kingdom, Taylor & Francis,Chapter 5. pp. 178-215.
c. Reception
Livingstone, Sonia., 2103. ‘The Changing Nature of Audiences: From the Mass Audience to
the Interactive Media User’ In Angharad N. Valdivia (ed) A Companion to Media Studies.
Malden, MA: Blackwell,pp. 337-356.
d. New Media
Miller, Daniel. 2011. ‘The Anthropology of Facebook: Fifteen Theses on What Facebook
Might Be’ in Tales from Facebook. United Kingdom, Wiley. Pp. 164-204.

Suggested Readings:

Bailey, Michael. Narrating Media History. United Kingdom, Taylor & Francis, 2012.
Berry, Jeffrey M., and Sobieraj, Sarah. The Outrage Industry: Political Opinion Media and the
New Incivility. United Kingdom, Oxford University Press, 2014.
Bocock, Robert. And Kenneth Thompson. (Eds.) Social and Cultural Forms of
Modernity. United Kingdom, Polity Press, 1992. Chapter 8. Popular Culture and The Mass
Media. Pp. 367-401
Curran, James. Media and Power, London: Taylor & Francis, 2012.
Fernandes, L. (2000). Nationalizing `the global’: media images, cultural politics and the middle
class in India. Media, Culture & Society, 22(5), 611–628.
Kellner, Douglas. Media Culture: Cultural Studies, Identity and Politics Between the Modern
and the Post-modern. United Kingdom, Taylor & Francis, 2003.
Kittler, Friedrich A. Gramophone, film, typewriter. United States, Stanford University Press,
1999.
Mankekar, Purnima. Screening Culture, Viewing Politics: An Ethnography of Television,
Womanhood, and Nation in Postcolonial India. United Kingdom, Duke University
Press, 1999.

315
Mutz, Diana C. In-Your-Face Politics: The Consequences of Uncivil Media. United
Kingdom, Princeton University Press, 2016.
Postman, Neil. Amusing Ourselves to Death: Public Discourse in the Age of Show Business.
United States, Penguin Publishing Group, 2005.
Sumiala, Johanna. Media and Ritual: Death, Community, and Everyday Life. United
Kingdom, Routledge, 2013.
Selvaraj, Velayutham Tamil Cinema: The Cultural Politics of India's Other Film
Industry. London: Taylor & Francis, 2008.
Vasudevan, Ravi. Aesthetics and Politics in Popular Cinema, from Vasudha Dalmia and
Rashmi Sadana. Ed. The Cambridge Companion to Modern Indian Culture. Cambridge:
Cambridge University Press, 2012. 226-46

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

316
 Category V
Common List of Generic Electives (GE)
Generic Elective (GE) 10
Sociology of Public Health

GENERIC ELECTIVE COURSE 10 (GE- 10): Sociology of Public Health

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
GE 10
Sociology 12th Class
4 3 1 0 Nil
of Public Pass
Health

Learning Objectives:

1. The course introduces students to public health and its interlinkages with various social
determinants.
2. It familiarises students with contemporary concerns and challenges with respect to public
health in India.
Learning outcomes:
Students will be able to:
1. Examine and comprehend public health and the varied social determinants of health.
2. Develop a theoretical understanding of health in society and assess the social
determinants of health.
3. Evaluate the health systems in terms of new public health initiatives and innovative
technologies.

SYLLABUS OF GE 10 : Sociology of Public Health

Unit I. Introduction to Public Health (9 Hours)

This unit introduces the students to the concept of public health from a sociological
perspective.

Unit II. Theoretical Approaches to Public Health (6 Hours)

This unit discusses the ways in which public health has been conceptualised.

Unit III. Social Determinants of Public Health (6 Hours)

This unit discusses how non-medical factors influence health outcomes.

Unit IV. Contemporary Issues (24 Hours)

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This unit discusses the contemporary concerns and challenges to public health in India.

Practical Component: NIL

Essential/Recommended Readings:

Unit I. Understanding Public Health

Abel J, Kellehear A. (2023). Public Health Reimagined. Lifestyle Med. e76. Pp. 1-8.

Craig R. Janes and Kitty K. Corbett. (2009). ‘Anthropology and Global Health’ in
Anthropology and Global Health. Simon Fraser University, Burnaby, British Columbia. Pp.
167-183.

Naraindas, Harish. (2020). Past and Present. The India Forum. 30 April 2020. Available at
https://www.theindiaforum.in/amp/article/past-and-present-

Unit II. Theoretical Approaches to Public Health

Lupton, Deborah (2003). ‘Medicine as Culture: Illness, Disease and the Body in Western
Societies’ in Medicine as Culture: Illness, Disease and the Body in Western Societies.New
Delhi: Sage Publications.Chapter 1. Pp. 5-22.

Priya, R. (2021). ‘Critical Holism As Public Health Theory: Towards A Unifying Framework
For Research, Policy And Planning’ in Dialogue: Science, Scientists and Society, 4, 1-29.

Unit III. Social Determinants of Public Health

Navarro, Vicente. (2009). Social Determinants Of Health:What We Mean By Social

Determinants Of Health. International Journal Of Health Services. Volume 39. Number 3. Pp.
423–441.
Qadeer, I. (2021). Rebuilding India’s Public Health. Special Issue on The Deepening of
Disciplinary Content: Public Health in Post-COVID India.

Unit IV: Contemporary Issues

a. Emerging Concerns:

Chakravarty S. (2022). Anthropological Research in Public Health Emergencies in India:

Current challenges and Future Opportunities. Anthropol Open J. 2022. 5(2). Pp 43-51.

Grover, A. and R. B. Singh. (2020). Health Policy, Programmes and Initiatives. In Grover, A.
and R. B. Singh. Urban Health and Wellbeing, Advances in Geographical and Environmental
Sciences. Pp. 251-265

World Health Organisation. 2021. World Health Statistics. Monitoring Health for The SDGs
Sustainable Development Goals. WHO. Pp. 1-34; 58-79.

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(The concerned faculty teaching the paper may look at the latest WHO report that is available.)

b. Public Private Partnerships

Baru, Rama V. and Madhurima Nundy. (2008). Blurring of Boundaries: Public-Private

Partnerships in Health Services in India. Economic and Political Weekly , Vol. 43, No. 4 (Jan.
26 - Feb. 1, 2008). Pp. 62-71.

Datta, Amrita. 2009. Public Private Partnerships in India: A Case of Reform? Economic and
Political Weekly, Vol. XLIV. No. 33. Pp. 75-78.

c. Digital Health

Tan, S., & Lim, J. (2023) ‘Digital Solutions to Public Health Issues’ in Oxford Research
Encyclopedia of Global Public Health.

Dahdah, Marine Al and Rajiv K. Mishra.(2022). ‘Digital Health For All: The Turn to Digitized
Healthcare in India’ in. Social Science & Medicine, Volume 319.
https://doi.org/10.1016/j.socscimed.2022.114968.

Suggested Readings:
Turner, B. S. (1995). Medical Power and Social Knowledge. Sage Publications.
Freund, P. E. S., McGuire, M. B., &Podhurst, L. S. (2003). Health Illness and the Social Body:
A Critical Sociology (4th ed.). Prentice Hall.
Deborah, L. (2013). Digitized Health Promotion: Personal Responsibility for Health in the
Web 2.0 Era (Working Paper No. 5). Sydney Health & Society Group.
Mishra, Arima (ed.). (2010). Health, Illness and Medicine: Ethnographic Redings. Delhi:
Orient Black Swan.
Kuhlmannhe, Ellen and E. Annadale (ed.). (2010). Palgrave Handbook of Gender and
Healthcare. London: Palgrave Macmillan
Tripathy,G.T., Jalan A.,Shankardass M.K. (ed). (2021). Sociological Reflections on the Covid-
19 Pandemic in India: Redefining the Normal. Singapore: Springer.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

319
 Sociology
Generic Elective (GE) 11
Sociology of Organisations

GENERIC ELECTIVE COURSE – 11 (GE-11): SOCIOLOGY OF ORGANISATIONS

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
(if any)
GE-11
12th Class
Sociology of 4 3 1 0 Nil
Pass
Organisations

Learning Objectives:

1. This course introduces organisations as an object of sociological inquiry.

2. To generate an interdisciplinary understating of organisation at the confluence of Sociology,
Social Anthropology, management studies and organisational studies.
3. To embed organisations in the larger socio-historical process and study them as key sites
for the reshaping of society.

Learning outcomes:

Students will be able to:

1. Examine organisations sociologically as comprising multiple actors, ideologies and often

competing worldviews.
2. Identify and describe the ways in which an organisation relates to and impacts its socio-
ecological environment.
3. Outline, observe, and examine the evolution and contemporary developments in
organisational structures.

SYLLABUS OF GE-11: Sociology of Organisations

Unit I. Introducing Sociology of Organisations (10 hours)

This unit lays the ground for the sociological study of organisations through a survey of the
history of this subfield followed by a study of the major theoretical approaches.
a. What is an Organisation?
b. Theoretical Approaches

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Unit II. Thematic Perspectives (15 hours)
Through a combination of theoretical and ethnographic texts, this unit looks at some of the
key concepts and themes animating the sociology of organisations.
a. Investigating the ‘Official’ and the ‘Practical’
b. Organisation and its Environment
c. Organisations and the Making of the ‘Selves’

Unit III: Recent Explorations: New Directions in the Study of Organisations (12 hours)
This unit aims to introduce students to more recent developments in this field with respect
to contemporary workplaces.
a. Evolution of the New Workplace
b. Stretching the Limits: Criminal Organisations

Unit IV: Conducting Research in Organisations (8 hours)

This unit aims at developing a critical understanding of the methodologies used in the
sociological study of organisations.

Practical Component: NIL

Essential/Recommended Readings:

Unit I. Introducing Sociology of Organisations (10 hours)

a. What is an Organisation?

Scott, W.R. and G. F. Davis. 2015. ‘Organizations: Overview’. In James D Wright ed.
International Encyclopedia of the Social & Behavioral Sciences, 2nd edition (Volume 16).
Amsterdam: Elsevier. pp. 307-311.

b. Theoretical Approaches

Scott, W. R. 2004. ‘Reflections on a Half-Century of Organizational Sociology.’ Annual

Review of Sociology, 30, 1–21.

Unit II. Thematic Perspectives (15 hours)

a. Investigating the ‘Official’ and the ‘Practical’

Braverman, H. 1998. ‘Scientific Management’ and ‘The Primary Effects of Scientific

Management’ in Labor and Monopoly Capital: The Degradation of Work in the Twentieth
Century. 25th Anniversary Edition. New York: Monthly Review Press. Chapters 4 & 5. pp. 59-
94.

Ong, A. 1988. ‘The Production of Possession: Spirits and the Multinational Corporation in
Malaysia’. American Ethnologist, 15(1), 28–42.

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b. Organisation and its Environment

Mathur, N. 2012. ‘Transparent-Making Documents and the Crisis of Implementation: A Rural

Employment Law and Development Bureaucracy in India’. POLAR: Political and Legal
Anthropology Review 35 (2), 167–85.

c. Organisations and the Making of ‘Selves’

Smith, G. 2006. ‘Asylums’ in Erving Goffman. London: Routledge. Chapter 5. pp. 69-76.

Hochschild, A. 2002. ‘Emotional Labour’ in S. Jackson and S. Scott (eds.) Gender: A

Sociological Reader. London: Routledge. Chapter 23. pp. 192-196.

Unit III: Recent Explorations: New Directions in the Study of Organisations (12 hours)

a. Evolution of the New Workplace

Ho, K. 2009. ‘Disciplining Investment Bankers, Disciplining the Economy: Wall Street's
Institutional Culture of Crisis and the Downsizing of Corporate America’. American
Anthropologist. 111: 177-189.

Hilhorst. D. 2003. ‘Making Sense of NGOs in Everyday Office Life’ in The Real World of
NGOs: Discourse, Diversity and Development. London: Zed Books. Chapter 7. pp. 146-170.

b. Stretching the Limits - Criminal Organisations

Dua, J. 2015. ‘After Piracy? Mapping the Means and Ends of Maritime Predation in the
Western Indian Ocean’. Journal of Eastern African Studies, 9(3), 505-521.

Venkatesh, S. A. 1998. ‘Gender and Outlaw Capitalism: A Historical Account of the Black
Sisters United Girl Gang’. Signs, 23(3), 683–709.

Unit IV: Conducting Research in Organisations (8 hours)

Schwartzman, H.B. 1993. ‘Introduction’, ‘Studying Up and Studying Down’ and ‘Fieldwork
Roles and Fieldwork Processes’ in Ethnography in Organisations. London: Sage. Chapters 1,
4 & 5. pp. 1-4, 27-40, 47-72.

Suggested Readings:
Acker. J. 2001. “Hierarchies, Jobs, Bodies: A Theory of Gendered Organisations”, In Warwick
Organizational Behaviour Staff (Ed.) Organization Studies: Critical Perspectives in Business
and Management. London: Routledge.
Biehl, J. 2005. Vita: Life in a Zone of Social Abandonment. Chicago: University of California
Press.
Blau, P.M. and Scott, W.H. 1962. Formal Organisations. San Francisco: Chandler.

322
Blau. P.M. 1965. The Dynamics of Bureaucracy: A Study of Interpersonal Relations in Two
Government Agencies. Chicago: University of Chicago.
Boltanski, L., & Chiapello, E. 2007. The New Spirit of Capitalism. London, New York: Verso.
pp. 3-43.
Crozier, M. 1964. The Bureaucratic Phenomenon. Chicago: University of Chicago Press.
Etzioni, A. 1961. Comparative Analysis of Complex Organisations: On Power, Involvement
and their Correlates. New York: Free Press.
Goffman, E. 1961. Asylums. New York: Doubleday.
Grusky, O. and Miller, G.E. 1970. The Sociology of Organisations: Basic Studies. Part. New
York: Free Press.
Ho, K. 2009. Liquidated: An Ethnography of Wall Street. London: Duke University Press.
March. J.G. and Simon, H.A. 1958. Organisations. New York: Wiley.
Mathur, N. 2016. Paper Tiger: Law, Bureaucracy and the Developmental State in Himalayan
India. Cambridge: Cambridge University Press.
Roethlisberger, F. and William D. 1939. Management and the Worker. Cambridge: Harvard
University Press.
Salaman, J.G. and Thompson, K. (eds.)1973. People and Organisations. London: Longman.
Scott, R.W. and Davis, G.. 2007. Organizations and Organizing. New York: Routledge
Taylor, F.W. 1947. Scientific Management. New York; London: Harper.
Weber, M. 1978. Economy and Society. Berkeley: University of California Press.
Wright. S. (ed.) 1994. Anthropology of Organisations. London: Routledge.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

323
 Sociology
Generic Elective (GE) 12
Sociology of Fashion

GENERIC ElLECTIVE COURSE -12 (GE-12) : Sociology of Fashion

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
GE 12
Sociology 12th Class
4 3 1 0 Nil
Pass
of Fashion

Learning Objectives:

1. This paper aims to introduce students to the sociological study of fashion and its associated
domains such as dress and clothing.
2. The objective of the paper is to introduce students to a range of issues arising out of a
sociological consideration of fashion: the semiosis, social forms, relationship between fashion
and social locations, culture and identity, and the global fashion industries in relation to
consumption and sustainability.

Learning outcomes:

Students will be able to:

1. Acquire a basic knowledge of the theories and substantive issues in the sociology of
fashion.
2. Identify and assess the meanings of fashion in its various dimensions such as material
culture, as identity, as an economic power, and aesthetic style.
3. Develop an informed approach to read fashion in order to analyse and appraise relations
between the economic, symbolic and socio-political aspects of contemporary society.

SYLLABUS OF GE-12: Sociology of Fashion

Unit I: Fashion: Between History and Sociology (9 Hours)

This unit introduces students to the basic theoretical and conceptual issues in the
sociological study of fashion

Unit II: Making and the Meanings of Fashion (27 Hours)

This unit maps the various dimensions of the sociological study of fashion and enables
students to grasp the many meanings of fashion in relation to culture, power and economy.

a. Sociality and Material Culture

b. Commodity and Consumption

324
c. Identity and Change

Unit III: Fashion in a Global Society (9 Hours)

This unit familiarizes students with the sociology of fashion in the contemporary context of
globalization and cultural change.

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Fashion: Between History and Sociology

Wilson, Elizabeth. Adorned in Dreams: Fashion and Modernity, London and New York: I. B.
Tauris, 2003. Introduction. Pp. 1-15.
Blumer, Herbert. Fashion: From Class Differentiation to Collective Selection. The
Sociological Quarterly, 10(3), 1969. Pp. 275–290.
Barthes, Roland. The Language of Fashion. United Kingdom: Bloomsbury Publishing, 2013.
Pp. 3-14, 85-91.
Unit II: Making and the Meanings of Fashion
a. Sociality and Material Culture
Simmel, Georg. Georg Simmel on Individuality and Social Forms. Chicago: University of
Chicago Press, 2003. Chapter 19. Fashon. Pp. 294-323.
Bovone, Laura. ‘Approaches to Material culture: The sociology of fashion and clothing’ in
Poetics, 34(6), 2006. Pp. 319–331.
b. Commodity and Consumption
Barnard, Malcolm. Fashion Theory: An Introduction. United Kingdom: Taylor & Francis,
2014. Chapter 9. Fashon, Production and Consumption. Pp. 128-144.
Veblen, Thorstein. The Theory of the Leisure Class, Oxford: OUP, 2007. Chapter 7. Dress as
an Expression of the Pecuniary Culture Pp. 111-124.
Fletcher, Kate. Sustainable Fashion and Textiles: Design Journeys. London: Taylor & Francis,
2007 2nd ed. Chapter 6 Local and Light . Pp. 139-159.
c. Identity and Change
Crane, Diana. Fashion and Its Social Agendas: Class, Gender, and Identity in Clothing. United
Kingdom: University of Chicago Press, 2012. Chapter 1. Fashon, Identity and Social Change.
Pp. 1-22.
Davis, Fred. Fashion, Culture, and Identity. United Kingdom: University of Chicago Press,
1994. Pp. 21-29, 33-54.
Angela McRobbie (ed.) Zoot Suits and Second-Hand Dresses, London: Macmillan, 1989.
Chapter 2. Second-Hand Dresses and the Role of the Ragmarket. Pp. 23-48.
Unit III: Fashion in a Global Society

325
Maynard, Margaret. Dress and Globalization. United Kingdom: Manchester University Press,
2004. Pp. 32-49, 69-85
Tarlo, Emma. ‘Dress and the South Asian Diaspora’, in Joya Chatterji and David Washbrook
(ed.) Routledge Handbook of the South Asian Diaspora, London & New York: Routledge,
2013. Pp. 363-373.
Green, D. N., Kaiser, S. B. Fashion and Cultural Studies. United Kingdom: Bloomsbury
Publishing, 2021.2e. Chapter 5. Pp. 95-116.

Suggested Readings:
Arnold, Rebecca. (2001). Fashion, desire and anxiety: image and morality in the 20th
century. United Kingdom: Rutgers University Press, 2001.
Beverly Lemire & Giorgio Riello (eds.) Dressing Global Bodies. The Political Power of Dress
in World History, London & New York: Routledge, 2019.
Edwards, Tim. Express Yourself. The Politics of Dressing Up, in Malcolm Barnard (ed.)
Fashion Theory: A Reader, London & New York: Routledge, 2007.
Gilman, Charlotte Perkins (2002). The Dress of Women: A Critical Introduction to the
Symbolism and Sociology of Clothing. United Kingdom: Greenwood Press, 2002.
Jacque L. Foltyn & Laura Petican (eds.) In Fashion: Culture, Commerce, Craft and Identity,
Leiden & Boston: Brill, 2022.
M. Angela Jansen & Jennifer Craik (ed.) Modern Fashion Traditions, London: Bloomsbury,
2016.
M. L. Damhorst et.al. (eds.). The Meanings of Dress, New York: Fairchild Publications, 1999.
Ribiero, Aileen. Introduction, in Dress and Morality, London: B. T. Batsford, 1986.
Veblen, Thorstein. On Culture and Society. United Kingdom: SAGE Publications, 2003.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

326
 SEMESTER-V
DEPARTMENT OF SOCIOLOGY
Category I
BA (Honors) Sociology
Semester V
Sociological Thinkers- II

DISCIPLINE SPECIFIC CORE COURSE -13 (DSC-13) : Sociological Thinkers II

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite of
Code criteria the course
Lecture Tutorial Practical/ (if any)
Practice
DSC 13 BA (H)
Sociological 12th Class DSC 10: Sociological
4 3 1 0
Pass Thinkers I or
Thinkers- II equivalent course

Learning Objectives:
1. To introduce the contributions made by Karl Marx, Claude Levi-Strauss and Pierre
Bourdieu to sociological theory.
2. To familiarise students with Marxian and Structuralist and Practice Theories.

Learning Outcomes:
Students will be able to:
1. Understand conflict, structural and practice-oriented perspectives in the discipline of
sociology.
2. Conceptualise research informed by these distinctive theoretical traditions of sociology.

SYLLABUS OF DSC-13: Sociological Thinkers- II

Unit I Karl Marx (18 Hours)

This unit introduces the students to the materialist conception of history as mode of analysis.
It explores the basis, processes and consequess of capitalist society through the writings of
Karl Marx.

a. Dialectical and Historical Materialism

b. Capitalist Mode of Production and Alienation

327
Unit II Levi Strauss: Structuralism (9 Hours)
This unit introduces students to structuralism and the study of myths through the writings
of Levi-Strauss.

Unit III: Pierre Bourdieu: Theory of Practice (18 Hours)

This unit explains how an individual’s practices are tacit and embodied and are an outcome
of the interaction between social structures and the individual.
Practical Component: NIL
Essential/Recommended Readings:
Unit I: Karl Marx

a. Dialectical and Historical Materialism:

Marx, K. and F. Engels. 1969. Selected Works, Vol. 1. Moscow: Progress Publishers. Pp. 19-
26.
b. Capitalist Mode of Production and Alienation

Marx, K. and F. Engels. 1969. Selected Works Vol. 1. Moscow: Progress Publishers. Pp. 142-
174.
Giddens, Anthony. 1971. Capitalism and Modern Social Theory: An Analysis of the Writings
of Marx, Weber, and Durkheim. Cambridge: Cambridge University Press. Pp. 1-64.
Unit II: Claude Levi Strauss: Structuralism

Lévi-Strauss, C. 1981. ‘Structuralism and Myth’ in The Kenyon Review, New Series, Vol. 3,
No. 2, Spring. Pp. 64-88.

Unit III: Pierre Bourdieu: Theory of Practice

Bourdieu, P. 1977. Outline of a Theory of Practice. Cambridge: Cambridge University Press.

Chapters. 2 Pp. 72‐95.
Suggested Readings:
Bhambra Gurminder. and John Holmwood. 2021. Colonialism and Modern Social Theory.
Cambridge: Polity Press.
Bottomore, T.(ed.). 1991. The Dictionary of Marxist Thought. Delhi: Wiley Blackwell.
Grenfell, M. (ed.) 2012. Pierre Bourdieu: Key Concepts. New-Delhi: Rawat Publications.
Seidman, S. 1994. Contested Knowledge. Cambridge: Blackwell Publishers.
Thompson, K. & Tunstall, J. (ed.) 1977. Sociological Perspectives. Selected Readings. New
York: Penguin Books.
Turner, J. 1995. The Structure of Sociological Theory. Jaipur: Rawat Publications.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

328
 BA (H) Sociology
Discipline Specific Core (DSC) 14
Sociological Research Methods

Discipline Specific Core Course -14 (DSC-14) : Sociological Research Methods

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
BA (H)
DSC 03:
DSC 14
Introduction
Sociological 12th Class
4 3 0 1 to Sociological
Research Pass
Research or
Methods
equivalent
course

LEARNING OBJECTIVES:

1. The course will enable students to learn the philosophical and methodological
underpinnings of research.
2. It introduces them to various aspects of research methodology and the use of simple
statistics.

LEARNING OUTCOMES:

Students will be able to:

1. Understand the deeper philosophical issues that underpin research.

2. Evaluate the methodological validity of the claims made by theory.
3. Assess research works for its methodological soundness.
4. Create research designs for simple research projects.

SYLLABUS OF DSC 14: Sociological Research Methods

Unit 1: Ways of Looking (6 Hours)

This unit introduces students to some of the main philosophical engagements of sociological
research and practice.

a. Objectivity in Sociological Research

b. Reflexivity
c. Research Ethics

Unit 2: Methodological Issues (6 Hours)

This unit focuses on some epistemological issues and research practices.

329
a. Comparative Method
b. Feminist Method

Unit 3: Methods of Data Collection (21 hours)

This unit engages with the building blocks of research - from sampling the population to the
common methods of conducting social surveys.

a. Sampling
b. Questionnaire Construction
c. Interview
d. Documents
e. Focus Group

Unit 4: Introduction to Statistics (12 Hours)

This unit introduces the statistical and diagrammatic organization and analysis of data.

a. Graphical and Diagrammatic Presentation of Data

b. Measures of Central Tendency (Simple Arithmetic Mean, Median and Mode).
c. Measures of Dispersion (Standard Deviation, Variance and Covariance).

Practical Component: NIL

Essential/Recommended Readings:

Unit 1: Ways of Looking

a. Objectivity in Sociological Research

Gray, David J. 1968. ‘Value-Free Sociology: A Doctrine of Hypocrisy and Irresponsibility’ in

The Sociological Quarterly. Vol. 9, No. 2 (Spring, 1968). Pp. 176- 185.

b. Reflexivity

Gouldner, Alvin. 1970. The Coming Crisis of Western Sociology. New York: Basic Books.
Chapter 13. Living as a Sociologist. Pp. 481-511.

c. Research Ethics

Martin, John Levi. 2017. Thinking Through Methods: A Social Science Primer. Chicago:
University of Chicago Press, Chapter 6. Ethics in Research. Pp. 142-161.

Unit 2: Methodological Issues

a. Comparative Method

Béteille A. 2002. Sociology: Essays on Approach and Method. New Delhi: OUP. Chapter 4.
Some Observations on the Comparitive Method. Pp. 72-94.

b. Feminist Method

330
Hammersley, Martyn. 1992. ‘On Feminist Methodology’ in Sociology, Vol. 26, No.2 (May
1992). Pp. 187-206.

Unit 3: Methods of Data Collection

a. Sampling

Bailey, K. 1994. ‘Survey Sampling’ in Survey Sampling in Methods of Social Research. 4th
edition. New York: Free Press. Chapter 5. Pp. 81-104.

b. Questionnaire Construction

Bailey, K. 1994. ‘Questionnaire Construction’ in Questionnaire Construction in Methods of

Social Research. 4th edition. New York: Free Press. Chapter 6. Pp. 105-146.

c. Interview

Bailey, K. 1994. ‘Interview Studies’ in Methods of Social Research. 4th edition. New York:
Free Press. Chapter 8, Pp.173-213.

d. Documents

Coffey, Amanda. ‘Analysing Documentary Realities’, in David Silverman ed. Qualitative

Research: Theory, Method and Practice. Delhi: SAGE Publications, 2004. Pp. 56-75.

e. Focus Group

Wilkinson, Sue. ‘Focus group research’ in David Silverman ed. Qualitative Research: Theory,
Method and Practice. Delhi: SAGE Publications, 2004. Pp. 177-196.

Unit 4: Introduction to Statistics

(To be taught through Practical Classes)

a. Graphical and Diagrammatic presentation of data

Gupta, S. P. 2007. ‘Diagrammatic and Graphic Presentation’ in Elementary Statistical

Methods. Sultan Chand & Sons. Chapter 6, Pp.101-108, 115-118, 131-137.

b. Measures of Central Tendency

Gupta, S. P. 2007. ‘Measures of Central Value’ in Elementary Statistical Methods. Sultan

Chand & Sons. Chap 7, Pp. 155-168, 173-180, 187-197.

c. Measures of Dispersion

Gupta, S. P. 2007. ‘Measures of Variation’ in Elementary Statistical Methods. Sultan Chand &
Sons. Chapter 8 pp. 262-277.

331
SUGGESTED READINGS:

Radcliffe-Brown, A.R. 1958. Methods in Social Anthropology. Delhi: Asia Publishing

Corporation. Chapter 5. Pp. 91-108
Durkheim, E. 1958, The Rules of Sociological Method. New York: The Free Press, Chapter 1
and 2. Pp. 1-46
Note: Examination scheme and mode shall be as prescribed by the Examination
Branch, University of Delhi, from time to time.

332
 B.A. (H) Sociology
Discipline Specific Core (DSC) 15
Understanding Ethnographies

Discipline Specific Core Course -15 (DSC-15) : Understanding Ethnographies

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (if any)
BA (H)
DSC 03:
DSC 15 Introduction
12th Class to
Understanding 4 3 1 0
Pass Sociological
Ethnographies Research or
equivalent
course

Learning Objectives:

1. To familiarise students with ethnography as a genre of writing and representing

sociological research.
2. To make them aware of the various issues involved in the process of ethnographic writing
through a close reading of ethnographic texts.

Learning outcomes:
Students will be able to:
1. Inculcate interdisciplinary thinking between sociology, philosophy and literature, through
reading classic and contemporary ethnographies.
2. Understand the construction and representation of the ethnographic field.
3. Critically engage with the research and data presented in ethnographic texts.

SYLLABUS OF DSC-15:

Unit I: Ethnographic Enquiry and Representation (9 Hours)

This unit attempts to define ethnography and the construction of the research object.

a. What is Ethnography?
b. Constructing the Ethnographic Object

Unit II: Types of Ethnography (15 Hours)

333
This unit engages students with the many techniques involved in ethnographic research.

a. Fieldwork
b. Visual Ethnography
c. Digital Ethnography
d. Auto-ethnography

Unit III: Compulsory text for use in the syllabus (21 Hours)

This unit takes up a single ethnographic text to encourage students to build the patience to
read, understand and critically analyse full-length texts that are often about another,
unfamiliar culture, based on the premises outlined in the earlier sections.

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Ethnographic Enquiry and Representation

a. What is Ethnography?

Clifford, James and George E. Marcus, eds. ‘Introduction’ in Writing Culture: The Poetics and
Politics of Ethnography: A School of American Research Advanced Seminar. University of
California Press, 1986. Pp. 1-19.

Nader, Laura. ‘Ethnography as Theory’ in HAU: Journal of Ethnographic Theory 1, no. 1,

2011, Pp. 211-219.

Blasco, Paloma Gay, and Huon Wardle. ‘Introduction’ in How to Read Ethnography.
Routledge, 2007. Pp. 1-12.

b. Constructing the Ethnographic Object

Kumar, Nita. Friends, Brothers, and Informants: Fieldwork Memoirs of Banaras. Berkeley:
University of California Press,1992. Chapter 2 and 22, Pp. 36-47 and 216-225.

Unit II: Types of Ethnography

a. Fieldwork

Srinivas, M.N. ‘The Insider Versus the Outsider in the Study of Cultures.’ In Methodology and
Fieldwork. Edited by Vinay Kumar Srivastava. Oxford University Press, 2002. Pp. 413-420.

b. Visual Ethnography

334
Abraham, Janaki. ‘Wedding Videos In North Kerala: Technologies, Rituals, And Ideas About
Love And Conjugality’in Visual Anthropology Review 26.2 (2010), Pp. 116–127.

c. Digital Ethnography
Pink, Sarah, Heather Horst, John Postill, Larissa Hjorth, Tania Lewis, and Jo
Tacchi. ‘Researching Experience’ in Digital Ethnography: Principles and Practice. Sage
Publications, 2016. Chapter 2: 19-39.

d. Auto-ethnography
Narayan, Kirin. ‘How Native is a ‘Native’ Anthropologist?.’in American Anthropologist 95,
no. 3, 1993. Pp. 671-686.

Unit III: Compulsory text for use in the syllabus

Option 1
Mead, Margaret. Coming of Age in Samoa: A Psychological Study of Primitive Youth for
Western Civilization. New York: Harper Collins, 1928.

Option 2
Whyte, William Foote. Street Corner Society: The Social Structure of an Italian Slum.
University of Chicago Press, 1943.

Option 3
Taussig, Michael. The Devil and Commodity Fetishism in South America. Chapel Hill:
University of Carolina Press, 2010 (1980).

Option 4
Gold, A. G., Gujar, B. R. (2002). In the Time of Trees and Sorrows: Nature, Power, and
Memory in Rajasthan. United Kingdom: Duke University Press.
In the Times of Trees and Sorrows

Suggested Readings:
Srinivas, M. N. (1980). The Remembered Village. United Kingdom: University of California
Press.
Viramma, Racine Josiane and Racine, Jean-Luc. Viramma: Life of an Untouchable. Translated
by Will Hobson. Paris: Verso UNESCO Publishing, 1997.
Blasco, Paloma Gay, and Huon Wardle. How to Read Ethnography. Routledge, 2007.
Wulff, Helena. “Writing Anthropology”. In The Cambridge Encyclopedia of Anthropology,
edited by Felix Stein, 2021.
Abu‐Lughod, Lila. “Can there be a Feminist Ethnography?” Women & Performance: A
Journal of Feminist Theory 5, no. 1, 1990: 7-27.
Alsop, Christiane Kraft. “Home and Away: Self-reflexive Auto-/ethnography.” In Forum
Qualitative Sozialforschung/Forum: Qualitative Social Research, vol. 3, no. 3, 2002: 1-18.

335
Buber, Martin. I and Thou. Hesperides Press, 2008.
Mines, Diane P., and Sarah Lamb, eds. Everyday Life in South Asia. USA: Indiana University
Press, 2010. Chapter 17 and 18: 219-249.

Sarangapani, Padma M. Constructing School Knowledge: An Ethnography of Learning in an

Indian Village. New Delhi: Sage Publications, 2003.

Winddance Twine, France. “Visual Ethnography and Racial Theory: Family Photographs as
Archives of Interracial Intimacies.” Ethnic and racial studies 29, no. 3, 2006: 487-511.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

336
 Category II
BA (Prog.) with Sociology as Major
Semester V
*
B.A. (Prog.) Sociology
Discipline Specific Core (DSC) 09
Sociological Research-I

Discipline Specific Core -9 (DSC 09): Sociological Research -I

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice (If any)
BA (Prog)
DSC 01
DSC 09
12th Class An Invitation
Sociological 4 3 1 0
Pass Sociology or
Research -I
equivalent
course

Learning Objectives:

1. The course familiarises students with the theoretical and methodological aspects of
sociological research.
2. The course introduces the basic outline of doing research and its philosophical
underpinnings.

Learning outcomes:

Students will be able to:

1. understand the philosophical and methodological underpinning of research.

2. develop a practice-based understanding of the process of research.
3. differentiate between the quantitative, qualitative, and mixed methods of research and
combine them effectively to conceptualise theoretically informed empirical research
practices.

SYLLABUS OF DSC- 09: Sociological Research -I

Unit I: Doing Research (12 Hours)

This unit introduces research as a process and discusses the related issues of the logic of

337
research and objectivity
.
a. The Logic of doing research
b. The Process of social research
c. Objectivity in research

Unit II: Methodological Perspectives (9 Hours)

This unit delves into perspectives on how to study people.
a. Comparative Method
b. Ethnographic Method

Unit III: Modes Of Enquiry (24 Hours)

This unit looks at the interaction of theory and research and moves to methods of analysing
and depicting data
.
a. Theory and Research
b. Analysing Data: Quantitative, Qualitative and Mixed Methods
c. Representing Data: Classification and Tabulation of Data and Diagrammatic and
Graphic Representation of Data

Practical Component: NIL

Essential/Recommended Readings:

Unit 1: Doing Research

a. The Logic of Doing Research

Mills, C. W. (1959). ‘The Promise’ in The Sociological Imagination, London: OUP. Chapter
1, pp. 3-24.

b. The Process of Social Research

Srivastava, V.K. et al (Eds.). (2004) ‘Introduction’ in Methodology and Fieldwork, New Delhi:
OUP., pp. 1-14.

c. Objectivity in Research

Gouldner, Alvin (1962) Social Problems, Vol. 9, No. 3 (Winter), Anti-Minotaur: The Myth of
Value-Free Sociology, pp. 199-213.

Unit II: Methodological Perspectives

a. Comparative Method

Béteille, A. (2004) ‘The Comparative Method and the Standpoint of the Investigator’. In Vinay

338
Kumar Srivastava (Ed.) Methodology and Fieldwork, New Delhi: OUP, pp. 112-131.

b. Ethnographic Method

Brewer, J.D. (2010). ‘What is Ethnography?’ in Ethnography, Jaipur: Rawat Publication

(Indian Reprint). Chapter 1 - Pp. 10-25.

Unit III: Modes of Enquiry

a. Theory and Research

Merton, R. K. (1972). ‘The Bearing of Sociological Theory on Empirical Research’ and ‘The
bearing of Empirical Research on Sociological Theory’ in Social Theory and Social Structure,
Delhi: Arvind Publishing House. Chapter 4, 5 -, pp. 139‐171.

b. Analysing Data: Quantitative, Qualitative and Mixed Methods

Creswell, J W. (2009). ‘Quantitative Procedures’, Qualitative Procedures and Mixed Methods

Procedures in Research Design: Qualitative, Quantitative and Mixed Methods Approaches,
3rd edition. Sage Publications. Chapters 8, 9, 10, , pp. 145-152, 173-200, 203-220.

c.Representing Data: Classification and Tabulation of Data and

Diagrammatic and Graphic Representation of Data

Gupta, S. P. (2006). ‘Classification and Tabulation’ and ‘Diagrammatic and Graphic

Presentation’ in Elementary Statistical Methods. Sultan Chand & Sons. Chapter 5, 6, pp.65-
100, 101-108, 115- 118, 131-137.

Suggested Readings:

Bailey, K. (1994). The Research Process in Methods of Social Research, 4th edition, New
York: Free Press, Pp.3-19.
Béteille, A. (2002), Sociology: Essays on Approach and Method, New Delhi: OUP. Chapter
4, Pp. 72‐94.
Bryman, Alan. (2004), Quantity and Quality in Social Research, New York: Routledge.
Chapter 2 & 3, Pp. 11‐70.
Durkheim, E. (1958). The Rules of Sociological Method, New York: Free Press. Chapter 1 &
2, Pp. 1‐46.
Gouldner, Alvin. 1970, The Coming Crisis of Western Sociology, New York: Basic Books.
Chapter 13, Pp. 481-511.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

339
 B.A. (Prog.) Sociology
Discipline Specific Core (DSC) 10
Investigating Inequalities

DISCIPLINE SPECIFIC CORE -10 (DSC-10): Investigating Inequalities

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (if any)
BA (Prog)
DSC 01
DSC 10 An
12th Class
Investigating 4 3 1 0 Invitation
Pass
Inequalities Sociology or
equivalent
course

Learning Objectives:

1. To introduce the domain of social inequality as a key area of sociological inquiry.

2. To impart an understisng of social inequalities as intersenctional phinominon that impact
various dimensions of social life.
3. To engage the new dimentions and changing forms of inequalities in contemporary times.
Learning outcomes:

Students will be able to:

1. Develop a descriptive and analytical understanding of social inequality.

2. Identify how social inequality operates at different socio-cultural contexts.
3. Discuss the key debates that animate contemporary research on inequality.

SYLLABUS OF DSC-10:

Unit I: Understanding Inequality (9 hours)

This unit introduces the concept of social inequality within the discipline of sociology. It also
familiarises students to the various theoretical perspectives in the study of social inequality.
a. What is inequality?
b. Perspectives on Inequality
Unit II: Interlocking inequalities in social life (21 hours)

340
This unit introduces the intersectional character of social inequality and its pervasiveness in
social life.
a. Gender
b. Race and Religion
c. Labour Market
d. Health

Unit III. Impact of Globalisation (15 hours)

This unit introduces the issues of exclusion and new forms of inequalities in the era of
globalisation.
a. Social Exclusion
b. Technology
c. Climate Change
Practical Component: NIL

Essential/Recommended Readings:

Unit I. Understanding inequality

a. What is Social Inequality?

Beteille, A. (1969). Social inequality. Penguin Books.Introduction, Chapter 18. The decline
of Social Inequality? Pp. 1-14, 362-380.

b. Perspectives on Inequality

Marger, M. N. (1999). Social Inequality: Patterns and Processes. Mountain View. Chapter 2:
Theories of Class and Social Inequality. Pp. 26-53.
Walby, S., Armstrong, J., & Strid, S. (2012). Intersectionality: Multiple Inequalities in Social
Theory. Sociology, 46(2). Pp. 224-240.

Unit II. Interlocking inequalities in Social Life

a. Gender
Dey, A., & Orton, B. (2016). Gender and Caste Intersectionality in India: An Analysis of the
Nirbhaya case, 16 December 2012. In Gender and Race Matter: Global Perspectives on Being
a Woman. Emerald Group Publishing Limited. Pp 87-105.
b. Race and Religion
Macey, M. (2010). Ethnic, Racial and Religious Inequalities: The Perils of Subjectivity.
Springer. Chapter 2. Religion and Culture Make a Difference Pp. 27-56.

341
c. Labour Market
Browne, I., & Misra, J. “Labor-market inequality: intersections of gender, race, and class” in
Romero, M., & Margolis, E. (Eds.). (2005). The Blackwell companion to social inequalities.
John Wiley & Sons. Londres, Blackwell Publishing. Pp. 165-189.
d. Health
Abel, T. (2008). Cultural Capital and Social Inequality in Health. Journal of Epidemiology &
Community Health, 62(7). Pp. 1-5.

Unit III: Impact of Globalisation

a. Social Exclusion
Munck, R. (2005). Social Exclusion: New Inequality Paradigm for the Era of Globalization? In
Mary Romero and Eric Margolis eds. The Blackwell Companion to Social Inequalities. Oxford:
Blackwell, 2008. Pp. 31-49.
b. Technology
Pfohl, S. (2005). New Global Technologies of Power: Cybernetic Capitalism and Social
Inequality. In Mary Romero and Eric Margolis eds. The Blackwell Companion to Social
Inequalities. Oxford: Blackwell, 2008. Pp. 546-592.
c. Climate Change
Harlan, Sharon L. et.al. (2015). Climate Justice and Inequality, in Riley E. Dunlap (ed.), Robert
J. Brulle (ed.) Climate Change and Society: Sociological Perspectives. United States: Oxford
University Press. Pp. 127-154.
Suggested Readings:
Tilly, C. (2005). Historical Perspectives on Inequality. Mary Romero and Eric Margolis eds.
The Blackwell Companion to Social Inequalities. Oxford: Blackwell, 2008. Pp. 15-30
Ragnedda, M. (2017). The Third Digital Divide: A Weberian approach to Digital
Inequalities. Routledge.
Grusky, D. (2018). The Inequality Reader: Contemporary and Foundational Readings in
Race, Class, and Gender. Routledge.
Anthony B. Atkinson. (2015) Inequality: What Can be Done? Cambridge: Harvard University
Press. Pp. 241-308.
Menon, N. (2015). ‘Is Feminism about women'? A Critical View on Intersectionality from
India. Economic and Political Weekly, Vol. 50, No. 17 (APRIL 25, 2015), Pp. 37-44.
John, M. E. (2015). Intersectionality: Rejection or Critical Dialogue? Economic and Political
Weekly, Vol. 50, No. 33 (AUGUST 15, 2015), Pp. 72-76.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

342
 Category III
BA (Prog.) with Sociology as Non-Major
Semester V
*
B.A. (Prog.) Sociology
Discipline Specific Core (DSC) 09
Sociological Research-I

Discipline Specific Core -9 (DSC 09): Sociological Research -I

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice (If any)
BA (Prog)
DSC 01
DSC 09
12th Class An Invitation
Sociological 4 3 1 0
Pass Sociology or
Research -I
equivalent
course

Learning Objectives:

1. The course familiarises students with the theoretical and methodological aspects of
sociological research.
2. The course introduces the basic outline of doing research and its philosophical
underpinnings.

Learning outcomes:

Students will be able to:

4. understand the philosophical and methodological underpinning of research.

5. develop a practice-based understanding of the process of research.
6. differentiate between the quantitative, qualitative, and mixed methods of research and
combine them effectively to conceptualise theoretically informed empirical research
practices.

SYLLABUS OF DSC- 09: Sociological Research -I

Unit I: Doing Research (12 Hours)

343
This unit introduces research as a process and discusses the related issues of the logic of
research and objectivity
.
d. The Logic of doing research
e. The Process of social research
f. Objectivity in research

Unit II: Methodological Perspectives (9 Hours)

This unit delves into perspectives on how to study people.
c. Comparative Method
d. Ethnographic Method

Unit III: Modes Of Enquiry (24 Hours)

This unit looks at the interaction of theory and research and moves to methods of analysing
and depicting data
.
a. Theory and Research
b. Analysing Data: Quantitative, Qualitative and Mixed Methods
c. Representing Data: Classification and Tabulation of Data and Diagrammatic and
Graphic Representation of Data

Practical Component: NIL

Essential/Recommended Readings:

Unit 1: Doing Research

a. The Logic of Doing Research

Mills, C. W. (1959). ‘The Promise’ in The Sociological Imagination, London: OUP. Chapter
1, pp. 3-24.

b. The Process of Social Research

Srivastava, V.K. et al (Eds.). (2004) ‘Introduction’ in Methodology and Fieldwork, New Delhi:
OUP., pp. 1-14.

c. Objectivity in Research

Gouldner, Alvin (1962) Social Problems, Vol. 9, No. 3 (Winter), Anti-Minotaur: The Myth of
Value-Free Sociology, pp. 199-213.

Unit II: Methodological Perspectives

c. Comparative Method

344
Béteille, A. (2004) ‘The Comparative Method and the Standpoint of the Investigator’. In Vinay
Kumar Srivastava (Ed.) Methodology and Fieldwork, New Delhi: OUP, pp. 112-131.

d. Ethnographic Method

Brewer, J.D. (2010). ‘What is Ethnography?’ in Ethnography, Jaipur: Rawat Publication

(Indian Reprint). Chapter 1 - Pp. 10-25.

