comparative indic studies and tribal...

M.A in Comparative Indic Studies and Tribal Science

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Department/Course

Comparative Indic

Studies and Tribal

Science

Course Details

KALINGA INSTITUTE OF SOCIAL SCIENCES

Deemed to be University under section 3 of UGC act 1956


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SYLLABUS

Department of Comparative Indic Studies and

Tribal Science (CISTS)

Introduction:

India is an ancient civilization with widespread social, political, linguistic,

cultural, philosophical, artistic, religious, spiritual, and natural diversity Tribal

people, should be disseminated understanding of issues relating to Indian arts,

agricultural practices, tribal agro-techniques, industrialization and climate changes,

philosophy, culture, societal values, and customs. This needs to establish innovative

Department of Comparative Indic Studies and Tribal Science (CISTS) to explore

the traditional knowledge of tribal people.

Objectives:

The Course Comparative Indic Studies and Tribal Science (CISTS) focuses

on Indian ancient knowledge systems including cosmology, gemology , town

planning concepts, vedic mathematics, their music and instruments along with the

traditional healing system by using natural resources. However, it also provides

agro techniques for sustainable development in the modern globalization process.

The broader objectives of the discipline will be:

Introducing the students to the concept of ancient Indian concept of

cosmology in relation to present day science.

To carry research on natural resources particularly medicinal plants for

benefit of society.


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It provides training to Protect and restore the tribal culture, music and

importance of their instruments.

To explore different farming systems to enhance the productivity to meet the

need of growing population.

Outcomes:

To achieve the sustainable goals by implementing the traditional knowledge

along with the modern technology.

Eligibility & Seats

The candidates seeking admission into M.A. in Comparative Indic Studies

and Tribal Sceince (CISTS) course must have a Bachelor’s degree from any

University.

Number of seats for admission into M.A. in Comparative Indic Studies and

Tribal Sceince (CISTS) is 16.

Attendance:

In view of the special nature of the course it is desirable that the Candidates

shall be permitted to appear for the University examination at the end of the each

semester only if he/she puts in at least 75 per cent attendance to achieve the benefits

of the course.

SYSTEM OF EVALUATION AND AWARD OF DEGREE

1. A seven point grading system on a base of 10 shall be followed for grading of

the students of Masters of Arts in Tribal Development and Sustainability

course operated and governed under semester system. Categorization of these

grades and their correlation shall be as below :

Qualification Grade Score on 100 Point

Outstanding “O” 90 to 100 10


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Excellent “E” 80 to 89 9

Very Good “A” 70 to 79 8

Good “B” 60 to 69 7

Fair “C” 50 to 59 6

Below average “D” 40 to 49 5

Fail “F” Below 40 2

2. Credit Point = CREDIT X POINT for each course item.

3. CREDIT INDEX (CI) = ∑ CREDIT POINT of all course items in a semester.

4. Semester Grade Point Average

SGPA = CI / ∑ CREDITS (for a semester)

5. Cumulative Grade Point Average

CGPA = [ ∑ CI of all previous semesters up to current semester ] / [ ∑ Credits of

all previous semesters up to current semester ]

*****


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COURSE STRUCTURE OF THE POST GRADUATE PROGRAMME

First Semester

Paper Name of the Paper L T P

CIS- 601 Ancient Indian Concept of Cosmology 3 1 0

CIS -603 Vedic Mathematics 3 1 0

CIS - 605 Musicology 3 1 0

CIS - 607 Medicinal Botany and Indigenous Medicinal

System

3 1 0

CIS -609 Tribal Agro-Techniques and Methods 3 1 0

IT-611 Information Technology

Second Semester


CIS - 602 Indian Geography and Climate Change 3 1 0

CIS - 604 Vrkshayurveda and Tribal Sciences 3 1 0

CIS - 606 Tribals Science of Gemology 3 1 0

CIS - 608 Elements of tourism in Tribal Tradition 3 1 0

CIS - 610 Science of Cosmology: Mythological view 0 0 4

OB-612 Organizational Behaviour

Third Semester


CIS - 701 Art and Artefacts of Tribals 3 1 0

CIS - 703 Managerial Sciences 3 1 0

CIS - 705 Tribal Products and Industries 3 1 0

TLS-608 Tribal Welfare and Development 3 1 0


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TLS-705 Human Rights and Duties in India: Law,

