ma dev curriculum

8/13/2019 MA Dev Curriculum

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

1

ANNEXURE III

Master of Arts in Development

A Two-Year post-graduate programme

Curriculum and Core Course Outlines

To be offered from the academic year 2012-13

Azim Premji University

2012


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Contents

Curriculum Page Number

Introduction and Rationale 3

Objectives 4Programme Design 5Programme Structure 6Description of courses 7Field engagement 13Other Details 15Core Course Details

Sociology of Development 17

Economics of Development 27

Political Philosophy and Politics in India 31

Ecology and Development 44


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1. Introduction and Rationale

Development, broadly construed, refers to the range of interventions that advance

and secure individual and social well-being in a sustainable and equitable manner.Any attempt to articulate the means and ends of development with greater

specificity must contend with the plurality of conceptions of human well-being. In

the face of this plurality and disagreement all development efforts must critically

respond to the particular context and manner in which the discourse of

development is articulated and acted on. Moreover, our knowledge of development

is best formulated within institutional frameworks that forge development action

through democratic and deliberative processes.

Given the deep disagreements at the core of the idea of development globally, it is

not surprising that in 21stcentury India the project of national development is in a

state of siege. The state has lost the monopoly to define the objectives of

development. Its inability to distribute the benefits and burdens of development

fairly or to demonstrate credible capacity to be the primary vehicle for the

implementation of development programmes has compromised the prospect of

state-led development. More generally the pursuit of development as a unitary

modernization project that privileges economic development over all else has been

challenged by a several struggles: popular objections to the expansion of the market

economy arising out of the social, economic and ecological consequences of large

development projects; identity politics of caste, tribe and religion which resist the

imposition of a secular individualistic culture and peasant opposition to the forced

acquisition of land to further industrialization and urbanization as well as

disruptions in agricultural markets that disempowers agricultural livelihoods and

impoverishes rural communities have been prominent. Criticisms of the dominant

model of state-led development, however, have not rendered an engagement with

the process and outcomes of development irrelevant. India continues to have

serious development challenges: for example, even after more than six decades of

independence, India has an unacceptably high percentage of its population living in

absolute poverty and alarmingly high levels of infant mortality and malnutrition.

These statistics emphasise the moral necessity for state and non-state sectors to

renew their engagement with the challenges of development in constructive ways.

A robust engagement with this domain needs a large number of persons with a

varied backgrounds, capacities and interests and an ethical outlook that provides


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inspiration for development action. With this view, Azim Premji University intends

to contribute to the knowledge and practice of development in India through its

educational programmes. It is recognised that development is not a unitary

discipline but an integrative field that brings together varied understandings from

the social and behavioural sciences, the humanities, science and technology within a

framework of analysis, policy and institutional action. The University has launched

this Masters programme with the confidence that Indias development effort will

benefit immensely from the availability of persons who have the benefit of a

rigorous understanding of the conceptual contours of the discourses of development

and its practical imperatives.

This document is the curriculum specification for the Master of Arts in Development,

a two year programme of post-graduate studies that the University launched in theacademic year 2011-12.

This curriculum specification has the following sections:

1. Introduction and Rationale (this section)2. Programme Objectives3. Programme Design4. Programme Structure5. Description of courses6. Field engagement7. Other details

i. Teaching and learning processii. Assessmentiii. Duration and Flexibilityiv. Admissions

2. Objectives

This programme aims to prepare individuals capable of informed and thoughtful

development action, which are aware of the complexity, depth and scope of the

discourse of development, its ethical imperatives and its implications for policy and

action with special reference to the Indian context that requires conceptual rigour

and sensibilities in students that would help them

a. acquire core understandings in and across the disciplines that contribute tothe domain of development and relate them to situations on the ground


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b. relate these conceptual frameworks to dimensions of development that are

targets of public action and policy such as health, education, livelihood and

sustainability

c. provide students with opportunities to encounter and critically engage

with instances of both challenging problems and attempted interventions

d. engage with the complex lived realities of people and communities

e. explore the ethical and personal dimensions to locate themselves actively

in their social context

3. Programme Design

The programme is designed as a 80 credit, post-graduate degree programme at level

L3 which will be a full-time four semester programme in mode M1 (Levels and

Modes are as per the Universitys Framework of Standards and Quality). The

students are expected to complete the programme in not less than two full academic

years. It is a broad-based programme that encompasses theory, practice, research

and planning relating to development with in-built possibilities of focusing on areas

of student choice. Each student will be required to study eight core courses (32

credits), eight elective courses (32 credits), and two open courses (4 credits) and

also obtain 12 credits through a field engagement module.