Unit III: Modes of Enquiry

b. Theory and Research

Merton, R. K. (1972). ‘The Bearing of Sociological Theory on Empirical Research’ and ‘The
bearing of Empirical Research on Sociological Theory’ in Social Theory and Social Structure,
Delhi: Arvind Publishing House. Chapter 4, 5 -, pp. 139‐171.

b. Analysing Data: Quantitative, Qualitative and Mixed Methods

Creswell, J W. (2009). ‘Quantitative Procedures’, Qualitative Procedures and Mixed Methods

Procedures in Research Design: Qualitative, Quantitative and Mixed Methods Approaches,
3rd edition. Sage Publications. Chapters 8, 9, 10, , pp. 145-152, 173-200, 203-220.

c. Representing Data: Classification and Tabulation of Data and

Diagrammatic and Graphic Representation of Data

Gupta, S. P. (2006). ‘Classification and Tabulation’ and ‘Diagrammatic and Graphic

Presentation’ in Elementary Statistical Methods. Sultan Chand & Sons. Chapter 5, 6, pp.65-
100, 101-108, 115- 118, 131-137.

Suggested Readings:

Bailey, K. (1994). The Research Process in Methods of Social Research, 4th edition, New
York: Free Press, Pp.3-19.
Béteille, A. (2002), Sociology: Essays on Approach and Method, New Delhi: OUP. Chapter
4, Pp. 72‐94.
Bryman, Alan. (2004), Quantity and Quality in Social Research, New York: Routledge.
Chapter 2 & 3, Pp. 11‐70.
Durkheim, E. (1958). The Rules of Sociological Method, New York: Free Press. Chapter 1 &
2, Pp. 1‐46.
Gouldner, Alvin. 1970, The Coming Crisis of Western Sociology, New York: Basic Books.
Chapter 13, Pp. 481-511.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

345
 Category IV
Common Pool of Discipline Specific Electives (DSE)
*
Sociology
Discipline Specific Elective (DSE) 07
Visual Culture

DISCIPLINE SPECIFIC ELECTIVE COURSE -07 (DSE-07) : Visual Culture

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSE 07
12th Class
Visual 4 3 1 0 Nil
Pass
Culture

Learning Objectives:

1. To introduce students to various perspectives that enable a contextualisation of everyday

visual culture within the larger debates around power, politics and identity.
2. To familiarise students to the debates from the field of Art History, Social Sciences and
Visual Art Practices and enable them to understand the processes through which different
visual environments can be sociologically analysed.
3. To provide students an understanding of how the very process of ‘seeing’ can be
problematised.

Learning outcomes:

Students will be able to:

1. Apply sociological concepts to understand and appreciate visuals and constitute their
representations as matters of academic interest.
2. Demonstrate ‘visuality’/’visualization’ as a technique of asserting power and dominance
in society; simultaneously locating the subversive potential of alternative or ‘counter-
visualities’.
3. Analyse the operations of visuals in an age dominated by techniques of mass production
and dissemination of images.

SYLLABUS OF DSE 07 : Visual Culture

Unit I: Introduction to Visual Culture (12 Hours)

346
This unit problematises the idea that ‘seeing’ is a natural process, and introduces students
to the visual construction of the social world. It also examines the process of seeing in the
context of modernity.

a. The Process of ‘Seeing’

b. Modernity and Visuality

Unit II: Visual Environments and Representations (33 Hours)

This unit examines different visual environments, with illustrations to elucidate the manner
in which visuals allows the constitution of the relationship between self and the everyday.

a. Power, Knowledge and Gaze of the State

b. Visual Contestations
c. Visual Practices and Identity formation
d. Visual Cultures of Everyday Life

Practical Component: NIL

Essential/Recommended Readings:

Unit I. Introduction to Visual Culture (12 Hours)

a. The Process of ‘seeing’

Mitchell, W.J.T. (2002) ‘Showing Seeing: A Critique of Visual Culture’ In Journal of Visual
Culture, August 2002 vol. 1 no. 2. Pp. 165-180.

Berger, John (1972) Ways of Seeing. London: Penguin. Pp. 7- 33.

b. Modernity and Visuality

Debord, Guy(1994). ‘Separation Perfected’ in The Society of the Spectacle, New York: Zone
books. Chapter 1. Separation Perfected. Pp. 11-24.

Shohat, Ella & Robert Stam (2002) ‘Narrativizing Visual Culture’, In Nicholas Mirzoeff (ed)
The Visual Culture Reader. 2nd ed. London: Routledge. Pp. 37-57.

Chatterji, Roma (2012) ‘Global Events and Local Narratives: 9/11 and the Chitrakaars’ In
Speaking with Pictures: Folk Art and Narrative Tradition in India. Pp. 62-103. (20 pages of
pictures)

Unit II. Visual Environments and Representations (33 Hours)

a. Power, Knowledge and Gaze of the State

Foucault, Michel (1977) ‘Panopticism’ In Discipline and Punish: The Birth of the Prison. New
York: Pantheon. Race/Ethnicity: Multidisciplinary Global Contexts, Volume 2, Number 1,
Autumn 2008. Pp. 1-12.

347
Gilbert, Emily (2010) ‘Eye to Eye: Biometrics, the Observer, the Observed and the Body
Politic’ in Fraser MacDonald, Rachel Hughes and Klaus Dodds (Ed), Observant States
Geopolitics and Visual Culture, London: I. B. Tauris. Pp. 225-246.
b. Visual Contestations

Morris, Pam(1994) ‘Folk Humour and Carnival Laughter’ in The Bakhtin Reader. London:
Arnold. Pp. 194- 206.

Enguix, Begonya(2009) ‘Identities, Sexualities and Commemorations: Pride Parades, Public

Space and Sexual Dissidence’ in Anthropological Notebooks, vol. XV: 2. Ljubljana: Slovene
Anthropological Society. Pp. 15-35.
c. Visual Practices and Identity Formation
Bourdieu, P(1984) ‘Introduction’ in Distinction: A Social Critique of the Judgment of Taste.
Routledge & Kegan Paul, London. Pp. 1-7.
Srivastava, Sanjay (2009) ‘Urban spaces, Disney-Divinity and Moral Middle classes in Delhi’
In Economic and Political Weekly Vol. XLIV, Nos. 26 & 27. Pp. 338-345.

MacDougall, David (1992) ‘Photo Hierarchicus: Signs and Mirrors in Indian Photography’ in
Visual Anthropology, 5 (2). Pp. 3-29.

d. Visual Culture of the Everyday Life

Certeau, Michel De (1984) ‘General Introduction’ in The Practice of Everyday Life. (Trans)
Steven Rendall, Berkeley: University of California. Pp. xi-xxiv.

Pinney, Christopher (2004) ‘What do Pictures Want Now: Rural Consumers of Images, 1980-
2000’ In Photos of the Gods: The Printed Image and Political Struggle in India. London:
Reaktion. Pp. 181-200.

Goldsmith, Steven (1983) ‘The Readymades of Marcel Duchamp: The Ambiguities of An

Aesthetic Revolution’ in The Journal of Aesthetics and Art Criticism, Volume 42, Issue 2. Pp.
197–208.

Suggested Readings:

Weinbaum, Alys Eve (2008) The Modern Girl around the World: Consumption, Modernity,
and Globalization. Durham: Duke UP.

Pinney, Christopher (1997) Camera Indica: The Social Life of Indian Photographs. Chicago:
University of Chicago.

Babb, Lawrence A., and Susan Snow Wadley (1995) Media and the Transformation of Religion
in South Asia. Philadelphia: University of Pennsylvania

Sciorra, Joseph (1999) ‘We Go Where the Italians Live: Religious Processions as Ethnic and
Territorial Markers in a Multi-ethnic Brooklyn Neighborhood’ In Robert A. Orsi (ed) Gods of
the City. Indiana University Press. Pp. 310-340

348
Rappoport, Erika D (1995)‘A New Era of Shopping: The Promotion of Women’s Pleasure’,
Leo Charney and Vanessa R. Schwartz (ed) Cinema and the Invention of Modern Life. Berkeley
& Los Angeles: University of California Press.

Mazumdar, Ranjani (2007). Bombay Cinema: An Archive of the City. Minneapolis: University
of Minnesota,

Appadurai, Arjun, and Carol A. Breckenridge (1999) ‘Museums are Good to Think: Heritage
on View in India.’ Representing the Nation: A Reader: Histories. Heritage, and Museums.
(Eds.) David Boswell and Jessica Evans .New York: Routledge.

Tavin, K. M. (2003) Wrestling with Angels, Searching for Ghosts: Toward a Critical Pedagogy
of Visual Culture. Studies in Art Education, 44(3), Pp.197–213.

Cohn, Bernard (1983) “Representing Authority in Colonial India", in An Anthropologist

Among the Historians and Other Essays, Delhi: OUP,Pp. 632-650 .

Berger, Peter, (1972), Ways of Seeing, (Video)

https://www.youtube.com/watch?v=0pDE4VX_9Kk
Mitchell, W.J.T., (2020), Present Tense: An Iconology of Time - W.J.T. Mitchell (Video)
https://www.youtube.com/watch?v=z_Juh7R20eA
Cartwright, Lisa and Marita Sturken (2001) “Postmodernism: Irony, Parody, and Pastiche” in
Practices of looking: An Introduction to Visual Culture, New York : OUP.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

349
 Sociology
Discipline Specific Elective 08
Sociology of the Body

DISCIPLINE SPECIFIC ELECTIVE COURSE – 08 (DSE-08) : Sociology of the Body

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course Credits Credit distribution of the Eligibility Pre-requisite

title & course criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
DSE 08
Sociology 12th Class
4 3 1 0 Nil
of the Pass
Body

Learning Objectives:

1. To de-naturalise the body and reconstitute it in sociological terms as a social phenomenon.

2. To familiarise students with various theoretical formulations and ethnographic
engagements with body.
3. To outline the broad contours of discourse on the body in South Asian societies.

Learning outcomes:

Students will be able to:

1. Identify and explain the concepts that are integral to a sociological study of the body.
2. Analyse various bodily practices in their social, historical and institutional contexts.
3. Apply the conceptual apparatus developed by sociology to evaluate the emerging issues
surrounding the body.

SYLLABUS OF DSE-08: Sociology of the Body

Unit I: Knowing the Body (12 Hours)

This unit establishes the material and social character of the body and traces the sociological
tradition of thinking about body from Marcel Mauss to Mary Douglas and beyond.
Unit II: Variations on the Body (24 Hours)
This unit maps various dimensions of bodily practices and institutional practices
surrounding the social body. It explores the body in its material and symbolic manifestations,

350
establishes its complicity in the formations of self and identity, explores its political and
economic significance and delineates how it is experienced as a lived reality.
a. Body in Practice
b. Body and Identity
c. Body, Power and Commodification
d. Lived Body
Unit III: Discourse on Body in South Asia (9 Hours)
This unit configures the sociological discourse on the body in South Asia on the axes of
caste, community and gender.

Practical Component: NIL

Essential/Recommended Readings:

Course Outline with Readings:

Unit I: Knowing the Body
Lock, Margaret and Judith Farquhar (Eds.) Beyond the Body Proper: Reading the
Anthropology of Material Life. United Kingdom: Duke University Press, 2007. Introduction;
On the Part Played by Labor in the Transition from Ape to Man; Techniques of the Body; Pp.
19-23, 25-29 & 49-68.
Scheper-Hughes, N., & Lock, M. M. ‘The Mindful Body: A Prolegomenon to Future Work’ in
Medical Anthropology. Medical Anthropology Quarterly, 1(1), 1987, Pp. 6–31.

Unit II: Variations on the Body

a. Body in Practice
Turner, Terence S. ‘The Social Skin’, HAU: Journal of Ethnographic Theory, 2 (2): 2012. Pp.
486–503.
Bourdieu, Pierre. ‘Belief and the body’, in The Logic of Practice, Oxford: Blackwell, 1984.
Chapter 4. Belief and the Body. Pp. 66-79.
b. Body and Identity
Wells, Susan. ‘What Is This Body That We Read’ in Our Bodies, Ourselves and the Work of
Writing. United States: Stanford University Press. 2010, Chapter 4. Pp. 134-174.
Scott, Sue and David Morgan. ‘You Too Can Have a Body Like Mine: Reflections on the
Male Body and Masculinities’ in Body Matters: Essays on The Sociology of The Body. United
Kingdom: Taylor & Francis, 2004. Chapter 5. Pp. 70-88.
Fassin, Didier. ‘How to Do Races with Bodies’ in Frances E. Mascia-Lees ed. A Companion
to the Anthropology of the Body and Embodiment, Cambridge: Blackwell, 2011. Pp. 419-431
c. Body, Power and Commodification

351
Boddy, Janice. ‘Colonialism: Bodies under Colonialism’, in Frances E. Mascia-Lees ed. A
Companion to the Anthropology of the Body and Embodiment, Cambridge: Blackwell, 2011.
Pp. 119-132.
Foucault, Michel. ‘Body/Power’ in Power/knowledge: Selected Interviews and Other
Writings, 1972-1977. New York Knopf Doubleday Publishing Group, 1980. Chapter 3. Pp. 55-
62.
Edmonds, A. ‘The Poor Have the Right to be Beautiful? Cosmetic Surgery in Neoliberal
Brazil’. Journal of the Royal Anthropological Institute, 13(2), 2007. Pp. 363–378.
d. Lived Body
Toombs, S. Key. ‘The Lived Experience of Disability’. Human Studies, 18(1),1995. Pp. 9–
22.
Morgan, David. ‘The Body in Pain’ in, Real Bodies: A Sociological Introduction. United
Kingdom: Bloomsbury Publishing, 2017. Pp. 79- 94.

Unit III: Discourse on Body in Indian Context

Alter, Joseph S. ‘Preface: History, Body, Culture’ in Gandhi's Body: Sex, Diet, and the Politics
of Nationalism. United States: University of Pennsylvania Press, 2011. Pp. ix-xiii
Gorringe, Hugo., & Rafanell, Irene. ‘The Embodiment of Caste: Oppression, Protest and
Change’. Sociology, 41(1), 2007. Pp. 97–112.
Mehta, Deepak. ‘Circumcision, Body and Community’ in Work, Ritual, Biography : A Muslim
community in North India. India: Oxford University Press. 1997. Chapter 6. Pp. 178-213.
Sarah Lamb, ‘The Politics of Dirt and Gender: Body Techniques in Bengali India’, in Dirt,
Undress, and Difference: Critical Perspectives on the Body's Surface. United States: Indiana
University Press, 2005. Pp. 213-229.

Suggested Readings:

Alter, Joseph S. The Wrestler's Body: Identity and Ideology in North India. United
Kingdom, University of California Press, 1992.
Arnold, David. Colonizing the Body: State Medicine and Epidemic Disease in Nineteenth-
Century India. United Kingdom, University of California Press, 1993.
Berthelot, J. M). Sociological Discourse and the Body. Theory, Culture & Society, 3(3),
1986,155–161.
Bordo, Susan. Unbearable Weight: Feminism, Western Culture, and the
Body. Berkley: University of California Press, 1993.
Davis, Lennard J. Enforcing Normalcy: Disability, Deafness, and the Body. United
Kingdom: Verso Books, 1995.
Desjarlais, Robert R. Body and Emotion: The Aesthetics of Illness and Healing in the Nepal
Himalayas. United States: University of Pennsylvania Press, 2011.

352
Dickenson, Donna. Property in the Body: Feminist Perspectives. Cambridge: Cambridge
University Press, 2007.
Douglas, Mary. Natural Symbols: Explorations in Cosmology. London: Taylor &
Francis, Chapter 5. Two Bodies, 2004., Pp. 72-91.
Eisenstein, Zillah R. The Female Body and the Law. Berkeley: University of California
Press, 1988.
Falk, Pasi. The Consuming Body. London: Sage Publications, 1994.
Flood, Gavin D. The Tantric Body: The Secret Tradition of Hindu Religion. United
Kingdom: Palgrave Macmillan, 2006.
Grosz, Elizabeth A. Space, Time, and Perversion: Essays on the Politics of Bodies. London:
Routledge, 1995.
Kumar, Udaya. Self, body and inner sense: Some reflections on Sree Narayana Guru and
Kumaran Asan. Studies in History, 1997, 13(2), 247–270.
Lupton, Deborah. Medicine as Culture: Illness, Disease and the Body in Western
Societies. India: Sage Publications, 2003.
Scheper-Hughes, Nancy. Commodifying Bodies. India, London: Sage Publications, 2002.
O'Neill, John. Five Bodies: Re-figuring Relationships. United Kingdom: Sage Publications,
2004.
Serres, Michel. Variations on the Body. United States: University of Minnesota Press, 2015.
Shilling, Chris. Re-Forming the Body: Religion, Community and Modernity. United Kingdom:
Sage Publications (CA), 1997.
Shilling, Chris. The Body and Social Theory. United Kingdom: Sage Publications, 2012.
Strathern, Andrew. Body Thoughts. United Kingdom: University of Michigan Press, 1996.
Teman, Elly. Birthing a Mother: The Surrogate Body and the Pregnant Self. United
Kingdom: University of California Press, 2010.
Thomas J. Csordas. Embodiment as a Paradigm for Anthropology , Ethos , Vol. 18, No.
1,1990, Pp. 5-47
Turner, Bryan S. The Body and Society: Explorations in Social Theory. United Kingdom, Sage
Publications, 2008.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

353
 Sociology
Discipline Specific Elective (DSE) 09
Sociology and Social Policy

DISCIPLINE SPECIFIC ELECTIVE COURSE -09(DSE-09): Sociology and Social Policy

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credit Credit distribution of the course Eligibility Pre-requisite
Code s criteria of the course
(if any)
Lecture Tutorial Practical/
Practice
DSE 09 4 3 1 0 12th Class Nil
Sociology and Pass
Social Policy

Learning Objectives:

1. To consittute social policy as an obhect of sociological investigation and recount key

theories, concepts, and methods devoloped foraround it.
2. To impart the methods of analysing the formulation, adoption, implementation of social
policy from a sociological vantage.
3. To appreciate social policy analysis as an interdisciplinary field of study and understand
the complex dynamics of the politics of decision making.

Learning Outcomes:

Students will be able to:

1. Develop critical and analytical skills with respect to examining the complex dynamics
involved in social policy making process.
2. Recognise, evaluate and dissect policies of social importance in the interest of people,
society and environment.
3. Exhibit the requisite analytical skills to evaluate and improve social policy.

SYLLABUS OF DSE-09: Sociology and Social Policy

Unit I: Social Policy and Sociological Analysis (15 Hours)

This unit invites students to the world of Social Policy and familiarizes them with some of
its important conceptual and theoretical frameworks, meanings, evolution and manifest
practices.

354
a. What is Social Policy?
b. Social Policy and Sociological Perspectives

Unit II: Making Social Policy I: Institutions, Ideologies and Actors (15 Hours)

This unit engages with the context, value framework, social character and politics involved
in the policy-making process.

a. Social Policy as a Worldview

b. The Character of Social Policies in India

Unit III: Making Social Policy II: Craft and Analysis (15 Hours)

This unit introduces students to the methodological issues involved in the craft of policy-
making from a sociological perspective and problematizes the dominance of technocracy
and reductionist public policy experts.

a. Methodological and Technical Frameworks

b. Emerging Issues and Concerns in Social Policy

Practical Component: NIL

Course Outline and Essential/Recommended Readings:

Unit I. Social Policy and Sociological Analysis

a. What is Social Policy?

Spicker, P. (2014). Introduction: The Nature of Social Policy. In: Social Policy: Theory and
Practice. Great Britain: Policy Press. Pp. 1–20.

Dreze, J. (2016). Social Policy: An Introduction In: Jean Dreze (ed.) (2016). Social Policy:
Essays from Economic and Political Weekly, New Delhi: Orient Blackswan. Pp.1-18.

b. Social Policy and Sociological Perspectives

Coffey, A. (2004). Sociological Theory and Social Policy, In: Re-Conceptualizing Social
Policy: Sociological Perspectives on Contemporary Social Policy. England: Open University
Press. Pp.1-4, 10-11, 19-22, 30-41.

Unit II: Making Social Policy I: Institutions, Ideologies and Actors

a. Social Policy Worldview: Ideology, Value Frameworks and Priorities

Spicker, P. (2014). Principles and Values. In: Social Policy: Theory and practice. Great Britain:
Policy Press. Pp. 181–202.

Lapuente, V & Van de Walle, S. (2020).The Effects of New Public Management on the Quality
of Public Services. In: Governance: An International Journal of Policy, Administration and
Institution. Vol.33, Issue.3. Pp. 461-464.

355
Manuel, T. (2019). How Does One Live the Good Life?: Assessing the State
of Intersectionality in Public Policy. In: O. Hankivsky, J. S. Jordan-Zachery (eds.), The
Palgrave Handbook of Intersectionality in Public Policy. London:Palgrave. Pp-33-46

Ghosh, J. (2004). Social Policy in Indian Development. In: T. Mkandawire (eds) Social Policy
in Development Context. London: Palgrave Macmillan. Pp. 284-307.

b. The Character of Social Policies in India

Sen, S (2022). Law and Social Policy in India. In: Davy, U., & Chen, A.H.Y. (Eds.). Law and
Social Policy in the Global South: Brazil, China, India, South Africa. New York: Routledge.
Pp-78-127

Pellissery, S. (2021). One Hundred Years of the (Stifed) Social Question, In: L. Leisering (ed.).
One Hundred Years of Social Protection, Global Dynamics of Social Policy. Cham: Palgrave
Mcmillan. Pp.121-142

Chopra, D. (2011). Policy Making in India: A Dynamic Process of Statecraft. Pacific Affairs,
84(1), 89–107.

Unit III: Making Social Policy II: Craft and Analysis (15 Hours)

a. Methodological and Technical Frameworks

Fischer, Frank. (2007). Deliberative Policy Analysis as Practical Reason: Integrating Empirical
and Normative Arguments, In: Frank Fischer, Gerald J. Miller, Mara S. Sidney (ed.) 2007.
Handbook of Public Policy Analysis: Theory, Politics, and Methods. New York: CRC Press
Taylor & Francis Group.pp.pp.223-236

Spicker, P. (2014). Policy in Practice. In Social policy: Theory and practice. Great Britain:
Policy Press. Pp. 223–244, 429-431

Deshpande, S., and Y. Yadav. (2006). Redesigning Affirmative Action. Economic and
Political Weekly. Volume 41. Pp. 2419–2424.

b. Emerging Issues and Concerns in Social Policy

Dunleavy, P. (2016). ‘Big data’ and Policy Learning. In: Gerry Stoker and Mark Evans (ed.).
Evidence-based Policy Making in the Social Sciences: Methods that Matter. UK: Policy Press.
Pp.145-160, 163-166.

(To make the course more empirically grounded and impactful the instructors are
suggested to incorporate activities like Policy Review, Field Study, and Policy Expert
Interaction)

Suggested Readings:

O'Connor, F. Mary Katherine & Netting, Ellen (Eds.). (2011). Analyzing Social Policy Multiple
Perspectives for Critically Understanding and Evaluating Policy. New Jersy: John Wiley &
Sons, Inc. Pp.1-7, 14-17

356
Blakemore, K and Griggs, E. (2007). Ideas and Concepts. In: Social Policy: An Introduction.
Open University Press, England, pp. 5-10 & 15-39.
Government of India. (1946 – 1950). Constituent Assembly Debates (Proceedings) Vol. I to
XII(1946-1950).
Government of India. (1963). The Planning Process, Planning Commission,New Delhi, 1963
Government of India. (1985). Challenges of Education: A Policy Perspectives. MHRD.
Government of India. (2005).The Mahatma Gandhi National Rural Employment Guarantee
Act, 2005..
Government of India. (2013). The National Food Security Act 2013.
Govt. of India, Ministery of Education. (2019,2020). Draft National Education Policy, 2019
and National Education Policy, 2020.
Government of India. (2020).The Code on Social Security, 2020, Government of India
Murali, K. (2018). Caste, Class and Capital: The Social and Political Origins of Economic
Policy in India. Cambridge: Cambridge University Press.
Nussbaum, M and Sen, A. (1993). The Quality of Life. Oxford: Oxford University Press.
Patton, C V; Sawicki, D; Clark, Je. (2016). Basic Methods of Policy Analysis and Planning.
New York:Rutledge.Pp. 21-33, 43-57.
Report of the Expert Group to Propose “Diversity Index” and to Work out the Modalities for
Implementation. 2008. Submitted to the Ministry of Minority Affairs. Government of India
Saha, K.T. (Eds.). (1947). National Planning Committee Series, Report of the Sub-committees
(Vol.1-25) Bombey: Vora & co. Publishers ltd.
Vaidyanatha Ayyar, R.V. (2017). History of Education Policy Making in India: 1947 - 2016.
Delhi: Oxford University Press.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

357
 Category VI
Common List of Generic Electives (GE)
Generic Elective (GE) 13
Understanding Development

GENERIC ELECTIVE COURSE- 13 (GE 13): Understanding Development

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
GE 13
12th Class
Understanding 4 3 1 0 Nil
Pass
Devolopment

Learning Objectives:
1. To introduce diverse processes of development from a sociological view point.
2. To familiarise students with ideas, theories, and practices of development.
3. To acquaint students with the trajectory and experiences of development in post-colonial
India.
Learning outcomes:
Students will be able to:
1. Identify and understand different ideas of, and approaches to, development.
2. Examine the discourse of development as a relationship between developmental
institutions, actors, policies and theories.
3. Analyse the key features of developmental processes in post-colonial India.
4. Evaluate developmental practices in different locations, moments, and contexts.

SYLLABUS OF GE 13: Understanding Devolopment

Unit I: Unpacking Development (9 Hours)

This unit examines the way development discourse is constituted analytically and
historically.

Unit II: Theorizing Development (18 Hours)

This unit introduces students to various theoretical perspectives on development.

a. Modernization, Dependency and the World Systems

b. Gender, Ecology and Devolopment Theory
c. Devolopment as Freedom
d. De‐essentialising Development

358
Unit III: Development: Histories, Practices and Alternatives (18 Hours)
This unit maps analytical and historical contours of development in South Asia and
introduces issues arising out of development in practice.

a. Histories
b. Practices
c. Alternatives

Practical Component: NIL

Essential/Recommended Readings:

Unit I. Unpacking Development

Rist, Gilbert. The History of Development: From Western Origins to Global Faith. United
Kingdom: Zed Books, 2014. Chapter 1. Definitions of Development. Pp. 1-24.
Sachs, Wolfgang (ed). The Development Dictionary: A Guide to Knowledge as Power. United
Kingdom: Zed Books, 2010.v Devolopment. Pp. 1-21.

Unit II. Theorizing Development (18 Hours)

a. Modernization, Dependency and the World Systems
Bernstein, Henry. ‘Modernization Theory and the Sociological Study of Development’, The
Journal of Development Studies, 1971, Volume 7, No. 2. Pp. 141-155
Roberts, J. Timmons. The Globalization and Development Reader: Perspectives on
Development and Global Change. Germany: Wiley, 2014. Pp. 107-114, 126-144.
b. Gender, Ecology and Devolopment Theory
Pearson, Ruth ‘The Rise and Rise of Gender and Development’ in Kothari, Uuma K. A Radical
History of Development Studies: Individuals, Institutions and Ideologies. United
Kingdom: Zed Books, 2019. Pp. 157- 176.
Redclift, Michael ‘Development and the Environment: Managing the Contradictions?’ in
Leslie Sklair (ed.) Capitalism and Development. United Kingdom: Taylor & Francis, 2002. Pp.
123-137
c. Devolopment as Freedom
Sen, Amartya. Development as Freedom. United Kingdom: OUP Oxford, 2001. pp. 3‐11, 35-
54.
d. De‐essentialising Development
Sanyal, Kalyan. Rethinking Capitalist Development: Primitive Accumulation,
Governmentality and Post-Colonial Capitalism. United Kingdom: Taylor & Francis, 2014. Pp.
168‐189.

359
Unit III. Development: History, Practices and Alternatives (18 Hours)

a. History
Ludden, David. ‘Development Regimes in South Asia: History and the Governance
Conundrum’ Economic and Political Weekly, 2000, Vol. 40, No. 37. Pp. 4042–51.
Chatterjee, Partha, 2008. ‘Democracy and Economic Transformation in India,’ Economic and
Political Weekly, 2008, Vol. 48, No. 16. Pp. 53-62.
Mosse, David. Caste and Development: Contemporary Perspectives on a Structure of
Discrimination and Advantage. World Development, 2018, Volume 110. Pp. 423-433.
b. Practices
Hirschman, Albert O. Development Projects Observed. United States: Brookings Institution
Press, 2014. Pp. 1-31
De-Sardan, Jean-Pierre Oliver. Anthropology and Development: Understanding
Contemporary Social Change. United Kingdom: Bloomsbury Publishing, 2008. Pp. 137-151.
c. Alternatives
Kothari, Ashish., Shrivastava, Aseem. Churning the Earth: The Making of Global
India. India: Penguin, 2012. Pp. 254-292.

Suggested Readings:
Bardhan, Pranab K. The Political Economy of Development in India. United Kingdom: B.
Blackwell, 1984.
Harrison, Elizabeth., Crewe, Emma. Whose Development? An Ethnography of Aid. United
Kingdom: Bloomsbury Academic, 1998.
Galeano, Eduardo. Open Veins of Latin America. United Kingdom: Monthly Review
Press, 1997.
Mies, Maria. Patriarchy and Accumulation on a World Scale: Women in the International
Division of Labour. United Kingdom: Zed Books, 2014.
Rodney, Walter. How Europe Underdeveloped Africa. United Kingdom: Verso Books, 2018.
Schumacher, E. F., McKibben, Bill. Small Is Beautiful: Economics as If People
Mattered. India: Harper Collins, 2010.
Wolf, Eric R. Europe and the People Without History. United Kingdom: University of
California Press, 2010.
Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

360
 Sociology
Generic Elective (GE) 14
Sociology of Disability

GENERIC ELECTIVE COURSE -14 (GE-14) : Sociology of Disability

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the course
(if any)
Lecture Tutorial Practical/
Practice
GE 14
Sociology of 4 3 1 0 12th Class Nil
Disability Pass

Learning Objectives:

1. To offer a sociological understanding of disability and outline a pluralitty of theoretical

approaches towards its conceptualisation.
2. To familiarise students with critical disability theory and underline its intersections with
other systems of oppression, such as caste, class, gender and sexuality.
3. To provide a sociological understanding of ableism and the processes and structures that
reproduce it and introduce the disability rights movement in India and its policy
interventions and advocacies.

Learning outcomes:
Students will be able to :

1. Identify the different sociological perspectives of disability; from social labeling theory to social
constructionism and the critical disability theory.
2. Examine the cultural representations of disability and look at its various intersections.
3. Develop knowledge about disability rights, including the Disability Rights Movement and
various policies on Disability.

SYLLABUS OF GE 14: Sociology of Disability

Unit I: Understanding Disability (12 hours)

This unit examines the theoretical engagement with disability, outlining the
conceptualisation(s) and theoretical models to understand disability.

361
a. Meanings and Conceptualisation
b. Sociological Perspectives on Disability

Unit II: Disability and Vulnarability (15 hours)

This unit examines the interaction between disability and other axes of social inequality.

Unit III: Disability in Everyday Life (9 hours)

This unit approaches disability by focusing on the culture of ableism. The unit notes
practices of socio-cultural reproduction of ableism and its contestation.

a. Ableism and Inaccessibility

b. Everyday Practices of Resistance

Unit IV: Paradigm Shifts and Emerging Issues (9 hours)

This unit focuses on rights assertion, interventions and emerging issues in disability studies
and activism.

a Disability Rights Movements

b. Policy Interventions
c. Emerging Issues

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Understanding Disability

a. Meanings and Conceptualisation

Davis, Lennard. 2017. “Introduction : Disability, Normality, and Power” in Lennard J. Davis
(eds) The Disability Studies Reader. Routledge. Pp 1-16.

Shakespear, Tom. 2017. “The Social Model of Disability” in Lennard J. Davis (eds) The
Disability Studies Reader. Routledge. Pp 195-203.

b. Sociological Perspectives on Disability

Parsons, Talcott. 1975. “The Sick Role and the Role of the Physician Reconsidered” The
Milbank Memorial Fund Quarterly. Health and Society. Vol 53, No. 3 (Summer 1975) Pp.
257-278.

Goffman, E. 2006. ‘Selections from Stigma’. In, Lennard J. Davis, The Disability Studies
Reader: Second Edition. Pp. 131-140.

362
Sztobryn-Giercuszkiewicz, J., 2017. Critical Disability Theory as a Theoretical Framework
for Disability Studies. Oblicza niepełnosprawności w praktyce i teorii,. Pp. 29-35.

Unit II: Disability and Vulnarabilities

Adlakha, Renu. 2008. “Disability, Gender and Society”, Indian Journal of Gender Studies,
15(2). Pp. 191–207.

Chakravarti, Upali. 2008. “Burden of Caring: Families of Disabled in Urban India” In

Disability Studies in India: Global Discourses, Local Realities, New Delhi: Routledge. Pp.
122-144

Johri, Rachana. 2019. “Disability and Mothering: Embodied Knowledge”, Peace Prints: South
Asian Journal of Peacebuilding, Vol. 5, No. 1, Special Issue: Summer 2019, pp. 2-16.
Hiranandani,Vanamala and Deepa Sonpal. 2010. 'Disability, Economic Globalization and
Privatization: A Case Study of India', Disability Studies Quarterly, Vol 30 (3 / 4).

Unit III: Disability in Everyday Life

a. Ableism and Inaccessibility

Nario-Redmond, M. 2020. Ableism: The Causes and Consequences of Disability Prejudice.

Wiley Blackwell. Chapter 3: Justifying Ableism: Ideologies and Language, pp. 80-109.

b. Everyday Practices of Resistance

Gold, J.R. and Margaret Gold. 2007. "Access for all: the rise of the Paralympic Games", The
Journal of The Royal Society for the Promotion of Health, 127(3):133-141.

Bhowmick, Partho. 2013. “Blind with Camera: Photographs by the Visually Impaired”, In
Renu Addlakha (eds.) Disability Studies in India Global Discourses, Local Realities.
Routledge. Pp. 303-330.

Unit IV: Paradigm Shifts and Emerging Issues

a. Evolution of Disability Rights

Mehrotra, Nilika. 2011. “Disability Rights Movements in India: Politics and Practice”, EPW,
46, no. 6 (2011): 65–72.

b. Law and Policy Interventions

Dhanda, Amita. (2018) Disability Studies Reading of the Law for Persons with Disabilities in
India” in Anita Ghai (ed.) Disability in South Asia: Knowledge and Experience Sage
Publications . pp- 383- 400.

363
c. Emerging Issues

Barton, L. 2018. Disability and Society, Emerging Issues, and Insights. Routledge London &
New York. Chapter 1 ‘Sociology and Disability: Some Emerging Issues. Pp. 1-15.

Suggested Readings:

Chaney, Paul. 2020. “An Institutionally Ableist State? Exploring Civil Society Perspectives
on the Implementation of the Convention on the Rights of Persons with Disabilities
in India”, Journal of Civil Society, 16:4, pp. 372-392

Campbell, Fiona. 2018. “Refocusing and the Paradigm Shift: From Disability to Studies in
Ableism” In, Anita Ghai (ed.) Disability in South Asia Knowledge and Experience. Sage
Publications. Pp. 38-57

Frederick, A., & Shifrer, D. (2019). Race and Disability: From Analogy to Intersectionality,
Sociology of Race and Ethnicity, 5(2), 200–214.

Ghai, Anita. 2003. (Dis)Embodied Form: Issues of Disabled Women. New Delhi. Har‐Anand
Publications. Chapter 1 and 2.

Ghai, Anita. 2015. Rethinking Disability in India. Routledge. Chapter 2: Conversations about
Disability: The Cultural Landscape.

Goodley, Dan. 2014. Dis/Ability Studies: Theorising Disablism and Ableism. Routledge.
Chapter 3: Intersectionality, pp. 35-50.

Hans, Asha and Annie Patri. 2003. Women, Disability, and Identity. Sage Publications.

Mehrotra, Nilika, 2020, “Situating Disability Studies: A Prolegomenon” in Nilika Mehrotra

(eds.) Disability Studies in India : Interdisciplinary Perspectives. Springer. Pp.1-24

Suggested E-Resources:

Policy Documents :
Ministry of Social Justice and Empowerment (Government of India). 2006. National Policy
for Persons with Disabilities.
https://disabilityaffairs.gov.in/upload/uploadfiles/files/National%20Policy.pdf

Department of Personnel and Training (Government of India). (No date). Frequently Asked
Questions (FAQ) on the Policy of Reservation to Persons with Disabilities.
https://dopt.gov.in/sites/default/files/FAQ_Disabilities.pdf

364
Unique Disability ID, Department of Empowerment of Persons with Disability, Ministry of
Social Justice and Empowerment (Government of India). “Disability Schemes”.
https://www.swavlambancard.gov.in/schemes/search

National Human Rights Commission. 2006. Rights of the Disabled by Anuradha Mohit, Meera
Pillai and Pratiti Rungta.
https://nhrc.nic.in/sites/default/files/DisabledRights_1.pdf

Ministry of Social Justice and Empowerment (Government of India). 2021. Public Notice
Inviting Comments on the draft National Policy for Persons with Disabilities.
https://disabilityaffairs.gov.in/upload/uploadfiles/files/Draft%20Copy%20New%20National
%20Policy%20May%202022%20.pdf

World Health Organisation. “WHO Policy on Disabilities”.

https://www.who.int/about/policies/disability

Films/Documentaries

● Klein, B.S. 2006. Shameless: The Art of Disability.

● Bhansali, Sanjay L. 2005. Black.
● Neudel, Eric. 2011. Lives Worth Living.
● Davenport, Reid. 2022. I Didn’t See You There.
● Lebrecht, James and Nicole Newnham. 2020. Crip Camp: A Disability Revolution.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

365
 Sociology
Generic Elective (GE) 15
Key Debates in Sociology

GENERIC ELECTIVE COURSE -15 (GE-15) : Key Debates in Sociology

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course Credits Credit distribution of the Eligibility Pre-requisite

title & course criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
GE 15
Key
12th Class
Debates 4 3 1 0
Pass
Nil
in
Sociology

Learning Objectives:

1. To bring the key theoretical and methodological debates of sociology alive for the students.
2. To impart an understanding of the sociological enterprise as something that is at once
conceptual, methodological and substantive.
3. To help students integrate their sociological learning into a vital coherent, organic and evolving
sociological vision.

Learning outcomes:

Students will be able to:

1. Develop knowledge of key sociological debates, their origins, configurations and
interrelations.
2. Identify sociology as a dynamic, dialogical and open-ended discipline and ability to practice
it as such.
3. Outline, assess and analyse the ongoing sociological debates and demonstrate an ability to create
a viable sociological investigation and contextualise it in the enduring and active disciplinary
legacy of debates.

SYLLABUS OF DSC-15: Key Debates in Sociology

Unit 1: Debates in Sociology: Contexts and Configurations (9 Hours)

This unit locates the sociological debates in their historical context. It also introduces
students to the debate surrounding the lines that mark the separation of sociology and social
anthropology.

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Unit 2: Methods, Concepts and Theories (30 Hours)
This unit discusses key methodological, conceptual and theoretical debates in sociology.
a. Debating Methods
b. Conceptual Debates
i. Community and Society: Comte, Tonnies, Weber, Durkheim
ii. Status and Class: Marx, Weber
iii. Sacred, Profane and Secular: Durkheim, Weber
c. Debating Theory
Unit 3: Debating Modernity (6 Hours)
This unit maps the Sociological debate on the nature of modernity.
Practical Component: NIL

Essential/Recommended Readings:

Unit 1: Debates in Sociology: Contexts and Configurations

Nisbet, Robert. The Sociological Tradition. United Kingdom: Taylor & Francis, 2017. Chapter
1. The Unit-Ideas of Sociology Pp. 3-20.
Gellner, Ernest. Cause and Meaning in the Social Sciences. United Kingdom: Taylor &
Francis, 2004. Chapter 7. Sociology and Social Anthropology. Pp. 109- 137.

Unit 2: Methods, Concepts and Theories

a. Debating Methods
Hindess, Barry. Philosophy and Methodology in the Social Sciences. United Kingdom:
Harvester Press, 1977.Introduction, Pp. 1-22.
Stedman-Jones, Susan. Fact/Value. Chris Jenks ed. Core Sociological Dichotomies. United
Kingdom: SAGE Publications, 1998. Pp. 49- 62.
Bourdieu, Pierre. Sociology in Question. United Kingdom: Sage Publications (CA), 1993.
Chapters 2. A science that makes Trouble, Chapter 3. Sociologist in Question. Pp. 8-35.

b. Conceptual Debates
i. Community and Society: Comte, Tonnies, Weber, Durkheim
Nisbet, Robert. The Sociological Tradition. United Kingdom: Taylor & Francis, 2017.
Chapter 3. Community. Pp. 47-51, 56-61, 71-97.
ii. Status and Class: Marx, Weber,
Nisbet, Robert. The Sociological Tradition. United Kingdom: Taylor & Francis, 2017.
Chapter 5. Status. Pp. 174-182, 200-208, 212-216.

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iii. Sacred, Profane and Secular: Durkheim, Weber
Nisbet, Robert. The Sociological Tradition. United Kingdom: Taylor & Francis, 2017.
Chapter 6. The Sacred. Pp. 221-231, 243-251.
c. Debating Theory
Mills, C. Wright. The Sociological Imagination. United Kingdom: Oxford University Press,
USA, 1999. Chapter 2. Grand Theory. Pp. 25-49.
Coleman, James S. Microfoundations and Macrosocial Behavior. In Jeffrey C. Alexander. The
Micro-macro Link. United Kingdom: University of California Press, 1987. Pp. 153-172.

Unit 3: Debating Modernity (6 Hours)

Giddens, Anthony. Conversations with Anthony Giddens: Making Sense of
Modernity. Germany: Polity Press, 2013. Pp. 94-117
Chatterjee, Partha. Our Modernity. Netherlands: SEPHIS, 1997. 3-20

Suggested Readings:
Alexander, Jeffrey C. and Steven Seidman. The New Social Theory Reader. United Kingdom:
Taylor & Francis, 2020. Pp. 354-404.
Anderson, R. J. Classic Disputes in Sociology. United Kingdom: Allen & Unwin, 1987.
Bauman, Zygmunt. Is there a postmodern sociology? In Steven Seidman ed. The Postmodern
Turn: New Perspectives on Social Theory. United Kingdom: Cambridge University
Press, 1994. Pp.187-204.
Filmer, Paul. Theory/Practice. Chris Jenks ed. Core Sociological Dichotomies. United
Kingdom: SAGE Publications, 1998.
Foss, Dennis C. The Value Controversy in Sociology. United Kingdom: Jossey-Bass
Publishers, 1977.
Giddens, Anthony. Positivism and its Critics in Tom Bottomore ed. A History of Sociological
Analysis. United Kingdom: Pearson Education, 1979. Pp. 237-283.
Giddens, Anthony. The Consequences of Modernity. United Kingdom: Stanford University
Press, 1990. Pp. 1-54.
Gouldner, Alvin Ward. For Sociology: Renewal and Critique in Sociology Today. United
Kingdom: Allen Lane, 1973.
Hawthorn, Geoffrey. Enlightenment and Despair: A History of Social Theory. United
Kingdom: Cambridge University Press, 1987.
Holton, R. J. The Transition from Feudalism to Capitalism. United States: St. Martin's Press,
1985.
Jenks, Chris ed. Core Sociological Dichotomies. United Kingdom: SAGE Publications, 1998.

368
Knorr-Cetina, K. and A. V. Cicourel. Advances in Social Theory and Methodology: Toward
an Integration of Micro- and Macro-Sociologies. United Kingdom: Taylor & Francis, 2014.
Ritzer, George. Issues, Debates and Controversies: An Introduction to Sociology. United
States: Allyn & Bacon, Incorporated, 1972. Pp 469-500.
Tim Ingold ed. Key Debates in Anthropology. United Kingdom: Taylor & Francis, 2003.
Merton, R. K. (1968). Social Theory and Social Structure. India: Free Press. Chapter 2.
Sociological Theories of Mddle Range. Pp. 39-72

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

369
 SEMESTER-VI
DEPARTMENT OF SOCIOLOGY
Category I
BA (Honors) Sociology
B.A. (H) Sociology
Discipline Specific Core (DSC) 16
Sociological Thinkers- III

DISCIPLINE SPECIFIC CORE COURSE -16 (DSC-16) : Sociological Thinkers- III

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite of the
Code criteria course
Lecture Tutorial Practical/ (if any)
Practice
BA (H)
DSC 16 DSC 13
Sociological 12th Class Sociological
4 3 1 0
Pass Thinkers- II
Thinkers- III
Or equivalent
course

Learning Objectives:
To familiarise students with the micro, interactionist, and critical thinkers in sociology.
To draw attention to the critique of modernity and its consequences forwarded by 20th
century sociological thinkers.
To communicate the diversity and interdisciplinarity of sociological theory at the end of
20th centrury.

Learning outcomes:
Students will be able to:

1. Develop a critical perspective in the analysis of contemporary social reality.

2. Apply the concepts and theories necessary for sociological analysis of contemporary
societies.

Syllabus Of DSC-16: Sociological Thinkers- III:

Unit I: Interactionism: G. H. Mead & Erving Goffman (18 Hours)
The unit introduces students to the symbolic interactionist approach through the works of
Erving Goffman and G.H. Mead.

Unit II. Social Construction of Reality: Berger and Luckmann (9 Hours)

370
This unit explores how everyday reality is socially constructed.

Unit III. Critical Theory: Max Horkheimer & T.W. Adorno (12 Hours)

This unit helps the student to rethink and critique the dominant ideas, social structures and
knowledge put forth by capitalism and modernity.

Unit IV : Theorizing Identity: Nancy Frazer (6 Hours)

This unit reexamines the concept of social justice from the perspective of the redistribution
of resources and recognition of cultural differences.