Policy, Society and Enforcement

3 1 0

Fourth Semester


CIS - 702 Food Habits of Tribal People 3 1 0

CIS - 704 Housing Concepts of Tribals 3 1 0

TCPE-601 Understanding of India and Tribal Culture 3 1 0

TCPE-703 Caste, Race & Tribe

3 1 0

CIS - 792 Fieldwork/Assignment and Dissertation 0 0 4

Department of Comparative Indic Studies and Tribal Science (CISTS)

(Master of Arts in Comparative Indic Studies and Tribal Science)

SEMESTER – I

Ancient Indian Concept of Cosmology

CIS– 601

Unit-I

Historical Background of Indian Knowledge System: Introduction: The Vedic system

of education: The jnana ‘or knowledge and Wisdom, The karma‘or actions or code of

conduct, the upasana‘or dedication and devotion to God: Purpose Of Studying

Vedas: The 4 Vedas (Rgveda, Yajurveda, Saamveda, Atharvaveda), the 6 Vedangas

(Shiksha, Vyakaran, Nirukta, Chhanda, Kalpa & Jyotisha/ phonetics, ritualistic

knowledge, grammar, exegetics, metrics and astronomy) the Upanishads, the 6

Upangas or Darshan Shastras (Mimansa, Vaisheshika,Nyaya, Yoga, Sankhya and

Vedanta), puranas (history), tarka shastra (logic).

Unit-II

Salient Features of Ancient Indian Knowledge System: The 4 Upavedas (Ayurveda,

Dhanurveda, Gandharvaveda & Shilpaveda); Characteristics of vedic education:

http://www.hinduwisdom.info/Education_in_Ancient_India.htm#Introduction


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Knowledge, Aims of Education, Medium and Methods of Instruction and

Knowledge, The ‘Upnayana’ Ritual, Celibacy or Brahamacharya, Traditions and

Practices of astronomy in India, chemistry in India, Indian literature, philosophy,

Indian Metallurgy, Lifesciences and Ayurveda, traditional practices in environment

conservation, Indian dance and drama; Rigvedic education: The Rig Veda as the

source of Hindu Civilization, Ancient Indian Education: Women as Rishis, Women

in Education,, Education in the Epics, Period of Panini,

Unit-III

Concept of cosmology as depicted in Ancient Indian Text: Universe and its

components, formation of universe by supernatural forces. Vedic Cosmology,

Upanishadic Cosmology, Epic Cosmology, Puranic Cosmology and Non-Sanskritic

Cosmologies; Hindu cosmology: The Hindu timeline and four epochs or Yuga,

Division of Brahma's day , Mahayuga and shorter yugas or ages, Chaturyuga is

composed of four eras or Yugas: Satya, Treta, Dwapara and Kali, Rig Veda and the

origin of universe, The Puranas and the origin of universe, fourteen lokas, Religious

or mythological cosmology,

Unit-IV

Cosmology: a scientific view: Science and Cosmology: Creation and the big bang,

doctrine of creation ex nihilo, Steady-state theories, Quantum and string

cosmologies; Other non-standard cosmologies: Cyclic cosmologies, The multiverse;

Infinity and the universe.

Unit-V

Cosmology: a Tribal perspective: Tribal Perspective on Modern Physics and

Cosmology: Classical reality and philosophy, Classical physics, Understanding

Indigenous science, Indigenous knowledge: Cataloging Indigenous knowledge,

Knowledge,Modern physics and tribal metaphysics, Cosmology and the Indigenous

world, Allowing tribal concepts to enrich science.

http://www.hinduwisdom.info/Education_in_Ancient_India.htm#Rigvedic Education

http://www.amazon.com/exec/obidos/ASIN/8120804236/qid=1023067508/ref=sr_11_0_1/103-3015381-0943069

http://www.hinduwisdom.info/Education_in_Ancient_India.htm#Education in the Epics

http://www.hinduwisdom.info/Education_in_Ancient_India.htm#Period of Panini

http://abyss.uoregon.edu/~js/images/the_data_so_far.png

https://en.wikipedia.org/wiki/Hindu_cosmology


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Reference:

1) The Rgveda, A Historical Analysis, Author – Shrikant G. Talageri, Publisher –

Biblia Impex, India

2) Rigveda Sanihita, A collection of Ancient Hindu Itymns, Author – H.H.