The students who successfully complete the requirements of study for the

programme as specified in this document and the general requirements of the

University as amended from time to time will be awarded a Master of Arts

(Development) degree.


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4. Programme Structure

Note:

1. The number within brackets indicates the number of credits awarded for each

course/activity.

2. The two open courses are to be completed within the first three semesters

3. Students are required to obtain thirty-two credits by choosing electives in the third

and fourth semesters of the programme from the list of electives made available. Of

these, at least eight credits are to be obtained from an elective group that will focus on

themes of development such as Education, Health, Livelihood and Sustainability. The

rest of the credits(24) may be obtained by choosing from the other electives on offer in

the semester.

DETAILS SEMESTER 1 SEMESTER 2 SUMMER

BREAK

SEMESTER 3 WINTER

BREAK

SEMESTER 4

Sociology ofDevelopment

(4)

Theory &Philosophy of

Development

(4)

Elective 1 (4) Elective 5 (4)

Economics of

Development

(4)

Social

Interventions

(4)


Political

Philosophy &

Politics in

India (4)

Law and

Governance (4)


Ecology &

Development

(4)

Introduction to

Research (4)


FIELD ENGAGEMENTFieldImmersion (2)

Workshops forInternship

Proposal forfield project

Field projectreport writing

OPEN COURSES

TOTAL CREDITS 20 credits 18 credits 4 credits 16 credits 6 credits 16 credits

CORE COURSES

FIELDWORKANDINTERNSHIP(4)

INDEPENDENTFIELDPROJECT(6)

Open course 1 (2)

Open course 2 (2)


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5. Description of courses

Core courses

The core courses are compulsory for all students. They set the context and providethe theoretical and analytical background for understanding the key debates and

issues in the domains associated with development. They draw from selected

disciplines to help in developing a deep understanding of the nature of development.

They also equip the students with the basic skills required for effective action in this

domain. By the end of the series of the core courses, the students are expected to

have adequate knowledge, skills and attitude to embark on a deeper exploration of

specific themes and practices development.

The students will study eight core courses, each carrying four credits, in the first and

second semester of the programme. A brief description of the course is includedbelow.

1. Sociology of development

This course will establish the importance of sociological analyses for a critical

understanding of the theories and practices of development. The work of early social

theorists like Marx, Weber and Durkheim, and contemporary social theorists like

Bourdieu and Foucault remain influential in contemporary social analyses. In a

course such as this one, it is necessary to engage the conceptual contributions of

these theorists that have proved valuable for development studies such as class,gender, social structure and agency. Special attention will also be given to major

social institutions of India such as caste, tribe and gender and to the limitations of

secular social science frameworks in understanding Indian society. The course will

introduce key concepts in sociology and demonstrate their heuristic relevance

through a careful examination of a wide-ranging body of published research in

development studies.

Students will learn to appreciate, in general, the sociological method and, in

particular, the sociological analyses of development. After a brief consideration ofthe historical origins and the disciplinary orientation of sociology, it will introduce

students to the fundamental concepts of class, caste, tribe, gender, nation, social

structure and agency. The heuristic value of these concepts will be demonstrated

with respect to the institutional dynamics of development in India and elsewhere.

They will become familiar with the formative trends in the field of development

studies over the last several decades through the texts of dissent and critique

advanced on the various registers of social marginality. They will also become aware

of the conceptual limitations of social science in studying Indian society.


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2. Economics of development

Development unfolds within complex social, economic and institutional settings.

Therefore, it is important that practitioners in this field learn to interpret and

analyse development initiatives and interventions from multiple perspectives,

including, importantly, an economic perspective. An understanding of the

economic and development history, in India and around the world, and basic

economic concepts and tools such as the idea of markets and exchange, constraints

and trade-offs,

growth and inequality, institutions and economic reform, is central to engaging

with current development needs and possibilities.