Essential Readings

Unit I: Interactionism: G. H. Mead & Erving Goffman (18 Hours)

Mead, G.H. 1934 (1967) Mind Self and Society. Chicago: University of Chicago Press. Part III.
Pp. 135-226.

Goffman, E. (1963) Stigma and Social Identity. London: Penguin Books. Ch. 1 & 4. Pp. 11-
54, 150-164.

Unit II. Social Construction of Reality: Berger and Luckmann (6 Hours)

Berger, P. L. and Luckmann, T. (1991). The Social Construction of Reality. London: Penguin
Books. Pp. 31‐62.

Unit III. Critical Theory: Max Horkheimer & T.W. Adorno (12 Hours)

Horkheimer. Max and Adorno. T.W. (2002). Dialectic of Enlightenment: Philosophical

Fragments. Stanford: Stanford University Press. Ch.1. Pp. 1-34.

Unit IV : Theorizing Identity: Nancy Frazer (6 Hours)

Fraser, Nancy. (1996) Social Justice in the Age of Identity Politics:Redistribution, Recognition,
and Participation. The Tanner Lectures On Human Values. Delivered at Stanford University
April 30–May 2, 1996. Pp. 1-67

Suggested Readings:
Bottomore, T. (2002). The Frankfurt School and It’s Critics. London: Routledge.
Elliot, A. & Lemert, C. (2022). Introduction to Contemporary Social Theory. London:
Routledge.
Goffman, E. (1994). The Presentation of Self in Everyday Life. London: Anchor Books.
Edinburgh
Baldwin, J. D. (2002). George Herbert Mead: A Unifying Theory for Sociology. United
States: Kendall/Hunt Publishing Company.

371
Schweppenhäuser, G. (2009). Theodor W. Adorno: An Introduction. United Kingdom: Duke
University Press.
Fraser, Nancy and Axel Honneth (2003) · Redistribution Or Recognition? A Political-
Philosophical Exchange. London:Verso Books.
Turner, Jonathan. (1995). The Structure Of Sociological Theory. Jaipur: Rawat Publications.
Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

372
 BA (H) Sociology
Discipline Specific Core (DSC) 17
Sociology of Kinship

Discipline Specific Core Course -17 (DSC-17) : Sociology of Kinship

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (if any)
BA (H)
DSC17 DSC 06
Families and
12th Class
Sociology of 4 3 1 0 Intimacies
Pass
Kinship Or
equivalent
course

Learning Objectives:

1. To introduce basic concepts in the study of kinship, marriage and family.

2. Develop an understanding of changes in kinship and marriage over time.
3. To indicate the new possibilities in the configurations of kinship made possible by the novel
reproductive technologies. .

Learning outcomes:
Students will be able to:
1. Identify the methodological shifts in the study of kinship theories.
2. Apply an analytical perspective on concepts relevant for understanding kinship
3. Understand the coexistence of multiple perspectives in the study of family, marriage and
kinship.
4. Recognise the significance of technology in recasting kinship.

SYLLABUS OF DSC 17: Sociology Of Kinship

Unit I: Key Terms and Classical Approaches (21 hours)

This unit introduces students to key concepts and approaches relevant for understanding
kinship and family.

Unit II: Family, Household and Marriage (9 hours)

373
This unit acquaints students to the multiple forms of co-existence of the institutions of
family and marriage.

Unit III: Re-casting Kinship (15 hours)

This unit maps out the new possibilities in the understanding of family, marriage and
kinship by revisiting the concept of relatedness, gender and reproductive technologies.

a. Relatedness
b. Kinship and Gender
c. Re-imagining Families
d. New Reproductive Technologies

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Key Terms and Classical Approaches

Radcliffe-Brown, A. R. and D. Forde (eds.), 1950, African Systems of Kinship and Marriage,
London: Oxford University Press, Introduction, Pp. 1-39

Evans-Pritchard, E.E., 2004 (1940), ‘The Nuer of Southern Sudan’, in R. Parkin and L. Stone
(eds.), Kinship and Family: An Anthropological Reader, U.S.A.: Blackwell, Pp. 64-78.

Leach, Edmund, 1962, ‘On Certain Unconsidered Aspects of Double Descent Systems’in Man,
Vol. 62, Pp. 130-134.

Lévi-Strauss, Claude, 1969, The Elementary Structures of Kinship, London: Eyre and
Spottiswoode, Chapters 1 & 2, Pp. 3-25

Dumont, L., 1968, ‘Marriage Alliance’, in D. Shills (ed.), International Encyclopaedia of the
Social Sciences, U.S.A.: Macmillan and Free Press, Pp. 19- 23.

Schneider, D., 2004, ‘What is Kinship All About?’ in R. Parkin and L. Stone (eds.) Kinship
and Family: An Anthropological Reader, U.S.A.: Blackwell, Pp. 257-274.

Das, V., 1994, ‘Masks and Faces: An Essay on Punjabi Kinship’, in Patricia Uberoi (ed.),
Family, Kinship and Marriage in India, Delhi: Oxford University Press, Pp.198-222.

Unit II- Family, Household and Marriage (9 hours)

Freeman, J. D., 1958, ‘The Family Systems of the Iban of Borneo’, in J. Goody (ed.), The
Developmental Cycle in Domestic Groups, Cambridge: Cambridge University Press, Pp. 15-
52.

374
Leach, E.R., 1961, ‘Polyandry, Inheritance and the Definition of Marriage with Particular
Reference to Sinhalese Customary Law’, in E. R. Leach (ed.), Rethinking Anthropology,
London: The Athlone Press, Pp. 105-113.
Shah, A. M. (1964). Basic Terms and Concepts in the Study of Family in India. The Indian
Economic & Social History Review, 1(3), 1–36.
Gough, Kathleen E., 1959, ‘The Nayars and the Definition of Marriage’, in The Journal of the
Royal Anthropological Institute of Great Britain and Ireland, 89, Pp. 23-34
Uberoi, Patricia, 1995, ‘When is a Marriage not a Marriage? Sex, Sacrament and Contract in
Hindu Marriage’, Contributions to Indian Sociology, No. 29, 1 & 2, Pp. 319-45

Unit III: Re-casting Kinship (15 hours)

a. Relatedness
Carsten, Janet, 1995, ‘The Substance of Kinship and the Heat of the Hearth: Feeding,
Personhood, and Relatedness among Malays in Pulau-Langkawi’ American Ethnologist, 22
(2), Pp. 223-241.

b. Kinship and Gender

Gold, Ann Grodzins, 1994, ‘Sexuality, Fertility, and Erotic Imagination in Rajasthani
Women’s Songs’, in Gloria Goodwin Raheja and Ann Grodzins Gold (eds.), Listen to the
Heron's Words: Re-imagining Gender and Kinship in North India, Delhi: OUP, Pp. 30-72.

c. Re-imagining Families
Weston, Kath, 1991, Families We Choose: Lesbians, Gays, Kinship, New York: Columbia
University Press, Pp. 103-136.

d. New Reproductive Technologies

Kahn, Susan Martha, 2004, ‘Eggs and Wombs: The Origins of Jewishness’, in R. Parkin and
L. Stone (eds.), Kinship and Family: An Anthropological Reader, U.S.A.: Blackwell, Pp. 362-
77.

Suggested Readings:

Butler, J, 2022, Kinship Beyond the Bloodline, in T. Bradway and E. Freeman (eds,), Queer
Kinship Race, Sex, Belonging, Form, Duke University Press
Carsten, J. (ed.), 2000, Cultures of Relatedness: New Approaches to the Study of Kinship,
Cambridge: Cambridge University Press
Fortes, M., 1970, Time and Social Structure and Other Essays, University of London: The
Athlone Press, Chapter 3, Pp. 67-95
Ragone, Helena, 2004, Surrogate Motherhood and American Kinship in R. Parkin and L.
Stone. L and D. E. King (ed) (2018). Kinship and Gender: An Anthropological Reader.
Oxford: Blackwell Publishing Ltd, Pp. 342-361
Stone, L., & King, D. E., 2018, Kinship and Gender: An Introduction, Routledge

375
Vatuk Sylvia, Household Form and Formation: Variability and Social Change among South
Indian Muslims in Great, John N. & David J. Mearns (1989). Society from the Inside Out:
Anthropological Perspectives on the South Asian Household. New Delhi: Sage, Pp. 107- 137

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

376
 B.A. (H) Sociology
Discipline Specific Core (DSC) 18
Environmental Sociology

Discipline Specific Core Course -18 (Dsc-18): Environmental Sociology

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the course
(if any)
Lectur Tutorial Practical/
e Practice

DSC 18 4 3 1 0 12th Class BA (H)

Environmental Pass DSC 01
Sociology Introduction
to Sociology
Or equivalent
course

Learning Objectives:

1. The course will enable students to reflect on environment as an object of sociological

inquiry.
2. The course will develop analytical thinking on the linkages between society and the
environment from a sociological standpoint.
3. To develop an awareness of the character of causality in environmental sociology and
expose students to critical debates on the role of humans in ecological crises.
4. The course will enhance the capacity to examine the social consequences and responses to
ecological crises with the help of case studies.

Learning outcomes:

Students will be able to:

1. Understand the dynamic between natural and social worlds from a sociological
perspective.
2. Identify and grasp the fundamental principles and core theoretical debates of the discipline.

377
3. Apply a sociological perspective on environment and contribute to research endeavours or
public policy conversations that assess the causes, effects and possible solutions to
environmental problems.
4. Examine the intertwining issues of ecology and inequity and address the questions of
environmental justice and ethics.

SYLLABUS OF DSC-18: Environmental Sociology

Unit 1: Basic Concepts in Environmental Sociology (12 Hours)

This unit introduces the basic concepts and themes in environmental sociology necessary to
develop a holistic perspective.

a. What is Environmental Sociology?

b. Mainstream Ideas in Environmentalism
c. Indian Environmentalism

Unit 2: Social Theory and the Environment (21 Hours)

This unit exposes students to the intersectionality of the environment with social processes
and institutions.

a. Theorising the Environment

b. Intersectionality and Environment
c. Social Ecology

Unit 3: Social Responses to Environmental Disruption (12 Hours)

This unit examines the social responses to ecological crises through new issues of livelihood
and experiments in sustainable living.

a. Environmental Justice
b. Alternative Engagements

Practical Component: NIL

Essential/Recommended Readings:

Unit 1: Basic Concepts in Environmental Sociology

a. What is Environmental Sociology?

Chung-En Liu, J. and Mayerfeld Bell, M. (2017). ‘Environmental Sociology’. In Kathleen O.

Korgen (Ed.), The Cambridge Handbook of Sociology: Core Areas in Sociology and the
Development of the Discipline, Vol. 1. Cambridge: Cambridge University Press. Pp. 435-444.

b. Mainstream Ideas in Environmentalism

378
Dunlap, Riley E. (2010). ‘The Maturation and Diversification of Environmental Sociology:
From Constructivism and Realism to Agnosticism and Pragmatism’. In Michael R. Redclift
and G. Woodgate (Eds.), International Handbook of Environmental Sociology, 2nd Ed.
Cheltenham. UK: Edward Elgar. Pp. 15-32.

c. Indian Environmentalism

Gadgil, M and Guha, R (1995) Ideologies of Environmentalism. In Madhav Gadgil and

Ramachandra Guha , Ecology and Equity: The Use and Abuse of Nature in Contemporary
India. London : Routledge. Chapter 4. Pp.98-112

Chapple, Christopher K. (1998). ‘Toward an Indigenous Indian Environmentalism’. In Lance

E. Nelson (Ed.), Purifying the Earthly Body of God: Religion and Ecology in Hindu India.
Albany, USA: State University of New York Press. Pp. 13-38.

Unit 2: Social Theory and the Environment

a. Theorising the Environment

Barbosa, Luiz C. (2009). ‘Theories in Environmental Sociology’. In Kenneth A. Gould and

Tammy L. Lewis (Ed.), Twenty Lessons in Environmental Sociology. New York: Oxford
University Press. Pp. 25-44.

Cordner, Alissa (2021). ‘Risk’. In Beth S. Caniglia, et al. (Eds.), Handbook of Environmental
Sociology. Switzerland: Springer. Pp. 167-187.

Agarwal, Bina, (2007). ‘The Gender and Environment Debate: Lessons from India’. In Mahesh
Rangarajan. (Ed.), Environmental Issues in India: A Reader. New Delhi: Pearson, Longman.
Pp. 316-324, 342-352.

b. Intersectionality and Environment

Ergas, Christina, McKinney, Laura and Bell, S. Elizabeth (2021). ‘Intersectionality and the
Environment’. In Beth S. Caniglia, et al. (Eds.), Handbook of Environmental Sociology.
Switzerland: Springer. Pp. 15-30.

Sharma, Mukul (2017). ‘Eco-casteism: Sulabh and the Denial of Dalit Existence’. In Mukul
Sharma, Caste and Nature: Dalits and Indian Environmental Politics. Delhi: Oxford
University Press. Pp. 1-22.

c. Social Ecology

Mukerjee, Radhakamal (1994). ‘An Ecological Approach to Sociology’. In Ramchandra Guha

(Ed.), Social Ecology. Oxford in India Readings in Sociology and Social Anthropology. Delhi:
Oxford University Press. Pp. 22-26.

379
Unit 3: Social Responses to Environmental Disruption

a. Environmental Justice

Maung, Rebecca and Pellow, David. N. (2021). ‘Environmental Justice’. In Beth S. Cagnilia,
et al. (Eds.) Handbook of Environmental Sociology. Switzerland: Springer Pp. 35-47.

Lewis, Tammy L. (2009). ‘Environmental Movements in the Global South’. In Kenneth A.

Gould and Tammy L. Lewis (Ed.), Twenty Lessons in Environmental Sociology. New York:
Oxford University Press. Pp. 244-254.

Sangvai, S. (2007). ‘The Tragedy of Displacement’. In Mahesh Rangarajan (Ed.),

Environmental Issues in India: A Reader. New Delhi: Pearson/Longman. Pp. 437-443.

b. Alternative Engagements

Leahy, Terry (2021). ‘What is Permaculture? Three Perspectives’ in The Politics of

Permaculture. London: Pluto Press. Pp. 1-23.

Suggested Readings:

Guha, R and Martinez-Alier, J (2006). Varieties of Environmentalism: Essays North and South.
London: Earthscan
Baviskar, A. (1995). In the Belly of the River: Tribal Conflicts Over Development in the
Narmada Valley. Delhi, New York: Oxford University Press.
Bell, Michael M. (2008). An Invitation to Environmental Sociology. Thousand Oaks, CA: Sage.
Divan, S. and Rosencranz, A. (2022). Environmental Law and Policy in India: Cases and
Materials. US: Oxford University Press.
Vasan, S. (2006). Living with Diversity: Forestry Institutions in the Western
Himalaya. India: Indian Institute of Advanced Study.
Hannigan, J. (1995). Environmental Sociology. London and New York: Routledge.
Schnaiberg, A. (1980). The Environment: From Surplus to Scarcity. New York: Oxford
University Press.
Shiva,V. (1988). Women In Nature. In Staying Alive: Women Ecology and Development. New
Delhi: Zed Books

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

Category II

380
 BA (Prog.) with Sociology as Major
Semester VI
B.A. (Prog.) Sociology
Discipline Specific Core (DSC) 11
Sociological Research-II

DISCIPLINE SPECIFIC CORE -11 (DSC 11): SOCIOLOGICAL RESEARCH -II

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (If any)
BA (Prog.)
DSC 09
DSC 11: Sociological
Sociological 12th Class
4 3 1 0 Research -I
Research-II Pass
or
equivalent
course

Learning Objectives:

1. The course aims to introduce students to the systematic methods of social research.
2. It acquaints students to ethical issues in research.

Learning outcomes:

Students will be able to:

1. Develop an awareness of the building blocks of research and the basic methods of data
collection.
2. Evaluate the strengths and weaknesses of various research techniques.
3. Apply research methods to study diverse social processes.

SYLLABUS OF DSC: Sociological Research-II

Unit I: Basic elements of Research (9 Hours)

This unit introduces the building blocks of research concepts, hypotheses and sampling
methods.

a. Concepts
b. Hypotheses
c. Sampling

381
Unit II: Methods of Data Collection (18 hours)
This unit describes various tools of doing social science research and how they function.

a. Observation
b. Questionnaire
c. Interview
d. Other Research Designs: Case Study, Community Study, Longitudinal Study, Cross
Sectional Study, Focus Groups

Unit III: Challenges in Conducting Research (6 hours)

This unit creates awareness of the ethical dimensions of research and problems that could
arise in the field.

a. Ethical Issues in Data Collection and Analysis

b. Methodological Problems in the ‘field’

Unit IV: Statistical Methods (12 Hours)

This unit moves to the basic statistical concepts that are the basis of data science.

a. Measures of Central Tendency: Mean, Mode, Median

b. Measures of Dispersion: Standard Deviation

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Basic elements of Research

a. Concepts
Becker, Howard S. ‘Concepts’ in Tricks of the Trade : How to Think about Your Research
While You’Re Doing It. Chicago, Ill. :University of Chicago Press, 1998 pp. 152-198.

b. Hypotheses
Schutt, Russell K. Investigating the Social World : the Process and Practice of Research.
Thousand Oaks, Calif. :Pine Forge Press, 2004.pp.123- 133.

c. Sampling
Bailey, K. (1994). Survey Sampling in Methods of Social Research, 4th edition. New York:
Free Press. Chapter 5. Survey Sampling , Pp. 81- 98.

Unit II: Methods of Data Collection

a. Observation

382
Bailey, K. (1994). ‘Observation’. In Methods of Social Research, 4th edition. New York: Free
Press. Chapter 10, Pp. 241-273.

Cargan, L. (2008). ‘The Classic Studies’. In Doing Social Research. Rawat Publications.,
Pp.157-174.

b. Questionnaire

c. Interview

Babbie, E. (2016). The Practice of Social Research, 14th Edition. Boston: Cengage Learning,
Pp. 246-286.

d. Other Research Designs: Case Study, Community Study, Longitudinal Study, Cross
Sectional Study, Focus Groups

Cargan, L. (2008). ‘Collecting the Data: Some Special Designs’ in Doing Sociological
Research. Jaipur: Rawat Publications. Chapter 9. Survey Research , Pp. 203-227.

Liahana Gordon (2015). ‘Focus Group’ in Real Research: Research Methods Sociology
Students Can Use, Sage Publications pp. 467-533.

Schutt, Russell K. Investigating the Social World : the Process and Practice of Research.
Thousand Oaks, Calif. :Pine Forge Press, 2004.pp. 696-698.

Unit III: Challenges in Conducting Research

a. Ethical Issues in Data Collection and Analysis

Babbie, E. (2016). ‘The Ethics and Politics of Social Research’ in The Practice of Social
Research, 14th edition. Boston: Cengage Learning. Chapter 3, Pp. 60-85.

b. Methodological problems in the ‘field’

Srinivas, M. N. (2004). ‘The Insider versus the Outsider’ In, Vinay Kumar Srivastava (Ed.)
The Study of Cultures in Methodology and Fieldwork. New Delhi: Oxford University Press,
Pp. 413-420.

Unit IV: Statistical Methods:

Gupta, S. P. (2006). ‘Diagrammatic and Graphic Presentation, Measures of Central Value and
Measures of Variation’ in Elementary Statistical Methods. Sultan Chand & Sons. Chapters 6,
7, 8 Pp.101-108, 115- 118, 131-137, 155-168, 173-180, 187-197, 263-277.

383
Suggested Readings:

Association of Social Anthropologists of the UK and Commonwealth, Ethical Guidelines for

Good Research Practice
Seale, Clive (2008). Social Research Methods: A Reader. London: Routledge.
Denscombe, Martyn (1999). The Good Research Guide for Small Scale Social Research
Projects. New Delhi: Viva Books.

Blaikie, Norman. (2000). Designing Social Research. Cambridge, UK: Polity.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

B.A. (Prog.) Sociology

384
 Discipline Specific Core (DSC) 12
Society and Environment

DISCIPLINE SPECIFIC CORE COURSE -12 (DSC-12) : Society and Environment

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (if any)
BA (Prog)
DSC 01
DSC 12 An
12th Class Invitation
Society and 4 3 1 0
Pass Sociology
Environment or
equivalent
course

Learning Objectives:

1. This course enables students to reflect on ‘environment’ as an object of sociological

inquiry. It would orient them to the core debates in Environmental Sociology.
2. The course analyses the linkages between society and the environment from a Sociological
standpoint.
3. To locate the underlines the human consequences and colletive process within the larger
ecological crisis we are facing at the moment.

Learning outcomes:

Students will be able to:

1. Develop an understanding of the dynamic between natural and social worlds from a
sociological perspective.
2. Apply the sociological perspective on environment to contribute to any research endeavours
and public policy conversations that assess causes, effects and possible solutions of
environmental issues.
3. Examine issues of ecology and inequity and address the questions of environmental justice
and ethics.

SYLLABUS OF DSC-12: Society and Environment

385
Unit 1: Sociologial Engagement with the Environment (12 Hours)
This unit helps students to understand the foundational relationship between the
environment and society.

a. Introduction
b. Socio-Ecological Interconnectedness
c. Realism and Constructivism

Unit 2: Theoretical Approaches in Environmental Sociology (15 Hours)

This unit examines the core debates in environmental sociology through the lens of
Western and Indian environmentalism.

a. Metabolic Rift
b. Ecological Modernization
c. Ecofeminism and Feminist environmentalism
d. Social Ecology

Unit 3: Emerging Environmental Issues and Movements (18 Hours)

This unit explores specific environmental issues through sociological case studies.

a. Water
b. Land
c. Seeds and Crops
d. Climate Change

Practical Component: NIL

Essential/Recommended Readings:

Unit I Sociologial Engagement with the Environment (12 Hours)

a. Introduction
Bell, M.M. (2011). ‘Environmental Problem and Society’ in An Invitation to Environmental
Sociology. 4th edition. CA: Thousand Oaks. Sage. Chapter 1. Pp. 1-6.

Hannigan, J. A. (1995). ‘Environmental Sociology : Issues and Theoretical Approaches’ and

‘Towards an Environmental Sociology :1970 to 1995’ in Environmental Sociology. 2nd Edition.
London and New York: Routledge. Chapters 1 & 2. Pp. 10- 35.
b. Socio-Ecological Interconnectedness
Mukerjee, R. (1994) (1932). ‘An Ecological Approach to Sociology’ in Ramchandra Guha (ed)
Social Ecology. Delhi: Oxford University Press. Pp. 22-26.
c. Realism and constructivism
Evanoff, Richard J. (2005). ‘Reconciling Realism and Constructivism in Environmental
Ethics’ in Environmental Values, 14(1). Pp. 61–81.

386
Unit 2 Theoretical Premises (15 Hours)
a. Metabolic Rift
Foster, J.B. (1999). ‘Marx’s Theory of Metabolic Rift: Classical Foundations for
Environmental Sociology’ in American Journal of Sociology, 105(2). Pp. 366-405.
b. Ecological Modernisation
Mol, A. P. (2002). ‘Ecological Modernization and the Global Economy’ in Global
Environmental Politics, 2(2). Pp. 92-115.

c. Feminist Environmentalism
Agarwal, Bina (2007). ‘The Gender and Environment Debate: Lessons from India’ in
MaheshRangarajan. (ed.) Environmental Issues in India: A Reader. New Delhi: Pearson
Longman. Chapter 19. Pp. 316-324 and 342-352.

Shiva, V. (1988). ‘Women in nature’ in Staying Alive: Women, Ecology and Development.
London: Zed Books. Chapter 3. Pp. 38-54.
Unit 3. Emerging environmental issues and movements (18 Hours)
Bhattacharya, S. (2019). ‘Groundwater, Gurus, and Governmentality: Seva in the Neo-liberal
Development Regime in India’ in Economic & Political Weekly, (August 10) LIV(32). Pp. 51-
59.
Padel, F. & Das, S. (2008). ‘Orissa's Highland Clearances: The Reality Gap’ in R & R. Social
Change, 38(4). Pp. 576-608.
Scoones, I. (2008). ‘Mobilizing Against GM crops in India, South Africa and Brazil’ in Journal
of Agrarian Change, 8(2‐3). Pp. 315-344.

Dietz, T., R. Shwom and C. Whitley (2020). ‘Climate Change and Society’ in Annual Review
of Sociology. 46. Pp. 135-158.

Suggested Reading:

Bell, M.M. (2008). An Invitation to Environmental Sociology, 3rd edition. CA: Thousand Oaks.
Chapter 1.

Baviskar, A. (1999). In the Belly of the River: Tribal Conflicts over Development in the
Narmada Valley. Delhi: Oxford University Press.
Egorova, Y. et al. (2015). An Analysis of the GM crop debate in India. In P. Macnaghten and
S. Carro-Ripalda (eds.) Governing Agricultural Sustainability: Global Lessons from GM crops.
New York: Routledge. Chapter 4. Pp.105-135.

Guha, R., & Alier, J. M. (1998). The Environmentalism of the Poor. In Varieties of
Environmentalism: Essays North and South. New Delhi: Oxford University Press.

Leahy, T. (2007). Sociology and the Environment. In Germov, John and Marilyn, Poole (Eds.)
Public Sociology: An Introduction to Australian Society. NSW: Allen & Unwin. Chapter 21.
Pp. 431-442.

387
 Sharma, M. (2017) Caste and Nature: Dalits and Indian Environmental Politics. New Delhi:
Oxford University Press.

Tanner, R. and C. Mitchell (2002). Introduction: Religion and Environment, In R. Tanner and
C. Mitchell (Eds.) Religion and the Environment. New York: Palgrave. Pp. 1-16.

Tvedt, T. (2021). ‘Water and Climate Change’ in Water and Society: Changing Perceptions
of Societal and Historical Development. New York: Bloomsbury Publishing. Chapter 9. Pp.
177-190.

Audio Visual Material

1. “Anthropocene- the human epoch”. (2018) https://ihavenotv.com/anthropocene-the-human-
epoch.
2. “A Dream of trees a documentary from the Nature conservation foundation” (2020)
https://www.youtube.com/watch?v=biazSyLYsEY
3. “Ejolt, Mapping Environmental Justice”: http://www.ejolt.org/
4. “An Inconvenient Truth” (2006) Al Gore. 82. https://watch.plex.tv/movie/an-inconvenient-
truth
5. “On The Fence: Chipko Movement Revisited” (2011) By Neelima and Pramod Mathur.
https://www.youtube.com/watch?v=tlooQxBTrL8
6. “Drowned out” (2002) By Franny Armstrong. https://www.youtube.com/watch?v=ICnSsK-
ZHTg
7. “The Call of Mother Earth- A Documentary on Niyamgiri”(2012) By Saroj Mahapatra.
https://www.youtube.com/watch?v=ohDdl7kY9WE
8. “Seed: The Untold story” by Jon Betz and Taggart Seigel (2016)
https://watch.plex.tv/movie/seed-the-untold
story?autoplay=1&utm_content=62d15707fb662b3d68cababd&utm_medium=deeplink&utm_
source=google-catalog

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

Category III

388
 BA (Prog.) with Sociology as Non-Major
Semester VI
B.A. (Prog.) Sociology
Discipline Specific Core (DSC) 11
Sociological Research-II

DISCIPLINE SPECIFIC CORE -11 (DSC 11): SOCIOLOGICAL RESEARCH -II

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (If any)
BA (Prog.)
DSC 09
DSC 11: Sociological
Sociological 12th Class
4 3 1 0 Research -I
Research-II Pass
or
equivalent
course Nil

Learning Objectives:

3. The course aims to introduce students to the systematic methods of social research.
4. It acquaints students to ethical issues in research.

Learning outcomes:

Students will be able to:

4. Develop an awareness of the building blocks of research and the basic methods of data
collection.
5. Evaluate the strengths and weaknesses of various research techniques.
6. Apply research methods to study diverse social processes.

SYLLABUS OF DSC: Sociological Research-II

Unit I: Basic elements of Research (9 Hours)

This unit introduces the building blocks of research concepts, hypotheses and sampling
methods.

a. Concepts
b. Hypotheses
c. Sampling

389
Unit II: Methods of Data Collection (18 hours)
This unit describes various tools of doing social science research and how they function.

a. Observation
b. Questionnaire
c. Interview
d. Other Research Designs: Case Study, Community Study, Longitudinal Study, Cross
Sectional Study, Focus Groups

Unit III: Challenges in Conducting Research (6 hours)

This unit creates awareness of the ethical dimensions of research and problems that could
arise in the field.

a. Ethical Issues in Data Collection and Analysis

b. Methodological Problems in the ‘field’

Unit IV: Statistical Methods (12 Hours)

This unit moves to the basic statistical concepts that are the basis of data science.

a. Measures of Central Tendency: Mean, Mode, Median

b. Measures of Dispersion: Standard Deviation

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Basic elements of Research

a. Concepts
Becker, Howard S. ‘Concepts’ in Tricks of the Trade : How to Think about Your Research
While You’Re Doing It. Chicago, Ill. :University of Chicago Press, 1998 pp. 152-198.

b. Hypotheses
Schutt, Russell K. Investigating the Social World : the Process and Practice of Research.
Thousand Oaks, Calif. :Pine Forge Press, 2004.pp.123- 133.

c. Sampling
Bailey, K. (1994). Survey Sampling in Methods of Social Research, 4th edition. New York:
Free Press. Chapter 5. Survey Sampling , Pp. 81- 98.

Unit II: Methods of Data Collection

a. Observation

390
Bailey, K. (1994). ‘Observation’. In Methods of Social Research, 4th edition. New York: Free
Press. Chapter 10, Pp. 241-273.

Cargan, L. (2008). ‘The Classic Studies’. In Doing Social Research. Rawat Publications.,
Pp.157-174.

b. Questionnaire

c. Interview

Babbie, E. (2016). The Practice of Social Research, 14th Edition. Boston: Cengage Learning,
Pp. 246-286.

d. Other Research Designs: Case Study, Community Study, Longitudinal Study, Cross
Sectional Study, Focus Groups

Cargan, L. (2008). ‘Collecting the Data: Some Special Designs’ in Doing Sociological
Research. Jaipur: Rawat Publications. Chapter 9. Survey Research , Pp. 203-227.

Liahana Gordon (2015). ‘Focus Group’ in Real Research: Research Methods Sociology
Students Can Use, Sage Publications pp. 467-533.

Schutt, Russell K. Investigating the Social World : the Process and Practice of Research.
Thousand Oaks, Calif. :Pine Forge Press, 2004.pp. 696-698.

Unit III: Challenges in Conducting Research

a. Ethical Issues in Data Collection and Analysis

Babbie, E. (2016). ‘The Ethics and Politics of Social Research’ in The Practice of Social
Research, 14th edition. Boston: Cengage Learning. Chapter 3, Pp. 60-85.

b. Methodological problems in the ‘field’

Srinivas, M. N. (2004). ‘The Insider versus the Outsider’ In, Vinay Kumar Srivastava (Ed.)
The Study of Cultures in Methodology and Fieldwork. New Delhi: Oxford University Press,
Pp. 413-420.

Unit IV: Statistical Methods:

Gupta, S. P. (2006). ‘Diagrammatic and Graphic Presentation, Measures of Central Value and
Measures of Variation’ in Elementary Statistical Methods. Sultan Chand & Sons. Chapters 6,
7, 8 Pp.101-108, 115- 118, 131-137, 155-168, 173-180, 187-197, 263-277.

391
Suggested Readings:

Association of Social Anthropologists of the UK and Commonwealth, Ethical Guidelines for

Good Research Practice
Seale, Clive (2008). Social Research Methods: A Reader. London: Routledge.
Denscombe, Martyn (1999). The Good Research Guide for Small Scale Social Research
Projects. New Delhi: Viva Books.

Blaikie, Norman. (2000). Designing Social Research. Cambridge, UK: Polity.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

392
 Category IV
Common Pool of Discipline Specific Electives (DSE)
BA (H) Sociology
Discipline Specific Elective (DSE) 10
Animals and Society

DISCIPLINE SPECIFIC ELECTIVE COURSE -10 (DSE - 10) : Animals and Society

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the Eligibility Pre-requisite

title & course criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
DSE 10
Animals 12th Class
4 3 1 0 Nil
and Pass
Society

Learning Objectives:

1. To introduce students to the sociological/anthropological study of human-animal

relationships and how it can provide a nuanced understanding of interspecies issues in
contemporary society.

2. To enable students to understand a variety of contexts of human-animal encounters and

study the consequent meaning constructions, interactions, and evolving human attitudes.

3. To develop a critical understanding of the changing status of animals in society by knowing

different perspectives regarding the ethical treatment of animals.

Learning outcomes:

Students will be able to:

1. Outline the substantive issues and debates within which classic and contemporary human-
animal scholarship is situated.

2. Examine the sociological, political, personal and legal aspects of human-animal

relationships.

3. Identify the intersections of gender, caste, class and other identities that shape human-
animal interactions.

SYLLABUS OF DSE 10:Animals and Soceity

393
Unit I: The Sociological Encounter with Animals (12 Hours)
This unit introduces the range and scope of sociological and anthropological scholarship
on human-animal relationships.

Unit II: Animals and Culture (12 Hours)

This unit outlines the metaphorical, symbolic and material uses of animals in human
societies/affairs.

Unit III: Human-Animal Relatedness (12 Hours)

This unit addresses various forms of bonds established between humans and animals,
focusing on their everyday interactions.

Unite IV: Law and Ethics (9 Hours)

The final unit considers the changing nature of human-animal relationships, concerning
questions of animal mis/treatment, ethics and rights.

Practical Component: NIL

Essential/Recommended Readings:

Unit I: The Sociological Encounter with Animals

Kirksey, E., & Helmreich, S. (2010). ‘The Emergence of Multispecies Ethnography’ in

Cultural Anthropology, 25, Pp. 545-576.

Segata, J., & Lewgoy, B. (2016). ‘Animals in Anthropology’ in VIBRANT - Vibrant Virtual
Brazilian Anthropology, 13(2), Pp. 27-37.

Peggs, K. (2012). ‘Town and Country: Animals, Space and Place’ in Animals and Sociology.
(The Palgrave Macmillan Animal Ethics Series). Palgrave Macmillan. Pp. 65-99.

Unit II: Animals and Culture

Evans-Pritchard, E. E. (1953). ‘The Sacrificial Role of Cattle among the Nuer in Africa’ in
Journal of the International African Institute, 23(3), Pp. 181–198.

Leach, E. (1989). ‘Anthropological Aspects of Language: Animal Categories and Verbal

Abuse’, in Anthrozoös, 2:3, Pp. 151-165.

Adams, C. J. (1990). ‘The Sexual Politics of Meat’ in The Sexual Politics of Meat: A Feminist-
Vegetarian Critical Theory. New York, Continuum. Pp. 35-49.

Rashkow, E. (2015). ‘Resistance to Hunting in Pre-independence India: Religious

Environmentalism, Ecological Nationalism or Cultural Conservation?’ in Modern Asian
Studies, 49 (2), Pp. 270–301.

Unit III: Human-Animal Relatedness

Charles, N. (2014). ‘Animals Just Love You as You Are: Experiencing Kinship across the
Species Barrier’ in Sociology, 48(4), Pp. 715–730.

394
Porcher, Jocelyne & Schmitt, T. (2012). Dairy Cows: Workers in the Shadows?. Society &
Animals. 20. Pp. 39-60.

Govindrajan, R. (2018). ‘Outsider Monkey, Insider Monkey: On the Politics of Exclusion and
Belonging’ in Animal Intimacies: Interspecies Relatedness in India’s Central Himalayas.
Chicago: University of Chicago Press. Pp. 90-118.

Braverman, I. (2012). ‘Naturalizing Zoo Animals’ in Zooland: The Institution of Captivity,

Redwood City: Stanford University Press, Pp. 25-50.

Unit IV: Law and Ethics

Francione, Gary L. and Anna E. Charlton. (2017). ‘Animal Rights’ in Linda Kalof (ed.) The
Oxford Handbook of Animal Studies. Oxford University Press.

Kansal, Vishrut (2016) The Curious Case of Nagaraja in India: Are Animals Still Regarded as
“Property” With No Claim Rights?, Journal of International Wildlife Law & Policy, 19:3, 256-267.

Birke, L. (2022). ‘Into the Laboratory’, in The Animals Reader: The Essential Classic and
Contemporary Writings. Second Edition, (Eds) Linda Kalof Amy Fitzgerald. Routledge. Pp.
486-499.

Suggested Readings:

Lévi-Strauss, C. (1962). ‘The Totemic Illusion’ in Totemism. Merlin Press. London. Pp. 15-
32.

Haraway, D. J. (2003). The Companion Species Manifesto: Dogs, People, and Significant
Otherness. Chicago, Ill. : Bristol :Prickly Paradigm ; University Presses Marketing.

Geertz, C (1973). ‘Notes on the Balinese Cockfight’ in The Interpretation of Cultures, Basic
Books. Pp. 412-454.

Bryant, C. D. (1979). The Zoological Connection: Animal-Related Human Behavior. Social

Forces, 58(2), Pp. 399–421.

Wilson, M.W., Ridlon, A.D., Gaynor, K.M., Gaines, S.D., Stier, A.C. and Halpern, B.S. (2020).
‘Ecological Impacts of Human-Induced Animal Behaviour Change’. Ecol. Lett., 23: Pp. 1522-
1536.

Berger, J. (1980). Why Look at Animals? In About Looking. New York: Pantheon, Pp. 1-28.

Nussabaum, M. (2022). ‘Frontiers of Justice: Capabilities and Animals, in The Animals

Reader: The Essential Classic and Contemporary Writings. Second Edition, (Eds) Linda Kalof
Amy Fitzgerald. Routledge. Pp. 55-62.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

395
 B.A. (H) Sociology
Discipline Specific Elective (DSE) 11
Sociology of Care

DICIPLINE SPECIFIC ELECTIVE – 11 (DSE 11) : SOCIOLOGY OF CARE

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & criteria of the course
Code Lecture Tutorial Practical/
(if any)
Practice
DSE 11
12th Class
Sociology 4 3 1 0 Nil
Pass
of Care

Learning Objectives:
1. The course introduces ‘care’ as a sociological concept, with its diverse themes, theoretical
perspectives, key debates and empirical practices.
2. It attempts to develop a critical understanding of care as a multi-layered concept and its
operationalisation in society.

Learning outcomes:

Students will be able to:

1. Identify and assess, the concept of ‘care’ and its intersectional nature, from a sociological
lens.
2. Evaluate the significance of multi-layered nature of ‘care’ practices, further translating
the conceptual and empirical knowledge in both application-based research and in
academic discourses.

SYLLABUS OF DSE-11: Sociology of Care

Unit I Conceptualising ‘Care’ and its Multiple Dimensions (15 hrs)

This unit introduces students to the concept of care and its different dimensions.
Unit II Themes in the ‘Sociology of Care’ (21 hrs)
This unit maps the multiple themes in the sociology of care through analytical essays and
case studies.

396
a. Moral and Political
b. Economy and Policy
c. Care as Social Justice
d. Global Care Complex

Unit III Care: Contexts, Practices and Current Concerns (09 hrs)
This unit explores the divergent contexts, practices, and current concerns of the sociology
of care.
Practical Component: NIL

Essential/Recommended Readings:
Unit I. Conceptualising ‘Care’ and its Multiple Dimensions
Armenia, Amy. (2018). ‘Caring as Work: Research and Theory’, in Barbara J. Risman, Carissa
Froyum, and William J. Scarborough, eds. Handbook of the Sociology of Gender. Cham:
Springer International Publishing. Pp. 469-478.
Bulmer, Martin. (1993). ‘The Social Basis of Community Care’, in Joanna Bornat et.al. (eds.)
Community Care: A Reader, London: Macmillan, Pp. 45-51.
Thomas, Carol. (1993). ‘De-constructing concepts of care’. Sociology 27, no. 4. Pp. 649-669.

Unit II Themes in the ‘Sociology of Care’

a. Moral and Political
Tronto, Joan C. (1993). Moral Boundaries: A Political Argument for an Ethic of Care, Ch.4:
Care, New York & London: Routledge. Pp. 101-124.
Wuthnow, Robert. (1995). ‘Reasons to Care: Multiple Voices of Modern Society’ in Learning
to Care: Elementary Kindness in an Age of Indifference, Ch.4, Oxford: Oxford University
Press. Pp. 59-81.

b. Economy and Policy

Folbre, Nancy. (2006). ‘Measuring Care: Gender, Empowerment, and the Care Economy.’
Journal of human development 7, no. 2. Pp. 183-199.
Daly, Mary. (2002). ‘Care as a Good for Social Policy.’ Journal of Social Policy 31, no. 2. Pp.
251-270.

c. Care as Social Justice

397
Lynch, Kathleen, Manolis Kalaitzake, and Mags Crean. (2021). ‘Care and Affective Relations:
Social Justice and Sociology.’ The Sociological Review 69, no. 1. Pp. 53-71.
White, Julie A. & Joan C. Tronto. (2004). ‘Political Practices of Care: Needs and Rights’, Ratio
Juris, Vol.17, no.4. Pp. 425-453.

d. Global Care Complex

Yeates, Nicola. (2004). ‘Global care chains.’ International Feminist Journal of Politics 6, no.
3.Pp. 369-391.
Müller, Beatrice. (2019). ‘The Careless Society—Dependency and Care Work in Capitalist
Societies.” Frontiers in Sociology. Pp 1-10.

Unit III: Care: Contexts, Practices and Current Concerns

Abel, Emily K. (2000). ‘Conclusion: The Uses of the Past’ in Hearts of Wisdom: American
Women Caring for Kin, 1850-1940, Cambridge & London: Harvard University Press. Pp. 251-
275.
Ruby, Sophie, and Sylka Scholz. (2018). ‘Care, Care Work and the Struggle for a Careful
World from the Perspective of the Sociology of Masculinities.’ Österreichische Zeitschrift für
Soziologie 43, no. 1. Pp 73-83.
Akkan, Başak. (2020). ‘An Egalitarian Politics of Care: Young Female Carers and the
Intersectional Inequalities of Gender, Class and Age.’ Feminist Theory 21. no. 1. Pp. 47-64.

Suggested Readings:

Aulenbacher, Brigitte, Helma Lutz, and Birgit Riegraf. (2018).’Introduction: Towards a global
sociology of care and care work.’ Current Sociology 66. no. 4. Pp. 495-502.
Daly, Mary, ed. (2001). Care work: The quest for security. Geneva. International Labour
Organization.
Duffy, Mignon, Amy Armenia, and Clare L. Stacey. (2015). Caring on the Clock: The
Complexities and Contradictions of Paid Care Work. Rutgers University Press.
England, Paula. (2005). ‘Emerging theories of care work.’ Annual Review of Sociology. 31. Pp.
381-399.
Fine, Michael. (2005). ‘Individualization, risk and the body: Sociology and care.’ Journal of
Sociology 41. no. 3. Pp. 247-266.
Folbre, Nancy, and Michael Bittman, eds. (2004). Family Time: The Social Organization of
Care. Vol. 2. Psychology Press.
Glenn, Evelyn Nakano. (2010). Forced to Care: Coercion and Caregiving in America. Harvard
University Press.

398
Held, Virginia. (2006). The Ethics of Care: Personal, Political, and Global. Oxford University.
Ilcan, Susan. (2009).“Privatizing responsibility: Public sector reform under neoliberal
government.” Canadian Review of Sociology/Revue canadienne de sociologie 46, no. 3. Pp.
207-234.
Isaksen, Lise, Uma Devi, and Arlie Hochschild. (2008). ‘Global Care Crisis. Mother and
Child’s-eye View.” SOCIOLOGIA, PROBLEMAS E PRÁTICAS. no/56. Pp. 61-83.
Joanna Bornat, Julia Johnson, Charmaine Pereira, David Pilgrim and Fiona Williams (eds).
(1997). Community Care: A Reader. Macmillan in association with The Open University,
Basingstoke.
Lam, Winnie Wing Yee, Karina Nielsen, and Ciara M. Kelly. (2023). ‘The Experience of
Working Informal Carers of Older People: A Qualitative Diary Study.” International Journal
of Care and Caring. Pp.1-16.
Luttrell, Wendy. (2020). Children Framing Childhoods: Working-class Kids’ Visions of Care.
Policy Press.
Lynch, Kathleen. (2007). ‘Love Labour as a Distinct and Non-commodifiable form of Care
Labour.’ The Sociological Review 55. no. 3. Pp. 550-570.
Weicht, Bernhard. (2008). “The Morality of Caring: The Discursive Construction of Informal
Care.” Enquire 1. no. 2. Pp. 120-143.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

B.A. (H) Sociology

399
 Discipline Specific Elective (DSE) 12
Research Methodology for Sociology
(As Mandated by UGCF22)
(On offer in Semesters VI & VII)

DICIPLINE SPECIFIC ELECTIVE – 12 (DSE 12) : Research Methodology for Sociology

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Credit distribution of the course Pre-

Course title Eligibility requisite of
Credits Practical/
& Code Lecture Tutorial criteria the course
Practice
(if any)
DSE 12
Research 12th Class
4 3 1 0 Nil
Methodology Pass
for Sociology

Learning Objectives:
1. This course builds on concepts and methodology of sociological research to enable students
to view the whole research process from design to final report.
2. It exposes students to a wide range of research methods they could use in isolation or
combination to achieve an explanation of social reality.

Learning Outcomes:

Students will be able to:

1. Apply each of the research methods in a practical context.

2. Evaluate the relative merits of each method in relation to a research problem.
3. Comprehend the issues around research design and its various facets.
4. Write a comprehensive research proposal and a research project.