Wilson, Publisher – N. Trubner & Co-London

3) Rigveda Bhashyam – Dayananda Saraswati

4) New Vedic Selection (Part – I) (Ed) Telang and Chaubey, Bharatiya Vidya

Prakashan, New Delhi

5) The Hymns of Rigveda, J.L, Shastri, Publisher – W. Kohlhammer, Stuttgari,

1973

Vedic Mathematics

CIS– 603

Unit – I: Introduction to Mathematics in Vedas

Unit – II: Basic Concepts of Ancient Arithmetic, development and their uses

Unit – III: Knowledge on Arithmetic progression in Ancient India

Unit – IV: Mathematical numbers in Indian Tradition

Unit – V: Mathematical Concept in Tribal Tradition: Ethnomathematics:

development and meaning of "ethnomathematics", Numerals and naming systems,

Mathematics in folk art, Informal mathematics.

Reference:

1) Vedic Mathematics space book by S,.JK. Cosmic Kapoor- 2005

2) Vedic Artithmatic and Development of basic concepts Dr. K.P. Chamola –

2006 Arithmatic

Musicology

CIS – 605

Unit – I: Importance of Music in Tribal Tradition, Chaiti, Tappa,

Unit – II:Origin of Music, an Indian Perspective

Unit – III: Styles of Music in Tribal Tradition


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Unit – IV:Basic Principles of Music

Unit – V: Tribal Music and Instruments

Reference:

1) The Samaveda Samhita, Author – Griffith, Ralph T.H. 1893

2) Vedic Hinduism, S.W. Jamison and M. Witzed, Harvard University, 1992

3) The role of Sanskrit in the development of Indian music (Journal of the music

Academy) Vol,56, Page 66,67, 97, S.S. Janaki, 1985

4) The Rigveda, Wendy Doninger o Feoherty, Published – by Penguin

Medicinal Botany and Indigenous Medicinal System

CIS– 607

Unit-I: Medicinal Botany as prescribed in Atharvaveda: Medicinal plants in

Atharva Veda, their classifications, mechanism of actions in healing; religious

healing in Veda.

Unit-II:Traditional Treatment System: History of use of traditional herbal

medicines;Treatment of different diseases, collection and preparation of medicines;

Unit-III: Herbal medicines: History and Scope, Herbal preparations: safety, modern

herbal medicine, benefits of herbal medicine; preparations,formulations and herbal

utilization,; compounding of drugs, storage of medicinal plants for crude drugs;

Unit-IV:Importance of Medicinal Plants: Definition and Scope; the legacy of Caraka;

Use of medicinal plants-Ancient and Modern approaches, anti-dosa

plants;Classification of medicinal plants(part used, habit, habitat, therapeutic value).

Unit-V: Miracle Herbs in Tribal Tradition: Indigenous Medicinal Sciences, remedy

from medicinal herbs, some of the important herbs used by the indigenous tribe


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Reference

1) Medicinal Plants: Ethnobotanical Approach, Trivedi P C, 2006. Agrobios,

India.

2) The Yoga of Herbs: An Ayurvedic Guide to Herbal Medicine, Vasant Lad,

David Frawley

3) Medicine and athava veda: Dr. C. K. Ramachandran,Mathrubhumi books

4) Hand Book of Ayurvedic medicinal plants Herbal (Kapoor)

5) Medicinal plants – joy

6) Ethnobotanical studies on Medicine plants (Shrama)

Tribal Agro-Techniques and Methods

CIS –609

Unit – I: Agriculture as source of livelihood

Unit – II: Origin of Agricultural Science in India

Unit – III: Primitive System of Agriculture

Unit – IV: Agricultural Tools and Instruments

Unit – V: Varieties of farming

Reference:

1) Evolution of educational thoust in India by – Bhanwar lal Dwivedi

2) Vedic Maths.org – S.K. Kapoor

Paper VI

Information Technology

Objective

The objective of this course is to provide an understanding of computers,computer

operating system,and application of relevant software in managerial decision making.

UNIT I

Computer Hardware & Software :Computer system as information processing

system,Computer system,Different types CPU,input device,Out device,storage

devices,communication devices,configuration of hardware devices and their

application.Memory,Software,Different types software,Programme Language.


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UNIT II

Modern Information Technology:Basic idea of Local Area Network(LAN)and Wide Area

Networks(WAN),E-mail,Internet technologies,access devices,concept of a World Wide Web

and Internet browsing,Multimedia.

UNIT III

Introduction to Opereating system: What is Operating System?Functions of Operating

System,Window,Word Processing:Introduction and working with MS-WORD in Ms-

Office,Word basic commands,Formatting-text and documents,Sorting and Tables,Working

with graphics,Introduction to mail-mergfeatart e.

UNIT IV

Spread sheet: Working with EXCEL-formating,Function,Chart features,working with

graphics in Excel,Using worksheets as database in accounting,Marketing,Finance and

personal areas.

Presentation with Power point:Power-point basics,Creating presentations the easy

way,Working with graphics in Power Point,Show time,Sound effects and animation effects.

UNIT V

Introduction to Accounting Package: Company Creation,Group of Ledger Creation,Voucher

Entry,Maintenmance of accounting books and final accounts,Financial report

generation.Practical Knowledge on Tally.

Reference:

1.Diennes,Sheila S:Microsoft Office,Professional for Windows 95,

Instance reference,BPB Publication,Delhi

2.Mansfield,Ron:The Compact guide to Microsoft Office,BPB Publication,Delhi.


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SEMESTER – II

Indian Geography and Climate Changes

CIS – 602

Unit – I: Ancient Indian Geography: Concept,

Unit – II: Ancient Indian texts related to Geography: Introduction to various texts

for geographical maps, construction of maps, implementation to educational

institute.

Unit – III: Climate Change: Impact of deforestation on climate change;

industrialization, vehicular pollution.

Unit – IV:Preservation of forests: Role of tribals in preservation of forests,

Unit – V: Climate change in Tribal Areas: Mining and industrialization and its

impact on climate change in tribal areas,

Reference:

1) The puranas, Rocher Ludo, Otto Harnas Witz verlay

2) Ancient Indian Hisorical Tradition Pargiter, F.E, Oxford University press,

London 1962

3) Matsya Mahapurana, K.L. Joshi, Parimala Publication pvt. Ltd

4) Know the puranas, Ramanuj Prasad, Pustak mahal, New Delhi.


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Vrkshayurveda and Tribal Sciences

CIS – 604

Unit-I: History of Treatment and cure in Tribal Society

Unit-II:Vriksha Ayurveda or the science of plant life in ancient literature and tribal

culture

Unit-III : Social-religious significance of medicinal plants and trees

Unit-IV:Cultivation practices: Rules for sowing seeds, Process of planting- Watering

the plants- time according to the time and season, production of seedless fruit,

Increase in size and yield, Increase in fragrance, production of dwarf variety, control

of weed, prevention of flower and fruit drop and treatment for the diseases.

Unit-V: Harvesting Techniques and Methods of Tribals

Reference

1) Vrikshayurveda by Dr. Srikrishna Jugunu, Chaoukambha Sanskrit Series,

Varanasi.

2) Upavana vinoda , Published by The Indian Research Institute, Kolkata.

3) Surapala Vrikshayurveda, English translation by Dr.Nalini Sadhale.

Tribals and Science of Gemology

CIS- 606

Unit – I: Introduction to Gemology (Ratna Vijnana)

Unit – II: Fundamentals of Gemology

Unit – III: The healing power of Gemstones: a Tribal View

Unit – IV: Gems and Human race

Unit – V: Mines and minerals in Tribal areas and Science of Gemology

Reference:

1) Colour encyclopedia of Gemstones by Joel. E. Arem

2) The Gemsstones Handbook by Arthur Thomas


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Elements of Tourism in Tribal Tradition

CIS –608

Unit – I: Basic concept of Hospitality and Tourism, Meaning and concept of tribal

tourism,

Hospitality management

Unit – II: Traditional concepts and emerging Trends in Hospitality services,

Planning and prospective of Tourism, Tribal cultural attractions in Tourism

Unit – III: Experimental elements of Tourism, The concept of Incrediable India’ in

Tribal Tourism, Geographical roadmaps in Tribal Tourism, Adventure Tourism in

India.