SYLLABUS OF DSC 12: Research Methodology for Sociology

Unit I: Social Research (9 Hours)

This unit discusses various facets of Research Design.
a. Research Design
b. Triangulation

Unit II: Research Methods (24 hours)

400
This unit focuses on discussions of a wide range of research methods available to social
scientists.
a. Ethnography
b. Action Research
c. Content Analysis
d. Photography and Research
e. Case study
f. Indigenous Methodologies

Unit III: Writing Research Proposal and Report (12 hours)

This unit focuses on the important part of the research process – developing an
understanding of writing the research proposal and the culmination of research activity that
is writing the final report.
a. Writing a Research Proposal
b. Writing a Research Report

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Social Research

a. Research Design
Blaikie, Norman. (2009) ‘Preparing Research Designs and Designing Social Research’ in
Designing Social Research, 2nd Edition, Polity, UK. Ch.1, 2 Pp.12-55.
b. Triangulation
Fusch, Patricia et al, (2018) ‘Denzin’s Paradigm Shift: Revisiting Triangulation in Qualitative
Research’ in Social Journal, volume 10, issue 1, Pp.19-32.

Unit II: Research Methods

a. Ethnography
Fetterman, David M., (2010). ‘The First Step: An Overview’ in Ethnography Step by Step,
Sage Publications: Los Angeles. Chapter 1, Pp. 1-14.
b. Action Research
Noffke, Susan and Bridget Somekh. (2005). ‘Action Research’ in Bridget Somekh and Cathy
Lewin (eds), Research Methods in the Social Sciences, Sage Publications, London, Ch. 10 Pp.
89-96.
c. Content Analysis
Krippendorff, Klaus. (2004). ‘Conceptualizing Content Analysis and Conceptual Foundation ‘
in Content Analysis: An Introduction to Its Methodology Chapters 1, 2, in, Sage Publications,
Thousand Oaks, pp. 3-43.
d. Photography and Research

401
Pinny, Christopher (2004) ‘Sparks of Contingency: Photography and Anthropology in India’,
in VK Srivastava ed. Methodology and Fieldwork, Oxford University Press, pp.257-264.
e. Case Study
Stark, Sheila and Harry Torrance, (2005) ‘Case Study’ in Bridget Somekh and Cathy Lewin
ed. Research Methods in the Social Sciences, Sage, London, pp. 33-39
f. Indigenous Methodologies
Denzin, Norman K. and Yvonna S.Lincoln Margaret Kovach, (2018) ‘Doing Indigenous
Methodologies: A Letter to a Research Class’ in The Sage Handbook of Qualitative Research
Ed. (5th Edition), Chap 9, Pp. 383-411.

Unit III: Writing Research

a. Writing a Research Proposal
Creswell, John W., (2009). ‘Writing Strategies and Ethical Considerations’ in Research
Design, Qualitative, Quantitative, and Mixed methods Approaches, Sage, Los Angeles, Ch. 4,
pp.73-94.

b. Writing a Research Report

Edwards, M. (2015). ‘Section III- Writing Qualitative Papers & Section IV- Chapter 17-
Writing a Book Review’ in Writing in Sociology, (2nd Edition) Sage Publication: London,
pp.79-118 & 135-138.
Soichru, C.O. (2023). ‘Writing Strategies and Ethical Considerations’ in A Student Guide to
Writing Research Reports, Papers, Theses and Dissertations. Routledge: London. Chapter-9
Academic Writing, Pp- 197-215.

Suggested Readings:

Srivastava, V.K. et al (Ed.) (2004) Methodology and Fieldwork, New Delhi: OUP Introduction
Pp- 1-14
Bernard, H.Russell and Clarance C. Gravlee ed. Handbook of Methods in Cultural
Anthropology, Second Edition, Bowman & Littlefield, Uk, 2014, Chapter 3, Research Design
and Research Strategies Pp- 97-129
Brewer, J.D. (2010). Ethnography, Jaipur: Rawat Publication (Indian Reprint), Chapter 1-
What is Ethnography? Pp-10-25
Balmer, A.,& Murcott, A. (2017). The craft of writing in sociology: Developing the argument
in undergraduate essays and dissertations. Manchester University Press. Chapter 2,3, 4 & 5
Pg 32-105

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time

402
 Common List of Generic Electives (GE)
Semester VI
Sociology
Generic Elective (GE) 16
Media, Culture and Society

GENERIC ELECTIVE COURSE-16 (GE-16) : Media, Culture and Society

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
GE 16
Media, 12th Class
4 3 1 0 Nil
Culture and Pass
Society

Learning Objectives:

1. To provide an interdisciplinary introduction to media modernity through a close

examination of the relationship between culture, media and society.
2. To acquaint students with the necessary concepts and theories to grasp complex
articulations of media, culture and society.
3. To familiarise students with novelty, complexity and ever-accelerating dynamics of media,
culture and society in our times.

Learning outcomes:

Students will be able to:

1. Identify, describe and explain the key institutions and processes of mediatised cultures of
our times.
2. Apply the learning to formulate, analyse and examine the key conundrums in the arena of
media, culture and society.
3. Evaluate the contemporary cultural phenomenon from a conceptually informed
interdisciplinary perspective.

SYLLABUS OF GE-16: Media, Culture and Society

Course Outline:
Unit I: Media and Modernity (9 Hours)

403
This unit traces the rise of modern media from the early modern era to our own times, paying
special attention to the constitution of the Indian public sphere.
Unit II: Theories and Approaches (21 Hours)
This unit introduces students to key theoretical approaches to the study of media such as the
Frankfurt school, British cultural studies, semiotics, feminism, post-colonial theory and
post-modernist theory.
Unit III: Media, Culture and Society: Contemporary Configurations (15 Hours)
This unit focuses on contemporary phenomena in this arena such as televised family dramas,
ubiquitous celebrity culture and selfie culture. These seemingly ordinary actions and
processes are examined for their deeper cultural and social significance and embeddedness.

Practical Component: NIL

Essential/Recommended Readings:

Unit I: Media and Modernity

Thompson, John B. The Media and Modernity: A Social Theory of the Media Stanford, CA:
Stanford UP, 1995. Chapter 2, ‘The Media and the Development of Modern Societies’ Pp. 52-
80.
Rajagopal, Arvind. The Indian Public Sphere: Readings in Media History. Delhi: OUP
India, 2009. Introductin: The Public Sphere in India: Structure and Transformation. Pp. 1-28.

Unit 2: Theories and Approaches

Kellner, Douglas. Frankfurt School, Media, and the Culture Industry, in The International
Encyclopedia of Media Studies: Research Methods in Media Studies. Volume I. United
Kingdom, Wiley-Blackwell, 2014.
Carey, James W. Communication as Culture, Revised Edition: Essays on Media and
Society. Ukraine, Taylor & Francis, 2008. Chapter 2. Mass Communication and Cultural
Studies. Pp. 29-52.
Danesi, Marcel. Understanding Media Semiotics. United Kingdom, Bloomsbury Publishing,
2018. Chapter 2. An Outline of Semiotic Theory. Pp. 28-53.
Thornham, Sue. Women, Feminism and Media. United Kingdom, Edinburgh University Press,
2007. Introduction: Thinking women/ media/feminism. Pp. 1- 22.
Boyd-Barrett, Oliver. Media Imperialism: Continuity and Change. United States, Rowman &
Littlefield Publishers, 2019. Chapters. 3 & 4. Pp. 34-64.
Poster, Mark, and Aronowitz, Stanley. Information Subject. Netherlands, Taylor & Francis,
2013. Chapter 4. Postmodern Virtualities. Pp. 71 – 92.

Unit 3: Media, Culture and Society: Contemporary Configurations

404
Rudolph, Lloyd I. The Media and Cultural Politics, Economic and Political Weekly, 1992,
Vol. 27, No. 28, pp. 1489-1495.
Muralidharan, Sukumar. Media, Modernity and Minorities: Subtleties of Exclusion in the
'Public Discourse'. Social Scientist,2012, Vol. 40, No. 5/6, pp. 19-52.
Mankekar, Purnima. Entangled Spaces of Modernity: The Viewing Family, the Consuming
Nation, and Television in India. Visual Anthropology Review, 1998, Vol.14. No. 2, pp 32–45.
Shipley, Jesse Weaver. Selfie Love: Public Lives in an Era of Celebrity Pleasure, Violence,
and Social Media. American Anthropologist, 2015, Vol. 117. No. 2, pp. 403–413.
Juris, Jefrey S. Reflections on #Occupy Everywhere: Social Media, Public Space, and
Emerging Logics of Aggregation. American Ethnologist, 2012, Vol. 39: pp. 259-274.

Suggested Readings:

Curran, James. Media and Democracy. London: Taylor & Francis, 2011.
Edwards, David, and Cromwell, David. Guardians of Power: The Myth of the Liberal Media.
United Kingdom, Pluto Press, 2006.
Enzensberger, Hans,Constituents of a Theory of the Media, NLR I/64, Nov/Dec 1970. Pp. 13-
36.
Keane, John. Democracy and Media Decadence. United Kingdom, Cambridge University
Press, 2013.
Kittler, Friedrich A. Gramophone, Film, Typewriter. United States, Stanford University Press,
1999.
Lacey, Kate. Listening Publics: The Politics and Experience of Listening in the Media
Age. Germany, Polity Press, 2013.
Media and Cultural Studies: Keyworks. London, Wiley, 2009
Michael Gurevitch et al. (eds.) Culture, Society and the Media. United Kingdom, Taylor &
Francis, 2005.
Miller, Daniel. Tales from Facebook. Cambridge: Polity Press, 2013. Pp. 164- 204
Postman, Neil. Amusing Ourselves to Death: Public Discourse in the Age of Show Business.
United States, Penguin Publishing Group, 2005.
Simon, Joel. The New Censorship: Inside the Global Battle for Media Freedom. United
States, Columbia University Press, 2014.
The Routledge Companion to Global Popular Culture. United Kingdom, Taylor &
Francis, 2014.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.
Sociology

405
 Generic Elective (GE) 17
Sociology of Tourism

GENERIC ELECTIVE COURSE-17 (GE-17) : Sociology of Tourism

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
GE 17
12th Class
Sociology 4 3 1 0 Nil
Pass
of Tourism

Learning Objectives:

1. This course explores the idea of travel as a social category and the various perspectives in
understanding the same.
2. To examine tourism as an activity beyond leisure and contextualise it within a sociological
analysis on multiple axes.
3. To understand tourism as a development issue with significant consequences for
communities.

Learning outcomes:

Students will be able to:

1. Develop a theoretical understanding of tourism as a social category.

2. Apply the perspective of commodification and social change in understanding tourism as a social
activity.
3. Assess the relationship between tourism, state, and communities in the context of globalisation.

SYLLABUS OF GE- 17: Sociology of Tourism

Unit I: Why do people Travel? Conceptualizing Travel and Tourism (15 hours)
This unit will enable students to understand tourism as a sociological and an
anthropological category.

Unit II: Tourist and their Choices: Travel beyond Leisure (18 hours)

406
This unit will introduce tourism as a social activity that is more than a mere leisure activity. It
elucidates the varieties of travel and the purposes of travel as an outcome of complex interactions
between various forces.

Unit III: Political Economy of Tourism: States and Communities (12 hours)
This unit explores the new challenges in the relationship of host communities and guests
and the institutions of state and tourism in a globalised world.

Practical Component: NIL

Essential/Recommended Readings:
Unit I: Why do people Travel? Conceptualizing Travel and Tourism

Greenblat, Cathay Stein and Gagon, John. H. 1983. ‘Temporary Strangers: Travel and Tourism
from a Sociological Perspective’. Sociological Perspectives, Vol. 26 No. 1. pp. 89-110

MacCannell, Dean. 1973. ‘Staged Authenticity: Arrangements of Social Space in Tourist

Settings’. American Journal of Sociology. Vol. 79. No. 3. pp. 589-603

Urry, John and Larsen, Jonas. 2011. ‘Theories’ in The Tourist Gaze 3.0. New Delhi: Sage.
Chapter 1. pp 1-30

Unit II: Tourist and their Choices: Travel beyond Leisure

LeDuc, Mathew. 2012. ‘Discourses of Heritage and Tourism at a World Heritage Site: The
Case of Hampi, India’ in Practicing Anthropology Tourism: Beyond Hosts and Guests Vol.
34, No. 3, pp. 29-33.

Sharpley, Richard and Sundaram, Priya. 2005. ‘Tourism: A Sacred Journey? The Case of
Ashram Tourism, India’. International Journal of Tourism Research. Vol 7. pp. 161–171.

Bookman, Milica Z. & Karla R. Bookman. 2007. ‘Offshore Doctors: The Demand for Medical
Tourism’ in Medical Tourism in Developing Countries. New York: Palgrave Macmillan.
Chapter 3. pp. 40-64.

Sengupta, Amit. 2011. ‘Medical Tourism: Reverse Subsidy for the Elite’. Signs. Vol. 36. No.
2. pp. 312-319.

Rattan, Jasveen K., Eagles, Paul F.J and Mair, Heather L. 2011. ‘Volunteer Tourism: Its Role
in Creating Conservation Awareness’. Journal of Ecotourism Vol 11. No.1. pp. 1-15.

Amram, Azri. 2019. ‘Digesting the Massacre: Food Tours in Palestinian Towns in Israel’.
Gastronomica. Vol 19. No.4. pp. 60-73.

407
Iwashita, Chieko. 2002. ‘Media Construction of Britain as a Destination for Japanese Tourists:
Social Constructionism and Tourism’. Tourism and Hospitality Research. Special Issue. Vol
4. No.4. pp-331-340.

Unit III: Political Economy of Tourism: States and Communities

Gray, Matthew. 1997. ‘The Political Economy of Tourism in Syria: State, Society, and
Economic Liberalization’. Arab Studies Quarterly. Vol 19. No 2. pp 57-73.

Stronzo, Amanda. 2001. ‘Anthropology of Tourism: Forging New Ground for Ecotourism and
Other Alternatives’. Annual Review of Anthropology. Vol 30. pp 261-283.

Sherlock, Kirsty. 2001. ‘Revisiting the Concept of Hosts and Guests’ Tourist Studies. Vol 1.
No.3.pp. 271–295.

Barbosa, Raoni Borges. et. al. 2021. ‘The Effects of COVID-19 in the Tourist Society: An
Anthropological Insight of the Trivialisation of Death and Life’. International Journal Tourism
Anthropology. Vol. 8. No. 2. pp. 179-189.

Practical Component: NIL

Suggested Readings:

Cohen, Erik. 1972. Towards a Sociology of International Tourism. Social Research. Vol 39.
No. 1. pp 164-182.
Howe, Alyssa Cymene. 2001. Queer Pilgrimage: The San Francisco Homeland and Identity
Tourism. Cultural Anthropology. Vol. 16. No.1. pp. 35-61
Jacobs, Claude F. 2001. Folk for Whom? Tourist Guidebooks, Local Color, and the Spiritual
Churches of New Orleans. The Journal of American Folklore. Vol 114. No. 453. pp. 309-330
MacCannell, Dean. 1999. The Tourist. A New Theory of the Leisure Class. Berkeley:
University of California Press.
Richter, Linda K. 1989 (republished 2019). The Politics of Tourism in Asia. University of
Hawai'i Press.
Stoddart, Mark. C.J. and Graham, Paula. 2016. Nature, History, and Culture as Tourism
Attractors: The Double Translation of Insider and Outsider Media. Nature and Culture. Vol
11. No.1. pp. 22-43

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

408
 Sociology
Generic Elective (GE) 18
Sociology of Ageing

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
GE 18
12th Class
Sociology 4 3 1 0 Nil
Pass
of Ageing

Learning Objectives:
1. The course introduces students to the concept of ageing and outlines the relevance of its
study in society through cross-cultural research.
2. The course examines ageing as a socially constructed phenomenon.
3. The course familiarises students with the social, institutional and technological support
for the aged.
Learning Outcomes:

Students will be able to:

1. Analyse ageing as a sociocultural process and recognise different attitudes and beliefs that
shape ageing and develop a more informed and nuanced perspective on the ageing process.
2. Assess age-based discrimination and its intersection with other dimensions of inequality.
3. Examine the various perspectives on the challenges of ageing and the responses through
policy programs.

SYLLABUS OF GE- 18: Sociology of Ageing

Unit I: Understanding Sociology of Ageing (12 hours)

This unit provides an overview of the concept of ageing and the significance of its study.

Unit II: Ageing: Individual, Family and Society (9 hours)

This unit provides an understanding of the interplay between societal responses to ageing
and the lived experiences of the individuals within the context of family.

Unit III: Ageing and Social Processes (12 hours)

This section discusses age-based discrimination and its intersection with other dimensions
of inequality.

Unit IV: Ageing: Challenges and Responses (12 hours)

This section examines the challenges of ageing and the responses through policy programs.

Practical Component: NIL

409
Essential/Recommended Readings:

Unit I: Understanding Sociology of Ageing

S Raju. 2014. ‘Studies on Ageing in India: A Review’ in G.Girdhar, K.M.Satyanarayana,

Sanjay Kumar, K.S.James and Moneer Alam(eds.), Population Ageing in India. Cambridge
University Press. Chapter 7. Pp.180-224.

Achenbaum, W. Andrew. 2020. ‘Past as Prologue: Toward a Global History of Ageing’ in

D.Dannefer and C.Philipson (eds.) The Sage Handbook of Social Gerontology. Sage
Publications. Chapter 2. Pp. 20-32.

Woodward, Janis and Culbert, Brandan. 2019. ‘AAGE and Age: A Conversation with Dr.
Christine L. Fry, Founding President of AAGE’ in Anthropology and Ageing. Vol 40, No. 2.
Pp. 72-75.

Harper, Sarah. 2006. ‘Understanding Age and Ageing’ in Ageing Societies: Myths, Challenges
and Opportunities. Hodder Arnold. Chapter 3. Pp. 66-92.

Unit II: Ageing: Individual, Family and Society

Gangopadhay, Jagriti. 2020. ‘Examining the Lived Experiences of Ageing Among Older
Adults Living Alone in India’ in M.K.Shankardass (eds.) Ageing Issues and Responses in
India. Chapter 13. Springer Publications. Pp. 207-220.

Lamb, Sarah. 2007. ‘Lives Outside The Family: Gender And The Rise Of Elderly Residences
In India’ in International Journal of Sociology of the Family. Vol. 33, No. 1, Aging in Asia.
Pp.43-61.

Biswas, K. Ashok., Leshabari, Kelvin. and Gebuis, P.A. Edward. 2015. ‘ Living with Family
at Old Age’ in The International Journal of Collaborative Research on Internal Medicine and
Public Health. Vol.7, No.10. Pp. 186-195.

Unit III: Ageing and Social Processes

Gopal, Meena. 2006. ‘Gender, Ageing and Social Security’ in Economic and Political Weekly.
Vol. 41, No. 42. Pp. 4477-4486.

Soletti, B. Asha. and Laavanya, P.V. 2020. ‘Revered or Abused: Exploring Reasons for Abuse
Within Family from the Narratives of Three Elderly Women in Chennai’ in M.K.Shankardass
(eds.) Ageing Issues and Responses in India. Springer Publications. Chapter 14. Pp. 221-234.

Previtali,Federica., Keskinen, Katri Keskinen., Niska, Miira and Nikander, Pirjo. 2022.
‘Ageism in Working Life: A Scoping Review on Discursive Approaches’ in Gerontologist.
Vol 62, No. 2. Pp. 97-111.

410
Katz, Stephen. 2020. ‘Sociocultural Perspectives on Ageing Bodies’ in D.Dannefer and
C.Philipson (eds.) The Sage Handbook of Social Gerontology. Sage Publications. Chapter 27.
Pp. 357-366.

Unit IV: Ageing: Challenges and Responses

Ranjan, Alok and V R, Muraleedharan. 2020. ‘Higher Disease Burden in India’s Elderly’ in
Economic and Political Weekly. Vol. lV, No. 35. Pp. 13-16.

Mathur, Arvind. 2023. ‘Geriatric Co-Management’ in The Journal of the Indian Academy of
Geriatrics. Vol 19. Issue 1. Pp. 1-2.

McCreadie, Claudine. 2020. ‘Technology and Older People’ in D.Dannefer and C.Philipson
(eds.) The Sage Handbook of Social Gerontology. Chapter 47. Pp. 607-617.

Gupta, Sandhya. 2020. ‘Institutional Care For Elderly’ in M.K.Shankardass (eds.) Ageing
Issues and Responses in India. Springer Publications. Chapter 9. Pp.143-155.

Willcox, D. Craig., Willcox, J. Bradley., Sokolovsky, Jay and Sakihara, Seizo. 2007. ‘The
Cultural Context of “Successful Aging” Among Older Women Weavers in a Northern
Okinawan Village: The Role of Productive Activity’ in Journal of Cross-Cultural
Gerontology. Springer. Vol 22. Pp. 137-165.

Kapur, Sarita. 2020. ‘Senior Citizens – Protections in Laws, an Overview’ in M.K.Shankardass

(eds.) Ageing Issues and Responses in India. Chapter 9. Springer Publications. Pp.171-184.

Suggested Readings:

Alam, Moneer and Karan, Anup. 2011. Elderly Health in India: Dimension, Differentials and
Determinants, BKPAI Working Paper No. 3, United Nations Population Fund (UNFPA), New
Delhi.

Alam, Moneer. 2006. Ageing in India: Socio-Economic and Health Dimensions. Academic
Foundations.

Sharma, K.L. 2009. Dimensions of Ageing: Indian Studies. Rawat Publications.

Vatuk, S. 1990. ‘To Be a Burden on Others: Dependency Anxiety Among the Elderly in India’,
in O.M. Lynch (eds). Divine Passions: The Social Construction of Emotion in India.
University of California Press. Pp.64–88.

Dannefer, Dale. 2021. Age and the Reach of Sociological Imagination Power, Ideology and
the Life Course. Routledge.

Montgomery, J. V. Rhonda. 1984. ‘Teaching Social Gerontology’ in Teaching Sociology. Vol

11, No. 4. Pp. 455-468

411
Dominguez, Marti and Pina, Tatiana. 2020. ‘Aging through Cartoons: The Unbearable
Lightness of Old People Stereotypes’ in Vincent Salvador and Agnese Sampietro (eds.).
Understanding the Discourse of Aging: A Multifaceted Perspective. Cambridge Scholars
Publishing. Chapter 16. Pp. 307-324.

Amado, Abarrategui Lucía, Villas-Boas, Susana and Espinilla, Pascual Sergiin Vincent
Salvador and Agnese Sampietro. 2020. ‘How do Adolescents See their Grandparents and Older
People? A Discursive Approach to Gender and Age Stereotypes by means of the Radio
Editorial’, in Vincent Salvador and Agnese Sampietro (eds.). Understanding the Discourse of
Aging: A Multifaceted Perspective. Cambridge Scholars Publishing. Chapter 17. Pp. 325-339.

Angouri, Jo. 2012. ‘The Older I Get the Less I Trust people: Constructing Age Identities in the
Workplace’ in Pragmatics. Vol. 22, No. 2. Pp. 255-277.

Gangopadhyay, Jagriti and He, Longtao. 2022. Eldercare Issues in China and India.
Routledge.

Formosa, Marvin and Higgs, Paula. 2015. Social Class in Later Life: Power, Identity and
Lifestyle. Policy Press.

Wanka, A. and Gallistl, V. 2018. ‘Doing Age in a Digitized World—A Material Praxeology of
Aging With Technology’, in Frontiers in Sociology. Vol 3. Article 6. Pp. 1-16.

Artner, L. 2018. ‘Materialities in and of Institutional Care for Elderly People’, in Frontiers in
Sociology. Vol 3. Article 30. Pp. 1-12.

WHO’s work on the UN Decade of Healthy Ageing (2021-2030).

https://www.who.int/initiatives/decade-of-healthy-
ageing#:~:text=The%20United%20Nations%20Decade%20of,communities%20in%20which
%20they%20live.

Tyagi, R. and Paltasingh T. 2015. Caring for the Elderly: Social Gerontology in the Indian
Context. Sage Publications.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

412
 SEMESTERS–IV

DEPARTMENT OF ECONOMICS
Category-I
(B.A. Honours in Economics in three years)

STRUCTURE OF FOURTH SEMESTER

DISCIPLINE SPECIFIC CORE COURSE -10 (DSC-10): Intermediate

Microeconomics II: Market, Government and Welfare

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Intermediate
Microeconomics II: Class 12th
Market, Government 4 3 1 0 with NIL
and Welfare - Mathematics
ECON010

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces students to analysis of multi-commodity markets.
• The efficiency results, known as welfare theorems, are central to understanding of market economy.
• The course also discusses inefficiencies coming from market concentration and externalities.
• It further would discuss the role of government to deal with the inefficiencies and resultant welfare
outcomes.

Learning outcomes

The Learning outcomes of this course are as follows:

• This course helps the students to understand efficiency of markets and the environment where the
standard market mechanism fails to generate the desirable outcomes in simple general equilibrium
settings.
• The issues of market imperfection and market failures lead students to the economics of policy
design. The students will learn the efficacy of government interventions for the improved welfare.

Syllabus

UNIT I: Monopoly (9 hours)

Monopoly pricing, Inefficiency, Price discrimination, Regulation

UNIT II: General equilibrium (9 hours)

Exchange economy, Robinson Crusoe economy, Pareto optimality, Welfare theorems, Welfare and social
choice

UNIT III: Models of Monopolistic Competition (9 hours)

Firms with differentiated products, mark-up, short-run and long-run equilibrium

413
UNIT IV: Externalities (9 hours)
Market inefficiency under externalities, Pigou tax, Coase theorem, Market creation and other solutions

UNIT V: Public Good (9 hours)

Inefficiency of market equilibrium, Optimal public good provision, Free rider problem, Lindahl taxes

Recommended readings
• Serrano, Roberto and Feldman, Alan (2012), A short course in intermediate Microeconomics with
Calculus, Cambridge University Press
• Espinola-Arredondo, Ana and Munoz-Garaia, Felix (2020), Intermediate Microeconomic Theory,
MITPress
• Munoz-Garaia, Felix (2017) Practice Exercises for Advanced Microeconomic Theory, MIT Press.
• Dunaway, Eric; Strandholm, John C., Espinola-Arredondo, Ana and Munoz-Garcia, Felix (2020)
Practice Exercises for Intermediate Microeconomic Theory, MIT press

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

414
 DISCIPLINE SPECIFIC CORE COURSE -11 (DSC-11): Intermediate
Macroeconomics II: Policy Issues

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice

Intermediate
Class 12th
Macroeconomics II:
4 3 1 0 with NIL
Policy Issues –
Mathematics
ECON011

Learning Objectives

The Learning Objectives of this course are as follows:

• This course trains the students in policy issues faced by macroeconomists in the real world.
• It discusses issues in monetary and fiscal policies as well as exchange rate dynamics.
• It also introduces the students to the financial system and dynamics of financial crises.
• The students are introduced to macroeconomic concepts in the context of open economies and the
policy issues therein.

Learning outcomes
The Learning outcomes of this course are as follows:
• This course enables students to analyse the functioning of macroeconomic policies in the real world
in both closed and open economies, understand the dilemmas faced by the policymakers both in the
domestic economy and in the globalised world.

Syllabus
UNIT I: Fiscal and monetary policies (15 hours)
Active or passive monetary policies; time inconsistency, monetary policy objectives and targets; rules versus
discretion, IS-PC-MR model, fiscal policy, the government budget constraint; government debt and
Ricardian equivalence.

UNIT II: Financial markets and crisis (15 hours)

Introduction to financial markets, Financial crises and liquidity trap

UNIT III: Issues in open economy (15 hours)

Short-run open economy models; Mundell-Fleming model, Exchange rate determination; purchasing power
parity, asset market approach, Dornbusch‘s overshooting model; monetary approach to balance of payments,
International financial markets.

Recommended readings

• Blanchard,O.(2006).Macroeconomics,4th,6thand7thed.PearsonEducation.
• Salvatore, D. (2007), International Economics, Wi l e y .
• Dornbusch,R., Fischer,S.(1994).Macroeconomics,6thed.McGraw-Hill.
• Mishkin, Frederic(2012).Macroeconomics:Policy & Practice, Pearson.
• Jones, C. (2016). Macroeconomics, 4th ed. W. W.Norton.
• Carlin, Wendy and Soskice, David (2015) Macroeconomics: Institutions, Instability and the
Financial System. Oxford University Press.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

415
 DISCIPLINE SPECIFIC CORE COURSE -12 (DSC-12): Introductory
Econometrics

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Introductory Class 12th
Econometrics – 4 3 0 1 with NIL
ECON012 Mathematics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces a basic set of the econometric methods to conduct empirical analysis in
economics and social sciences.
• The course is designed to provide the students with the basic quantitative techniques needed to
undertake applied research projects.
• It also provides the base for more advanced optional courses in econometrics.
• The tools of econometrics will be useful to establish relationships among economic variables.
• This course will be taught as a combination of theory and practicals.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students will be able to estimate linear models using the method of ordinary least squares and
make inferences about population parameters.
• They will also understand the issues of estimation arising due to misspecification of models and
violations of assumptions.
• Students will also gain hands-on-experience of applying the concepts learnt to a wide range of
problems using econometric software.

Syllabus

UNIT I: Linear Regression Model (9 hours)

OLS method of Estimation and Properties of estimators, Measures of Fit, Testing of Hypotheses, Prediction,
Introduction to econometric software and practical application using econometric software
(GRETL/EViews/ R/Stata/EXCELetc.)

UNIT II: Multiple Regression Model (9 hours)

OLS method of estimation and Properties of OLS estimators, Testing of Hypotheses, Measures of fit,
practical application using econometric software (GRETL/EViews/ R/Stata/EXCEL etc.)

UNIT III: Functional Forms and Qualitative independent variables (9 hours)

Nonlinear Models and Transformations of Variables, Dummy variables, practical application using
econometric software (GRETL/EViews/ R/Stata/EXCEL etc.)

UNIT IV: Violations of Assumptions (9 hours)

Consequences, Detection, and Remedies: Multicollinearity, Heteroscedasticity, Serial Correlation, practical
application using econometric software (GRETL/EViews/R/Stata/EXCEL etc.)

UNIT V: Specification Bias (9 hours)

416
Model selection criteria, types of specification errors, omitted variable bias, inclusion of irrelevant variables,
incorrect functional form, errors of measurement, practical application using econometric software
(GRETL/EViews/ R/Stata/EXCEL etc.)

Recommended readings
• James H. Stock and Mark W.Watson (2019) Introduction to Econometrics, Fourth Edition,Pearsons.
• Wooldridge, J. M. (2019). Introductory econometrics: A modern approach. 7th edition, C engage
learning.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

417
 Category II
Economics Courses for Undergraduate Programme of study with
Economics as one of the Core Disciplines
(B.A. Programmes with Economics as Major discipline)

DISCIPLINE SPECIFIC CORE COURSE -7 (DSC-7):Intermediate

Macroeconomics I: Foundations of Aggregate Income
Determination

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Intermediate
Macroeconomics I:
Foundations of Aggregate 4 3 1 0 Class 12th NIL
Income Determination–
ECON008

Learning Objectives

The Learning Objectives of this course are as follows:

• This course builds upon the basic concepts of macroeconomics. It introduces labour markets and
the aggregate supply (AS) curve.
• Aggregate Demand (AD) and Aggregate Supply (AS) are brought together to determine equilibrium
prices and output examine the policy impacts.
• The course discusses Phillips curve and the alleged trade-off between inflation and unemployment.
Both adaptive and rational expectations are introduced.
• A flavour of micro-foundations is introduced with respect to consumption and investment.

Learning outcomes

The Learning outcomes of this course are as follows:

• This course enables students to analyse the interaction of aggregate demand and supply and the
effects of fiscal and monetary policy, trade-off between inflation and unemployment, and
consumption and investment behaviour of the households.

Syllabus

UNIT I: Short-run and medium-run equilibrium (15 hours)

The labour market, Wage determination; wages, prices, and unemployment; natural rate of unemployment;
from employment to output, Derivation of aggregate supply curve, Interaction of aggregate demand and
supply to determine equilibrium output, price level and employment.

UNIT II: Philips Curve and Theory of Expectations (15 hours)

Inflation, unemployment and expectations, Phillips Curve; adaptive and rational expectations; policy
ineffectiveness debate.

UNIT III: Microeconomic foundations of macroeconomic behaviours (15 hours)

Consumption: Keynesian consumption function; Fisher’s theory of optimal intertemporal choice; life-cycle
and permanent income hypotheses; other theories of consumption expenditure.

418
Investment: determinants of business fixed investment; residential investment and inventory investment.

Recommended readings
• Blanchard,O.(2006).Macroeconomics,4thed.PearsonEducation.
• C.L.F. Attfield, D.Demery and N.W. Duck (1991). Rational Expectations in
Macroeconomics: an introduction to theory and evidence2nd Ed.
• Sheffrin, Steve(1996). Rational Expectations. 2nd ed., Cambridge University Press.
• Dornbusch,R., Fischer,S.(1994).Macroeconomics,6thed.,McGraw-Hill.
• Branson,W.(2013).Macroeconomics:Theoryandpolicy,3rded,EastWestPress.
• Carlin, W and D Soskice (2007), Macroeconomics: Imperfections, Institutions and Policies, Indian
Edition,OUP.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

419
 DISCIPLINE SPECIFIC CORE COURSE -8 (DSC-8): Basic
Econometrics

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Basic Statistics
Basic Econometrics –
4 3 1 0 Class 12th for Economics
ECON024
(ECON022)

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces students to the econometric methods used to conduct empirical analysis
based on the basic statistics.
• It offers the basic quantitative techniques needed to undertake applied research projects to establish
the relationship between variables of interests across wide variety of disciplines.

Learning outcomes

The Learning outcomes of this course are as follows:

• Students will learn to estimate simple estimation and inferences about population parameters, to
formulate empirical models and analyze data.
• An expertise in econometrics increases the job prospect of the students significantly.

Syllabus

UNIT I: Regression Models (15 hours)

OLS estimators, hypothesis Testing using software and practical application; multi- ple Regression Model
- estimation, Testing and practical application using software like GRETL/EViews/ R/Stata/EXCEL etc.

UNIT II: Qualitative variables and Estimation (15 hours)

Application of qualitative variables, Nonlinear Models, Applications of dummy variables

UNIT III: Issues with Classical Assumptions (15 hours)

Violation of normal distribution, Collinearity with independent variables, heteroscedasticity,
autocorrelation, practical application

Recommended readings
• Christopher Dougherty, Introduction to Econometrics, 4th edition, OUP, Indian edition.
• Damodar Gujarati, Econometrics by Example, 2nd edition, Palgrave Macmillan, 2014.
• Gujarati,D.,Porter,D.(2010).Essentials of Econometrics,4thed.McGraw-Hill.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

420
 Category III
Economics Courses for Undergraduate Programme of study with
Economics as one of the Core Disciplines
(B.A. Programmes with Economics as non-Major or Minor discipline)

DISCIPLINE SPECIFIC CORE COURSE -4 (DSC-4):Intermediate

Macroeconomics I: Foundations of Aggregate Income

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Intermediate
Macroeconomics I:
Foundations of Aggregate 4 3 1 0 Class 12th NIL
Income Determination–
ECON008

Learning Objectives

The Learning Objectives of this course are as follows:

• This course builds upon the basic concepts of macroeconomics. It introduces labour markets and
the aggregate supply (AS) curve.
• Aggregate Demand (AD) and Aggregate Supply (AS) are brought together to determine equilibrium
prices and output examine the policy impacts.
• The course discusses Phillips curve and the alleged trade-off between inflation and unemployment.
Both adaptive and rational expectations are introduced.
• A flavour of micro-foundations is introduced with respect to consumption and investment.

Learning outcomes

The Learning outcomes of this course are as follows:

• This course enables students to analyse the interaction of aggregate demand and supply and the
effects of fiscal and monetary policy, trade-off between inflation and unemployment, and
consumption and investment behaviour of the households.

Syllabus

UNIT I: Short-run and medium-run equilibrium (15 hours)

The labour market, Wage determination; wages, prices, and unemployment; natural rate of unemployment;
from employment to output, Derivation of aggregate supply curve, Interaction of aggregate demand and
supply to determine equilibrium output, price level and employment.

UNIT II: Philips Curve and Theory of Expectations (15 hours)

Inflation, unemployment and expectations, Phillips Curve; adaptive and rational expectations; policy
ineffectiveness debate.

UNIT III: Microeconomic foundations of macroeconomic behaviours (15 hours)

Consumption: Keynesian consumption function; Fisher’s theory of optimal intertemporal choice; life-cycle
and permanent income hypotheses; other theories of consumption expenditure.

421
Investment: determinants of business fixed investment; residential investment and inventory investment.

Recommended readings
• Blanchard,O.(2006).Macroeconomics,4thed.PearsonEducation.
• C.L.F. Attfield, D.Demery and N.W. Duck (1991). Rational Expectations in
Macroeconomics: an introduction to theory and evidence2nd Ed.
• Sheffrin,Steve(1996). Rational Expectations. 2nd ed.,Cambridge University Press.
• Dornbusch,R.,Fischer,S.(1994).Macroeconomics,6thed.,McGraw-Hill.
• Branson,W.(2013).Macroeconomics:Theoryandpolicy,3rded,EastWestPress.
• Carlin, W and D Soskice (2007), Macroeconomics: Imperfections, Institutions and Policies, Indian
Edition, OUP.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

422
 Semester-V
DEPARTMENT OF ECONOMICS
Category I
(B.A. Honours in Economics in three years)

DISCIPLINE SPECIFIC CORE COURSE -13 (DSC-13): Game Theory

and Strategic Interactions

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Class 12th
Game Theory and Strategic
4 3 1 0 with NIL
Interactions – ECON013
Mathematics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces students to formal analysis of game theory and its applications on the micro-
economic issues.
• Game theory will be used to analyse market power, commitment problem, coordination problem and
various modern market design tools like contract and auction.

Learning outcomes

The Learning outcomes of this course are as follows:

• This course helps the students to understand strategic interactions and importance of information in
strategic situations.
• The concepts and tools developed in this course will enable the students to analyse various strategic
relations seen in various disciplines, like in economics, management and other social sciences.

Syllabus

UNIT I: Complete information simultaneous move game, Dominance, Nash equilibrium, Mixed strategy
Nash equilibrium (9 hours)

UNIT II: Complete information extensive form game (9 hours)

Sequential rationality and subgame perfection

UNIT III: Topics from Industrial Organization (9 hours)

UNIT IV: Incomplete information (9 hours)

Bayes Nash equilibrium, Auction, Moral Hazard, Contract

UNIT V: Communicating information (9 hours)

Perfect Bayesian equilibrium, Job market signaling and reputation

Recommended readings

423
 • Watson, J. (2002). Strategy: an introduction to game theory. New York: WW Norton.
• Muñoz-Garcia,F.(2017).Advancedmicroeconomictheory:anintuitiveapproach with Final Examinationples.
MITPress.
• Muñoz-Garcia,F.(2017).PracticeExercisesforAdvancedMicroeconomicTheory. MITPress.
• Dunaway, E., Strandholm, J. C., Espinola-Arredondo, A., & Munoz-Garcia, F. (2020). Practice
Exercises for Intermediate Microeconomic Theory. MITPress.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

424
 DISCIPLINE SPECIFIC CORE COURSE -14 (DSC-14):Economic
Growth and Business Cycles

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Economic Growth and Class 12th
Business Cycles – 4 3 1 0 with NIL
ECON014 Mathematics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces the students to the models of economic growth and business cycles.
• The literature on the differences in the growth rates across economies is discussed.
• Further, the student is exposed to the preliminaries of macroeconomic modelling through different
growth models.
• It introduces business cycles through the Real Business Cycle and the New Keynesian approaches.

Learning outcomes

The Learning outcomes of this course are as follows:

• The student would understand the basic drivers of economic growth that are developed through the
different approaches using exogenous, semi-endogenous and endogenous models.
• The student will be able to apprise and analyse better the business cycles and familiarise with the
debates between the schools of macroeconomic thoughts like Real Business Cycles and New
Keynesian Economics.

Syllabus

UNIT I: Introduction to Economic Growth (15 hours)

Introduction to economic growth, data on economic growth, stylised facts of economic growth. Economic
growth and economic development, economic growth and income difference, absolute and conditional
convergence.

UNIT II: Models of Economic Growth (15 hours)

Solow model and the steady state. Solow model with technology, growth accounting, Economics of ideas
and innovation, Romer model, Growth through creative destruction, Growth and technology transfer,
institutions, Simple endogenous growth model.

UNIT III: Business Cycles (15 hours)

Real business cycle model, productivity shocks and business cycle fluctuations, New Keynesian models,
new Keynesian Short-run AS Phillips curve and dynamics IS curve. Comparison between business cycle
models. Introduction to dynamic general equilibrium models.

Recommended readings
• Jones,CharlesIandVollrath,Dietrich(2013)IntroductiontoEconomicGrowth.
• W. W. Norton & Co.
• Aghion, Philippe and Howitt, Peter (2010) The Economics of Growth. Prentice Hall. Eastern
EconomyEdition.
• Mishkin,FredericS(2017)Macroeconomics:PolicyandPractice.Pearson.
• Jones, Charles I (2018) Macroeconomics. W W Norton &Co.

425
 • Sorenson,PeterBandWhitta-Jacobson,HansJorgen(2010)IntroducingAdvanced Macroeconomics:
Growth and Business Cycles. McGraw HillEducation
• Barro, R, Chu, A and Cozzie, G (2017), Intermediate macroeconomics, First Edn. Cengage Learning.
• Weil,DavidN(2014)EconomicGrowth.Routledge.
• Gordon,RobertJ(2015)Macroeconomics.Pearson

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

426
 DISCIPLINE SPECIFIC CORE COURSE -15 (DSC-15): Introductory
Development Economics

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Introductory Class 12th
Development Economics – 4 3 1 0 with NIL
ECON015 Mathematics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course discusses the basic concept of growth and further links it up with alternative conceptions
of development.
• It then proceeds to examine the aspects of poverty and inequality, not just in terms of income and
wealth, but in terms of capabilities too.
• The axiomatic basis for inequality measurement is used to develop measures of inequality and
poverty.
• It further explores the connections between growth and inequality.
• The course ends by linking political institutions to growth and inequality by discussing the role of
the state in economic development and the informational and incentive problems that affect state
governance.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students would distinguish between growth and development and get an idea about the factors
affecting the level of development as well as the process of economic development.
• Further, they comprehend and analyse various concepts and measures of underdevelopment
including poverty and inequality.

Syllabus

UNIT I: Introducing Economic Development: Global Perspective (12 hours)

Conceptions of Economic Growth and Development; Concepts of economic growth and linking it up with
alternative measures of development, including human development, documenting the international
variation in these measures, comparing development trajectories across nations and within them.

UNIT II: Theories of Economic Development (12 hours)

Classic Theories of Economic Growth and Development - four approaches (linear- stages theories, structural
change models, international dependence, neoclassical

UNIT III: The Strategy of Economic Development: Institutional Pathways (9 hours)

Balanced and Unbalanced growth, interlinkages, big-push and the role of markets and state, alternative
institutional trajectories and their relationship with economic performance

UNIT IV: Poverty and Inequality (12 hours)

Definitions, Measures and Mechanisms, Inequality axioms and principles; a com- parison of commonly used
diagrammatic and mathematical inequality measures, their deficiencies and usage; connections between

427
inequality and development; inequality trends at international level; conceptualisation of the poverty lines at
domestic and international levels; poverty measurement; characteristics of the poor; capability approach to
poverty; mechanisms that generate poverty traps and path dependence of growth processes.

Recommended readings
• Partha Dasgupa (2007), Economics: A Very Short Introduction, (AVSI), Oxford UniversityPress.
• Perkins, D. H., Radelet, S. C., Lindauer, D. L., & Block, S. A. (2013). Economics of Development.
7th Edition, New York: WW Norton &Company.
• Todaro, M. P., & Smith, S. C. (2020). Economic Development. PearsonUK.
• Elinor Ostrom(1990),Governing the Commons: The Evolution of Institutions for Collective Action,
Cambridge University Press.
• Gustav Ranis et.al, Economic Growth and Human Development (2000), World Development Vol.
28, No. 2, Elsevier Science Ltd.
• Pranab Bardhan(2010),AwakeningGiants,FeetofClay:AssessingtheEconomic Rise of China and
India,OUP.
• Thomas Dietz, Elinor Ostrom and Paul C. Stern, ‘The Struggle to Govern the
Commons’,Science,vol.302,No.5652(Dec.12,2003),pp.1907-1912.
• Mancur Olson, Jr. (1996), ‘Big Bills Left on the Sidewalk: Why Some Nations are
Rich,andOthersPoor’,JournalofEconomicPerspectives,vol.10,no.2,pp3-24.
• Albert O. Hirschman, Rival Views of Market Society and Other Essays, Ch. 3: ‘Linkages in
EconomicDevelopment’.
• Nurkse, Ragnar (1961). Problems of Capital Formation in Underdeveloped Countries. New York:
Oxford University Press. Chapter3.
• Rodenstein Rodan, PN (1943) Problems of Industrialization of eastern and south
easternEurope,Economic Journal,volLIII,p202-11.
• Dani Rodrik (2009), One Economics, Many Recipies: Globalization, Institutions and Economic
Growth, Princeton UniversityPress.
• Andre Shleifer and Robert W. Vishny (1993), ‘Corruption’, Quarterly Journal of Economics, 108(3),
pp599-617.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

428
 Category II
Economics Courses for Undergraduate Programme of study with
Economics as one of the Core Disciplines
(B.A. Programmes with Economics as Major discipline)

DISCIPLINE SPECIFIC CORE COURSE -9 (DSC-9): Intermediate

Microeconomics II: Market, Government and Welfare

Duration (per week)

Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
Intermediate
Microeconomics
II: Market, Class Introductory/Principles
4 3 1 0
Government 12th of Microeconomics
and Welfare -
ECON010

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces students to analysis of multi-commodity markets.
• The efficiency results, known as welfare theorems, are central to understanding of market economy.
• The course also discusses inefficiencies coming from market concentration and externalities.
• It further would discuss the role of government to deal with the inefficiencies and resultant welfare
outcomes.

Learning outcomes

The Learning outcomes of this course are as follows:

• This course helps the students to understand efficiency of markets and the environment where the
standard market mechanism fails to generate the desirable outcomes in simple general equilibrium
settings.
• The issues of market imperfection and market failures lead students to the economics of policy
design. The students will learn the efficacy of government interventions for the improved welfare.