Unit – IV: Tourism management, problems and prospects in Tribal Areas,

Programme and planning of Travel agencies, Special Tourist programmes ; Cultural

activities

Unit – V: Tourism as source of economic development of the tribals, Development of

Tribal handicrafts and tribal commodities, Government approaches and privileges in

the economic development of the tribals.

Reference

1. Tourism management problems B.K. Punia (1994)

2. Indian Cultural Heritiage prospective for Tourism, LK. Sing (2008)

3. Skanda purana – Gia press, Gorakhpur

4. The world of the skanda purana Hons. Bakker, Brill Academic

5. The skanda purana, G.V. Tagore, Motilala Banarasdass

Science of Cosmology: a mythological view

CIS-610

Unit – I


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Introduction of Mythology, Contemporay approaches to classical and india

mythology, Significance of river and religion, Mythology of prominent river of india.

Unit – II

Sri Tatwa in Bhagabati Purana,Cosmology, Geneology,Geographical mythology,

Legend, Music dance, Yoga and Culture.

Unit – III

Introduction to Vishnupurana, Sarga, Prati Sarga, Vamsa, Vamsanucharita,

Manvantara

Unit – IV

Sristi Tatwa in Vishnupruana, Vishnu Mahima, Kalpa Smriti

Unit – V

Theory of evolution as depicted in Ancient Indian Literature: Avataravada in Epic

Literature, Ten Incarnation and Theory of Evolution.

Reference :

1) The cosmology of Bhagabat purana mustenies of sacred universe motilal

Banarasidass

2) Vishnupruana, K.L. Joshi, 2003

3) A study of Hindu, Mythology & Tradition Horace Hayman Wilson, Forgotten

Books, 2008

4) Ali S.M., 1966. On the Geography of the Purans, New Delhi: Pepole’s

Publishing House

Organisational Behavior

CIS-612

Objective: The objective of the course is to help students understand the conceptual frame

work of interpersonal and organisational behaviour.

Course Inputs

Unit-I


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Organisational behaviour: Concept and significance, Relationship between management and

organisational behaviour, Attitudes, Perception, Learning, Personality.

Unit-II

Motivation: Process of Motivation, Theories of Motivation, Need hierarchy Theory, Theory X

and Theory Y, Two Factor Theory, Alderfer’s ERG Theory, McClelland’s learned Need

Theory.

Leadership: Concept, Leadership styles.

Unit-III

Interpersonal and Organisational Communication: Concept of two way communication, its

process, Barriers to effective communication, Types of Organisational Communication,

Impruving communications, Transactional analysis in communication, Stress Management.

References:

1. Understanding Organisational Behavior, Parek, Oxford

2. Organisational Behavior, Singh. K, Pearson

3. Organisational Behavior, K. Awathappa,HPH.

4. Organisational Behavior, VSP Rao, Excel

5. Organisational Behavior, Lathans, McGraw Hill

6. Management of Organisational Behavior, Herchey et al, PHI

7. Organisational Behavior, Khanka, S. Chand

8. Organisational Behavior, LM Prasad

SEMESTER – III

Art and Artefacts of Tribals

CIS-701

Unit – I

Introducation to Tribal Art: Types of paintings of different parts of India

Unit – II

Tribal Artifacts: American Indian Artifacts, Different types of tools.

Unit – III

Various forms of Tribal Folk dance: Santali dance, Dhimsa dance, Mankali


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Unit – IV

Indian Tribal Rock Art, Site of Indian Rock Art; Bhimbetka, Raigarh, Vikramkhol,

Usakothi

Unit – V

Tribal Art and Artefacts: Harappan Art, Buddhist arts, Indian miniature painting,

Terracotta and Wood carvings, Indian Tribal coins.

Reference:

1) Art and Visual culture in India (1857-2007) by Gayatri Sinha

2) Art of Ancient India, Buddhist, Hindu, Jain by Susan L. Huntington/ John C.

Huntington

3) Early Indian Miniature Paintings (1000-1550AD) by Rashmikala Agrawal

Managerial Sciences

CIS-703

Unit – I: An Introduction of Kautaliya’s Arthasastra

Unit – II: Date & Time of Arthasastra

Unit – III: Seven principles of management described in Arthasastra

Unit – IV: Special feature of management in seven principles

Unit – V: Managerial skills of Tribal Community

Reference:

1) Kautilya Arthashastra (Ed. & Trans R.P. Kanle, 3 vols, motilal Banarsidas,

New Delhi

2) The Arthashastra (Ed. Trans), L.N. Rangarajan, Penguin classies, India, 1992

3) The Arthashstra (Ed) N.P. Unni, Bharatiya, vidya Prakashan, New Delhi

4) Manu’s code of law : A critical edition and translation of the manara

Dharmasastra (Ed.) Vachaspati Gairala, Chukhamba, Publication, Varanasi,

5) Kautilya Arthastra, (Ed.) Vachaspati Gairala, Chaukhamba publication

Tribal Products and Industry


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CIS-705

Unit – I: Types of tribal products, Forest products, Hand made products

Unit – II: Raw materials for tribal products, Agricultural production of Turmeric,

Jute, Government patronage towards indigenous agriculture

Unit – III: Concept of cottage Industry, Tribal Textile Industry, Indigenous products

Unit – IV: Marketing of Tribal Products, Government patronization of tribal

products, Role of different organizations of the Government for the marketing of

indigenous products.

Unit – V: Scientific Base of Tribal Products, Importance of Ayurvedic in tribal

products, Medicinal power of indigenous herbs.

References:

1. Lankly J.P.(1992), Tropical Forest Resources, FAO Forestry Paper 30, Rome

2. Hunter, M.L.(1990), Wild life, forests and forestry, New Jersey

3. Leuschner, W.A.(1982), Introduction to Forest resource Management, New

York.

Tribal Welfare and Development

TLS-608

100 (Theory: 60 + Assessment/Evaluation: 40)


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Objectives: The paper will offer a conceptual understanding of welfare and

development as well as detailed outline of five years plans, various programmes,

policies and acts for tribal tribal development.

Unit I: Conceptualizing Welfare and Development:

Conceptualizing welfare and development: Meaning, evolution and history of

the concept; Features of development.

Unit II: Five Year Plans and Major Policies for Tribal Development

British policy of isolation; Nehru’s Panchasheela policy; National policy on

Assimilation and Integration; Tribes and Reservation Policy; Orissa

Rehabilitation and Resettlement Policy 2006; Draft National Policy on Tribals

(2014)

Five Year Plans (first FYP to twelfth FYP) and Tribal development

Unit III: Important Acts and Tribal Development

The Excluded and Partially Excluded Areas Act, 1935; The Scheduled Tribes

and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act,

2006; The Right of Children to Free and Compulsory Education Act, 2009;

The Right to Fair Compensation and Transparency in Land Acquisition,

Rehabilitation and Resettlement Act, 2013; The National Food Security Act,

2013

Unit IV: Programs and Schemes for Tribal Development

Programs and Schemes on Community development, Poverty alleviation,

Food security (e.g. PDS, MDM, ICDS, MGNREGS), Health, Education,

Infrastructure development, Micro- and small-scale industries development

and other sectoral programs (e.g. agriculture, horticulture, pisci-culture,

animal husbandry, sericulture etc.)

Unit V: Debating over Tribal Development Policies and Practices


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Is integration the best policy?; Current development practices and tribal

dependency; Who has the right to design and implement tribal development

policies and programs?; Current development practices and the question of

“whose development?”

References:

Hasnain, Nadeem (1994). Tribal India. Delhi: Palaka Prakashan

Mahapatra, L.K., 1994. Tribal Development in India: Myth and Reality. Delhi: S.Chand &

Company Ltd.

Ramachandran, Srinivasan. 2012. Tribal Development Programmes in India. Delhi:

Abhijeet Publications.

Singh Sisodia, Yatindra and Tapas Kumar Dalapati, 2015. Development and Discontent

in Tribal India. Jaipur: Rawat Publications.