Syllabus

UNIT I: Monopoly (9 hours)

Monopoly pricing, Inefficiency, Price discrimination, Regulation

UNIT II: General equilibrium (9 hours)

Exchange economy, Robinson Crusoe economy, Pareto optimality, Welfare theorems, Welfare and social
choice

UNIT III: Models of Monopolistic Competition (9 hours)

Firms with differentiated products, mark-up, short-run and long-run equilibrium

429
UNIT IV: Externalities (9 hours)
Market inefficiency under externalities, Pigou tax, Coase theorem, Market creation and other solutions

UNIT V: Public Good (9 hours)

Inefficiency of market equilibrium, Optimal public good provision, Free rider problem, Lindahl taxes

Recommended readings
• Serrano, Roberto and Feldman, Alan (2012), A short course in intermediate Microeconomics with
Calculus, Cambridge UniversityPress
• Espinola-Arredondo, Ana and Munoz-Garaia, Felix (2020), Intermediate Microeconomic
Theory,MITPress
• Munoz-Garaia, Felix (2017) Practice Exercises for Advanced Microeconomic Theory, MITPress.
• Dunaway, Eric; Strandholm, John C., Espinola-Arredondo, Ana and Munoz-Garcia, Felix (2020)
Practice Exercises for Intermediate Microeconomic Theory, MIT press

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

430
 DISCIPLINE SPECIFIC CORE COURSE -10 (DSC-10): Introductory
Development Economics

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Introductory
Development Economics – 4 3 1 0 Class 12th NIL
ECON015

Learning Objectives

The Learning Objectives of this course are as follows:

• This course discusses the basic concept of growth and further links it up with alternative conceptions
of development.
• It then proceeds to examine the aspects of poverty and inequality, not just in terms of income and
wealth, but in terms of capabilities too.
• The axiomatic basis for inequality measurement is used to develop measures of inequality and
poverty.
• It further explores the connections between growth and inequality.
• The course ends by linking political institutions to growth and inequality by discussing the role of
the state in economic development and the informational and incentive problems that affect state
governance.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students would distinguish between growth and development and get an idea about the factors
affecting the level of development as well as the process of economic development.
• Further, they comprehend and analyse various
conceptsandmeasuresofunderdevelopmentincludingpovertyandinequality.

Syllabus

UNIT I: Introducing Economic Development: Global Perspective (12 hours)

Conceptions of Economic Growth and Development; Concepts of economic growth and linking it up with
alternative measures of development, including human development, documenting the international
variation in these measures, comparing development trajectories across nations and within them.

UNIT II: Theories of Economic Development (12 hours)

Classic Theories of Economic Growth and Development - four approaches (linear- stages theories, structural
change models, international dependence, neoclassical

UNIT III: The Strategy of Economic Development: Institutional Pathways (9 hours)

Balanced and Unbalanced growth, interlinkages, big-push and the role of markets and state, alternative
institutional trajectories and their relationship with economic performance

UNIT IV: Poverty and Inequality (12 hours)

Definitions, Measures and Mechanisms, Inequality axioms and principles; a com- parison of commonly used
diagrammatic and mathematical inequality measures, their deficiencies and usage; connections between
inequality and development; inequality trends at international level; conceptualisation of the poverty lines at

431
domestic and international levels; poverty measurement; characteristics of the poor; capability approach to
poverty; mechanisms that generate poverty traps and path dependence of growth processes.

Recommended readings
• Partha Dasgupa (2007), Economics: A Very Short Introduction, (AVSI), Oxford UniversityPress.
• Perkins, D. H., Radelet, S. C., Lindauer, D. L., & Block, S. A. (2013). Economics of Development.
7th Edition, New York: WW Norton &Company.
• Todaro, M. P., & Smith, S. C. (2020). Economic Development. PearsonUK.
• Elinor Ostrom(1990), Governing the Commons: The Evolution of Institutions for Collective Action,
Cambridge University Press.
• Gustav Ranis et.al, Economic Growth and Human Development (2000), World DevelopmentVol.
28, No. 2, Elsevier Science Ltd.
• PranabBardhan(2010),AwakeningGiants,FeetofClay:AssessingtheEconomic
RiseofChinaandIndia,OUP.
• Thomas Dietz, Elinor Ostrom and Paul C. Stern, ‘The Struggle to Govern the
Commons’,Science,vol.302,No.5652(Dec.12,2003),pp.1907-1912.
• Mancur Olson, Jr. (1996), ‘Big Bills Left on the Sidewalk: Why Some Nations are Rich,and Others
Poor’,JournalofEconomicPerspectives,vol.10,no.2,pp3-24.
• Albert O. Hirschman, Rival Views of Market Society and Other Essays, Ch. 3: ‘Linkages in
EconomicDevelopment’.
• Nurkse, Ragnar (1961). Problems of Capital Formation in Underdeveloped Coun- tries. New York:
Oxford University Press. Chapter3.
• Rodenstein Rodan, PN (1943) Problems of Industrialization of eastern and south
easternEurope,EconomicJournal,volLIII,p202-11.
• Dani Rodrik (2009), One Economics, Many Recipies: Globalization, Institutions and Economic
Growth, Princeton UniversityPress.
• Andre Shleifer and Robert W. Vishny (1993), ‘Corruption’, Quarterly Journal of Economics, 108(3),
pp599-617.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

432
 Category III
Economics Courses for Undergraduate Programme of study with
Economics as one of the Core Disciplines
(B.A. Programmes with Economics as non-Major or Minor discipline)

DISCIPLINE SPECIFIC CORE COURSE -5 (DSC-5): Introductory

Development Economics

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Introductory
Development Economics – 4 3 1 0 Class 12th NIL
ECON015

Learning Objectives

The Learning Objectives of this course are as follows:

• This course discusses the basic concept of growth and further links it up with alternative conceptions
of development.
• It then proceeds to examine the aspects of poverty and inequality, not just in terms of income and
wealth, but in terms of capabilities too.
• The axiomatic basis for inequality measurement is used to develop measures of inequality and
poverty.
• It further explores the connections between growth and inequality.
• The course ends by linking political institutions to growth and inequality by discussing the role of
the state in economic development and the informational and incentive problems that affect state
governance.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students would distinguish between growth and development and get an idea about the factors
affecting the level of development as well as the process of economic development.
• Further, they comprehend and analyse various
conceptsandmeasuresofunderdevelopmentincludingpovertyandinequality.

Syllabus

UNIT I: Introducing Economic Development: Global Perspective (12 hours)

Conceptions of Economic Growth and Development; Concepts of economic growth and linking it up with
alternative measures of development, including human development, documenting the international
variation in these measures, comparing development trajectories across nations and within them.

UNIT II: Theories of Economic Development (12 hours)

Classic Theories of Economic Growth and Development - four approaches (linear- stages theories, structural
change models, international dependence, neoclassical

UNIT III: The Strategy of Economic Development: Institutional Pathways (9 hours)

433
Balanced and Unbalanced growth, interlinkages, big-push and the role of markets and state, alternative
institutional trajectories and their relationship with economic performance

UNIT IV: Poverty and Inequality (12 hours)

Definitions, Measures and Mechanisms, Inequality axioms and principles; a com- parison of commonly used
diagrammatic and mathematical inequality measures, their deficiencies and usage; connections between
inequality and development; inequality trends at international level; conceptualisation of the poverty lines at
domestic and international levels; poverty measurement; characteristics of the poor; capability approach to
poverty; mechanisms that generate poverty traps and path dependence of growth processes.

Recommended readings
• Partha Dasgupa (2007), Economics: A Very Short Introduction, (AVSI), Oxford UniversityPress.
• Perkins, D. H., Radelet, S. C., Lindauer, D. L., & Block, S. A. (2013). Economics of Development.
7th Edition, New York: WW Norton &Company.
• Todaro, M. P., & Smith, S. C. (2020). Economic Development. PearsonUK.
• ElinorOstrom(1990),GoverningtheCommons:TheEvolutionofInstitutionsfor
CollectiveAction,CambridgeUniversityPress.
• Gustav Ranis et.al, Economic Growth and Human Development (2000), World DevelopmentVol.
28, No. 2, Elsevier Science Ltd.
• PranabBardhan(2010),AwakeningGiants,FeetofClay:AssessingtheEconomic
RiseofChinaandIndia,OUP.
• Thomas Dietz, Elinor Ostrom and Paul C. Stern, ‘The Struggle to Govern the
Commons’,Science,vol.302,No.5652(Dec.12,2003),pp.1907-1912.
• Mancur Olson, Jr. (1996), ‘Big Bills Left on the Sidewalk: Why Some Nations are
Rich,andOthersPoor’,JournalofEconomicPerspectives,vol.10,no.2,pp3-24.
• Albert O. Hirschman, Rival Views of Market Society and Other Essays, Ch. 3: ‘Linkages in
EconomicDevelopment’.
• Nurkse, Ragnar (1961). Problems of Capital Formation in Underdeveloped Coun- tries. New York:
Oxford University Press. Chapter3.
• Rodenstein Rodan, PN (1943) Problems of Industrialization of eastern and south
easternEurope,EconomicJournal,volLIII,p202-11.
• Dani Rodrik (2009), One Economics, Many Recipies: Globalization, Institutions and Economic
Growth, Princeton UniversityPress.
• Andre Shleifer and Robert W. Vishny (1993), ‘Corruption’, Quarterly Journal of Economics, 108(3),
pp599-617.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

434
 SEMESTERS–VI

DEPARTMENT OF ECONOMICS
Category I
(B.A. Honours in Economics in three years)

DISCIPLINE SPECIFIC CORE COURSE -16 (DSC-16): International

Trade

Duration (per week)

Course title Credit Eligibility
Practical Prerequisite
& Code s Lectur Tutoria Criteria
/
e l
Practice
Class 12th
Internationa
with Introductory/Principle
l Trade – 4 3 1 0
Mathematic s of Microeconomics
ECON016
s

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces the basics of international trade theory and examines the effects of trade
policies for domestic and world welfare. It covers bother classical and new trade theories.
• This course develops a systematic exposition of models that try to explain the composition,
direction, and consequences of international trade.
• Apart from the introduction to theoretical models, students will also be exposed to real-world
examples and casestudies.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students would be able to understand the main theoretical and empirical concepts in
international trade that equip them with a thorough analytical grasp of trade theories, ranging from
Ricardian comparative advantage to intra-industry trade.
• It familiarises students with the main issues in trade policy and with the basic features of
theinternationaltradingregime.

Syllabus

UNIT I: Neoclassical Trade Theories (15 hours)

Ricardian trade theory of comparative advantage. Gains from trade. Comparative advantage with many
goods; Specific factor model; income distribution and trade policy, international factor mobility models;
Standard Trade Model, economic growth, immiserizing growth and intertemporal trade; Heckscher-Ohlin
theory; factor price equalisation, Rybczynski and Stolper-Samuelson theorems, Heckscher- Ohlin-Vanek
Model, Offercurve.

UNIT II: New trade theories and firms in the global economy (15 hours)
External Economies of Scale, learning curve, intra-industry trade, monopolistic competition and firm
responses to trade; international Location of Production, horizontal and vertical multinationals; Gravity
model, Firms in the global economy. Global value chain and offshoring of goods and services.

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UNIT III: International Trade Policy Concerns (15 hours)
Instruments of trade policy, static welfare analysis of tariffs, quotas and subsidies. Equivalence of tariffs
and quotas. Effective rate of protection. Export subsidies and countervailing duties; Oligopoly and
International trade. Strategic tradepol-icy; International Agreements: Trade, Labour and Environment
Multilateralism, WTO, RegionalTradeAgreementsandNewProtectionism

Recommended readings
• Feenstra, R., Taylor, A. (2014). International Trade, 3rd ed. Worth Publishers. (Abbreviation
used:FT)
• Krugman, P., Obstfeld, M., Melitz, M. (2018). International Economics - Theory and Policy, 11th
ed. Pearson Education. (Abbreviation used: KOM)
• Gandolfo, G. (2014), International Trade Theory and Policy (with contribution
fromFedericoTrionfetti)2nded.,Springer.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

DISCIPLINE SPECIFIC CORE COURSE -17 (DSC-17): Development

Theory and Experience

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Development Theory Class 12th
and Experience – 4 3 1 0 with NIL
ECON017 Mathematics

Learning Objectives

The Learning Objectives of this course are as follows:

• It highlights the dynamic interconnections between the social and economic aspects of the
development process.
• In particular, the course deals with the macro and micro aspects of demography, fertility choices and
gender bias.
• It also discusses the process of migration through elaborate models highlighting the rural-urban
sectoral interrelationships.
• It describes the peculiar characteristics of rural institutions which shape contracts across labour,
land and credit markets in the rural economy.
• It discusses the efficiency of such contracts even while they deviate from the traditional
competitive marketcontracts.

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Learning outcomes

The Learning outcomes of this course are as follows:

• This course updates the students the unprecedented progress that has been made in many parts of
the developing world—but fully confronts the enormous problems and challenges experienced
during the recent decades.
• The student would understand the wide diversity of development approaches adopted across the
developing world, and the differing positions in the global economy held by developing countries.
• This will help them understand better the economic development policy and
programmesacrossemployedbyWorldBankandnationaleconomies.

Syllabus

UNIT I: Demography, Gender and Development (12 hours)

Demographic concepts; birth and death rates, age structure, fertility and mortality; demographic transitions
during the process of development; gender bias in preferences and outcomes and evidence on unequal
treatment within households; connections between income, mortality, fertility choices and the impact of intra-
household gender inequality (in allocation of resources) and labour markets as genderedinstitutions.

UNIT II: Migration and Development (9 hours)

Models of migration, sectoral dynamics and the relationship between rural and urban sectors.

UNIT III: Land, Labour and Credit Markets (12 hours)

The distribution of land ownership; land reform and its effects on productivity; contractual relationships
between tenants and landlords; land acquisition; nutrition and labor productivity; informational problems
and credit contracts; micro-finance; inter-linkages between rural factor markets.

UNIT IV: Institutions and coordination (12 hours)

The determinants of democracy; alternative institutional trajectories and their relationship with economic
performance; within-country differences in the functioning of state institutions; state ownership and
regulation; government failures and corruption.

Recommended readings
• Acemoglu, D., & Robinson, J. A. (2006). Economic origins of dictatorship and democracy.
Cambridge UniversityPress.
• Robinson, J. A., & Acemoglu, D. (2012). Why nations fail: The origins of power, prosperity and
poverty. London:Profile.
• Perkins, D. H., Radelet, S. C., Lindauer, D. L., & Block, S. A. (2013). Economics of Development.
7th Edition, New York: WW Norton &Company.
• Todaro, M. P., & Smith, S. C. (2020). Economic Development. PearsonUK.
• Debraj Ray (2009), Development Economics, Oxford University P r e s s
• RobertT.Jensen(2010),EconomicOpportunitiesandDifferencesinHumanCapital:ExperimentalEvide
nceforIndia,NBERWorkingPaperNo.16021.
• Pitt, Mark, Mark Rosenzweig and Nazmul Hassan. (1990). “Productivity, Health and Inequality in
the Intrahousehold Distribution of Food in Low- income
Countries.”AmericanEconomicReview,80(5):1130-1156.
• Elson, Diane (1999) Labour markets as gendered institutions: Equality, Efficiency
andEmpowermentIssues,WorldDevelopment,vol27(3),p611-627.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

437
 DISCIPLINE SPECIFIC CORE COURSE -18 (DSC-18): Indian Growth
and Development

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Indian Growth and Class 12th with
4 3 1 0 NIL
Development Mathematics

Learning Objectives

The Learning Objectives of this course are as follows:

• Using appropriate analytical frameworks, this course reviews major trends in economic indicators
of macro and development issues and policy debates in India in the post-Independence period, with
particular emphasis on paradigm shifts and turning points.
• This course intends to give an introduction to students as to how they could explore problems related
to the Indian economy by familiarizing them with the research studies on areas relating to economic
development and policy in India with an emphasis on contemporary debates.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students should be able to understand the development paradigm adopted in India since
independence and evaluate its impact on economic as well as social indicators of progress.
• The students will acquire ability to explore current policy debates and contribute to policy making
in an informed way using relevantdatabases.

Syllabus

UNIT I: Economic Growth since Independence (12 hours)

Major features of the economy at independence; growth under different policy regimes—goals, constraints,
institutions and policy framework; an assessment of performance—sustainability and regional contrasts;
structural change, savings and investment

UNIT II: Sectoral Performances and Concerns (12 hours)

Issuesinagriculture,industryandservices.

UNIT III: Inclusive Growth - trends and patterns, Distributional Issues and Policies Demography, Poverty
and Unemployment (9 hours)

UNIT IV: Economic Policies and their Impact (12 hours)

Evolution of macroeconomic framework applied in Indian economy and its impact, fiscal policy; financial
and monetary policies; trade and investment policy, five-year plans

Recommended readings
• Ahluwalia,M.S.(2019),“India’seconomicreforms:AchievementsandNextSteps”,
Asian Economic Policy Review, 14(1), 46-62.
• Bosworth, B., Collins, S. M., & Virmani, A. (2007). Sources of growth in the Indian economy.
Working Paper no. 12901,NBER.

438
 • Pulapre Balakrishnan, (2007), “The Recovery of India: Economic Growth in the Nehru Era”,
Economic and Political Weekly, November 10-23, 2007.
• Krishnamurty, K. (2002), Macroeconometric Models for India: Past, Present and Prospects Economic
and Political Weekly, October 19, 2002.
• Arvind Subramanian and Josh Felman (2021) India’s Stalled Rise-How the State
HasStifledGrowth,ForeignAffairson14.12.2021.
• Acharya, S. and Mehrotra, S. (2020), The Agricultural Market Reforms: Is there a trade-off
between efficiency and equality? Working Paper Series, Institute of HumanDevelopment.
• Shah, Mihir (2007), Rural Credit in 20th Century India: Overview of History and
Perspectives,EconomicandPoliticalWeekly,Vol.42,IssueNo.15,14April2007.
• NagarajR(2013),India’sDreamRunUnderstandingtheBoomandItsAftermath,
• Economic and Political Weekly Vol 48, No. 20,May 18, 2013.
• Chanda, R. (2019), India’s Services Sector; trends, opportunities and challenges,in Uma
Kapila(ed.), Indian economy-2: Macroeconomic policies, Sectoral Develop- ments andPerformance.
• Dipak Mazumdar and Sandip Sarkar (2009) “The Employment Problem in India and the
Phenomenon of the ‘Missing Middle’ The Indian Journal of Labour Eco- nomics, Vol. 52, No.
1,2009
• Chakraborty, Achin, (2015), Reforming Labour Markets in States: Revisiting the
FutilityThesis,EconomicandPoliticalWeekly,May16.
• Thomas, J. J. (2020). ‘Labour Market Changes in India, 2005–18’, Economic and Political Weekly,
55(34),57.
• James, K.S., &Srinivas Goli (2016), “Demographic Changes in India: Is the Coun- try Prepared for
the Challenge?” Brown Journal of World Affairs, Fall/Winter 2016, Volume XXIII, IssueI.
• Desai, S. (2015), “Demographic deposit, dividend and debt”, The Indian Journal of Labour
Economics, 58, 217-232.
• Drèze,JandKhera,R.,2016,‘RecentSocialSecurityInitiativesinIndia’Available
athttp://dx.doi.org/10.2139/ssrn.2800699.
• Vijay Joshi, (2016), India’s Long Road: The Search for Prosperity, Allen Lane, Gurgaon, Ch2.
• Rakesh Mohan, (2019), Moving India to a new Growth Trajectory: Need for a
ComprehensiveBigPush,BrookingsIndia,Section1and2,9-30.
• Jagdish Bhagwati and Arvind Panagariya, (2012), India’s Tryst with Destiny,
CollinsBusiness,Noida,pp.4-5,32-38.
• PanagariyaA(2020),IndiaUnlimited:ReclaimingtheLostGlory,Chapter2.
• Jean Dreze and Amartya Sen, (2013), India: An Uncertain Glory, Allen Lane, chapters 2, 3 (pp. 72-
80only).
• Kumar, R., & Patibandla, M. (2009). Institutional dynamics and the evolution of the Indian
economy,Springer.
• McCartney,M.(2019).TheIndianEconomy.AgendaPublishingLimited.
• Goyal, A. (Ed.). (2019). A Concise Handbook of the Indian Economy in the 21st
Century.OxfordUniversityPress.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

439
 COMMON POOL OF DISCIPLINE SPECIFIC ELECTIVE (DSE)
COURSES
FOR semester-IV/V/VI

Discipline Specific Elective 6 (DSE-6): Advanced Econometrics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
V/VII Advanced Class 12th Basic
Econometrics 4 3 1 0 with Econometrics
– ECON036 Mathematics (ECON024)

Learning Objectives

The Learning Objectives of this course are as follows:

• A prerequisite for this course is the knowledge of concepts in the Basic Econometrics course.
• It builds on the compulsory Basic Econometrics course and teaches students a broad set of
commonly used econometric methods.
• These include estimating models with limited dependent variables, the use of instrumental variables
to estimate models with endogenous regressors, as also estimation methods for time series and panel
data sets.

Learning outcomes

The Learning Outcomes of this course are as follows:

Students will learn the theoretical and practical basis for techniques widely used in empirical research and
consider their application in a wide range of estimation problems.

Syllabus

UNIT I: Stages in empirical econometric research (3 hours)

UNIT II: The linear regression model: The matrix approach, Review of model specification, estimation and
testing (6 hours)

UNIT III: Limited dependent variables: Logit and Probit models for binary responses, Tobit models for
truncated data. (9 hours)

UNIT IV: Selected Topics: Instrumental variable estimation, Simultaneous equation models, Experiments
and Quasi-Experiments. (9 hours)

UNIT V: Dynamic econometric models: distributed lag models, autoregressive models; Panel data models
and estimation techniques (9 hours)

UNIT VI: Introduction to econometric software (R/GRETL/EViews/Stata: ANY ONE); publicly available
data sets and software will be used to estimate models and apply the techniques learnt. (9 hours)

440
Recommended readings
• Wooldridge, J. (2014). Introduction to econometrics: A modern approach, 5th ed. Cengage
Learning.
• Asteriou, D and Hall, Stephen G, Applied Econometrics, 4th Edition, 2021, Pal- grave Macmillan.
• James Stock and Mark Watson, Introduction to Econometrics, 4th Edition, 2019, Pearson.
• Gujarati, D., Porter, D. (2012). Basic econometrics, 5th ed. McGraw-Hill.
• Gujarati, D. (2014). Econometrics by Final Examinationple, 2nd ed. Palgrave Macmillan.
• G.S. Maddala and Kajal Lahiri, Introduction to Econometrics, 4th Edition, 2012, Wiley.
• Badi H. Baltagi, Econometrics, 5th Edition, 2011, Springer.
• J. Johnston and J. DiNardo (2001), Econometric Methods, Fourth Edition, Irwin Mcgraw Hill

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

441
 Discipline Specific Elective 8 (DSE-8): Economics of Health

Semester
Course Duration (per week)
Eligibility
title & Credits Prerequisite
Practical/ Criteria
Code Lecture Tutorial
Practice
V/VII Economics
Class Introductory/Principles
of Health– 4 3 1 0
12th Pass of Microeconomics
ECON038

Learning Objectives

The Learning Objectives of this course are as follows:

• Health is important not only for human well-being but also for economic growth. This course
provides a framework to understand the need for the study of health economics and the relationship
of health with the GDP of a nation.
• The course also looks at the determinants of health, the demand for health and the need for
government intervention in provision of health care. Economic evaluation / health technology
assessment is also covered in the course.

Learning outcomes

The Learning Outcomes of this course are as follows:

• The students will learn the economic dimensions of health, determinants of health and
microeconomic tools for the study of health care and expenditure.
• The course will enable the students to apply the theory to understand the various policies and market
mechanisms in the field of health care. They will also be equipped with the fundamental techniques
of economic evaluation of health interventions.

Syllabus

UNIT I: Health Economics (12 hours)

Significance and linkages with the economy:
The need for health economics as a discipline of study, importance of health in the development of an
economy and its relationship with macroeconomic performance

UNIT II: Theoretical foundations of Health Economics (12 hours)

Demand for health and health care services, determinants of health, market failure and rationale for public
intervention; and health insurance

UNIT III: Economic Evaluation of Health Sector (12 hours)

Cost-effective Analysis, cost-benefit analysis, cost-utility analysis

UNIT IV: Health Systems (9 hours)

An overview of international health systems and Indian experiences, and healthcare financing

Recommended readings
• Phelps, C. E. (2017). Health economics. Routledge
• Jay Bhattacharya Timothy Hyde Peter Tu (2014), Health Economics, Palgrave Macmillan
• William, Jack. (1999) Principles of Health Economics for Developing Countries, World Bank

442
 Institute Development Studies.
• Glied, S., & Smith, P. C. (Eds.). (2013). The Oxford Handbook of Health Eco- nomics. Oxford
University Press.
• Situational Analysis: Backdrop to the National Health Policy 2017, Ministry of Health and Family
Welfare, Government of India
• Mills, A., & Hsu, J. (2014), “Health services in low-and middle-income countries: financing,
payment, and provision”, Encyclopedia of Health Economics, pp 422- 434

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

443
 Discipline Specific Elective 9 (DSE-9): Environmental Economics

Semester
Duration (per week)
Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
V/VII Environmental Introductory/Prin
Class
Economics– 4 3 1 0 ciples of
12th Pass
ECON039 Microeconomics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course provides basic knowledge of environmental economics, its relationship with
microeconomics and welfare economics, to present and explains the significance and application in
the present environmental challenges.
• It aims to describe and comprehend various environmental policies by deploying various policy
instruments and to understand and measure the various market and non-market benefits of
environmental policies.
• The course addresses the problems related to climate change, transboundary environmental
problems, and challenges related to trade and the environment also.

Learning outcomes

The Learning Outcomes of this course are as follows:

The students will learn the trade-offs of economy and environment, and related challenges. They will
comprehend the role of state and institutions to minimise the trade-offs.

Syllabus

UNIT I: Introduction to Environment Economics (9 hours)

What is environmental economics? review of microeconomics and welfare eco- nomics; Overview of
environmental problems in India

UNIT II: Design and Implementation of Environmental Policy (12 hours)

Overview; Pigouvian taxes and effluent fees; tradable permits; choice between taxes and quotas under
uncertainty; implementation of environmental policy.

UNIT III: Measuring the Benefits of Environmental Improvements (12 hours)

Non-market values and measurement methods; risk assessment and perception.

UNIT IV: International Environmental Problems (12 hours)

Transboundary environmental problems; economics of climate change; trade and environment.

Recommended readings
• Charles Kolstad. Intermediate Environmental Economics, Oxford University Press, 2nd edition
(2012).
• Roger Perman, Yue Ma, James McGilvray and Michael Common. Natural Resource and
Environmental Economics, Pearson Education/Addison Wesley, 4th edition (2011).
• Robert N. Stavins (ed.). Economics of the Environment: Selected Readings, W.W. Norton, 6th
edition (2012).

444
 • Don Fullerton and Robert Stavins (1998). “How Economists See the Environment.” Nature, Vol.
395, Oct 1, 1998, pp. 433-434.
• State of Environment Report: India 2009 (Ministry of Environment and Forests, Government of
India, 2009): Chapter 2 (State and Trends of the Environment): Land. Air, Water, Biodiversity (p.
9 to 71).
• Schmalensee, Richard and Robert N. Stavins (2017). “The design of environmental markets: What
have we learned from experience with cap and trade?” Oxford Review of Economic Policy, Vol.
33, No. 4, pp. 572-588.
• Blackman, Allen, Li, Z., and Liu, A. A. (2018). “Efficacy of command-and-control and market-
based environmental regulation in developing countries,” Annual Review of Resource Economics,
Vol. 10, pp. 381-404.
• Jonathan Harris and Brian Roach (2018). Environmental and Natural Resource Economics: A
Contemporary Approach, Routledge.
• Nordhaus, William D. (2013). Climate Casino: Risk, Uncertainty, and Economics for a Warming
World, Yale University Press.
• Richard Newell, William Pizer and Daniel Raimi (2013). “Carbon markets 15 years after Kyoto:
Lessons learned, new challenges,” Journal of Economic Perspectives, Vol. 27, No. 1, pp. 123-46.
• Stern,N.(2008) The economics of climate change, American Economic Review, 98(2): 1–37.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

445
 Discipline Specific Elective 10 (DSE-10): Gender and Development

Semester
Duration (per week)
Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
V/VII
Gender and
Class 12th
Development– 4 3 1 0
Pass NIL
ECON040

Learning Objectives

The Learning Objectives of this course are as follows:

• This course aims to deepen students’ understanding on the main theoretical approaches used in
gender analysis of development issues, and understanding of the differential impacts of development
interventions on women and men.
• The course aims to enable students to become familiar with the gender theories, use of these theories
to Final Examination in detail issues of production (formal and informal work), reproduction
(health, child survival, and fertility), the family/household nexus (where production and
reproduction meet), and gender biases and inequality in terms of health, education, labour and
inheritance.

Learning outcomes

The Learning Outcomes of this course are as follows:

The course aims at making students to be aware about the issues and concepts of gender and development,
importance of mainstreaming gender, gender and work relations and gender bias and inequality.

Syllabus

UNIT I: Conceptualising and theorizing gender and development (12 hours)

Concepts in gender and development studies: Distinction between gender and sex, patriarchy and matriarchy;
women in development (WID) and women and development (WAD)

UNIT II: Mainstreaming gender (12 hours)

Institutionalization of gender in growth and development, gender and bureaucracy, intra-household
bargaining, changing gender relations and gender budgeting.

UNIT III: Work and Gender Relations (Inside/Outside the House) (12 hours)
Gender dynamics within a household, bargaining models, balance of productive and reproductive roles of
women, agency, inheritance, unpaid work, marriage, and bride price.

UNIT IV: Gender and Inequality (9 hours)

Gender bias and gender inequality in terms of opportunities available: health and education, occupational
segregation and gender wage gap.

Recommended readings

446
• Anderson, S. (2007). The economics of dowry and brideprice. Journal of Economic Perspectives,
21(4), 151-174.
• Aizer, A. (2010). The gender wage gap and domestic violence. American Economic Review, 100(4),
1847-59.
• Heath, R. (2014). Women’s access to labor market opportunities, control of household resources,
and domestic violence: Evidence from Bangladesh. World Development, 57, 32-46.
• Goel, P. A., & Barua, R. (2021). Female education, marital assortative mating, and dowry:
Theory and evidence from districts of India. Journal of Demographic Economics, 1-27.
• Rai, S. M., Brown, B. D., & Ruwanpura, K. N. (2019). SDG 8: Decent work and economic growth–
A gendered analysis. World Development, 113, 368-380.
• Kantor, P. (2003). Women’s empowerment through home–based work: Evidence from India.
Development and Change, 34(3), 425-445
• Neetha, N. (2018). Migration, gender and care economy. Routledge India
• Boeri, N. (2018). Challenging the gendered entrepreneurial subject: Gender, development, and the
informal economy in India. Gender & Society, 32(2), 157-179.
• World Bank. (2011). World development report 2012: Gender equality and development. The World
Bank.
• Kabeer, N. (2003). Gender Mainstreaming in Poverty Eradication and the Millennium Development
Goals: A handbook for policy-makers and other stakeholders. Commonwealth Secretariat.
• Coles, A., Gray, L., &Momsen, J. (Eds.). (2015). The Routledge handbook of gender and
development. Routledge.
• Blakemore, J. E. O., Berenbaum, S. A., & Liben, L. S. (2013). Gender Development. Psychology
Press.
• Momsen, Janet (2020). Gender and Development. Routledge. 3rd Edition
• Moser, C. (2012). Gender Planning and Development (pp. 63-87). Routledge.
• Andrea Cornwall et al (eds): Feminisms in Development: Contradictions, Contestations and
Challenges (Zed 2007).
• Cecile Jackson & Ruth Pearson (eds.): Feminist Visions of Development: Gender Analysis and
Policy (Routledge, 1998)
• Agenor, P. R., & Canuto, O. (2015). Gender equality and economic growth in Brazil: a long-
run analysis. Journal of Macroeconomics, 43, 155-172.
• Nilsson, P. (2013). Gender and development: The challenge of mainstream. Consilience, (10), 125-
135.
• Cornwall, A., Harrison, E., & Whitehead, A. (2007). Gender myths and feminist fables: The struggle
for interpretive power in gender and development. Development and Change, 38(1), 1-20.
• Agarwal, B. (1997). ”Bargaining” and gender relations: Within and beyond the household. Feminist
economics, 3(1), 1-51.
• Doss, C. (2013). Intrahousehold bargaining and resource allocation in developing countries. The
World Bank Research Observer, 28(1), 52-78.
• Kabeer, N. (2005). Gender equality and women’s empowerment: A critical analysis of the third
millennium development goal. Gender & Development, 13(1), 13-24.
• Folbre, N. (2006). Measuring care: Gender, empowerment, and the care economy. Journal of Human
Development, 7(2), 183-199.
• Jayachandran, S. (2015). The roots of gender inequality in developing countries, Economics, 7(1),
63-88.
• Mitra, A., Bang, J. T., & Biswas, A. (2015). Gender equality and economic growth: Is it equality
of opportunity or equality of outcomes? Feminist Economics, 21(1), 110-135.
• Dercon, S., & Singh, A. (2013). From nutrition to aspirations and self-efficacy: gender bias over
time among children in four countries. World Development, 45, 31-50.
• Azam, M., & Kingdon, G. G. (2013). Are girls the fairer sex in India? Revisiting intra-household
allocation of education expenditure. World Development, 42, 143- 164.
• Nguyen, C. P. (2021). Gender equality and economic complexity. Economic Systems, 45(4),
100921.
• Jayachandran, S., & Pande, R. (2017). Why are Indian children so short? The role of birth order
and son preference. American Economic Review, 107(9), 2600-2629.

447
 • Barcellos, S. H., Carvalho, L. S., & Lleras-Muney, A. (2014). Child gender and parental
investments in India: Are boys and girls treated differently?. American Economic Journal: Applied
Economics, 6(1), 157-89.
• Joy, L. (2000). Do colleges shortchange women? Gender differences in the transition from college
to work. American Economic Review, 90(2), 471-475.
• Mbaye, L. M., & Wagner, N. (2017). Bride price and fertility decisions: Evidence from rural
Senegal. The Journal of Development Studies, 53(6), 891-910.
• Babcock, L., Recalde, M. P., Vesterlund, L., & Weingart, L. (2017). Gender differences in accepting
and receiving requests for tasks with low promotability. American Economic Review, 107(3), 714-
47.
• Pande, R. (2015). ‘I arranged my own marriage’: arranged marriages and post-colonial feminism.
Gender, Place & Culture, 22(2), 172-187.
• Bertrand, M., & Mullainathan, S. (2004). Are Emily and Greg more employable than Lakisha and
Jamal? A field experiment on labor market discrimination. American economic review, 94(4), 991-
1013.
• Duraisamy, M., & Duraisamy, P. (2016). Gender wage gap across the wage distribution in different
segments of the Indian labour market, 1983–2012: exploring the glass ceiling or sticky floor
phenomenon. Applied Economics, 48(43), 4098-4111.
• LEE, Jong-Wha; Wie, Dainn (2017). Wage Structure and Gender Earnings Differentials in China
and India. World Development, 97, 313–329

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

448
 Discipline Specific Elective 11 (DSE-11): Law and Economics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
V/VII Intermediate
Law and Microeconomics
Economics Class II: Market,
4 3 1 0
– 12th Pass Government
ECON041 and Welfare -
ECON010

Learning Objectives

The Learning Objectives of this course are as follows:

• Law and Economics is an interdisciplinary course, devoted to understanding laws and legal
institutions using the tools of economic theory.
• This is essentially an economic analysis of the laws.
• Topics include an introduction to legal institutions and legal analysis, application of economic
concepts to the law of property, contracts, torts and criminal law and anti-trust law.

Learning outcomes

The Learning Outcomes of this course are as follows:

This course is designed to gain familiarity with basic facts and application of economic principles to analyse
a wide range of legal issues, and better understanding the economic consequences of laws and regulations.

Syllabus

UNIT I: Concepts of Law and uses of foundations of Economics (6 hours)

Tools for Law and Economics: Efficiency criteria in Welfare Economics; Coase theorem; Prisoners’
Dilemma

UNIT II: Economics of Tort (Accident) Law/ Liability Rules (6 hours)

Liability for accidents and harms; product liability; efficiency of liability rules; efficiency-compensation
trade-off.

UNIT III: Economics of Property Law (6 hours)

Property rights and their role in resource allocation; Coase theorem; Legal remedies for breach of property
rights and their economic effects, Eminent Domain (Market and non-market mechanism for land transfer)

UNIT IV: Intellectual Property Rights (IPRs) (6 hours)

Patents, Copyright and Trademarks. Cost and benefits of private IPRs; Individual rights vs common good

UNIT V: Economics of Contract Law (6 hours)

Legal contract; Role of Contracts for functioning of markets; Incomplete contracts; Efficient contracts;
Damages measures and their efficiency properties.

UNIT VI: Economics of Criminal Law (6 hours)

Economics of Crime and Law Enforcement; Crime Vs Tort; Repeat Offenders; Death Penalty

UNIT VII: Anti-trust laws, Competition Policy (3 hours)

449
UNIT VIII: Legal Process (6 hours)
Litigation – its causes and consequences; Benefits of legal certainty

Recommended readings
• Miceli, Thomas J. , "The Economic Approach to Law" 3rd Edition Stanford University Press, 2017
(Indian edition, MPP House, 2020)
• Cooter, Robert and Thomas Ulen, Law and Economics, Sixth Edition, Addison Wesley 2013,
ISBN 9780132540650. Free here Law and Economics, 6th edition (jku.at)
• Pal, Malabika, Economic Analysis of Tort Law - The Negligence Determination. Routledge, 2020.
• Bag, Sugata, Economic Analysis of Contract Law: Incomplete Contracts and Asymmetric
Information. Springer/Palgrave, 2018.
• Basu, Kaushik, The Republic of Beliefs: A New Approach to Law and Economics, Princeton
University Press, 2018
• Singh, Ram (2021) Land for Development: Market Versus Non-Market Mechanisms in S.Mani and
C.G. Iyer (eds.) India's Economy and Society, Springer, pp.187-204.
• Bhattacharjea, Aditya. "Competition policy: India and the WTO." Economic and Political Weekly
(2001): 4710-4713.
• Competition Commission of India, Competition Act of India 2002, https : //www.cci.gov.in/sites/

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

450
 Discipline Specific Elective 12 (DSE-12): Open Economy

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
V/VII Open
Intermediate
Economy
Class Macroecono
Macroecono 4 3 1 0
12th Pass mics II
mics –
(ECON011)
ECON042

Learning Objectives

The Learning Objectives of this course are as follows:

• The course is designed with the objective of introducing the students to the standard macroeconomic
issues in an open economy framework using the Mundell-Fleming model and the exchange rate
overshooting model.
• It further exposes them to the models of banking and currency crises which try to make sense of the
risks and vulnerabilities in an interdependent economy.
• The course would give an exposure to contemporary concerns in the global economy and the
challenges it poses to policy making.

Learning outcomes

The Learning Outcomes of this course are as follows:

• The student would get a good exposure towards the process of macroeconomic policy- making in
an open economy and the challenges involved.
• The course would facilitate learning the art of building macro-models in an open economy context.
It would also enable the student to relate it to the contemporary issues.
• The student would learn to appreciate contemporary issues by relating the real world data to the
theory in this regard.

Syllabus

UNIT I: Introduction to Open Economy Macroeconomics (10 hours)

Intertemporal long run budget constraint, how much can a country borrow, external wealth, external assets
and liabilities, net international investment position, financial flows and valuation effects, Feldstein Horioka
Puzzle, Harberger-Laursen- Metzler effect, Foreign Exchange Market. An overview of the spot and forward
markets, swaps, options and derivatives. Uncovered and Covered Interest Parity. Covered Interest Arbitrage.

UNIT II: Macro-modelling of the Open Economy (20 hours)

Mundell-Fleming model (with Flexible Prices). Dornbusch’s exchange rate overshooting model with
stability conditions. Monetary Approach to Balance of Payments. PPP and long run monetary approach,
Balassa –Samuleson effect and non-tradables, Fisher effect. Portfolio and macroeconomic equilibrium in an
open economy. 3 equation model for the open economy. Currency crises (first, second and third generation
models). Optimum currency areas and monetary union.

UNIT III: International Monetary System and Policy Co-ordination (15 hours)
Classic specie price flow mechanism and the Gold Standard. Fixed exchange rate system under Bretton
Woods. Triffin dilemma and the collapse of the Bretton Woods, SDRs, international consistency
condition. Financial trilemma. International liquidity and demand for international reserves. Government
policies to- wards capital market, exchange and capital controls. Central bank intervention, sterilization.

451
Prospects of Macroeconomic policy co-ordination in an open economy, Policy reaction function, Hamada
diagram

Recommended readings
• Feenstra, Robert and Taylor, Alan (2020) International Macroeconomics, 3rd ed., Worth Publishers
• Feenstra, Robert and Taylor, Alan (2014) International Economics, 3rd ed., Worth Publishers
• Pugel, T International Economics, 16th ed., McGraw-Hill Education
• Gandolfo, Giancarlo (2016) International Finance and Open Economy Macroeconomics, Springer.
• Krugman, P., Obstfeld, M. and Melitz (2018) International Economics - Theory and Policy, 11th
ed., Pearson Education.
• Carlin, Wendy and Soskice, David (2015) Macroeconomics: Institutions, Instability and the
Financial System
• Wickens, Michael(2012) Macroeconomic Theory. Princeton University Press.
• Sorenson, Peter B and Whitta-Jacobson, Hans Jorgen(2010) Introducing Advanced
Macroeconomics: Growth and Business Cycles. McGraw Hill Education

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

452
 Discipline Specific Elective 13 (DSE-13): Modern Political
Economy

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
V/VII Modern
Political Class
4 3 1 0
Economy – 12th Pass NIL
ECON043

Learning Objectives

The Learning Objectives of this course are as follows:

• This course will use the methodology and tools of economics to study the implications of various
political institutions and processes that determine the quantum, scope, and nature of the state’s
intervention in the economy.
• Political actors are assumed to be goal-oriented and political outcomes are explained by the
interaction between these actors within their institutional environment.
• This course will complement the Public Economics course as its focus will be on the positive
implications of the state’s interventions rather than the normative aspects.

Learning outcomes

The Learning Outcomes of this course are as follows:

• The students will learn to apply the economic paradigm to the study of political action and policy
formation, and how economic and political forces may shape the incentives and constraints of
policymakers and other political actors.
• They will understand the role of political institutions in shaping the actions of the state and the
resulting outcomes.

Syllabus

UNIT I: Collective choice and redistribution (12 hours)

Insurance motive; public good motive; fairness motive; allocative efficiency; determination of redistribution,
Majority voting and direct democracy; unanimity rule; Con- direct cycles; one dimensional median voter
theorem; multidimensional issues and median voter theorem; agenda manipulation; simple variations of
majority voting such as the Borda rule and approval voting

UNIT II: Representative democracy: two-party competition; and multi-party competition (12 hours)
Downsian model; deterministic voting; cycles and median voter theorems; competition in a constrained
policy space; uncovered set and valence values; model with probabilistic voting model and an application to
taxation, proportionality, and electoral rules; goals of multiple parties; coalition formation with one-
dimensional issue space; coalition formation with multi-dimensional issue space; strategic voting.

UNIT III: Rent-seeking; Tariffs and Political economy of taxation (12 hours)
Basic model of rent-seeking and variations; rent-seeking via regulation; effects of tariffs, quotas, and
voluntary export restraints; corruption, Distortions, and Diamond-Mirrlees production efficiency theorem.

UNIT IV: Dictatorship; origins and Lobbying (9 hours)

Model of public goods provisioning; Win- Trobe’s model, Interest groups, lobbying, and collective action;
Olsonian model of collective action; Downsian models

453
Recommended readings
• K. Shepsle and M. Bonchek (1997), Analyzing Politics: Rationality, Behavior, and Institutions, W.
W. Norton
• D. Mueller (2003), Public Choice III, Cambridge University Press.
• K. Arrow (1963), Social Choice and Individual Values, Yale University Press.
• H. Demsetz (1968), Why regulate utilities? Journal of Law and Economics XI: 55-66.
• A. Dixit (1996), The Making of Economic Policy, MIT Press.
• A. Downs (1957), An Economic Theory of Democracy, Harper and Row.
• A. Krueger (1974), The political economy of a rent-seeking society, American Economic Review
LXIV: 291-303.
• M. Olson (1965), The Logic of Collective Action, Harvard University Press.
• W. Niskanen (1995), Bureaucracy and Public Economics, Edward Elgar.
• D. North (1990), Institutions, Institutional Change and Economic Performance, Cambridge
University Press.
• A. Shleifer (2005), Understanding Regulation, European Financial Management 11 (4); 439-451.
• A. Shleifer and R. Vishny (1993), Corruption, Quarterly Journal of Economics 108 (3): 599-617.
• Kiser, E., &Karceski, S. M. (2017). Political economy of taxation. Annual review of political
science, 20, 75-92.
• Acemoglu, D., Golosov, M., &Tsyvinski, A. (2010). Dynamic Mirrlees taxation under political
economy constraints. The Review of Economic Studies, 77(3), 841- 881.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

454
 Discipline Specific Elective 14 (DSE-14): Public Economics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
V/VII Intermediate
Public
Class 12th Microecono
Economics – 4 3 1 0
Pass mics II
ECON045
(ECON010)

Learning Objectives

The Learning Objectives of this course are as follows:

• Public economics is the study of government policy from the points of view of economic efficiency
and equity.
• The course deals with the nature of government intervention and its implications for allocation,
distribution and stabilization problems.
• Inherently, this study involves a formal analysis of government taxation and expenditures.
• The subject encompasses a host of topics including public goods, market failures and externalities.
• The course is divided into two sections, one dealing with the theory of public economics and the
other with the Indian public finances.