Human Rights and Duties in India

100 (Theory: 60 + Assessment/Evaluation: 40)

TLS-705

Objectives: The paper will provide through understanding of implication of human

rights laws in Indian context. It will also highlight practice and violation of human

rights for disadvantages groups in India as well as the role of institutional

mechanisms and advocacy groups in implementing human rights and duties.

Unit I: Human Rights in Indian Context

a) Indian Bill of Rights And Sarvodaya

b) Preamble- Fundamental Rights- Directive Principles-Fundamental Duties

Unit II: Human Rights- Enforcement Mechanism

a) Human Rights Act, 1993

b) Judicial Organs- Supreme Court (Art 32) And High Courts(Art 226)

http://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Srinivasan+Ramachandran&search-alias=stripbooks

http://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Yatindra+Singh+Sisodia&search-alias=stripbooks

http://www.amazon.in/s/ref=dp_byline_sr_book_2?ie=UTF8&field-author=Tapas+Kumar+Dalapati&search-alias=stripbooks


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c) Human Rights Commission- National and State of Maharashtra

d) Commission of Women, children , Minority, SC/ST

e) Survey of International Mechanism

Unit III: III. Human Rights Violations and Indian Polity

a) Inequalities in society-population-illiteracy-poverty-caster-inaccessibility of

legal redress

b) Abuse of Executive Power-Corruption-Nepotism and favoritism

c) Human Rights and Good Governance

Unit IV: Role of Advocacy Groups

a) Professional Bodies: Press, Media, Role of Lawyers-Legal Aid

b) Educational Institutions

c) Role of Corporate Sector

d) NGO’s

Unit V: Rights of the Disadvantaged Groups

i- Human rights of Scheduled Castes, Scheduled Tribes, Other

Backward Castes and Minorities

ii- Mechanisms for the protection of the rights of disadvantaged

groups

References:

Anu, Saksena, 2004. Gender and Human Rights: Status of Women Workers in India,

Delhi: Shipra Publications.

Bhargava, G.S. 2001. Human Rights of Dalits: Social Violation, New Delhi: Gyan.

Chaudhary, S.N. 2005. Human Rights and Poverty in India: Theoretical Issues, Delhi:

Concepts.

Devasia, V.V. 2009. Women, Social Justice and Human Rights, New Delhi: APH.

Ganga, R., 2007. Children's Rights as basic Human Rights, New Delhi: Reference Press.

Gurusamy, S., 2009. Human Rights and Gender Justice, New Delhi: APH.


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Jha, A.K. 2006.Child Abuse and Human Rights, N.D.: Anmol.

Jha, A.K., 2006. Child Abuse and Human Rights, N.D.: Anmol.

Nanjunda, D.C., 2008. Child Labour and Human Rights: A Prospective, Delhi: Kalpaz

Pub.

Rao, D.V. 2004. Child Rights: A Perspective on International and National Law, New

Delhi: Manak.

Sharma, B.R. 2002. Encyclopaedia of Human Rights and Women's Development, New

Delhi: Sarup & sons,

Shinde, Prem K., 2005. Dalits and Human Rights, Delhi: Isha Books.

Sri Krishna, S., 2007. Dalit and Human Rights, New Delhi: Serial Pub.

Thiagaraj, 2007. Human Rights from the Dalit Perspective, New Delhi: Gyan Publishing.

Thomas, Jhon K. 2005. Human Rights of Tribals, Delhi: ISha Books.

SEMESTER – IV

Food Habits of Tribals

CIS-702

Unit – I: Food, The Tribal way.

Unit – II: Tribal cuisine of India, North- East India: Food Habits.

Unit – III: Food Habits and Food Taboos: Introduction to Nutritional Status

Unit – IV: Change in Food Habit and its Impacts on Health of Tribal People

Unit – V: Food Habit of the Tribal people during the scarcity season

Reference:

1. Tribal food habits by P.Rajlaxmi

2. Sustainable food habits of the Hill-dwelling Kandha Tribe in Kalahandi

district of Odisha by Tribhuban Panda and Rabindra Nath Padhy

Housing Concept of Tribals


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CIS-704

Unit-I

Ancient Indian Housing concepts in Pre-historic period: House patterns of

Palaeolithic age, Mesolithic age, Neolithic age, Copper age.