Learning outcomes

The Learning Outcomes of this course are as follows:

• The course aims to introduce students to the main theoretical and empirical concepts in public
economics, equip students with a thorough analytical grasp of implications of government
intervention for allocation, distribution and stabilization, and familiarise students with the main
issues in government revenues and expenditure.
• At the end, the students should be able to demonstrate their understanding of the public economics.

Syllabus

UNIT I: Public Economic Theory (30 hours)

• Role of Public Sector - Justification of the Public Sector; Public Sector Growth; Excessive
Government
• Political Economy of Public Sector - Public Mechanisms for allocation; Market and Non-Market
Mechanism; Theory of Rent Seeking
• Taxation - Economic Effects of Tax; Tax incidence; Dead Weight Loss and Distortion; Efficiency
and Equity Considerations; Optimal taxation; Commodity tax; Ramsey rule.

UNIT II: Indian Public Finances (15 hours)

• Tax System – Indian Tax system; Structure and Reforms. Budget, Deficits and Public debt

Recommended readings
• Cullis, J., Jones, P. (1998). Public finance and public choice, 2nd ed. Oxford University Press.
• Hindriks, J., Myles, G. (2013). Intermediate public economics, 2nd ed. MIT Press.
• Stiglitz, J. E. and Rosengard J. K. (2015). Economics of the Public Sector, 4th ed., W. W. Norton.
• Rao, M. Govinda and Sudhanshu Kumar (2017). "Envisioning Tax Policy for Accelerated
Development in India," Working Paper No. 190, National Institute of Public Finance and Policy
(NIPFP).

455
 • Srivastava, D K et al. (2021), Taxing Petroleum Products: Sharing Revenue Space between Centre
and States, Economic and Political Weekly, Vol. 56, Issue No. 9, 27 Feb, 2021.
• Bajaj & Dutt (2020), "Financing of fiscal response to COVID-19: a pragmatic Alternative", Indian
Economic Review, Vol. 55. (Suppl 1): S149 - S160, Budget at Glance 2021-22.
• Chakraborty, Lekha (2021), Union Budget 2021-22: The Macroeconomic Frame- work, Economic
and Political Weekly, Vol. 56, Issue No. 9, 27 Feb, 2021.
• Latest Economic Survey and Budget Documents.
• Other recent contributions in literature.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

456
 Discipline Specific Elective 15 (DSE-15): Research Methodology
for Economics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI Research
Methodology
Class 12th
for 4 3 1 0 NIL
Pass
Economics –
ECON044

Learning Objectives

The Learning Objectives of this course are as follows:

• The course offers the conceptual and methodological issues in details that go into successful
conduction of a scientific research.
• That includes the theoretical and methodological approaches in measurement, proposing and testing
hypotheses, scientific communication and the ethical issues in the practice of science.

Learning outcomes

The Learning Outcomes of this course are as follows:

• The students will lean framing research problems, identifying gaps in literature and scientific
approaches to conduct both theoretical and empirical research.
• This course will build the capacity to conduct research in the fourth year at the undergraduate level.

Syllabus

UNIT I: Starting a Research Paper (9 hours)

Forming an economic hypotheses; Components of a Research Paper

UNIT II: Sources of Data and Literature (9 hours)

Familiarizing students with a wealth of Secondary Datasets that are available;
Exposing students to the basics of compiling data from Websites; outlets and search engines to study the
literature

UNIT III: Creating New Data (9 hours)

Surveys and Experiments

UNIT IV: Analyzing Data (9 hours)

Data Discovery; Causal Inference; Big Data

UNIT V: Writing a Research Paper (9 hours)

Style of writing a Research Paper and Communicating the Results

Recommended readings
• Jacobson, M., Neugeboren, R. H. (2005). Writing Economics. United States: Harvard University.
(link)
• Pinker, S. (2014). The Sense of Style: The Thinking Person's Guide to Writing in the 21st Century.
United Kingdom: Penguin Publishing Group.

457
 • Greenlaw, S. A. (2005). Doing economics : a guide to understanding and carrying out economic
research. Boston: Cengage Learning.
• Thomson, W. (2001). A Guide for the Young Economist. United States: MIT Press.
• Glewwe, Paul; Todd, Petra. 2022. Impact Evaluation in International Development : Theory,
Methods and Practice. Washington, DC: World Bank. (link)
• John A. Rice (2007). Mathematical Statistics and Data Analysis, 3rd ed. Thomson Brooks/Cole.
• Deaton, Angus. The analysis of household surveys (reissue edition with a new preface): A
microeconometric approach to development policy. World Bank Publications, 2019.
• Haaland, Ingar, Christopher Roth, and Johannes Wohlfart. "Designing information provision
experiments." JEL forthcoming
• Duflo, Esther, and Abhijit Banerjee, eds. Handbook of field experiments. Volumes 1& 2. Elsevier,
2017
• List, John A."Why Economists Should Conduct Field Experiments and 14 Tips for Pulling One
Off." The Journal of Economic Perspectives, vol. 25, no. 3, American Economic Association, 2011,
pp. 3-15,(link).
• Huntington-Klein, N. (2021). The effect: An introduction to research design and causality.
Chapman and Hall/CRC.
• John Cochrane's Writing Group Webpage (link)

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

458
 Discipline Specific Elective 16 (DSE-16): Financial Economics

Semester
Duration (per week)
Course title Eligibility
Credits Practical Prerequisite
& Code Tutoria Criteria
Lecture /
l
Practice
IV/VI/VIII Class XII Introductory
Financial with Mathematical
Mathema Methods for
Economics – 4 3 0 1
tics Economics/
ECON046 Basic
Statistics

Learning Objectives

• To equip students with essentials tools for understanding Finance at undergraduate level.
• To enable students to use modelling techniques to solve Financial Economics concepts.
• To develop necessary skill and knowledge for financial problem solving

Learning outcomes

• After studying this course, students would be able to understand the basic concepts of finance and
financial variables.
• They would develop an understanding of basics of finance including interest rates, annuity, and cash flow.
• The analytical approach adopted in this paper will strengthen and channelise their skills for more advance
approaches in finance.

SYLLABUS OF DSE: FINANCIAL ECONOMICS

Unit 1. Deterministic cash-flow streams (12 Hours)

Basic theory of interest; discounting and present value; internal rate of return; evaluation criteria; fixed-
income securities; bond prices and yields; interest rate sensitivity and duration; immunisation; the term
structure of interest rates; yield curves; spot rates and forward rates.
Berk, DeMarzo
Chapter 4: Time Value of Money (all sections)
Chapter 6: Valuing Bonds (all sections)
Chapter 7: Investment Decision Rules (all sections)
Brealey, Richard A., Myers, Stewart, C., Allen, Franklin:
Chapter 5: Net Present Value and Other Investment Criteria (Section 5.3, pages 107-115)
Bodie, Kane, Marcus
Chapter 14: Bond Prices and Yields (Section 14.1-14.3, Pages 445-460,
Chapter 15: Term Structure of Interest Rate (Section 15.1-15.5, Pages 487-504)
Chapter 16: Managing Bond Portfolios (Section 16.1, 16.3, Pages 515 – 525, 535 – 543)

Unit 2. Single-period random cash flows (12 Hours)

Random asset returns; portfolios of assets; portfolio mean and variance; feasible combinations of mean and
variance; mean – variance portfolio analysis; the Markowitz model; risk-free assets
Bodie, Kane, Marcus
Chapter 7: Optimal Risky Portfolio (Section 7.1 – 7.3, 7.4 Pages 205-218 till Example 7.3, 220
– 228)

459
Berk, DeMarzo
Chapter 11: Optimal Portfolio Choice and CAPM: (Sections 11.1 – 11.6, pages 351 – 378)

Unit 3. Capital Asset Pricing Model (CAPM) (12 Hours)

The capital market line; the capital asset pricing model; the beta of an asset and of a portfolio; security market
line; use of the CAPM model in investment analysis and as a pricing formula. Arbitrage pricing theory(APT)
and multi-factor model of risk and return.
Bodie, Kane, Marcus
Chapter 9: Capital Asset Pricing Model (Section 9.1, Pages 291-300)
Chapter 10: Arbitrage pricing theory(APT) and multi-factor model of risk and return.
Berk, DeMarzo
Chapter 11: Optimal Portfolio Choice and CAPM: (Sections 11.7 – 11.8 , pages 379 - 399)
Brealey, Richard A., Myers, Stewart, C., Allen, Franklin
Chapter 8: Portfolio Theory and the Capital Asset Pricing Model (Section 8.4, pages 199-203)
David G. Luenberger:
Chapter 7: The Capital Asset Pricing Model (Section 7.3 & 7.7, Pages 177 – 179, 187 - 190)

Unit 4. Market Efficiency & Behavioural Finance(09 Hours)

Bodie, Kane, Marcus
Chapter 11: Efficient Market Hypothesis (Sections 11.1-11.2, 11.4, Pages 349 – 357, 362-63)
Chapter 12: Behavioural Finance & Technical Analysis
Brealey, Richard A., Myers, Stewart, C., Allen, Franklin
Chapter 13: Efficient Markets &Behavioral Finance (Sections 13.2, 13.5, Pages 314 – 318,
329-333)

Practical Component (30Hours)

1. Present Value and Net Present Value

2. Internal Rate of Return and Loan Tables \
3. Multiple Internal Rates of Return
4. Future Values and Applications
5. Continuous Compounding
6. Analyzing the Cash Flows by NPV or IRR
7. Portfolio Models
8. Calculating Efficient Portfolios When There Are No Short-Sale Restrictions
Reference for Practical:
Simon Benninga, Financial Modelling, MIT Press, Third Edition, 2008:
Chapter 1: Basic Financial Calculations (Sections: 1.2, 1.3, 1.4, 1.6, 1.8)
Chapter 7: The Financial Analysis of Leveraged Leases(Sections: 7.1, 7.2, 7.3)
Chapter 8: Portfolio Models
Chapter 9: Calculating Efficient Portfolios When There Are No Short-Sale
Restrictions

Essential/recommended readings
Bodie, Kane & Marcus, Investments McGraw Hill 10th Edition, 2014
Berk, DeMarzo, Corporate Finance, Pearson, 3rd Edition, 2014
Brealey, Richard A., Myers, Stewart, C., Allen, Franklin, Principles of Corporate Finance,
McGraw Hill 10th Edition, 2011
David G. Luenberger, Investment Science, Oxford Press, 1998
Simon Benninga, Financial Modelling, MIT Press, Third Edition, 2008

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

460
 Discipline Specific Elective 17 (DSE-17): Money and Financial
Markets

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Money and
Financial Class 12th Introductory
4 3 1 0
Markets – Pass Macroecono
ECON047 mics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course exposes the theory and functioning of the monetary and financial sectors of the
economy. It highlights the organization, structure, and role of financial markets and institutions.
• It also discusses interest rates, monetary management, and instruments of monetary control.
• Financial and banking sector reforms and monetary policy with special reference to India are also
covered.

Learning outcomes

The Learning Outcomes of this course are as follows:

This allows students to understand current monetary policies and financial market out- comes. It also enables
them to critically evaluate policies and role of the central bank.

Syllabus

UNIT I: Money (9 hours)

Understanding concept and functions of money, Measurement of money supply, Analytics and methodology
of computation of money supply, Theories of money supply determination

UNIT II: Financial markets: an Introduction (12 hours)

Role of financial markets and institutions, Money and Capital markets: Pricing and other analytical issues,
Financial derivatives: Futures, Options and Swaps, Financial markets in India: Organization, Structure and
Reforms in India

UNIT III: Interest Rates (12 hours)

Determination of interest rates, Sources of interest rates differentials and risk, Theories of term structure of
interest rates, Interest rates in India

UNIT IV: Central Banking and Monetary policy (12 hours)

Central Bank: Functions and Balance Sheet, Monetary Policy: Targets and instruments, Monetary
management in an open economy, Monetary Policy Framework in India: Evolution and current scenario,
critical evaluation, Emerging issues in Monetary policy- Changing payment mechanism, Cryptocurrency
and others

Recommended readings
• F J Fabozzi et al: Foundations of Financial Markets and Institutions Pearson
• F S Mishkin , S G Eakins, T Jayakumar, R K Pattnaik : Financial Markets and Institutions Pearson
• N Jadhav: Monetary Policy, Financial stability and Central Banking in IndiaMacmilla

461
 • Report of the Working Group: Money Supply Analytics and Methodology of Compilation, 1998
Annual Report; Master Circular - Prudential Norms on Capital Adequacy - Basel I Framework -
2011; RBI Bulletin; Report of Currency and Finance (latest).
• Dua, P., "Monetary Policy Framework in India", Indian Economic Review, Vol. 55, Issue 1, June
2022
• Ghate, C., &Kletzer, K. M. (Eds.). (2016). Monetary policy in India: A modern macroeconomic
perspective. Springer.
• Various publications of RBI and other agencies / institutions

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

462
 Discipline Specific Elective 19 (DSE-19): Behavioural Economics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII Game
Behavioural Theory and
Class 12th
Economics – 4 3 1 0 Strategic
Pass
ECON049 Interactions
(ECON013)

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces departure in behaviour predicted by standard economic theories to provide
insights into the new and evolving area of Behavioural Economics.
• First, it outlines the common ideas and theories of Behavioural Economics using the basic
mathematical techniques and standard concepts of microeconomics. The empirical basis for the
theories of Behavioural Economics is discussed briefly with particular emphasis on the role and
nature of experiments.
• The last segment of the course discusses the policy implications of these experiments and policy
lessons that have been implemented as a result of empirical support to the theories of behavioural
economics.
• The course explains the origin of Behavioural Economics in terms of anomalies in be- haviour that
deviate from predicted rational behaviour. It introduces the common ideas and theories of
Behavioural Economics. It further familiarise the student with the different types of experiments
used for empirical studies.
• The students would demonstrate the policy lessons derived from theories of Behavioural
Economics.

Learning outcomes

The Learning Outcomes of this course are as follows:

• This course equips students to contrast the outcomes of standard classical microeconomic theories
with real outcomes, to apply the theories that explain anomalies/deviations from rational predicted
behaviour.
• It communicate the basic theories of behavioural economics cogently and critically Final
Examination in the findings from experiments in terms of their applicability to public policy
settings.

Syllabus

UNIT I: Biases/Anomalies and Overview (15 hours)

Some Common Anomalies from Benchmark Theories; Overview of Behavioural Economics

UNIT II: Common Ideas and Theories (15 hours)

Heuristic Thinking; Risk Preferences and Reference-Dependent Preferences; Time Preferences; Social
Preferences; Probabilistic Reasoning and Beliefs; Limited Attention; Limited Rationality

UNIT III: Empirical Applications and Policy Suggestions (15 hours)

463
Methods: Natural experiments, Lab experiments, Field experiments, Survey; Empirical Applications and
Policy Suggestions

Recommended readings
• Bernheim, B. Douglas, Stefano DellaVigna, and David Laibson. Handbook of Behavioral
Economics-Foundations and Applications. Volumes 1 & 2. Elsevier, 2019.
• Dhami, Sanjit. The Foundations of Behavioral Economic Analysis. Oxford University Press, 2016.
• Angner, Erik. A Course in Behavioral Economics. Bloomsbury Publishing, 2020.
• Thaler, Richard H.. Misbehaving: The Making of Behavioral Economics. New York: WW
Norton, 2015.
• Thaler, Richard H., and Cass R. Sunstein. Nudge: Improving Decisions about Health, Wealth,
and Happiness. Yale University Press, 2008

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

464
 Discipline Specific Elective 20 (DSE-20): Comparative Economic
Development

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII Comparative
Economic Class 12th
4 3 1 0 NIL
Development Pass
– ECON050

Learning Objectives

The Learning Objectives of this course are as follows:

• This course investigates selected issues in industrialization and development experiences and
debates in comparative historical perspective.
• The course focuses on a set of countries (Britain, Japan and East Asian economies) which followed
diverse trajectories of growth to achieve their industrial transition.
• It compares the outcomes of these diverse trajectories on sectoral change, intersectoral relations,
labour processes and industrial relations.
• It also compares the role of the state in facilitating the respective trajectories.

Learning outcomes

The Learning Outcomes of this course are as follows:

The students will be able to learn critical factors affected economic development in a historical perspective
and assimilate materials from diverse narratives. It will help them to think in an interdisciplinary manner.

Syllabus

UNIT I: Introduction (6 hours)

Theoretical issues and comparative historical background.

UNIT II: Agricultural transformation and its role in industrialization (6 hours)

Agrarian and land relations, production and productivity, agrarian surplus in industrial development. Case
studies: Britain, Japan and East Asia.

UNIT III: The industrialization process of Britain, Japan and East Asia (6 hours)

UNIT IV: East Asian Development (9 hours)

A Theoretical Debates (Is it a miracle or not? Is it market or the state? Flying Geese Model? Can we have
an “East Asian Model”? Lessons for the other countries.)
UNIT V: The factory system and making of the industrial working class. Case studies: Britain,
Japan and EastAsia (6 hours)

UNIT VI: The role of the state in industrial and developmental transitions. Case studies: Britain, Japan and
East Asia. (6 hours)

UNIT VII: Export Oriented Development in East Asian Countries? Trade and Industry. (Export-Oriented
Industrialization (EOI) vs Import-substitution Industrialization (ISI) - International Context and Domestic
Requirements. Importance of trade for underdevelopment vs development. ) (6 hours)

465
Recommended readings
• Hughes, J., Cain, L. (1994). American Economic History, 4th ed. HarperCollins College Publishers.
• Hayami, Y. (1975). A century of agricultural growth in pre-war Japan: Its relevance to Asian
development. University of Minnesota Press.
• Hobsbawm, E. (1968). Industry and empire: An economic history of Britain since 1750. Weidenfeld
& Nicholson.
• Hobsbawm, E. (1984). Worlds of labour: Further studies in the history of labour. Weidenfeld &
Nicolson.
• Johnson, C. (1982). MITI and the Japanese miracle: The growth of industrial policy 1925-1975.
Stanford University Press.
• Macpherson, W. (1995). The economic development of Japan 1868-1941. Cam- bridge University
Press.
• Norman, E. (2007). Japan's emergence as a modern state: Political and economic problems of the
Meiji period. University of British Columbia Press.
• Okochi, K., Karsh, B., Levine, S. (1974). Workers and employees in Japan: The Japanese
employment relations system. Princeton University Press.
• Maddison, Angus (2001). The World Economy, Vol. 1: A Millennial Perspective. OECD.
• G.M. Walton and H. Rock-off History of the American Economy, Eleventh Edition. Harcourt Brace
Jovanovich.
• Sven Beckert (2015), Empire of Cotton- A Global History, Vintage.
• Michael Merrill, "Cash is Good to Eat: Self-Sufficiency and Exchange in the Rural Economy of the
U.S.," Radical History Review, (Winter 1976-77), 42-71.
• Allan Kulikoff, "The Transition to Capitalism in Rural America," William and Mary Quarterly
46 (1989): 120-44.
• Paul David, "Technology, History, and Growth," in Paul David, Technical Choice, Innovation and
Economic Growth (Cambridge, 1975).
• Gordon, Edwards, and Reich, Segmented Work, Divided Workers, ch. 4
• Naomi Lamoreaux, The Great Merger Movement in American Business, 1895-1904.
• Lipset, "Radicalism or Reformism: The Sources of Working-Class Politics," American Political
Science Review 77:1 (Mar. 1983), 1-18.
• Sheila Collins and Gertrude Goldberg, When Government Helped: Learning from the Successes
and Failures of the New Deal. Oxford, Oxford University Press: 2013.
• Morton Horwitz, The Transformation of American Law, 1870-1960 (New York, 1992).
• Edward Baptist, The Half has Never Been Told: Slavery and the Making of American Capitalism.
New York, Basic Books, 2014.
• Myers, R.H., 1991. How did the modern Chinese economy develop? - a review article. The Journal
of Asian Studies, 50(3), pp.604-628.
• World Bank 1993. The East Asian Miracle, New York, Oxford University Press.
• Rodrik, D, 1994, 'King Kong Meets Godzilla' in A.Fishlow et al., Miracle or Design? - Lessons
from the East Asian Experience, Washington, D.C., Overseas Development Council.
• Cheng, T, Haggard, S and Kang, D, 1998, 'Institutions and Growth in Korea and Taiwan: The
Bureaucracy', Journal of Development Studies, vol. 34, no. 6.
• Best, M, 1990, New Competition, Cambridge, Polity Press.
• Amsden, A, 1992. Asia's Next Giant: South Korea and Late Industrialization, OUP
• Amsden, A, 1985, 'The State and Taiwan's Economic Development' in P. Evans, D. Rueschemeyer
and T. Skocpol, 1985, eds., Bringing the State Back In, Cambridge, Cambridge University Press.
• Chang, H.J., 2006. The East Asian development experience: The miracle, the crisis and the
future. Zed Books.
• Morrissey, O. and Nelson, D., 1998. East Asian economic performance: miracle or just a pleasant
surprise?. World Economy, 21(7), pp.855-879.
• Crafts, N., 1999. East Asian growth before and after the crisis. IMF Staff Papers, 46(2), pp.139-166.
• Waldron, S., Brown, C. and Longworth, J., 2006. State Sector Reform and Agri- culture in China.
The China Quarterly, (186), p.277.
• Krugman, Paul (1994), "The Myth of Asia's Miracle," Foreign Affairs, Vol.73 Issue 6.

466
 • Hau, Shiping (2017), "Introduction: East Asian Development Model,"
• Kuznets, Paul (1988), "An East Asian Model of Economic Development: Japan, Taiwan, and South
Korea," Economic Development and Cultural Change, Vol.36 No.3.
• Cline, William (1982), "Can the East Asian Model of Development be Generalized?"
• World Development, Vol.10 Issue 2.
• Aoki, Masahiko (2013), "Historical Sources of Institutional Trajectories in Eco- nomic
Development: China, Japan and Korea Compared."
• Lawrence & Weinstein (2001), "Trade and Growth: Import Led or Export Led? Evidence from
Japan and Korea" in Stiglitz &Yusurf.
• Weiss, John (2005), Export and Industrial Policy: Lessons from East Asian Miracle Experience
• Dregger, Christian and Herzer, Dierk (2013), "A Further Final Examination of the Export-Led
Growth Hypothesis," Empirical Economics Vol.45 Issue 1.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

467
 Discipline Specific Elective 21 (DSE-21): Corporate Finance and
Governance

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII Game
Corporate
Theory and
Finance and Class 12th
4 3 1 0 Strategic
Governance Pass
Interactions
– ECON051
(ECON013)

Learning Objectives

The Learning Objectives of this course are as follows:

• The field of corporate finance has undergone a tremendous mutation in the past three decades,
specially after the global financial crisis. A substantial and important body of empirical work
has provided a clearer picture of patterns of corporate financing and governance, and of their impact
for firm behavior and macroeconomic activity.
• This course aims to introduce the conceptual foundation of those issues. It will introduce
firm’sbehavour of finance choice in the presence of tax distortions, transaction costs, informational
asymmetries etc.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students will understand the variety of institutions running corporate business in present day
world and will be familiar with the strategies to govern them effectively.

Syllabus

UNIT I: An economic overview of corporate institutions (9 hours)

UNIT II: Corporate Governance (9 hours)

Separation of ownership and control, managerial incentives, investor’s activism, takeover, leverage buyout

UNIT III: Corporate Financing and Agency Costs Outside Financing Capacity (6 hours)

UNIT IV: Determination of borrowingcapacity (6 hours)

UNIT V: Corporate financing under asymmetric information (9 hours)

UNIT VI: Exit and voice: Passive and active monitoring (6 hours)

Recommended readings
• Tirole, J. (2010). The theory of corporate finance. Princeton universitypress.
• Vernimmen, P., Quiry, P., & Le Fur, Y. (2022). Corporate finance: theory and practice. John Wiley
&Sons.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

468
 Discipline Specific Elective 22 (DSE-22): Economics of Education

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII
Economics of Introductory
Class 12th
Education – 4 3 1 0 /Principles of
Pass
ECON052 Microecono
mics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course discusses the economic aspects of current issues in education, using both economic
theory and econometric tools.
• Topics include discussion of basic human capital theory, production of education, costing and
finance of education, the growing impact of education on earnings and earnings inequality, the
labour market for teachers, implications of the introduction of technology (computers) on
education, the effectiveness of mid-career training for adult workers, the roles of school choice, and
educational outcomes and inequality in demand for education and educational outcomes.

Learning outcomes

The Learning outcomes of this course are as follows:

• This course will develop skills amongst the students to conduct research and analysis in the field of
economics of education.

Syllabus

UNIT I: The Role of Education in Human Development (12 hours)

Macro issues in education, human capital theory, returns to education, signalling theory, education and
labour market outcomes, costs and benefits of education, education production analysis and early childhood
education.

UNIT II: Analysis of School Education (12 hours)

Challenges, educational interventions and attainments, financing, accountability and standards

UNIT III: Higher Education and Training (9 hours)

Issues of higher education in India, role of internship and apprenticeship in improving labour market
outcomes

UNIT IV: Education and Inequality (12 hours)

Inequality in uptake and outcomes, and the role of affirmative action.

Recommended readings
• Bradley, S., & Green, C. (Eds.). (2020). The Economics of Education: A Com- prehensiveOverview.
• Lovenheim, M., &Turner, S. E. (2017). Economics of education. Macmillan Higher Education.
• Altinok, Nadir, and Geeta Kingdon. ”Newevidence on class size effects: A pupil fixed effects
approach.” Oxford Bulletin of Economics and Statistics 74, no. 2 (2012):203-234.

469
• Angrist, Joshua D., and Victor Lavy. ”UsingMaimonides’ rule to estimate the effect of class size
on scholastic achievement.” The Quarterly Journal of Economics 114, no. 2 (1999):533-575
• Abhijit Banerjee, Shawn Cole, Esther Duflo, Leigh Linden. “Remedying Education: Evidence from
Two Randomized Experiments in India”,
QuarterlyJournalofEconomics,122,No.3,Aug2007,Pages1235–1264.
• Hanushek, Eric A. ”Assessingthe effects of school resources on student performance: An update.”
Educational evaluation and policy analysis 19, no. 2 (1997a): 141-164.
• Hanushek, Eric A. ”Outcomes, incentives, and beliefs: Reflections on analysis of the economics
of schools.” Educational Evaluation and Policy Analysis 19, no. 4 (1997b):301-308.
• Hattie, John. ”Theparadox of reducing class size and improving learning out-
comes.”Internationaljournalofeducationalresearch43,no.6(2005):387-425.
• Hanushek, E. A., Machin, S. J., &Woessmann, L. (Eds.). (2016). Handbook of
theeconomicsofeducation.Elsevier.
• Ronald G., Ehrenberg and Robert S., Smith. Modern Labor Economics: Theory and Public Policy,
11th edition, Addison Wesley
• Hanushek, Eric A., 2005, Economic Outcomes and School Quality, International
AcademyofEducationandInternationalInstituteforEducationalPlanning.
• Majumdar, M. (2017). Access, success, and excess: Debating shadow education in India. In
Routledge Handbook of Education in India (pp. 273-284). Routledge India.
• Blatchford, P., & Mortimore, P. (1994). The issue of class size for young children in schools:
What can we learn from research?. Oxford review of education, 20(4), 411-428.
• Kingdon, G. G., &Teal, F. (2007). Does performance related pay for teachers improve student
performance? Some evidence from India. Economics of Education Review, 26(4),473-486.
• Kingdon, G. G. (2020). The private schooling phenomenon in India: A review.
TheJournalofDevelopmentStudies,56(10),1795-1817.
• Varughese, A. R., &Bairagya, I. (2021). Interstate variation in household spending on education in
India: Does it influence educational status?. Structural Change andEconomicDynamics,59,405-
415.
• Haveman, R., & Smeeding, T. (2006). The role of higher education in social mobility. The Future
of children,125-150.
• Afridi, F., Barooah, B., & Somanathan, R. (2020). Designing effective transfers: Lessons from
India’s school meal program. Review of Development Economics, 24(1),45-61.
• Singh, A., Park, A., &Dercon, S. (2014). School meals as a safety net: an evaluation of the midday
meal scheme in India. Economic Development and Cultural Change, 62(2),275-306.
• Afridi, F., Barooah, B., & Somanathan, R. (2020). Improving learning outcomes
throughinformationprovision:ExperimentalevidencefromIndianvillages.Journalof Development
Economics, 146, 102276.
• Banerjee, A. V., Cole, S., Duflo, E., & Linden, L. (2007). Remedying education: Evidence from two
randomized experiments in India. The Quarterly Journal of Economics, 122(3),1235-1264.
• Coate, Stephen, and Glenn C. Loury (1993) ‘Will Affirmative Action Policies
EliminateNegativeStereotypes.’AmericanEconomicReview83(5),1220–1240
• Cullen, Julie Berry, Brian A Jacob, and Steven Levitt (2006) ‘The effect of school choice on
participants: Evidence from randomized lotteries.’ Econometrica 74(5), 1191–1230
• Kingdon, G. G. (2007). The progress of school education in India. Oxford Review
ofEconomicPolicy,23(2),168-195
• Borooah, V. K. (2012). Social identity and educational attainment: the role of caste and religion
in explaining differences between children in India. Journal of Development Studies, 48(7),887-903.
• Chin, A. (2005). Can redistributing teachers across schools raise educational attainment? Evidence
from Operation Blackboard in India. Journal of development Economics, 78(2),384-405.
• Ghosh, P., &Bray, M. (2018). Credentialism and demand forprivate supplementary tutoring: A
comparative study of students following two Examination boards in India. International Journal of
Comparative Education and Development.
• Gandhi Kingdon, G. (2002). The gender gap in educational attainment in India:
Howmuchcanbeexplained?.JournalofDevelopmentStudies,39(2),25-53.
• Azam, M., & Kingdon, G. G. (2013). Are girls the fairer sex in India? Revisiting intra-household
allocation of education expenditure. World Development, 42, 143- 164.

470
 • Asadullah, M. N. (2005). The effect of class size on student achievement: Evidence from Bangladesh.
Applied Economics Letters, 12(4),217-221.
• Tholen, G., Brown, P., Power, S., &Allouch, A. (2013). The role of networks and connections
in educational elites’ labour market entrance. Research in Social Stratification and Mobility, 34,142-
154.
• Silva, P., Lopes, B., Costa, M., Melo, A. I., Dias, G. P., Brito, E., & Seabra, D. (2018). The
million-dollar question: can internships boost employment?.StudiesinHigher Education, 43(1),2-21.
• Wright, E., &Mulvey, B. (2021). Internships and the graduate labour market: how upper-middle-class
students ‘get ahead’. British Journal of Sociology of Education, 42(3),339-356.
• Deshpande, A. (2005). Affirmative action in India and the UnitedStates.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

471
 Discipline Specific Elective 23 (DSE-23): Forecasting Methods for
Economics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII Forecasting
Basic
Methods for Class 12th
4 3 1 0 Econometric
Economics – Pass
s (ECON024)
ECON053

Learning Objectives

The Learning Objectives of this course are as follows:

• This course builds on the compulsory Basic Econometrics course and teaches students a broad set of
commonly used econometric methods for forecasting econometric variables.
• These include both quantitative and qualitative Forecasting Techniques including VAR, VECM,
ARIMA etc.

Learning outcomes

The Learning outcomes of this course are as follows:

• Students will learn the theoretical and practical basis for forecasting techniques widely used in
empirical research and consider their application in a wide range of problems.

Syllabus

UNIT I: Basics of Forecasting (6 hours)

Tools for forecasting, forecasting methods and applications, forecast horizon

UNIT II: Quantitative Forecasting Techniques (9 hours)

Definition,TimeSeries-Naı̈ve,Average, Simple Moving Average, Weighted Moving Average, Exponential
Smoothing; Fore- cast Errors Accuracy, Trend Projection, Seasonal Indexes, Holt’s, winter’s Model, Linear
Regression. Smoothing Techniques, Exponential smoothing methods, Decomposition methods.

UNIT III: Box-Jenkins Methodology: Unit roots; Autoregressive models, moving average models, mixed
autoregressive and moving average models; Identification, estimation, diagnostic checking and Forecasting
(9 hours)

UNIT IV: Forecasting with Multiple Regression Models (6 hours)

UNIT V: Cointegration, Granger Causality, Error Correction (6 hours)

UNIT VI: Qualitative Forecasting Techniques (9 hours)

Definition, Delphi, Precautions in administering Delphi, Sales force composite, Consumer Panel Survey,
Nominal group, and their Drawbacks.

Recommended readings
• Spyros G. Makridakis, Steven C. Wheelwright, Rob J Hyndman (2008), Forecast- ing: Methods and
Applications, WileyPublications.

472
 • Dimitrios Asteriou and Stephen G. Hall, 4th edition, Applied Econometrics, 2021,
PalgraveMacmillan.
• Hyndman, R.J., & Athanasopoulos, G. (2021) Forecasting: principles and practice, 3rd edition,
OTexts: Melbourne, Australia.OTexts.com/fpp3.
• Asteriou, D and Hall, Stephen G, Applied Econometrics, 4th Edition, 2021, Palgrave Macmillan.
• James Stock and Mark Watson, Introduction to Econometrics, 4th Edition, 2019, Pearson.
• Wooldridge, J. (2014). Introduction to econometrics: A modern approach, 5th ed. Cengage Learning.
• Gujarati, D., Porter, D. (2012). Basic econometrics, 5th ed.McGraw-Hill.
• Badi H. Baltagi, Econometrics, 5th Edition, 2011,Springer.
• J. Johnston and J. DiNardo (2001), Econometric Methods, Fourth Edition, Irwin McgrawHill
• G.S. Maddala and Kajal Lahiri, Introduction to Econometrics, 4th Edition, 2012, Wiley.
• Diebold, F.X. (2017), Forecasting, Department of Economics, University of Pennsylvania.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

473
 Discipline Specific Elective 24 (DSE-24): History of Economic
Thought

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII History of
Economic Class 12th
4 3 1 0 NIL
Thought – Pass
ECON054

Learning Objectives

The Learning Objectives of this course are as follows:

• This course intends to acquaint students to an evolution of the history of economic thought from its
initial thinkers to ideas of institutionalism and the reinvention of liberalism.
• The course will discuss selected authors on economic theory to understand them within the
framework of intellectual debate and change.
• The idea is to expose students to the milestones in economic theory and provide a more holistic
understanding of the evolution of contemporary economics.
• The course attempts to fulfil the need to integrate
thehistoryofeconomicswiththeteachingoftheprinciplesofeconomics.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students will develop an understanding of the historical antecedents and methodological
premises of the theories in economics.
• They will also have a grounding in the set of ideas that inform academic debates and the making of
policies related to the economyinthecontemporaryworld.

Syllabus

UNIT I: Introduction (9 hours)

Why study economic thought; history of economic thought or his- tories of economic thought.

UNIT II: The surplus approach and the rise of political economy (9 hours)
Value, Price, Money, Income Distribution, Macroeconomic Setting, Growth and Trade: Reading Adam
Smith, David Ricardo and Karl Marx.

UNIT III: Marginalism and Keynesianism (9 hours)

Utility, technology and price : Jevons, Menger, Walras and Marshall. Keynes, Kalecki and the principle
of effective demand.

UNIT IV: Institutionalism and Evolutionary Economics (9 hours)

Industrial and Pecuniary employments in Thorstein Veblen; labour as an overhead cost: competition and
Knowledge – perfect, imperfect and Rivalrous; Schumpeter: creative destruction, innovation and business
cycle.

UNIT V: Neoliberalism and Post-Keynesianism Theory, policy, critique and prospects. Milton Friedman (9

474
hours)

Recommended readings
• Munday, S. C. (1996). A Brief History of Economic Thought. In Current Developments in
Economics (pp. 15-32). Palgrave,London.
• Roncaglia, Alessandro (2017). A Brief History of Economic Thought. Cambridge UniversityPress
• Sandelin, B., Trautwein, H. M., &Wundrak, R. (2014). A short history of economic
thought.Routledge.
• Medema, S. G., & Samuels, W. J. (2013). The history of economic thought: a reader. Routledge.
• Backhouse, R.E., 1987. A history of modern economic analysis. BasilBlackwell.
• Schumpeter, Joseph A: “The Development of Economics as a Science” in Economic Doctrine and
Method. New York, OUP. 1954, Chapter 1, pp 9-44
• Kaul, Nitasha: Imagining Economics Otherwise, Encounters With Identity/Difference.
Firstpublishedin2008,Reprint2009.Routledge,NewDelhi,pp73-79
• Foley, D. 2009. Adam’s Fallacy: A Guide to Economic Theology. Cambridge, MA
andLondon,England:HarvardUniversityPress.
• Galbraith, J.K., 1987. A history of economics: The past as the present. London: H. Hamilton.
• Foley, D. 2009. Adam’s Fallacy: A Guide to Economic Theology. Cambridge, MA
andLondon,England:HarvardUniversityPress.
• Hunt, E.K. and Lautzenheiser, M., 2015. History of economic thought: A critical perspective.
Routledge.
• Martins, N.O., 2013. The Cambridge revival of political economy. Routledge.
• Mazzucato, M., 2018. The value of everything: Making and taking in the global economy.
HachetteUK.
• Medema, S.G. and Samuels, W.J., 2013. The history of economic thought: a reader. Routledge
• Screpanti, E. and Zamagni, S., 2005. An outline of the history of economic thought. OUPOxford.
• Temin, P. and Vines, D., 2014. Keynes: useful economics for the world economy. MITPress.
• Vaggi, G. and Groenewegen, P., 2016. A concise history of economic thought:
Frommercantilismtomonetarism.Springer.
• Gustafsson, B., Knudsen, C. and Uskali, M. eds., 1993. Rationality, institutionsand economic
methodology.Routledge.
• Veblen, T B: The Engineers and the Price System. New York, Augustus M Kelley, 1965. Pp27-51
• Commons, J R: Institutional Economics. AER, Volume 21 1931, pp648-657
• Clark, J M: Studies in the Economics of Overhead Costs. University of Chicago Press, 1923. Pp357-
385
• Stigler: Perfect Competition, “Historically Contemplated”, in JPE, vol. 65, Number 1, February
1957, pp 1-17
• Kirzner, I: Competition Regulation and the Market Process: An Austrian Perspective. (Link to
beprovided).
• Friedman, M: “ Neo Liberalism and its Prospects”, from The Collected Works of
MiltonFriedmanpp89-93
• Chernomas, Robert and Hudson, Ian: The Profit Doctrine. Pluto Press. Chapter Title: ‘Milton
Friedman: The Godfather of the Age of Instability andInequality.
• Bo Sandelin, Hans-Michael Trautwein, Richard WundrakA Short History of Eco- nomic Thought.
Routledge. Third Edition.2014.
• Daron Acemoglu, Francisco A. Gallego, and James A. Robinson Institutions, Human Capital and
Development. NBER Working Paper No. 19933. February2014.
• Daron Acemoglu, Simon Johnson, and James Robinson. Institutions as the Fundamental Cause of
Long-Run Growth. NBER Working Paper No. 10481. May 2004
• Heilbroner,R.L.(1986).TheWorldlyPhilosophers.NewYork,Simon&Schuster.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

475
 Discipline Specific Elective 25 (DSE-25): Industrial Organisation

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII Game
Industrial Theory and
Class 12th
Organisation 4 3 1 0 Strategic
Pass
– ECON055 Interactions
(ECON013)

Learning Objectives

The Learning Objectives of this course are as follows:

• The course assumes knowledge of intermediate microeconomics and game theoretical tools. The
students should also be comfortable with applications of calculus.
• This course studies imperfectly competitive market and primarily focuses on firms’ strategies in
oligopolistic market environments.
• This is the foundation course which aims to prepare the students for further study and research.
• Along with classical models of industrial organisation, the course also covers some contemporary
topics like mergers and acquisitions, patents, advertising and networks.
• The learning from this course would be useful to understand and analyse different anti-competitive
practices of the firms and theneedfordesigningbettercompetitionpolicyforregulatingthemarket.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students will be able to learn classical models in imperfectly competitive market, understand
why regulation of firms is necessary.
• They willbeabletorelatemodernissuesofindustrialorganisation

Syllabus

UNIT I: Imperfectly Competitive Market Product Differentiation, Bertrand, Cournot, Hotelling, Salop,
Monopolistic Competition (6 hours)

UNIT II: Dynamic Models of Oligopoly, Cartels, Collusion and Entry Deterrence, Anti-trust (9 hours)

UNIT III: VerticalRelationandVerticalRestraint;DoubleMarginalization,SuccessiveOligopoly,

Raising Rival’s Cost, Resale Price Maintenance (RPM), Exclusive Dealing (6 hours)

UNIT IV: Mergers and Acquisitions, Horizontal and Vertical Integration (6 hours)

UNIT V: Technology, Innovation, R&D; Market structure and innovation, R&D, Patents, Technology
Transfer (6 hours)

476
UNIT VI: Networks; network Effects, Markets for a Single Network Good and Several Net- workgoods (6
hours)

UNIT VII: Advertisement; Social Costs and Benefits of Advertising, Market Structure, Advertising as
Barrier to Entry, Product Differentiation and Competition (6 hours)

Recommended readings
• Cabral, L. M. B. (2017), Introduction to Industrial Organization. Second edition, Cambridge, Mass:
MITPress.
• Church, J. R., and Roger Ware, (2000), Industrial Organization: A Strategic Ap- proach.Boston:
Irwin McGraw Hill.
• Shy,O.,(1995),IndustrialOrganization-TheoryandApplications,MITPress.
• Watson, J., (2013) Strategy: An Introduction to Game Theory, W. W Norton &Company.
• Waldman,D.andJansenE.,(2013),IndustrialOrganization:MarketsandStrategies (second
edition),Pearson.
• Belleflamme,P.,andPeitz,M.(2010),Industrialorganization:marketsandstrategies.Cambridge,UK,Ca
mbridgeUniversityPress.
• Tirole , J. (1988), The theory of industrial organization, Cambridge, MA: MIT Press.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

477
 Discipline Specific Elective 26 (DSE-26): Introduction to Causal
Inference

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII Introduction
Basic
toCausal Class 12th
4 3 2 0 Econometric
Inference– Pass
s (ECON024)
ECON056

Learning Objectives

The Learning Objectives of this course are as follows:

• This course intends to provide students with the essential econometric tools required for causal
inference analysis.
• The course will give an overview about potential outcomes framework,datadesignandanalysis.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students will be able to understand, design and implement various techniques of causal inference
for data analysis as a tool for research.
• The students will be able to do
anindependentresearchprojectbasedonthetechniquestheywilllearninthiscourse.

Syllabus

UNIT I: Potential Outcomes Framework (9 hours)

Causal Inference and Potential Outcomes Framework

UNIT II: Research Design (9 hours)

Observational data and experimental data; sample selection

UNIT III: Methods of Analysis (9 hours)

Overview: Ordinary Least Squares (OLS) and Limited Dependent Variables (LDV) Models, Instrumental
Variables

UNIT IV: Panel Data (including Difference-in-Difference) (9 hours)

Regression Discontinuity Design (RDD); Introduction to Matching

UNIT V: Hands-on Training (9 hours)

Project work using econometric software (EViews/ R/Stata/EXCEL/SPSS/Julia)

Recommended readings
• Huntington-Klein, N. (2021). The effect: An introduction to research design and causality. Chapman
andHall/CRC.
• Imbens, G. W., & Rubin, D. B. (2015). Causal inference in statistics, social, and biomedical sciences.
Cambridge UniversityPress.
• Stock, J. H., &Watson, M. W. (2015). Introduction to econometrics (3rd updated edition).
• Rosenbaum, P. (2018). Observation and experiment. Harvard UniversityPress.

478
 • Angrist, J. D., & Pischke, J. S. (2014). Mastering metrics: The path from cause
toeffect.Princetonuniversitypress.
• Imai, K. (2018). Quantitative social science: An introduction. Princeton UniversityPress.
• Cunningham, S. (2018). Causal inference: The mixtape (V. 1.7)
• Gertler, Paul J.; Martinez, Sebastian; Premand, Patrick; Rawlings, Laura B.; Vermeersch, Christel
M. J.. (2016). Impact Evaluation in Practice, Second Edition. Washington,DC:Inter-
AmericanDevelopmentBankandWorldBank.
• White, H., Raitzer, D. A. (2017). Impact Evaluation of Development Interventions: A Practical
Guide. Philippines: Asian DevelopmentBank.
• Glewwe, P., &Todd, P. (2022). Impact Evaluation in InternationalDevelopment.
• Carolina Arteaga,The effect of human capital on earnings: Evidence from a reform at Colombia’s
top university, Journal of Public Economics, Volume 157, 2018, 212- 225
• Bertrand, M., & Mullainathan, S. (2004). Are Emily and Greg more employable than Lakisha and
Jamal? A field experiment on labor market discrimination. AmericanEconomicReview,94(4),991-
1013.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

479
 Discipline Specific Elective 27 (DSE-27): Introduction to
Macroeconomic Dynamics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII Advanced
Mathematica
Introduction l Methods
to Class for
Macroecono 12th with Economics
4 3 1 0
mic Mathema (ECON009)
Dynamics – tics And
ECON057 Intermediate
Macroecono
mics

Learning Objectives

The Learning Objectives of this course are as follows:

• This is a course which introduces the student to the basics of macroeconomic modelling through
dynamic optimization.
• This includes Bellman equation, Euler’s equation, Hamiltonian techniques and optimal control
approaches.

Learning outcomes

The Learning outcomes of this course are as follows:

• The student gets insights about the construction of abstract macroeconomic models.
• This enables appreciation of a good body of macroeconomic literature in different spheres.
• The course would prove to particularly useful for those interested in pursuing
macroeconomicsasafieldofresearchandinquiry.

Syllabus

UNIT I: Dynamic Optimization (15 hours)

Difference equations; differential equations; phase plane analysis; dynamic optimization

UNIT II: Infinite Horizon and Overlapping Generations model (15 hours)
Optimal growth, Ramsey Cass Koopmans model; overlapping generations model, Diamond Dybvig Model

UNIT III: Optimal Control Theory (15 hours)

Recommended readings
• Hoy,Livernois,McKenna,Rees,Stengos(2011),MathematicsforEconomics,Addison- Wesley.
• Chiang,AlphaC(1992),ElementsofDynamicOptimization,McGrawHill.
• Romer, David (2019) Advanced Macroeconomics. McGrawHillIndia.
• Barro,RobertandSalaiMartin,Xavier(2004)EconomicGrowth.SecondEdition
• Blanchard, Olivier and Fischer, Stanley (1996), Lectures on Macroeconomics, Pren- tice Hall. Eastern
EconomyEdition.

480
 • Turnovsky, Stephen(1995) Methods of macroeconomic dynamics Prentice Hall In- dia. Eastern
EconomyEdition.
• Heijdra, Ben (2017) Foundations of Modern Macroeconomics. Oxford.
Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

Discipline Specific Elective 28 (DSE-28): Labour Economics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII
Labour Introductory
Class 12th
Economics– 4 3 1 0 /Principles of
Pass
ECON058 Microecono
mics

Learning Objectives

The Learning Objectives of this course are as follows:

• The curriculum is an introduction to labor economics, with an emphasis on applied microeconomic
theory and empirical methods critical to microeconomic analysis, as well as the link between
research and public policy.
• This course particularly focuses on some of the core theories on labor economics e.g.labor supply,
labor demand, role of human capital, incentives, agency, efficiency wages, wage differential and
discrimination. The main objective of this course is to enlighten students with some core topics in
labor economics with some of the important empirical methods.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students will be able to understand basic theories of labor markets, issues of un- employment,
and forms of employment.
• They will learn to critically analyse labour markets in diverse settings including in the
macroeconomic context.
• This course will enable the students to evaluate the government policies on labor market critically.

Syllabus

UNIT I: Labor Supply (Static and Intertemporal) (9 hours)

Measuring the Labor Force, Basic Facts about Labor Supply, The Worker’s Preferences, The Budget
Constraint, The Hours of Work Decision, To Work or Not to Work? The Labor Supply Curve, Estimates
of the Labor Supply Elasticity, Labor Supply of Women, Labor Supply over the Life Cycle, Policy
Application: Welfare Programs and Work Incentives, Policy Application: The Earned Income Tax Credit,
Policy Application: The Decline in Work Attachment among Older Workers.

UNIT II: Labor Demand (9 hours)

The Production Function, The Employment Decision in the Short Run, The Employment Decision in the
Long Run, The Long-Run Demand Curve for Labor, The Elasticity of Substitution, Marshall’s Rules of
Derived Demand, Factor Demand with Many Inputs, Overview of Labor Market Equilibrium, Adjustment
Costs and Labor Demand, Trade and Labor Demand, Policy Application: Affirmative Action and Production
Costs, Policy Application: The Employment Effects of Minimum Wages Application: Rosie the Riveter as

481
an InstrumentalVariable

UNIT III: Human Capital (6 hours)

Education in the Labor Market: Some Stylized Facts, The Schooling Model, Education and Earnings,
Estimating the Rate of Return to Schooling, Do Workers Maximize Lifetime Earnings? Schooling as a
Signal, Post school Human Capital Investments, On-the-Job Training, On-the-Job Training and the Age-
Earnings Profile, Policy Application: School Construction in Indonesia, Policy Application: School Quality
and Earnings, Policy Application: Evaluating Government Training Programs

UNIT IV: Incentives, Agency and Efficiency Wages (6 hours)

Moral Hazard, Moral Hazard with Limited Liability, Multitasking, Career Concerns, and Applications,
Efficiency Wage Models

UNIT V: Wage Differential and Wage Structure (9 hours)

The Market for Risky Jobs, The Hedonic Wage Function, Compensating Differentials and Job Amenities,
The Earning Distribution, Measuring Inequality, The Wage Structure: Basic Facts, Inequality across
generations. Policy Application: How much is a life worth? Policy Application: Safety and Health
Regulations, Policy Application: Health Insurance and the Labor Market, Policy Application: Why did wage
inequalityincrease?

UNIT VI: Discrimination (Race and Gender) (6 hours)

Race and Gender in the Labor Market, The Discrimination Coefficient, Employer Discrimination, Employee
Discrimination, Customer Discrimination, Statistical Discrimination, Experimental Evidence on
Discrimination, Measuring Discrimination, Discrimination against Other Groups, Policy Application:
Determinants of the Black–White Wage Ratio, Policy Application: Determinants of the Fe- male–Male
Wage Ratio.

Recommended readings
• GeorgeJ.Borjas,LaborEconomics,McGrawHill(7thEdition)
• P.Cahuch,StéphaneCarcillo,andAndréZylberberg.LaborEconomics,SecondEdition. MIT Press,2014
• Lectures in Labor Economics By Daron Acemoglu and DavidAutor
• Acemoglu, D., D. Autor and D. Lyle, “Women, Warand Wages: The Effect of Female Labor
Supply on the Wage Structure at Mid-century,” Journal of Political Economy (2004) 112:497-551.
• Angrist, J. D., & Pischke, J. S. (2008). Mostly harmless econometrics. Princeton universitypress.
• Angrist, J. D., Caldwell, S., & Hall, J. V. (2021). Uber versus taxi: A driver’s eye view. American
Economic Journal: Applied Economics, 13(3),272-308.
• Ashenfelter, O., K. Doran, and B. Schaller, “A Shred of Credible Evidence on the Long-
runElasticityofLabourSupply,”Economica(2010),77:637
• Bertrand, M. and S. Mullainathan, ”AreEmily and Greg More Employable Than Lakisha and Jamal?
A Field Experiment on Labor Market Discrimination,” AmericanEconomicReview94(2004):991-
1013(PrimaryReading)
• Cappelli, Peter and Keith Chauvin (1991) “An Interplant Test of the Efficiency Wage Hypothesis.”
Quarterly Journal of Economics, 106(3), 769 – 787.
• Card, David and A. B. Krueger, “Minimum Wages and Employment: A Case Study of the Fast-Food
Industry in New Jersey and Pennsylvania,” American Economic Review(1994)84:772-793.
• Carl Shapiro and Joseph Stiglitz (1984) “Equilibrium Unemployment as Worker
DisciplineDevice,”AmericanEconomicReview,vol.74(3),pages433-44,June.
• Cesarini,D.,Lindqvist,E.,Notowidigdo,M.J.,&Östling,R.(2017).Theeffectof wealth on individual and
household labor supply: evidence from Swedish lotteries. American Economic Review, 107(12),3917-
46.
• Charles, K.K. and J. Guryan, “Prejudice and Wages: An Empirical Assessment of Becker’s The
Economics of Discrimination,” Journal of Political Economy (2008), 16(5):773-809.
• D. Acemoglu, and J-S. Pischke (1999). “Beyond Becker: Training in Imperfect
LaborMarkets,”EconomicJournalvol109February1999,ppF112-142.
• D. Autor, (2001) “Why Do Temporary Help Firms Provide Free General Skills
Training?”,QuarterlyJournalofEconomics,Vol.116,No.3,pp.1409-1448.(M)

482
 • D. Card, ”UsingRegional Variation to Measure the Effect of the Federal Minimum Wage,” Industrial
and Labor Relations Review, October1992.
• D. Card, “Estimating the Return to Schooling: Progress on Some Persistent Econometric Problems.”
Econometrica69 (September2001).
• Fehr, E. and L. Goette, ”DoWorkers Work More if Wages are High? Evidence from
aRandomizedFieldExperiment,”AmericanEconomicReview(2007),1:298-317.
• Goldin, C., and C.Rouse, ”Orchestrating Impartiality: The Impact of ”Blind” Auditions on Female
Musicians,” American Economic Review (2000), 90 (4):715-741.
• Imbens, D. Rubin, and B. Sacerdote, “Estimating the Effect of Unearned Income on Labor Supply:
Evidence from a Survey of Lottery Players,” American Economic Review 91(2001).
• J. Tyler, Richard J. Murnane and John Willett, “Estimating the Labor Market
SignalingvalueoftheGED,”QuarterlyJournalofEconomics,May2000.(M)
• J.D. Angrist and A. Krueger, ”DoesCompulsory Schooling Attendance Affect
SchoolingandEarnings?”QuarterlyJournalofEconomics,106[4],Nov1991,979- 1014.
• Krueger, Alan B, and Lawrence H. Summers (1988) “Efficiency Wages and the Inter-
IndustryWageStructure,”Econometrica,56(2)259-93.
• Maiti, D., & Mukherjee, A. (2013). Trade cost reduction, subcontracting and unionised wage. Labour
Economics, 21,103-110.
• P. Martorell and D. Clark, “The SignalingValue of a High School Diploma,” Journal
ofPoliticalEconomy,122[2],April2014.
• Saha, B., Sen, K., & Maiti, D. (2013). Trade openness, labour institutions and
flexibilisation:TheoryandevidencefromIndia.Laboureconomics,24,180-195.
• T. MaCurdy, ”AnEmpirical Model of Labor Supply in a Life-Cycle Setting,” Journal of Political
Economy, 89[6], December 1981, 1059-1085.
• Weber, A. and E. Del Bono “Do Wages Compensate for Anticipated Working Time Restrictions?
Evidence from Seasonal Employment in Austria”, Journal of Labor Economics, 26(1), 181-221,2008.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

483
 Discipline Specific Elective 29 (DSE-29): Sectoral Issues in Indian
Economy

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII Sectoral
Issue in
Class 12th
Indian 4 3 1 0 NIL
Pass
Economy –
ECON059

Learning Objectives

The Learning Objectives of this course are as follows:

The course imparts in-depth knowledge on the issues relating to the agricultural and industrial economy of
India, with the focus on the evolutionary path undertaken and the resultant concerns. This will cover issues
of MSMEs and small farms to in form the problems industrialisation as well
asincreasedproductivityofagriculture.

Learning outcomes

The Learning outcomes of this course are as follows:

This course will familiarize students with the problems,
issues,currentdebates,andpolicyinterventionsforlong-termsustainability,efficiency,and resilience. The
students will be able to understand, comprehend and critically analyse the issues and policies and would be
able to form a well-informed and well- articulated opinionoftheirown.

Syllabus

UNIT I: Agricultural Performance since Independence: (6 hours)

Output and productivity growth Agricultural Performance since Independence in the context of land
andlabour

UNIT II: The Policy Environment: Food security and nutritional concerns, MSPs, Agricultural price policy,
subsidies/cash transfers, The public distribution system; Capital formation (9 hours)

UNIT III: Current Issues in Indian Agriculture (selected topics) (15 hours)
Resource Use Efficiency-Fertiliser, Water, Other inputs; Diversification for future Growth and enhanced farm
income; Sustainable agricultural growth—concepts and constraints; Prospects for dryland/organic/zero
budget farming; trade and
competitiveness;useofnewtechnologyandartificialintelligence;Marketing/infrastructure; Crop
insurance/agriculturalfinance

UNIT IV: Industry (15 hours)

Overview of the Industrial Scene in India- Trends in growth and productivity; Competitiveness and changes
in Policy Regimes- domestic competitiveness and export; Issues relating to Indian Industry (selected topics);
Scale and ownership, MSMEs and large industries, Public and Private Sector, Employment growth, labour
and capital (domestic and foreign), formal and informal sectors, Infrastructural bottle- necks, research and
development.

484
Recommended readings
• SukhamoyChakravarty (1984) Aspects of India’s Development Strategy for 1980s? EPW vol 19
no20-21
• J. Bhagwati (1993), India in Transition: Freeing the Economy, Clarendon Oxford 1993
• K. V. Ramaswamy (2015) Labour, Employment and Economic Growth in India
CambridgeUniversityPress
• Isher Judge Ahluwalia (1985) Industrial Growth in India: Stagnation Since the Mid-
sixties,OxfordUniversityPress
• R. Nagaraj (2015) Can the Public Sector Revive the Economy? Review of the Evidence and a
Policy Suggestion EPW vol 50 no5
• S N Rajesh Raj, Kunal Sen (2020) The ‘Missing Middle’ Problem in Indian Manufacturing. What
Role Do Institutions Play? EPW April 18, 2020 vol 55 no16
• Indian Industrialisation, ICSSR Research and Surveys and Explorations in Eco- nomics vol.1 (2015)-
C P Chandrasekhar (ed), Oxford University Press,Delhi
• Sabyasachi Mitra, Abhijit Sen Gupta, and Atul Sanganeria (2020) Drivers and Benefits of
Enhancing Participation in Global Value Chains: Lessons for India, ADB South Asia Working
Paper No. 79
• Raghuram Rajan (2015) Make in India, largely for India, Indian Journal of Indus- trial Relations,
Vol. 50, No. 3 (January 2015), pp.361-372
• Vaidyanathan, A. (1994), “Performance of Indian Agriculture since Independence” in Kaushik Basu
(ed.), Agrarian Questions Oxford UniversityPress.
• Mahendra Dev (2016) Water Management and Resilience in Agriculture vol 51, No 8 EPW
Economic & Political Weekly
• Ramesh Chand (2012) Development Policies and Agricultural Markets EPW DE- CEMBER 29,
2012 vol 47 no52
• Yoginder K Alagh (2021) Globalisation and the Indian Farmer EPW vol 56 no 28
• Chatterjee, S., Kapur, D. (2017). Six puzzles in Indian agriculture. India Policy Forum 2016, Vol. 17.
• NABARD Foundation Day, Paper on enhancing Farmers’ income by K J S Satyasai and Nirupam
Mehrotra. 12 July 2016
• Acharya, S.S. (2007) “Agribusiness in India: Facts and Emerging Issues”,
AgriculturalEconomicsResearchReview,Vol. 20,ConferenceIssue,pp.409-424
• Mohan, R., (2006) Agricultural Credit in India: Status, Issues and Future Agenda,
EconomicandPoliticalWeekly,March18,2006,pp1013-1021.
• Mishra S.N. and Chand, R., (1995) Public and Private Capital Formation in Indian Agriculture:
Comments on Complementarily Hypothesis, Economic and Political Weekly, June 24th,1995
• GOI (2007), Report of The Working Group on Risk Management in Agriculture for the Eleventh
Five Year Plan (2007-2012), GOI, NewDelhi
• Indian Agriculture Towards 2030-Pathways for Enhancing Farmers’ Income, Nutritional Security
and Sustainable Food and Farm Systems (2021) An open-access Springerpublication.
• Government of India (2017) “Report of the Committee on Doubling Farmers’ In- come”. Ministry of
Agriculture and Farmers’ Welfare, Government ofIndia
• PRS Legislative Research (2017), Swaminathan Report: National Commission on Farmers, at
Swaminathan Report: National Commission on Farmers, PRSIndia
• Acharya SS and NL Agarwal (2016), Agricultural Marketing in India, New Delhi: CBS Publishers
andDistributors
• Expert Committee Report on Marketing Infrastructure & Agricultural Marketing Reforms (2000)
Government of India, Department of Agricultural & Cooperation Krishi Bhavan, NewDelhi

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

485
 Discipline Specific Elective 30 (DSE-30): Topics in Game Theory

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
VI/VIII Game
Topics in Class
Theory and
Game 12th with
4 3 1 0 Strategic
Theory – Mathema
Interactions
ECON060 tics
(ECON013)

Learning Objectives

The Learning Objectives of this course are as follows:

• This course deals with extensive form games. Students learn the concepts of subgame- perfect
equilibrium, Bayesian and Perfect Bayesian equilibrium in static and dynamic forms.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students will learn how to model multi-person decision making in an interactive setting.
• They will understand how to formulate different real-life situations as games and learn to predict the
optimal strategies of players and how the players can exploit strategicsituationsfortheirownbenefit.

Syllabus

UNIT I: Extensive form games with perfect information (9 hours)

Extensive games with perfect information; strategies and outcomes; Nash equilibrium; subgame perfect
equilibrium; backward induction in finite games; commitment; bargaining; Stackelberg’s model of duopoly;
a race; other illustrations

UNIT II: Simultaneous move games (9 hours)

Entry into a monopolized industry; electoral competition with strategic voters; committee decision-making;
exit from a declining industry

UNIT III: Bayesian games (9 hours)

Strategies; Bayesian Nash equilibrium; Cournot’s duopoly game with imperfect information; providing a
public good; auctions; juries; other applications.

UNIT IV: Extensive form games with imperfect information (9 hours)

Strategies; Nash equilibrium; beliefs and sequential equilibrium; perfect Bayesian equilibrium; signaling
games; applications.

UNIT V: Repeated Games (9 hours)

Payoffs, strategies, Nash equilibrium and subgame perfect equilibrium of repeated games

Recommended readings
• Martin J. Osborne, An Introduction to Game Theory, Oxford University Press, New Delhi,2004.
Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

486
 DISCIPLINE SPECIFIC ELECTIVE COURSE 31(DSE-31) : FINANCIAL DERIVATIVES

Credit distribution, Eligibility and Pre-requisites of the Course

Semester
Duration (per week)
Course title Eligibility
Credits Practical Prerequisite
& Code Criteria
Lecture Tutorial /
Practice
VI/VIII Class XII Introductory
Financial with Mathematical
Derivatives 4 3 1 0 Mathema Methods for
ECON077 tics Economics
ECON002

Learning Objectives

• To equip students with essentials tools for understanding Finance at undergraduate level.
• To provide analytical knowledge to understand complex financial Derivatives.
• To provide advance skills for pricing and formulating trading strategies using Derivative products

Learning outcomes

• After studying this course, students would be able to understand the core concepts of financial derivates.
The course would develop an analytical knowledge for understanding the mechanics and characteristics
of derivative products such as Future, Options and SWAP agreements.
• After studying this course, students would be able to understand and formulate complex trading strategies
adopted using financial derivate products.

SYLLABUS OF DSE: FINANCIAL DERIVATIVES

Unit 1: Futures Contract & SWAP (15 Hours)

Part I: Futures/Forward Contracts: Properties, Pricing and Hedging
a) Introduction to derivatives and options; forward and futures contracts; options;
other derivatives
Hull Chapter - 2: Mechanics of Futures Markets (Sections 2.1 - 2.4 & 2.11)

b) Forward and future prices

Hull Chapter-5: Determination of Forward & Futures Prices (Sections 5.1 - 5.5, 5.9, 5.11 & 5.12)

c) Stock index futures & the use of futures for hedging

Hull Chapter - 3: Hedging Strategies using Futures

Part II: Interest Rate Futures

d) Interest rate futures & duration-based hedging strategies
Hull Chapter - 6: Interest rate futures (6.1 to 6.4) [exclude page-158 & 159]

Part III: SWAP & FRA

e) Forward Rate, Forward Rate Agreement and SWAP
Hull Chapter - 4: Interest rate (4.1 to 4.3, 4.6 and 4.7)
Kolb Chapter – 37: Forward Rate Agreements (Page 575- 577)
Hull Chapter - 7: Swaps (7.1 to 7.4)

487
Kolb Chapter – 1: Swap Contracts (Page 11-13); Chapter - 28: Pricing and Valuation of SWAP (page 407-
410)

Unit 2: Options Contract (30 Hours)

Part I: Introduction and Properties of Option Contracts
f) Option markets; call and put options; factors affecting option prices; put-call parity
Hull Chapter - 10: Mechanics of options markets (10.1 to 10.7);
Hull Chapter -11: Properties of stock options (Full Chapter)

Part II: Option Strategies

g) Option trading strategies: spreads; straddles; strips and straps; strangles
Hull Chapter -12: Trading strategies involving options (Full Chapter)

Part III: Pricing of Options, BSM and Greek letters

h) The principle of arbitrage; discrete processes and the binomial tree model; risk
neutral valuation, Black Scholes Merton (BSM) Model, Greek letters
Hull Chapter - 13: Binomial trees. Sections 13.1-13.4, 13.6 - 13.9 & Appendix (Derivation of BSM)
Hull Chapter - 14: Section 14.6 ITOˆ ’S Lemma
Hull Chapter - 15: The Black–Scholes–Merton Model: Sections 15.3, 15.4, 15.5, 15.6, 15.8,15.11
Hull Chapter - 19: The Greek Letters

Recommended readings

Hull, John C.,Options, Futures and Other Derivatives, Pearson Education, Inc, 9th Edition (Global
Edition), 2018.

Robert W. Kolb, James A. Overdahl, Financial Derivatives: Pricing and Risk Management, John Wiley &
Sons, 2010

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

488
 Discipline Specific Elective 32 (DSE-32): Political Economy
and Globalisation

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Political
Economy and Class 12th
4 3 1 0 NIL
Globalisation Pass
– ECON078

Learning Objectives

The Learning Objectives of this course are as follows:

• To explore some of the fundamental structural changes and dynamics of the advanced capitalist
system since the early twentieth century to the contemporary period.
• To analyse the changes in the organization of production, labour market institutions as well as shifts
in corporate, managerial, fiscal, financial and inter-firm governance structures.
• To analyse the role of state in the era of globalization. It also integrates contemporary issues of
gender and environment in a political economy framework.

Learning outcomes

After completion of the course the learners will be able to:

• Do critical analysis in an integrated and broader political economy framework.
• Analyze some of the most contemporary trends and developments at the global level and evaluate
them.
• Analyze the issues studied in the compulsory courses on the Indian Economy and Development
Economics.

Syllabus

UNIT I: Changing Dynamics of Capitalist Production, Organisational Form and Labour Process (9 hours)
Historical Overview; changing dynamics of the organisation of production, markets and labour process;
Evolution of the multinational corporations and their economic logic; changing nature of employment, job
security and labour rights.

UNIT II: The State and the Economy (9 hours)

State and the economy; political economy of macroeconomic policy; state in the international political
economy - globalisation and imperialism.

UNIT III: Neoclassical political economy (9 hours)

State and rent seeking; market failure; government failure and decentralized development; institutions and
economic development; theory of political transitions.

UNIT IV: Political economy of fiscal consolidation and financialization (9 hours)

Principles of Political economy of Taxation; changing role of finance and the shifts in corporate governance
structures: financialization – its nature and consequences.

489
UNIT V: Broader Perspectives (Gender and Environment) (9 hours)
Dimensions of Gender in work, accumulation and globalization; political economic issues in environment,
sustainability and inequality.

Recommended readings
• Acemoglu, D and J. A. Robinson (2001). “A Theory of Political Transitions”, The
AmericanEconomicReview,Vol. 91,No. 4(September),pp. 938-963
• Acemoglu, D., & Robinson, J. A. (1999). On the political economy of institutions and development.
American Economic Review, 91(4), 938-63.
• Acemoglu, D., Golosov, M., &Tsyvinski, A. (2007). Political economy and the structure of taxation.
MIT mimeo.
• Bardhan, Pranab (1996)Decentraliseddevelopment. Indian EconomicReview, 1996.
• Beaud, Michel (2001). A History of Capitalism, 1500-2000, translated by Tom Dickman and Anny
Lefebvre, New York: Monthly Review Press.
• Boyce, J. K. (2002). The Political Economy of the Environment, Edward Elgar.
• Chang, D. (2009). "Informalising Labour in Asia's Global Factory" Journal of Contemporary Asia,
39:2, 161-179.
• Datta-chaudhuri, Mrinal (1990) Market failure and Government Failure.
JournalofEconomicPerspectives.Volume4,Number3—Summer1990—Pages25–39.
• Di John, J. (2006). The political economy of taxation and tax reform in developing countries (No.
2006/74). WIDER research paper.
• Dore, Ronald (2008). "Financialization of the Global Economy", Industrial and Corporate Change,
Volume 17, Number 6, pp. 1097-1112.
• Gandini, Alessandro (2019). "Labour Process Theory and the Gig Economy",Human Relations, Vol.
72(6). [Particularly pages 1044-1051. The sections of"The point of production in the gig economy",
"Emotional labour and gig work",and "Control"].
• Gereffi, G, J. Humphrey and T. Sturgeon (2005): "The Governance of Global Value Chains", Review
of International Political Economy, Volume 12, pp. 78-104.
• Gottfried, Heidi (2013). Gender, Work and Economy - Unpacking the Global Economy, Polity.
[Chapter 10 "Gender, Global Labor Markets, Commodity Chains and Mobilities"]
• Hall, P. A. and D. Soskice (2001) ‘An Introduction to Varieties of Capitalism’ in Hall, P. A. and D.
Soskice Varieties of Capitalism: the institutional foundation of comparative advantage, Oxford
University Press, pp 1-68
• Huws, Ursula (2016). "A New Paradigm for work Organisation?", Work Organisation, Labour &
Globalisation, Vol 10 No. 1 pp 7-26, Pluto Journals.
• Hymer, Stephen (1975). "The Multinational Corporation and the Law of Un-even Development",
in H. Radice (ed.) International Firms and Modern Imperialism, Penguin Books.
• Kim, S. Y., & Spilker, G. (2019). Global value chains and the political economy of WTO disputes.
The Review of International Organizations, 14(2), 239-260.
• Kiser, E., &Karceski, S. M. (2017). Political economy of taxation. Annual review of political
science, 20, 75-92.
• Sen, Amartya K. (1990): "Gender and Cooperative Conflicts" in Irene Tinker (ed.)Persistent
Inequalities - Women and World Development, OUP.
• Srinivasan T N (1985) Neoclassical political economy, the state and economic development. Asian
Development Review Vol. 3.1985, 2, p. 38-58

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

490
 COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

GENERIC ELECTIVES (GE-1): PRINCIPLES OF MICROECONOMICS I

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Semester Course title & Credits Credit distribution of the Eligibility Pre-
Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
I/III/V/VII Principles of 4 3 1 0 Class XII NIL
MicroeconomicsI pass
ECON025

Learning Objectives

The Learning Objectives of this course are as follows:

• This course discusses the basic principles in Microeconomics and their applications. It includes
consumer’s problem, demand estimation, production function, cost functions and market analysis. It
illustrates how the concepts of microeconomics can be applied toanalyzereal-lifeeconomicsituations.

Learning outcomes

The Learning Outcomes of this course are as follows:

• Thestudentslearnsomebasicprinciplesofmicroeconomicsofconsumerandproducers,andinteractions of
supply and demand, characteristics of perfect competition, efficiency and welfareoutcomes.

SYLLABUS OF GE-1

UNIT – I: Introduction (12 hours)

Problem of scarcity and choice: scarcity, choice and opportunity cost; production possibility frontier;
economic systems. Demand and supply: law of demand, determinants of demand, shifts of demand versus
movements along a demand curve, market demand, law of supply, determinants of supply, shifts of supply
versus movements along a supply curve, market supply, market equilibrium. Applications of demand and
supply: price rationing, price floors, consumer sur- plus, producer surplus. Elasticity: price elasticity of
demand, calculating elasticity, determinants of price elasticity, other elasticities

UNIT – II: Consumer Theory (12 hours)

Budget constraint, concept of utility, diminishing marginal utility, Diamond-water paradox, income and
substitution effects; consumer choice: indifference curves, derivation of demand curve from indifference
curve and budget constraint

491
UNIT – III: Production and Costs (12 hours)
Production: behaviour of profit maximising firms, production process, production functions, law of variable
proportions, choice of technology, isoquant and isocostlines, cost minimizing equilibrium condition
Costs: costs in the short run, costs in the long run, revenue and profit maximization, minimizing losses, short
run industry supply curve, economies and dis- economies of scale, long run adjustments

UNIT – IV: Perfect Competition (09 hours)

Assumptions: theory of a firm under perfect competition, demand and revenue; equilibrium of the firm in
the short run and long run; Long run industry supply curve: increasing, decreasing and constant cost
industries.
Welfare: allocative efficiency under perfect competition.

Practical component (if any) - NIL

Essential/recommended readings

– Mankiw,N.G.(2018).PrinciplesofMicroeconomics8thed.
– Frank, R. H., & Cartwright, E. (2010). Microeconomics and behavior. New York: McGraw-
Hill.
– Bernheim,B.,Whinston,M.(2009).Microeconomics.TataMcGraw-Hill.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

492
 GENERIC ELECTIVES (GE-2): BASIC DEVELOPMENT ECONOMICS

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Semester Course title & Code Credits Credit distribution of the Eligibility Pre-
course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
I/III/V/VII Basic 4 3 1 0 Class XII NIL
DevelopmentEconomics Pass
ECON029

Learning Objectives

The Learning Objectives of this course are as follows:

• This course exposes students to some of the key ideas and concepts in the areas of economic growth,
human development and globalisation building on the concept of growth and further links it up with
alternative conceptions of development.

Learning outcomes

The Learning Outcomes of this course are as follows:

• Students will develop a critical understanding of the contemporary issues in economic growth and
development and their paths. Students will thus be better prepared to face the professional world and can
use this knowledge base in a variety of jobs, including in the corporate, civil service and NGOsectors.

SYLLABUS OF GE-2

UNIT – I: Development and underdevelopment (12 hours)

Growth vs Development; Classic Approaches of Development; Contemporary theories of Development and
Underdevelopment

UNIT – II: Development goals and indicators, measures of underdevelopment

Various concepts and measures of poverty and inequality, poverty lines using various national and
international criteria. (12 hours)

UNIT – III: Capabilities, human development and sustainable development (12 hours)

UNIT – IV: Globalisation and development (9 hours)

Practical component (if any) - NIL

Essential/recommended readings

– DebrajRay,DevelopmentEconomics,(DE),PrincetonUniversityPress,1998.
– Robinson, J. A., & Acemoglu, D. (2012). Why nations fail: The origins of power,
prosperity and poverty (pp. 45-47). London: Profile.
– Abhijit Banerjee, Roland Benabou and Dilip Mookerjee (eds), UnderstandingPoverty
(UP), Oxford University Press, 2006.

493
 – Angus Deaton, The Great Escape: Health, Wealth and the Origins of Inequality,
PrincetonUniversityPress,2013.
– Gustav Ranis et.al, Economic Growth and Human Development, World Development Vol.
28, No. 2, Elsevier Science Ltd.,2000
– Amartya Sen, Development as Freedom, OUP,2000
– Thomas Piketty and Emmanuel Saez, ‘Inequality in the Long Run’, Science, 344
(838),2014
– Piketty,Thomas,2019,CapitalandIdeology,HarvardUniversityPress,
– SéverineDeneulinwithLilaShahani(ed.),AnIntroductiontotheHuman
DevelopmentandCapabilityApproach:FreedomandAgency,Roultedge,2009

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

494
 GENERIC ELECTIVES (GE-3): ESSENTIALS OF ECONOMICS

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Semester Course Credits Credit distribution of the Eligibility Pre-

title & course criteria requisite
Code Lecture Tutorial Practical/ of the
Practice course
I/III/V/VII Essentials 4 3 1 0 Class XII NIL
of pass
Economics
ECON076
Learning Objectives

The Learning Objectives of this course are as follows:

• This course will introduce the fundamental concepts of economics, the study of how people manage
resources. It contains basic principles of microeconomics (the behaviour of consumers, firms and
companies), macroeconomics (national production, employment, inflation and interest rates) and
international economics (balance of payment, exchange rate and trade) with graphical illustration and
contemporary examples.

Learning outcomes
The Learning Outcomes of this course are as follows:
• By studying this course, the students will learn to think like an economist and understand how a modern
market economy function. They will learn about the factors that determine long-run growth and short-
term fluctuations and role of government and financial institutions, so they can better understand how
economics applies to the everyday life.

SYLLABUS OF GE-3

UNIT – I: Microeconomic Foundations (15 hours)

Foundations of economics, how market works, firms and market structures, markets for factor of production,
role of government

UNIT – II: Macroeconomic Foundations (15 hours)

GDP (measuring total production, income and economic growth), unemployment and inflation; aggregate
demand and aggregate supply analysis; monetary and fiscal policies

UNIT – III: Foundation of International Economics (15 hours)

Comparative advantage and the gains from trade, macroeconomics in an open economy

Practical component (if any) - NIL

Essential/recommended readings

– Hubbard, G., Garnett, A., & Lewis, P. (2019). Essentials of economics. 5th edition, Pearson
Higher Education AU.

– Sloman, J., & Garratt, D. (2016). Essentials of Economics, 7th edition, Pearson

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

495
 GENERIC ELECTIVES (GE-4): PRINCIPLES OF MACROECONOMICS I

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Semester Course title & Credits Credit distribution of the Eligibility Pre-
Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
II/IV/VI/VIII Principles of 4 3 1 0 Class XII NIL
MacroeconomicsI pass
ECON026

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces the basic concepts in Macroeconomics both in closed and open economy. It deals
with the behaviour and characteristics of aggregate economy.
• This course introduces the definition, measurement of the macroeconomic variables like GDP,
consumption, savings, investment and balance of payments.
• The course also discusses various theories and approaches of determining GDP.

Learning outcomes

The Learning Outcomes of this course are as follows:

• The students will learn the broad understanding of macroeconomic variables and their measurement issues
like GDP, inflation, money supply, interest rate and their inter- linkages.
• It will also allow them to critically evaluate various macroeconomic policies and their effects on output
and interest rate in theeconomy.

SYLLABUS OF GE-4

UNIT – I: Introduction (9 hours)

What is macroeconomics? Macroeconomic issues in an economy

UNIT – II: National Income Accounting (9 hours)

Concepts of GDP and National Income; measurement of national income and re-
lated aggregates; nominal and real income; limitations of the GDP concept

UNIT – III: Determination of GDP (9 hours)

Actual and potential GDP; aggregate expenditure; consumption function; invest-
ment function; equilibrium GDP; concepts of MPS, APS, MPC, APC; autonomous expenditure; Concept of
multiplier

UNIT – IV: National Income Determination in an Open Economy with Government (9 hours)
Income determination; Fiscal Policy: impact of changes in government expenditure and taxes; net exports
function; net exports and equilibrium national income.

UNIT – V: Money in a Modern Economy (9 hours)

496
Concept of money in a modern economy; monetary aggregates; demand for money; quantity theory of
money; liquidity preference and rate of interest; money supply and credit creation; monetary policy.

Practical component (if any) - NIL

Recommendedreadings

– Andrew Abel, Ben Bernanke and Dean Croushore (2011). Macroeconomics (7th edition).
Pearson
– Richard T. Froyen(2013). Macroeconomics: Theories and Policies (10th ed.), Pearson.
– Blanchard,O.(2018).Macroeconomics(7thedition).Pearson
– Blanchard,O.(2006).Macroeconomics(6thedition).Pearson
– Dornbusch, R., and S. Fischer. (1994). Macroeconomics (6th edition). McGraw- Hill
– R. Dornbusch, S. Fischer and R. Startz. (2018). Macroeconomics (12th edition). McGraw-
Hill

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

497
 GENERIC ELECTIVES (GE-5): BASIC STATISTICS FOR ECONOMICS

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Semester Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
II/IV/VI/VIII Basic 4 3 1 0 Class XII Knowledge
Statistics pass of Class XII
forEconomics standard
ECON022 Mathematics

Learning Objectives

The Learning Objectives of this course are as follows:

• The course teaches students the basics of probability theory and statistical inference based on simple
technical rigor.
• It includes introductory probability theories, sample distribution and hypothesis testing that set a
necessary foundation for the econometrics course taught as a General Elective.

Learning outcomes

The Learning Outcomes of this course are as follows:

• The student will be able to analyse the data using basic statistical concepts.
• They will understand sampling characteristics, estimation as well as examining the hypotheses using
discrete and continuous distributions.

SYLLABUS OF GE- 5

UNIT – I: Introduction and overview (12 hours)

Populations and samples; sample statistics; Descriptive Statistics.

UNIT – II: Basic concepts of probability(12 hours)

Spaces and events; probability concepts, conditional probabilities

UNIT – III: Probability distributions and Sampling (12 hours)

Random variables – discrete and continuous, various probability distributions - functions and characteristics;
Commonly used distributions - uniform, binomial, exponential, Poisson, hypergeometric and Normal
random variables. Jointly distributions- conditional distributions and expectations, covariance and
correlation

Unit – IV: Estimation and Hypothesis testing (9 hours)

Estimation of population parameters - methods of moments and maximum likelihood procedures; properties
of estimators; confidence intervals; Defining statistical hypotheses; distributions of test statistics; testing
hypotheses related to population parameters; Type I and Type II errors; power of a test

498
Practical component (if any) - NIL

Recommendedreadings
- Larsen, R., Marx, M. (2011). An Introduction to Mathematical Statistics and its Applications,
PrenticeHall.
- James McClave, P. George Benson, Terry Sincich (2017), Statistics for Business and
Economics, PearsonsPublication.
- Anderson D. R, Sweeney D.J. et. al (2019), Statistics for Business & Economics, 13th ed.
CengageLearning.
- SheldonRoss(2017),IntroductoryStatistics,4thEdition,AcademicPress

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

499
 GENERIC ELECTIVES (GE-6):INDIAN ECONOMY

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Semester Course title & Credits Credit distribution of the Eligibility Pre-
Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
II/IV/VI/VIII IndianEconomy 4 3 1 0 Class XII NIL
ECON030 pass

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces the economic problems related to the Indian economy by familiarizing them with
the research studies on areas relating to economic development and policy in India with an emphasis on
contemporary debates.

Learning outcomes

The Learning Outcomes of this course are as follows:

• The students will be able to learn the development paradigm adopted in India since
independenceandevaluateitsimpactoneconomicaswellassocialindicatorsofprogress.
• Students will have the ability to explore current policy debates and contribute to policy making in an
informed way using relevant databases.
• They will also learn how to conductindependentresearchintheseareas

SYLLABUS OF GE-3
Unit 1 : Historical and general overview of Indian economy since Independence (9 hours)
Unit 2 : Growth and structural change (9 hours)
Unit 3 : The Indian economy in a comparative perspective (9 hours)
Unit 4 : Key issues: poverty, inequality, education, health and gender (9 hours)
Unit 5 : Agriculture, industry, services and international trade (9 hours)

Practical component (if any) - NIL

Recommendedreadings

– Kumar, Dharma (2005) ed the article on The Indian Economy 1970 to 2003 in revised
version of CEHI VolII
– Balakrishnan, Pulapre(2010) Economic Growth in India: History and Prospect. OUP.
– Rakshit, Mihir (2011) Macroeconomics of Post-reformIndia. OUP
– Rakshit, Mihir (2010) Money and Finance in the Indian Economy.OUP
– Goyal, Ashima(ed) (2015 )A Concise handbook of Indian Economy in the 21st Century.OUP
– Ghate,Chetan(ed)(2012)TheOxfordHandbookofIndianEconomy.OUP.
– Bosworth, B., Collins, S. M., & Virmani, A. (2007). Sources of growth in the Indian
economy.
– Goyal, A. (Ed.). (2019). A Concise Handbook of the Indian Economy in the 21st

500
 Century.OxfordUniversityPress.
– Pulapre Balakrishnan, 2007, “The Recovery of India: Economic Growth in the Nehru Era”,
Economic and Political Weekly, November.
– RakeshMohan,2019,MovingIndiatoanewGrowthTrajectory:NeedforaCom-
prehensiveBigPush,BrookingsIndia,Section1and2,9-30.
– Ahluwalia,M.S.,2019,“India’seconomicreforms: AchievementsandNextSteps”,
Asian Economic Policy Review, 14(1), 46-62.
James, K.S., & Srinivas Goli, 2016, “Demographic Changes in India: Is the Country Prepared
for the Challenge?” Brown Journal of World Affairs, Fall/Winter 2016, Volume XXIII, IssueI.
Desai, S., 2015, “Demographic deposit, dividend and debt”, The Indian Journal of Labour
Economics, 58,217-232
Arvind Subramanian and Josh Felman (2021) India’s Stalled Rise-How the State Has Stifled
Growth, Foreign Affairson 14.12. 2021
Executive Summary, 2014, Report of the Expert Group to Review the Methodology for
Measurement of Poverty (Rangarajan Committee report), GOI,1-5
– Thomas, J. J. (2020). ‘Labour Market Changes in India, 2005–18’, Economic and Political
Weekly, 55(34),57

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

501
 Generic Elective (GE-7): Theory of Public Finance

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
III/V/VII
Theory of
Introductory
Public Class 12th
4 3 1 0 /Principles of
Finance – Pass
Microecono
ECON061
mics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course will look into the efficiency and equity aspect of market mechanism of allocating
resources and also the design and implications of public sector policies including taxation and
monetary policies.
• It will deal with efficiency, equity, public goods, externalities, taxation, subsidies, fiscal multiplier,
money supply, interest rate and their interlinkages.

Learning outcomes

The Learning Outcomes of this course are as follows:

• This course aims to develop the broad conceptual frameworks which will enable students to learn
economic issues efficiency, equity, public goods, externalities, taxation, subsidies, fiscal multiplier,
money supply, interest rate and their interlinkages.
• It will also allow them to critically evaluate various micro and macro aspects of government policies
and their effects on output, distribution, and welfare in the economy.
• The course will be useful for students aiming towards careers in the government sector, policy
analysis, business and journalism.

Syllabus

UNIT I: Theories of Public Sector and Market Mechanism (12 hours)

Overview of Fiscal Functions; Tools of Normative Analysis; Pareto Efficiency; General Equilibrium
Framework; Equity and the Social Welfare

UNIT II: Market Failure (12 hours)

Sources of Market failures; Public Goods; and Externalities.

UNIT III: Theories of Taxation (12 hours)

Product and Factor tax; Tax Burden; Tax Distortions; Tax Design

UNIT IV: Working of Fiscal and Monetary Policies (9 hours)

Fiscal policy; Banking system and creation of Money; Monetary Instruments and Policies; Fiscal and
Monetary Management in Indian Context.

Recommended readings

• R.A. Musgrave and P.B. Musgrave ,Public Finance in Theory and Practice, 5th Edition.
• Rosen,H.&Gayer,T.(2014).Publicfinance(10thed.).NewYork:McGraw-Hill.
• Stiglitz, J E & Rosengard J K (2015), Economics of the Public Sector, 4th ed, W.W. Norton.

502
 • Jonathan Gruber, (2011), Public Finance and Public Policy, 3rd edition, Worth Publishers.
(MainTextbook)
• Cullis, J., Jones, P. (1998). Public finance and public choice, 2nd ed. Oxford UniversityPress.
• Hindriks,J.,Myles,G.(2013).Intermediatepubliceconomics,2nded.MITPress.
• A. Bagchi (ed.): Readings in public finance. Oxford UniversityPress.
• Stiglitz, J. (2009). Economics of the public sector, 3rd ed. W. W.Norton.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

503
 Generic Elective (GE-8): Money and Banking

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
III/V/VII Introductory
Money and / Principles
Class 12th
Banking – 4 3 1 0 of
Pass
ECON062 Macroecono
mics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course exposes students to the theory and functioning of the monetary and financial sectors of
the economy.
• It highlights the organization, structure, and role of financial markets and institutions. It also
discusses interest rates, monetary management, and instruments of monetary control.
• Financial and banking sector reforms and monetary policy with special reference to India are also
covered.

Learning outcomes

The Learning Outcomes of this course are as follows:

This allows students to understand current monetary policies and financial market out- comes. It also enables
them to critically evaluate policies.

Syllabus

UNIT I: Money (9 hours)

Understanding concept and functions of money, Measurement of money supply, Analytics and Methodology
of computation of money supply, Theories of money supply determination

UNIT II: Financial markets: an Introduction (12 hours)

Role of financial markets and institutions; Problems of Asymmetric information, Financial Crises; Financial
derivatives: Futures, Options and Swaps; Financial markets and Institutions in India: Organization, Structure
and Reforms in India

UNIT III: Interest Rates (12 hours)

Determination of interest rates; Sources of interest rates differentials and risk; Theories of term structure of
interest rates; Interest rates in India

UNIT IV: Central Banking and Monetary policy (12 hours)

Central Bank: Functions and Balance Sheet
Monetary Policy: Targets and instruments, Monetary management in an open economy
Monetary Policy Framework in India: Evolution and current scenario, critical evaluation
Digital currency: implications and emerging issues in Indian economy

Recommended readings
• F J Fabozzi et al: Foundations of Financial Markets and Institutions, Pearson
• F S Mishkin , S G Eakins, T Jayakumar, R K Pattnaik : Financial Markets and Institutions Pearson
• N Jadhav: Monetary Policy, Financial stability and Central Banking in IndiaMacmilla

504
 • M.R. Baye and D.W. Jansen Money, Banking and Financial Markets AITBS, 1996
• Report of the Working Group: Money Supply Analytics and Methodology of Compilation, 1998
Annual Report; Master Circular - Prudential Norms on Capital Adequacy - Basel I Framework -
2011; RBI Bulletin; Report of Currency and Finance (latest).
• Dua, P., "Monetary Policy Framework in India", Indian Economic Review, Vol. 55, Issue 1, June
2020
• Ghate, C., &Kletzer, K. M. (Eds.). (2016). Monetary policy in India: A modern macroeconomic
perspective. Springer.
• Various publications of RBI and other agencies / institutions

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

505
 Generic Elective (GE-9): Digitalisation and Development

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
III/V/VII Digitalisation
and Class 12th
4 3 1 0 NIL
Development Pass
– ECON063

Learning Objectives

The Learning Objectives of this course are as follows:

• The analysis of the impact of information and communication technologies (ICTs) on economies
and societies is a growing field. Technology is an enabling factor. Technological developments
become relevant to the extent that they are economically and socially meaningful.
• This course aims to offers an overview of the understanding of economics of digitalisation and its
impact on the life and livelihood with an interdisciplinary approach.

Learning outcomes

The Learning Outcomes of this course are as follows:

The students would understand the functions information technology and its socio- economic impact,
wellbeing and progress on the contemporary world.