Unit-II

Housing pattern in the Indus Valley Civilization, Impact of Harappan House pattern

on Tribal Houses, Tribal Houses in Vedic period.

Unit-III

Housing pattern in the Historical period, Tribal concepts on House making.

Shilpa Sastras : Shilpa Satra education in ancient India, Sastras in paintings,

Architecture in Ancient India, Stupas, Rock Cut Caves, Vihars, Chaityas and

temples.

Unit-IV

Technological Innovations : Attempts city rebuilding in India, Carvings, polishing and

making of arts and crafts.

Unit-V

Architecture of Manasara : Manasara architecture, Major Indian Silpa texts, the qualification

& of architects,selection of the site, examination of soil, measurement of doors, doorways,

walls, parking place, indigenous ideas of Indian Tribal, House patterns of the tribal people

of India during the Medieval and Modern Periods.

References:

1. Dr. N.C.Panda, Architecture of Manasara, Bharatiya Kala Prakasan.

2. H.D. Sankalia, Pre-History and Proto-History of India and Pakistan, Bombay, 1962.

3. Atul Thakur, (25th November, 2008) The Times of India.


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Understanding of India and Tribal Culture

TCPE-601

Objective:

Students will be required to have an understanding of Indian culture and their own

tribal culture. They will also know the difference between culture and civilization.

Unit – I: Idea of India: perspective, Historical perspective, Political perspective and

Philosophical perspective

Unit – II: Meaning of Culture

Unit – III: India as Composite culture: Impact of Hinduism, Jainism, Buddhism,

Sikhism, Islamic and Christianity

Unit – IV: Difference between culture and civilization

Unit – V: Meaning of Tribal culture

References:

1. M.M. Verma, Tribal Development in India.

2. S.L. Sharma, Emerging tribal identity: A study of minas of Rajasthan

3. K.S. Singh, Tribal Situation in India

Caste, Race & Tribe

TCPE-703

Objective:

This paper will offer a detailed analysis regarding caste. Students will be exposed to

the views of Swami Vivekananda, Gandhi and Ambedkar on caste.

Unit - I

Caste System

Meaning and Definition of Caste


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Characteristics of Caste

Caste as a form of Social stratification

Merits and Demerits of Caste

Recent changes in Caste

Unit - II

Origin of Caste

Traditional Theory, Religious Theory, Occupational Theory, Racial Theory

Unit - III

Views on Caste

Views of Samkaracharya,

Vivekananda, Gandhi and B.R. Ambedkar

Unit - IV

Race:

Meaning and Definition

Criteria for Racial Classification

Major Classification of Race( Caucasoid, Mongoloid, Negroid)

Classification given by Risley, Haddon, B.S. Guha

Concept of Racism

Causes of Racism

Unit - V

Tribal Society

Tribe and Caste

Tribal Problems ( land alienation, indebtedness, health , education, communication,

water)

Tribal Leadership

References:

1. K.S. Mathur Tribe, Cast and Peasants.

2. S.L.Sharma, Emerging Tribal identity: A study of minas of Rajasthan.

3. Bailey, F.G (1960/1971) - “Tribe caste continuum in Tribe caste and Nation”.

4. B.K.Lal, Contemporary Indian philosophy


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Assignment / Dissertation / project work

CIS-710

Field work: each student shall have to undergo training for learning and use of

different techniques of scientific data collection during 15 days of field work under

the supervision of a teacher, as nominated by the head of the department in atribal /

rural area. The exact date of commencement of field work shall be announced by the

department. Students failing to complete the field work in a particular year can only

clear the paper by completing field work next year.

Dissertation: Dissertation is to be prepared by the students under the supervision of

the concerned teacher. The student is require to submit the dissertation to the

supervising teacher to the Head of the Department for its evaluation atleast 15 days

in advance of the date notified for examination. The dissertation shall be evaluated

by an external examiner in consultation with the internal examiner( supervising

teacher). The candiadate shall be awarded grade both by the internal and external

examiners on the basis of his/her dissertation, seminar presentation and viva-voce.

Dissertation-50 marks

Presentation-20 marks

Viva-voce-30 marks

comparative indic studies and tribal...

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