Syllabus

UNIT I: Digital development - India and the World (12 hours)

UNIT II: The transformation of management practices; work and employment; social net- works, trust and
social capital in the digital economy; cultural and motivational aspects (12 hours)

UNIT III: Unit ICTs, Digital Divide and the political economy of inequality (12 hours)

UNIT IV: Access to ICT and poverty and wellbeing, work-life balance (9 hours)

Recommended readings
• Goldfarb, A., Gans, J.,& Agrawal, A. (2019). The Economics of Artificial Intelligence: An Agenda.
University of Chicago Press.
• Agrawal, A., Gans, J., & Goldfarb, A. (2018). Prediction machines: the simple economics of
artificial intelligence. Harvard Business Press.
• Goldfarb, A., & Tucker, C. (2019). Digital economics. Journal of Economic Literature, 57(1), 3-43.
• Goldfarb, A., Greenstein, S. M., & Tucker, C. E. (Eds.). (2015). Economic analysis of the digital
economy. University of Chicago Press.
• Maiti, D., & Awasthi, A. (2020). ICT exposure and the level of wellbeing and progress: A cross
country analysis. Social Indicators Research, 147(1), 311-343.
• Acemoglu, D., & Restrepo, P. (2018). Artificial intelligence, automation, and work. In The
economics of artificial intelligence: An agenda (pp. 197-236). University of Chicago Press.
• Acemoglu, D., & Restrepo, P. (2018). The race between man and machine: Im- plications of
technology for growth, factor shares, and employment. American Economic Review, 108(6), 1488-
1542.

506
 • Varian, H. R. (2001). Economics of information technology. University of California, Berkeley.
• Maiti, D., Castellacci, F., & Melchior, A. (2020). Digitalisation and development: issues for
India and beyond. In Digitalisation and Development (pp. 3-29). Springer, Singapore.
• Singh, N. (2016). Information technology and its role in India's economic development: A review.
Development in India, 283-312.
• Castellacci, F., & Tveito, V. (2016). The Effects of ICTs on Well-being: A Survey and a
Theoretical Framework (No. 20161004). Centre for Technology, Innovation and Culture,
University of Oslo.
• Huyer, S., & Mitter, S. (2003). ICTs, globalisation and poverty reduction: Gender dimensions of the
knowledge society. Kampala (Uganda): http://gab. wigsat. org/policy. htm.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

507
 Generic Elective (GE-10): Introduction to Comparative Economic
Development

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
III/V/VII Introduction
to
Comparative Class 12th
4 3 1 0 NIL
Economic Pass
Development
– ECON064

Learning Objectives

The Learning Objectives of this course are as follows:

• This course investigates selected issues in industrialization and development in comparative
historical perspective.
• The course focuses on a set of countries which followed diverse trajectories and patterns of growth
to achieve their industrial transition and compares the outcomes of these diverse trajectories on
sectoral change, intersectoral relations, labour processes and industrial relations and compares the
role of the state in facilitating the respective trajectories.

Learning outcomes

The Learning Outcomes of this course are as follows:

• The students will be able to visualise economic development in a historical perspective and
assimilate material from diverse narratives.
• It will help them to understand the diverse paths of economic development in the advanced
economies.

Syllabus

UNIT I: Introduction (9 hours)

Theoretical issues and comparative historical background.

UNIT II: Agricultural transformation and its role in industrialization (9 hours)

Agrarian and land relations, production and productivity, agrarian surplus in industrial development. Case
studies: Britain, Japan and U.S.S.R.

UNIT III: The industrialization process of Britain, Japan and U.S.S.R. (9 hours)

UNIT IV: The factory system and making of the industrial working class. Case studies: Britain and Japan
(9 hours)

UNIT V: The role of the state in industrial and developmental transitions. Case studies: Britain, Japan and
U.S.S.R. (9 hours)

Recommended readings
• Davies, R. (1998). Soviet economic development from Lenin to Khrushchev. Cam- bridge
University Press.
• Dobb, M. (1966). Soviet economic development since 1917. Routledge.

508
 • Hughes, J., Cain, L. (1994). American economic history, 4th ed. Harper Collins College Publishers.
• Hayami, Y. (1975). A century of agricultural growth in pre-war Japan: Its relevance to Asian
development. University of Minnesota Press.
• Hobsbawm, E. (1968). Industry and empire: An economic history of Britain since 1750. Weidenfeld
& Nicholson.
• Hobsbawm, E. (1984). Worlds of labour: Further studies in the history of labour. Weidenfeld &
Nicolson.
• Johnson, C. (1982). MITI and the Japanese miracle: The growth of industrial policy 1925-1975.
Stanford University Press.
• Macpherson, W. (1995). The economic development of Japan 1868-1941. Cam- bridge University
Press.
• Norman, E. (2007). Japan's emergence as a modern state: Political and economic problems of the
Meiji period. University of British Columbia Press.
• Okochi, K., Karsh, B., Levine, S. (1974). Workers and employees in Japan: The Japanese
employment relations system. Princeton University Press.
• Paul, G., Robert, C. (1990). Soviet economic structure and performance, 3rd ed. Harper and Row.
• Tauger, M. (2004). Soviet peasants and collectivization 1930-39: resistance and adaptation. Journal
of Peasant Studies, 31: 3-4. 427-456.
• Angus Maddison (2001). The World Economy, Vol. 1: A Millennial Perspective. OECD.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

509
 Generic Elective (GE-11): Education and Development

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
III/V/VII Education
and Class 12th
4 3 1 0 NIL
Development Pass
– ECON065

Learning Objectives

The Learning Objectives of this course are as follows:

This course discusses the role of education in development and policy analysis and formulation in the context
of development; the impact of the globalisation on, and the role of international agencies in, education for
development; human capital theory and human resource development; education and aid; research and
consultancy strategies and ethics. he emphasis in this course is laid on understanding the theoretical aspects
of education and linking it with the issues of education in a developing country like India.

Learning outcomes

The Learning Outcomes of this course are as follows:

This course will develop skills amongst the students to role of education and strategies to expand education
in highly unequal societies. This will further help to conduct research and analysis the role of institutions for
the outcome of education.

Syllabus

UNIT I: Introduction (9 hours)

Defining the educational problem

UNIT II: Human capital theory (6 hours)

The basic economic perspective on education

UNIT III: Early childhood education: How important? When did earnings become so dependent on
education? Do our regression estimates overestimate the impact of education on earnings? The case of ability
bias. (9 hours)

UNIT IV: Education as a signal of skill (9 hours)

If the return to education is real, does it reflect skills learned or is it a signal? Why has the rate of return to
education increased? What skills are now rewarded in the workplace?

UNIT V: Schooling and Achievement (6 hours)

Do smaller classes raise achievement? School vouchers and parental choice; School accountability, standards
and testing; Teacher quality and teacher training; Can technology complement what teachers do?

UNIT VI: Higher Education (6 hours)

Basic issues and structure; Higher education policy

Recommended readings
• Borjas, George. Labor Economics. Boston, MA: McGraw-Hill, 2005
• Lovenheim, M., & Turner, S. E. (2017). Economics of education. Macmillan Higher Education.

510
 • Feinstein, Leon. "Inequality in the Early Cognitive Development of British Children in the 1970
Cohort." Economica 70, no. 277 (2003): 73-97.
• Duflo, Esther. "Schooling and Labor Market Consequences of School Construction in Indonesia:
Evidence from an Unusual Policy Experiment." American Economic Review 91, no. 4 (2001): 795-
800.
• Levy, Frank, and Richard J. Murnane. "Computers, Offshoring, and Skills." Working Paper.
September 18, 2005..
• Hanushek, E. A., Machin, S. J., &Woessmann, L. (Eds.). (2016). Handbook of the economics
of education. Elsevier.
• Bradley, S., & Green, C. (Eds.). (2020). The Economics of Education: A Com- prehensive
Overview.
• Hanushek, Eric A., 2005, Economic Outcomes and School Quality, International Academy of
Education and International Institute for Educational Planning.
• Goldin, C., & Katz, L. F. (2010). The race between education and technology. harvard university
press.
• Haveman, R., & Smeeding, T. (2006). The role of higher education in social mobility. The Future
of children, 125-150.
• Singh, A., Park, A., &Dercon, S. (2014). School meals as a safety net: an evaluation of the midday
meal scheme in India. Economic Development and Cultural Change, 62(2), 275-306.
• Krueger, Alan B. "Experimental Estimates of Education Production Functions." Quarterly Journal
of Economics 114, no. 2 (1999): 497-532.
• Loeb, Susanna, and Marianne E. Page. "Final Examinationining the Link between Teacher Wages
and Student Outcomes: The Importance of Alternative Labor Market Opportunities and Non-
pecuniary Variation." Review of Economics and Statis- tics 82, no. 3 (2000): 393-408.
• Winston, Gordon. "Subsidies, Hierarchy and Peers: The Awkward Economics of Higher
Education." Journal of Economic Perspectives 13, no. 1 (1999): 13-36.
• Azam, M., & Kingdon, G. G. (2015). Assessing teacher quality in India. Journal of Development
Economics, 117, 74-83.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

511
 Generic Elective (GE-12): Basic Resource and Energy Economics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
III/V/VII Basic
Class Introductory
Resource and
12th with /Principles of
Energy 4 3 2 0
Mathema Microecono
Economics –
tics mics
ECON066

Learning Objectives

The Learning Objectives of this course are as follows:

ThiscoursewillintroducethebasicsofResourceandEnergyeconomics.Theobjectiveofthis course is to provide
theoretical and empirical topics on Resource economics, energy economics, energy transition, and energy
security. This course introduces the conceptual and theoretical foundations of Resource Economics. In
particular, the policies and potential sources are both renewable and non-renewable. The objective of
thiscourseistoprovideknowledgeontheprinciplesofgoverningandmanagingnaturalresources.

Learning outcomes

The Learning outcomes of this course are as follows:

The students will learn some issues of resource economics relating to the basics of supply, demand, and
prices, income elasticities, world oil markets, and depletable resources, pathways of energy transition from
conventional to renewable energysources.

Syllabus

UNIT I: Resource Economics (Renewable and non-renewable sources) (15 hours)

Optimal extraction of a non-renewable resource, Optimal management of renewable resources -Fishery and
Forestry, Tom Tietenberg and Lynne Lewis, Environment and Natural Resource Economics, 9th edition,
Chapter 5,6,12 and13

UNIT II: Energy Economics (15 hours)

Types of energy sources, Introduction to Basics of supply, demand, and prices, energy supply and
economics of depletable resources, world oil markets

UNIT III: Energy transition and energy security Pathways of energy transition from conventional to
renewable energy sources, Policy instruments, Energy security, accessibility and 4 A definition, and Energy
poverty (15 hours)

Recommended readings
• Tom Tietenberg and Lynne Lewis, Environment and Natural Resource Economics, 9thedition
• Review of the Basics of Supply, Demand and Price Formationin Competitive
MarketsPindyckandRubinfeld.2005
• Fouquet, R. Historical energy transitions: speed, prices and system transformation. Energy Res. Soc.
Sci. 22, 7–12 (2016).
• McGowan, J., and S. Conners. ”Windpower: A Turn of the Century Review.”
AnnualReviewofEnergyandtheEnvironment25(2000):147-197.

512
 • Chen, B., Xiong, R., Li, H., Sun, Q., &Yang, J. (2019). Pathways for sustainable
energytransition.JournalofCleanerProduction,228,1564-1571.
• Palmer, K., and D. Bullaw. ”Cost-Effectiveness of Renewable Electricity Policies.” Energy
Economics 27 (2005):873-894
• Deffeyes, K. Hubbert’s Peak: The Impending World of Oil Shortage. Princeton,
NJ:PrincetonUniversityPress,2001,chapter1.ISBN:0691116253.
• Lynch M. ”ThePessimism About Petroleum Resources: Debunking the Hubbert Model (and Hubbert
Modelers).” Minerals and Energy - Raw Materials Report 18, no. 1 (2003):1-18.
• Watkins, G. ”OilScarcity: What Have the Past Three Decades Revealed?” Energy Policy 34
(2006):508-514.
• Cherp, A., & Jewell, J. (2014). The concept of energy security: Beyond the four As. Energy policy,
75,415-421.
• Carley, S., &Konisky, D. M. (2020). The justice and equity implications of the
cleanenergytransition.NatureEnergy,5(8),569-577.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

513
 Generic Elective (GE-13): Principles of Microeconomics II

Semester
Duration (per week)
Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
III/V/VII Introductory
Microeconomics
Principles of Class 12th
(ECON001)/
Microeconomics 4 3 1 0 with
Principles of
II – ECON027 Mathematics
Microeconomics
I (ECON025)

Learning Objectives

The Learning Objectives of this course are as follows:

• This course covers imperfect markets and equilibrium analysis, consumer and producer theories
under various markets and its failure, and international trade.

Learning outcomes

The Learning outcomes of this course are as follows:

• This course helps the students to understand different forms of market imperfections and market
failures observed in real life situations.
• The students learn about the environment where the standard market mechanism fails to generate
the desirable outcomes.
• They develop a sense of how the production is distributed among the different factors of production
and the demand for inputs.
• Some preliminary concepts of international tradearealsocoveredinthiscourse.

Syllabus

UNIT I: Market Structures (12 hours)

Theory of a Monopoly Firm: Concept of imperfect competition; short run and long run price and
output decisions of a monopoly firm; concept of a supply curve under monopoly; comparison of perfect
competition and monopoly, social cost of monopoly, price discrimination; remedies for monopoly:
Antitrust laws, natural monopoly
Imperfect Competition: Monopolistic competition: Assumptions, SR and LR price and output
determinations under monopolistic competition, economic efficiency and resource allocation; oligopoly:
assumptions, oligopoly models, game theory, contestable markets, role of government

UNIT II: Consumer and Producer Theory (12 hours)

Consumer and Producer Theory in Action: Externalities, marginal cost pricing, internalising externalities,
public goods; imperfect information: adverse selection, moral hazard, social choice, government
inefficiency.
Markets and Market Failure: Market adjustment to changes in demand, efficiency of perfect competition;
sources of market failure: imperfect markets, public goods, externalities, imperfect information; evaluating
the market mechanism.

UNIT III: Income Distribution and Factor pricing (12 hours)

Input markets: demand for inputs; labour markets, land markets, profit maximisation condition in input
markets, input demand curves, distribution of Income.

514
UNIT IV: International Trade (9 hours)
Absolute advantage, comparative advantage, terms of trade, sources of comparative advantage, trade
barriers, free trade/ protectionism.

Recommended readings
• Mankiw,N.G.(2018).PrinciplesofMicroeconomics8thed.
• Bernheim,B.,Whinston,M.(2009).Microeconomics.TataMcGraw-Hill.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

515
 Generic Elective (GE-14): Corporate Finance, Governance and
Development

Semester
Duration (per week)
Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
V/VII Corporate
Class
Finance,
12th with Basic
Governance and 4 3 2 0
Mathema Statistics
Development –
tics
ECON067

Learning Objectives

The Learning Objectives of this course are as follows:

• This course covers the important financial decisions that face companies and corporate world in the
modern economies.
• This will cover investment, financing and dividend decisions, together with the management of risk.

Learning outcomes
The Learning outcomes of this course are as follows:
• The students will be able to under the risk and decisions taken by the corporate world in the present-
daysituations.
• The student will learn the practical issues of assets formation in the share and equity markets.
• They will also learn the role of institution in regulating uncertain and risky behaviours of the
corporate firms.

Syllabus

UNIT I: Investment decisions (12 hours)

Traditional methods of investment appraisal, Investment–consumption decision model, The discounted cash
flow approach, Net present value and internal rate of return, Project cash flows, Capitalrationing

UNIT II: Risk analysis (12 hours)

Simple risk techniques, Risk and return, Portfolio theory, The capital asset pricing model, Option
valuation, Interest rate risk

UNIT III: Financing decisions (12 hours)

Financial markets, the cost of capital, Weighted average cost of capital, Capital structure in a simple world,
Capital structure in a complex world, Investment and financing interactions, The dividend decision

UNIT IV: International issues (9 hours)

Foreign exchange, Foreign exchange hedging, Foreign direct investment

Recommended readings
• Quiry, P., LeFur, Y., Vernimmen, P. (2022). Corporate finance:theoryandpractice. John Wiley
&Sons.
• Lumby, S., & Jones, C. (2003). Corporate finance: Theory & practice. Cengage LearningEMEA.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

516
 Generic Elective (GE-15): Principles of Macroeconomics II

Semester
Duration (per week)
Course title & Eligibility
Credits Prerequisite
Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Introductory
Principles of Class 12th Macroeconomics/
Macroeconomics 4 3 1 0 with Principles of
II – ECON028 Mathematics Macroeconomics
I

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces labour markets and derives the aggregate supply (AS) curve.
• Then, it integrates with Aggregate Demand (AD) to determine equilibrium prices and output.
• The course discusses Phillips curve and the alleged trade-off between inflation andunemployment.
• Both adaptive and rational expectations are introduced.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students would learn an analytical framework to analyse the basic functioning of the aggregate
macroeconomy under closed and open economy.
• It also enables them to analyse the functioning of the economies in term of the effects of fiscal and
monetary policy and trade-off between inflation and unemployment.

Syllabus

UNIT I: IS-LM Analysis for income determination (12 hours)

Derivations of the IS and LM functions; IS-LM and aggregate demand; shifts in the ADcurve

UNIT II: GDP and Price Level in Short Run and Long Run (12 hours)
Aggregate demand and aggregate supply; multiplier analysis with AD curve and changes in price levels;
aggregate supply in the SR and LR

UNIT III: Inflation and Unemployment (12 hours)

Concept of inflation; determinants of inflation; relationship between inflation and unemployment: Phillips
Curve in short-run and long-run

UNIT IV: Balance of Payments and Exchange Rate (9 hours)

Balance of payments: current account and capital account; market for foreign exchange; determination of
exchange rate

Recommended readings
• Blanchard,O.(2006).Macroeconomics,4thed.PearsonEducation.
• C.L.F. Attfield, D. Demery and N.W. Duck, Rational Expectations in
Macroeconomics:anintroductiontotheoryandevidence(1991,2ndEd.).
• Sheffrin,Steve Rational Expectations. Cambridge University Press (1996, 2nd ed.).
• Dornbusch,R.,Fischer,S.(1994).Macroeconomics,6thed.McGraw-Hill.
• R. Dornbusch, S. Fischer and R. Startz. (2018). Macroeconomics (12th edition). McGraw-Hill.
• Branson,W.(2013).Macroeconomics:Theoryandpolicy,3rded,EastWestPress.

517
 • Carlin, W and D Soskice (2007), Macroeconomics: Imperfections, Institutions and Policies, Indian
Edition,OUP.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

518
 Generic Elective (GE-16): Basic Econometrics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Knowledge of
Class XII
Basic
Class 12th standard
Econometrics 4 3 2 0
Pass Mathematics
– ECON024
AND Basic
Statistics

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces students to the econometric methods used to conduct empirical analysis
based on the basic statistics.
• It offers the basic quantitative techniques needed to undertake applied research projects to establish
the relationship between variables of interestsacrosswidevarietyofdisciplines.

Learning outcomes

The Learning outcomes of this course are as follows:

• Students will learn to estimate simple estimation and inferences about population parameters, to
formulate empirical models and analyze data.
• An expertise in econometrics increases the job prospect of the students significantly.

Syllabus

UNIT I: Regression Models (15 hours)

OLS estimators, hypothesis Testing using software and practical application; multi- ple Regression Model
- estimation, Testing and practical application using software like GRETL/EViews/ R/Stata/EXCEL etc.

UNIT II: Qualitative variables and Estimation (15 hours)

Application of qualitative variables, Nonlinear Models, Applications of dummy variables

UNIT III: Issues with Classical Assumptions (15 hours)

Violation of normal distribution, Collinearity with independent variables, heteroscedasticity,
autocorrelation, practical application

Recommended readings
• Christopher Dougherty, Introduction to Econometrics, 4th edition, OUP, Indian edition.
• Damodar Gujarati, Econometrics by Example, 2nd edition, Palgrave Macmillan, 2014.
• Gujarati,D.,Porter,D.(2010).EssentialsofEconometrics,4thed.McGraw-Hill.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

519
 Generic Elective (GE-17): Sectoral Issues in Indian Economy

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Sectoral
Issue in
Class
Indian 4 3 1 0 NIL
12th Pass
Economy –
ECON059

Learning Objectives

The Learning Objectives of this course are as follows:

• The course imparts in-depth knowledge on the issues relating to the agricultural and industrial
economy of India, with the focus on the evolutionary path undertaken and the resultant concerns.
• This will cover issues of MSMEs and small farms
toinformtheproblemsindustrialisationaswellasincreasedproductivityofagriculture.

Learning outcomes

The Learning outcomes of this course are as follows:

• This course will familiarize students with the problems,
issues,currentdebates,andpolicyinterventionsforlong-termsustainability,efficiency,and resilience.
• The students will be able to understand, comprehend and critically analyse the issues and policies
and would be able to form a well-informed and well- articulated opinionoftheirown.

Syllabus

UNIT I: Agricultural Performance since Independence: (9 hours)

Output and productivity growth Agricultural Performance since Independence in the context of land
andlabour

UNIT II: The Policy Environment: Food security and nutritional concerns, MSPs, Agricultural price policy,
subsidies/cash transfers, The public distribution system; Capital formation (12 hours)

UNIT III: Current Issues in Indian Agriculture (selected topics) (12 hours)
Resource Use Efficiency-Fertiliser, Water, Other inputs; Diversification for future Growth and enhanced farm
income; Sustainable agricultural growth—concepts and constraints; Prospects for dryland/organic/zero
budget farming; trade and
competitiveness;useofnewtechnologyandartificialintelligence;Marketing/infrastructure; Crop
insurance/agriculturalfinance

UNIT IV: Industry (12 hours)

Overview of the Industrial Scene in India- Trends in growth and productivity; Competitiveness and changes
in Policy Regimes- domestic competitiveness and export; Issues relating to Indian Industry (selected topics);
Scale and ownership, MSMEs and large industries, Public and Private Sector, Employment growth, labour
and capital (domestic and foreign), formal and informal sectors, Infrastructural bottle- necks, research and
development.

Recommended readings
• SukhamoyChakravarty (1984) Aspects of India’s Development Strategy for 1980s? EPW vol 19
no20-21

520
 • J. Bhagwati (1993), India in Transition: Freeing the Economy, Clarendon Oxford 1993
• K. V. Ramaswamy (2015) Labour, Employment and Economic Growth in India
CambridgeUniversityPress
• Isher Judge Ahluwalia (1985) Industrial Growth in India: Stagnation Since the Mid-
sixties,OxfordUniversityPress
• R. Nagaraj (2015) Can the Public Sector Revive the Economy? Review of the Evidence and a
Policy Suggestion EPW vol 50 no5
• S N Rajesh Raj, Kunal Sen (2020) The ‘Missing Middle’ Problem in Indian Manufacturing. What
Role Do Institutions Play? EPW April 18, 2020 vol 55 no16
• Indian Industrialisation, ICSSR Research and Surveys and Explorations in Eco- nomics vol.1 (2015)-
C P Chandrasekhar (ed), Oxford University Press,Delhi
• Sabyasachi Mitra, Abhijit Sen Gupta, and Atul Sanganeria (2020) Drivers and Benefits of
Enhancing Participation in Global Value Chains: Lessons for India, ADB South Asia Working
Paper No. 79
• Raghuram Rajan (2015) Make in India, largely for India, Indian Journal of Indus- trial Relations,
Vol. 50, No. 3 (January 2015), pp.361-372
• Vaidyanathan, A. (1994), “Performance of Indian Agriculture since Independence” in Kaushik Basu
(ed.), Agrarian Questions Oxford UniversityPress.
• Mahendra Dev (2016) Water Management and Resilience in Agriculture vol 51, No 8 EPW
Economic & Political Weekly
• Ramesh Chand (2012) Development Policies and Agricultural Markets EPW DE- CEMBER 29,
2012 vol 47 no52
• Yoginder K Alagh (2021) Globalisation and the Indian Farmer EPW vol 56 no 28
• Chatterjee, S., Kapur, D. (2017). Six puzzles in Indian agriculture. India Policy Forum 2016, Vol. 17.
• NABARD Foundation Day, Paper on enhancing Farmers’ income by K J S Satyasai and Nirupam
Mehrotra. 12 July 2016
• Acharya, S.S. (2007) “Agribusiness in India: Facts and Emerging Issues”,
AgriculturalEconomicsResearchReview,Vol. 20,ConferenceIssue,pp.409-424
• Mohan, R., (2006) Agricultural Credit in India: Status, Issues and Future Agenda,
EconomicandPoliticalWeekly,March18,2006,pp1013-1021.
• Mishra S.N. and Chand, R., (1995) Public and Private Capital Formation in Indian Agriculture:
Comments on Complementarily Hypothesis, Economic and Political Weekly, June 24th,1995
• GOI (2007), Report of The Working Group on Risk Management in Agriculture for the Eleventh
Five Year Plan (2007-2012), GOI, NewDelhi
• Indian Agriculture Towards 2030-Pathways for Enhancing Farmers’ Income, Nutritional Security
and Sustainable Food and Farm Systems (2021) An open-access Springerpublication.
• Government of India (2017) “Report of the Committee on Doubling Farmers’ In- come”. Ministry of
Agriculture and Farmers’ Welfare, Government ofIndia
• PRS Legislative Research (2017), Swaminathan Report: National Commission on Farmers, at
Swaminathan Report: National Commission on Farmers, PRSIndia
• Acharya SS and NL Agarwal (2016), Agricultural Marketing in India, New Delhi: CBS Publishers
andDistributors
• Expert Committee Report on Marketing Infrastructure & Agricultural Marketing Reforms (2000)
Government of India, Department of Agricultural & Cooperation Krishi Bhavan, NewDelhi

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

521
 Generic Elective (GE-18): Game Theory and Social Sciences

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Game
Knowledge
Theory and
Class of Class XII
Social 4 3 1 0
12th Pass Standard
Sciences –
Mathematics
ECON068

Learning Objectives
The Learning Objectives of this course are as follows:
• This course will teach the basic elements of game theory with applications to political science and
other social sciences.
• It will coversimultaneous games, extensive-form games, repeated games, and spatial models of
elections.
• The course will also focus on using the logic of games to make inferences and arguments about
political and social behavior, with readings on collective action, voting, bargaining, repeated
interaction, war, and other FinalExamples.

Learning outcomes
The Learning outcomes of this course are as follows:
• The students will learn how to apply multi-person decision making in an interactive setting.
• They will understand how to formulate different real-life situations as games and learn to predict the
optimal strategies of players and how the players can exploit strategic situations for their own benefit.
• They will solve basic and intermediate games, including simultaneous-move and extensive-form
games, as well as basic games of asymmetric information.
• The students can create and solve an original model designed to understand a social or political
problem of interest.

Syllabus

UNIT I: Rational choice; interacting decision-makers; the normal/strategic form (9 hours)

UNIT II: Dominant and dominated strategies; rationalizability; iterated elimination of dominated strategies;
dominance solvability; best response functions; Nash equilibrium. (12 hours)

UNIT III: Extensive-form and simultaneous game, Strategic game and its application in social sciences,
electoral competition; the war of attrition, auctions; accident law; mixed strategies; finding mixed strategy
equilibria;symmetricgamesandsymmetricequilibria;illustrations:reportingacrime;expertdiagnosis (12 hours)

UNIT IV: Strictly competitive equilibrium and maximization (12 hours)

Recommended readings
• Martin J. Osborne, An Introduction to Game Theory, Oxford University Press, New Delhi,2004.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

522
 Generic Elective (GE-19): Economy of Colonial India

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Economy of
Colonial Class
4 3 1 0 NIL
India – 12th Pass
ECON069

Learning Objectives

The Learning Objectives of this course are as follows:

• This course Final Examples some key spheres and trends of India’s economy under colonial rule and
situates them in the realms of land, labour, capital and state policy as they emerged from the shadows
of the Mughal decline and moved into the colonial era.
• A special focus will be given on the peasants, artisans, migrants and their changing relationships
with state power.
• The course will revisit some influential debates of Indian economic history: deindustrialisation, the
nature of growth under colonial conditions, forced commercialization, the modernity of its
industrialisation, working classes, drain of wealth and the role of the colonialstate.

Learning outcomes

The Learning outcomes of this course are as follows:

• The students will be able to learn economic transformation from pre-colonial period to the British
colonial regime that paved the way of distorted path of growth and development.
• They will understand the nature of colonial economy and how resources of colonies were exploited
by the colonial power.
• They will acquire skill to critically engagewithideasofeconomicchangesinthelasttwocenturies.

Syllabus

UNIT I: Economic transformation from pre-colonial to colonial regime (12 hours)

Economic transition, Colonial exploitation and resultant tyranny affected the trend of population, national
income; occupational structure, merchandise trade, emergence of state with the East India Company and
nature of its rule.

UNIT II: Agrarian Transformation (12 hours)

Colonial Rule on Indian Soil affected land revenue settlements, commercialization of agriculture, changing
cropping pattern, land market, rural credit and indebtedness. It further influenced agrarian relations that
includes agricultural labour, regional variations, peasant commodity production and generated debates on
the ‘mode of production in Indian agriculture’, the ‘invisible’ women of India’s agrarian history.

UNIT III: The de-industrialisation debate (12 hours)

Role of infrastructure for merchandise trade, evolution of entrepreneurial and industrial structure; constraints
on industrial growth; labourrelations; drain of wealth; international trade and Balance of Payments

UNIT IV: Evolution of State and Financial Market (9 hours)

Evolution of state and its function for social welfare and relief under famine and starvation; Public Finance,
Government revenue, expenditure and investment over the years; Emergence of Modern Banking in India
and its role in economy; Overall assessment of colonial economy: stagnation and decline with regional
variations.

523
Recommended readings
• Guha, S., 1991, Mortality decline in early 20th century India, Indian Economic and Social
History Review, vol. 28
• Roy,T,2011,TheEconomicHistoryofIndia1857-1947,3rdedn,OrientLongman, Delhi.
• Irfan Habib, 2006, Indian Economy 1858-1914, A People’s History of India, vol. 28, Tulika,Delhi
• Chaudhary, L., B. Gupta, T Roy and A. V. Swami (eds.), A New Economic History of Colonial
India, Routledge, London and NewYork.
• Parthasarathi, P. 2009, Historical Issues of Deindustrialization in Nineteenth Cen- tury South India,
in T Roy and Giorgio Riello (eds) How India Clothed the World: The World of South Asian Textiles,
1500-1850 , Brill,Leiden
• Morris, M.D , 1965, Summary and Conclusions in Emergence of an Industrial Labour Force in
India, OUP,Delhi
• Roy, T., 2018, Capital and Empire (1850-1930): Trade and Finance in A Business History of
India: Enterprise and the Emergence of Capitalism from 1700, CambridgeUniversityPress,Delhi
• Chatterjee, B., 1992, Trade, Tariffs and Empire, Oxford University Press, Delhi, Epilogue.
• Washbrook, D. , 2012, The Indian Economy and the British Empire in Douglas M Peers and Nandini
Gooptu (ed.) India and the British Empire, OUP, Delhi.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

524
 Generic Elective (GE-20): Basic Environmental Economics

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Basic Introductory
Environment Class /Principles of
4 3 1 0
al Economics 12th Pass Microecono
– ECON070 mics

CourseObjectives:
• The objective of this course is to provide basic knowledge of environmental economics, and its
relationship between microeconomics and welfare economics.
• It covers the sig- nificance and application of Environmental Economics in the present
environmental challenges in India. It describes and comprehends various environmental policies
by de- ployingvarious policy instruments as well as measure the various market and non-market
benefits of environmental policies.
• Finally, the course addresses the transboundary en- vironmental problems, and challenges related
to trade and the environment.

Course LearningOutcomes
• The students will be able to learn the basic factors influencing the environmental chal- lenges faced
by the present world.
• They will comprehend the functions of state and institution in mitigating such challenges.

Content (Unit-wise):
Unit 1 : Introduction to Environment Economics (9 hours)
What is environmental economics, Overview of environmental problems in India Unit 2 :
Welfare economics and inefficiencies (9 hours)
Pareto efficiency in consumption (Edgeworth Box), Pareto efficiency in Production,
Theorems of welfare economics
Unit 3 : Externalities, property rights and Environmental Policy (9 hours)
Market Failure, externalities in Production and consumption, Externalities in prop- erty
rights. Types of environmental goods (use and non-use value)
Unit 4 : Bargaining Solutions and Environmental Policies (9 hours)
Coase Theorem and its implications, Overview of regulatory policies related to environment,
implementation of environmental policy
Unit 5 : International Environmental Problems (9 hours)
Environment and World Trade Organization, GATT, Multilateral Environmental Agreements,
Transboundary environmental problems

SuggestedReadings:
– Charles Kolstad. Intermediate Environmental Economics, Oxford University Press,
2ndedition(2012).[Indianreprintavailable.]

525
 – Roger Perman, Yue Ma, James McGilvray and Michael Common. Natural Re- source and
Environmental Economics, Pearson Education/Addison Wesley, 4th edition(2011).
– Robert N. Stavins (ed.). Economics of the Environment: Selected Readings, W.W.
Norton,6thedition(2012).

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

526
 Generic Elective (GE-21): Law and Development

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Introductory
Law and
Class /Principles of
Development 4 3 1 0
12th Pass Microecono
– ECON071
mics

CourseObjectives:
• Law is widely thought of a prerequisite to economic development. The course focuses on how
property rights play a central role in economic development and individuals investif they can reap
the future benefits of their investments as well formation of assetswithcollateral.
• Thecoursedealswiththequestions,wherepropertyrightscome from, how they are made and evolve,
why, by whom and in what manner attributes of property rights are grafted onto different objects,
claims, or assets.
• More specifically, the course covers key areas such as property rights, business transactions, and
industrial promotion,withguidanceforpro-developmentlegislationineach.

Course learning outcomes:

• The students will acquire understanding the efficacy of laws and institutions in the modern
economies for property rights and debt that helped equity and transparency for economic
development.
• The students will learn the facility
incomparativelaw,approachestolegalinstitutionalism,andlawandpoliticaleconomy.

Content(unit-wise):
Unit 1 : Introduction (9 hours)
The Importance of Laws and institutions for EconomicDevelopment
Unit 2 : Property Rights and Economic Development (12 hours)
Property rights and their role in resource allocation (Market and non-market
mechanism for land transfer); Intellectual Property Rights (IPRs) Patents,
Copyright and Trademarks. Cost and benefits of private IPRs; Individual
rights vs common good
Unit 3 : Legal Frameworks for Business Transactions and Economic Development
(12 hours)
Economics of Contract Law Legal contract; Role of Contracts for
functioning of markets; Incomplete contracts; Efficient contracts; Damages
measures and theirefficiency properties.
Unit 4 : Law and Industrial Promotion as Tools for Economic Development (12 hours)
Anti-trust laws, Competition Policy; Legal Process: Litigation – its causes
and consequences; Benefits of legal certainty

• SuggestedReadings:

– Lee, Yong-Shik (2017) ”GeneralTheory of Law and Development,” Cornell

527
 Interna- tional Law Journal: Vol. 50 : No. 3 , Article 2. Available at:
https://scholarship.law. cornell.edu/cilj/vol50/iss3/2
– Cooter, Robert and Thomas Ulen, Law and Economics, Sixth Edition,
Addison Wesley 2013, ISBN 9780132540650. Free here Law and Economics,
6th edition (jku.at)
– Lee, Y.S., Call for a New Analytical Model for Law and Development
(Septem- ber 16, 2016). Law and Development Review, Vol. 8, No. 2 (June
2015), 1-67, Available at SSRN: https://ssrn.com/abstract=2839943
– Lee, Y.S.; General Theory of Law and Development;
https://ww3.lawschool.cornell.edu/research/I final.pdf
– Trubek, D. M., & Santos, A. (Eds.). (2006). The new law and economic
develop- ment: a critical appraisal. Cambridge UniversityPress.
– Dam, K. W. (2007). The law-growth nexus: The rule of law and economic
devel- opment.BrookingsInstitutionPress.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

528
 Generic Elective (GE-22): Public Finance inIndia

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Public
Finance in Class
4 3 1 0 NIL
India – 12th Pass
ECON072

CourseObjectives:
• This course covers an overview of recent trends and issues in government finances of India.
• It will look into the recent trends in budget, deficits, reforms in taxes of the centre, states and
the local governments and the issues of fiscal federalism and decentralisation in India.
• It also offers an overview of principles and finances of India’s flagships welfare programs.
Course LearningOutcomes:
• The students will learn India’s recent trends and issues in direct and indirect taxes,
intergovernmental transfers and welfare policies.
• It will enable them to compare and contrast India’s public sector performance with the
conceptual standards and perfor- mances of other nations.
• It will also equip them to engage in empirical based public policy debates around taxation,
fiscal federalism and welfare policies.
• The course will be useful for students aiming towards careers in the government sector,
policy analysis, business andjournalism.
Content (Unit-wise):

Unit 1 : Current Issues of India’s Tax system (12 hours)

Overview of India’s tax system and performance; GST; Issues in Direct Taxes; other
issues in indirect taxes (eg. taxes on petroleum products)
Unit 2 . Analysis of Budget and Deficits: (12 hours)
Union and State Budget analysis; Deficit and Debt Management; Unit
3 Fiscal Federalism in India (12 hours)
Theories of Fiscal Federalism; Overview of Fiscal Federalism Structure in India;
Intergovernmental Transfers; Local Finances in India
Unit 4 : Development and Welfare Policies- (9 hours)
India’s Flagship Programs- Public Distribution system, National Health Mission, Universal
Health Insurance, Education, other Central and State sponsored schemes

SuggestedReadings:

• RelevantchaptersfromLatestFinanceCommissionReports
• Relevant chapters from the latest EconomicSurvey

529
 • Latest BudgetDocument
• Rangarajan, Chakravarthy, and D. K. Srivastava. ”Fiscaldeficits and government debt: implications
for growth and stabilisation.” Economic and Political Weekly (2005): 2919-2934
• Rao, M. Govinda. ”Centraltransfers to states in India: rewarding performance while ensuring
equity.” Final report submitted to NITI Aayog(2017).
• Relevantarticlesfromreputedjournals

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

530
 Generic Elective (GE-23): Health andDevelopment

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII
Health and
Class
Development 4 3 1 0 NIL
12th Pass
– ECON073

CourseObjectives:
• Thiscoursedealswiththeinterfacebetweenthehealthanddevelopment,bothmonetaryandnon-
monetary terms.
• It identifies how health care markets differ from other goods and services, the unique role of
health insurance for health equity.
• The course address how medical spending has evolved over time, role of state and institution
for delivering health care services.
• It also covers the various strategies address by the nation and
internationalorganisationsforensuringhealthcareandbetterlife.

Course LearningOutcomes:
• The students will be able to understand economic dimensions of health services, deter-
minants of health care, role of state and institution, policies relating to health equity
andstrategiestodealwithcommunicableandnon-communicablediseases

CourseOutline:

Unit 1 : Health, Wealth, and Welfare; Utility and Health; Causes and Consequences of Regional
Variations in Health Care (9 hours)
Unit 2 : Health expenditure
Health Care Spending Growth; The Transformation of Medical Care to Health;
TheDemandforMedicalCare;out-pocketexpenditure (9 hours)
Unit 3 : Health Insurance (9 hours)
Externalities in Health and Medical Care; The Demand for Health Insurance; Health
Insurance Supply and Managed Care; Government Provision of Health Insurance; Universal
Insurance Issues and International Comparisons of Health Care Systems; managing market (9
hours)

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 Unit 4 : Economics and mental health (9 hours)

Unit 5 : Health Systems (9 hours)

International health systems and Indian experiences, and health care financing.

Suggested Readings: Following is the suggested list of books/papers, which can be

updated with more recent papers as ans when they becomeavailable.
Main Textbooks

– Deaton, A. (2007). Height, health, and development. Proceedings of the

national academy of sciences, 104(33), 13232-13237.
– IMF (2004), Health and Development, https://www.imf.org/external/pubs/ft/health/eng/hdwi/h
– Satpathy SK, Bansal RD. Health economics–concepts and conceptual
problems. HealthPopulPerspectIssues.1982Jan-Mar;5(1):23-
33.PMID:10310083.
– Frank, R. G., & McGuire, T. G. (2000). Economics and mental health.
Handbook ofhealtheconomics,1,893-954.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

532
 Generic Elective (GE-24): Global Political Economy

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII Global
Political Class
4 3 1 0 NIL
Economy – 12th Pass
ECON074

• CourseObjectives:
• This course introduces students to the contemporary structures, trends and
developments in the world economy from a political economy perspective.
• The period covered is from the end of Second World War up to global
economic crisis of 2008. Areas covered include the organization of
production and corporate structure; changes in labour processes and
labour regimes;
• The financialization of the world economy; and the shift
intheunderstandingofthenatureandroleofthestateunderglobalisation.

• Course LearningOutcomes:
• This course enables students to develop a critical understanding of the
contemporary global economy, changing dynamics of political economic
relation and developments over the last five or six decades.

Content (Unit-wise):

Unit 1 : Introduction (6 hours)

The political economy of globalisation, a theoretical and historical overview.

Unit 2 : Changing dynamics of capitalist production. (9 hours)

Organisational forms and labour processes in the Fordist and Post-Fordist produc- tion
regimes; multinational corporations – evolution, structural form and dynam- ics; global
value chains and production networks; the nature of employment, job security and labour
rights in a globalising world.
Unit 3 : Institutional setting of global trade. (6 hours)
Evolution of the role, structure and mechanisms of the international trade regime.
Unit 4 : The role of finance in the globalised economy. (9 hours)
Financialization– trends, instruments, features and consequences.
Unit 5 : The state in the era of globalisation: (6 hours)
Globalisation and the limits of the welfare and developmental states; the neoliberal state.
Unit 6 : Global economic instability and crisis: (9 hours)
The 2008 global economic crisis – prelude; proximate and long-term causes; and policy response.

• SuggestedReadings:

– Dore, R. (2008). Financialization of the global economy. Industrial and Corporate Change,
17,1097-1112.
– Harvey, D. (2005). A brief history of neoliberalism. Oxford UniversityPress.
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 – Hymer, S. (1975). The multinational corporation and the law of uneven develop- ment. In
H. Radice (ed.): International firms and modern imperialism. Penguin Books.
– Nayyar, D. (2003). Globalisation and development. In H.-J. Chang (ed.): Re- thinking
development economics. AnthemPress.
– Reddy, N. (2003). Economic globalisation, past and present: The challenges to labour. In
K. Jomo, K.Jin (eds): Globalization and its discontents, revisited. TulikaBooks.
– Thun, E. (2011). The globalization of production. In J. Ravenhill (ed.): Global political
economy. Oxford UniversityPress.
– Tonkiss, F. (2008). Contemporary economic sociology: Globalisation, production,
inequality.Routledge.
– Vakulabharanam, V. (2009). The recent crisis in global capitalism: Towards a
Marxianunderstanding.EconomicandPoliticalWeekly,44,144-150.
– Varoufakis, Y. (2011). The global Minotaur: America, the true origins of the financial
crisis and the future of the world economy. ZedBooks.
– Winham, G. (2011). The evolution of the global trade regime. In J. Ravenhill (ed.):
Global political economy. Oxford UniversityPress.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

534
 Generic Elective (GE-25): History of Indian Economic
Thought

Semester
Duration (per week)
Course title Eligibility
Credits Prerequisite
& Code Practical/ Criteria
Lecture Tutorial
Practice
IV/VI/VIII History of
Indian
Class
Economic 4 3 1 0 NIL
12th Pass
Thought –
ECON075

CourseObjectives:
• The purpose of this course is to develop understanding among the students about Indian
Economic Thinking in ancient and pre-independence India.
• This course exposes students to prominent Indian economic thinkers from the ancient
period till the early 20th century. The course will provide intellectual underpinning of
ancient Indian economics, which will help them solve many ongoing economic problems.
Course LearningOutcomes:
• The students will be able to have idea about the ancient Indian economic system
• The course will help the students to understand the current economic system in view of the
economic history of the country

• Content (Unit-wise):
Unit 1: Ancient and pre-colonial period (15 hours)
Postulates of Ancient Indian Economics; Buddhism and economics; Consumption, production,
exchange and distribution in Ancient Indian Economy; Public finance and economic functions of
government.
Unit 2 : Colonialism, Exploitation and Economic development (15 hours )
Classical & Neoclassical economics and Indian economic thought during colonial period; Theory of
wealth drain and, famine and poverty; Industrialization, agrarian policy, infrastructure and structural
changes.
Unit 3 : Economic thought: Indian Freedom Movement (15 hours )
Gandhian Economic model of swadeshi; Gokhle and Economics of Education; free trade to
discriminating protection; Ranade and Economics of development; Ambedkar’s thought on
population, agriculture, banking and industrilisation.

• SuggestedReadings:
• Kangle, R. P. (1986). KautiliyaArthasastra (vol. No. 1-3) Motilal Banarsidass Publication.
• Bahadur, R. and Aiyanger, K.V.R. (1934). Aspects of Indian Economic Thought. The Madras
Law Journal Press, Mylapore, Madras.
• Dasgupta, A. (1993). The history of Indian Economic Thought. Routledge, London and New
York.
• Shah, K.T. (1954). Ancient Foundations of Economcis in India. Vora & Co. Publishers Ltd.
Bombay.
• Mahadev Govind Ranade (2000). Indian political Economy. Indian economic association trust
for research and development. Ch1.
• J. Krishnamurty (ed.; 2011). Towards Development Economics: Indian Contribu- tions1900–
1945,OUP.
• Government of Maharashtra Education Department (1982). On Measures for Birth Control’
Dr. Babasaheb Ambedkar: Writings and Speeches, Volume.-2, Appendix-1 Government of
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 Maharashtra, page261.
• Waldauer, C., Zahka, W. J., & Pal, S. (1996). Kautilya's Arthashastra: A neglected precursor
to classical economics. Indian Economic Review, 101-108.
• Tisdell, C. A. (2003). A western perspective on Kautilya's' Arthasastra': Does it provide a
basis for economic science? (No. 1742-2016-140719, pp. 1-13).
• Adams, J. (2006). Economics, economists, and the Indian economy. India Review, 5(1), 37-
61.
• Skare, M. (2013). The missing link: From Kautilya’s The Arthashastra to modern
economics. Journal of Philosophical Economics, 6(2), 2-31.
• Deodhar, S. Y. (2018). Indian antecedents to modern economic thought.
• Ambedkar, B. R. (1918). Small holdings in India and their remedies. Journal of Indian
Economic Society, 1, 1900-1945.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

Sd/-
REGISTRAR

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