By the end of the course students are expected to:

Understand and learn to use basic microeconomics and macroeconomicapproaches and tools

Have a theoretical-historical understanding of development economics, anda practical orientation of its implications for analyzing current debates; with a

special focus on poverty and inequality

Have some understanding of the economics of political and institutionalchange that may influence development.

3. Political Philosophy & Politics in India

Development actors need to critically engage with the politics of state and society.

Development processes are embedded in complex institutional and social relations,

which should be critically understood through a political lens. This course will

introduce power and politics and their application to the contexts of individual and

collective action. The course is organized around the concept of politics, the methods

of political science and a critical analysis of contemporary politics in India.

The course is divided into two parts. The first part is an introduction to the

normative theories of politics, power, the state, democracy, citizenship andparticipation, rights, constitution and justice. The second part offers an analysis of

the institutions and the practice of democratic politics in India by critically

understanding the legislature, the executive and the courts in their political

contexts; the role of caste, class, religion, region and language as key determinants of

politics in India; and the processes of democratization including elections and

decentralization of power.


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4. Ecology and development

It is now well recognized that one cannot think of development processes withouthaving to touch upon their impact on natural resources in terms of their depletion as

well as through the disruption of broader bio-geochemical cycles. More specifically,

there is now an established body of social and ecological critique which engages

with mainstream models of development and growth, as well as with the notion of

progress itself. An ecosystems approach specifically however enables us to move

beyond critique to developing models of institutional and cultural transformation

that are sustainable and resilient. It is consequently not possible to engage with

development, whether as a student, as an activist or in any other capacity without an

understanding of the ecological implications of development related interventions.

This course therefore seeks to inculcate in the student an ecological manner of

thinking about development alongside providing an elementary introduction to

ecology as a discipline.

5. Theory and philosophy of development

This course aims to provide the student with an overview of theories of

development and to locate them in a broader philosophical context.

Three key philosophical themes will be examined in the course - that of well-being,

justice and the notion of group agency and action. While it is widely accepted that

social arrangements must contribute to human well-being, a robust "theory of well-

being" has proved elusive. Attempts to cast well-being as preference satisfaction or

as rooted in hedonic states have been unsatisfactory. The second difficulty has been

in linking well-being to particular social arrangements and to the agency of persons

and groups without reducing it to one or the other. Here, locating the debate in the

history modern European thought may be a useful antidote to the excessive

individualism of the conceptions of well-being in so far as they relate to

development. An understanding of the philosophy of development thataccommodates the social history of 'developing' societies of Asia and Africa will

perhaps help in this regard.

The units on development theory will bring these ideas to the examination of how

theories of development have treated their subject matter.

After a brief examination of the intellectual and political origins of development in

the nineteenth century colonial rule, this course will chart the conceptual career of

development since the mid-twentieth century, when development took firm root innational and international discussions of policy. Development was normatively


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entangled with the project of modernization in the newly decolonizing countries of

the world. After examining select influential work of modernization theorists, the

course will examine the range of powerful criticisms advanced by Marxists,

feminists, environmentalists and post-colonial scholars. The work of the latter has

indeed ushered in an era of post-development, where alternate paradigms ofdevelopment better suited to address the demands of economic justice and

ecological sustainability are sought for. We will then examine the rich variety of

critical interventions in the field of development studies that have unfolded under

the conceptual umbrellas of "sustainability," human development, the capabilities

approach (Sen), participatory development, and good governance.

6. Social Interventions

This course briefly introduces the varying meanings of social activism and provides

a critical acquaintance with important initiatives undertaken to deepen and renew

democratic life in post-Independence India. It will provide a valuable historical

context to the tradition of social activism in the country and also introduce select

major initiatives embarked upon by the state, co-operatives, and individuals, social

movements and NGO activists. This course will prove valuable for at least three

reasons. First, it will enable students to locate their own activist concerns within

both the older and contemporary cultures of activism. Second, it will allow them to

apply their analytical skills acquired in other courses to interpret the institutional

dimensions of social activism. Third, it will provide them an opportunity to learn

about major creative efforts at enhancing the countrys democratic well-being, their

normative concerns and institutional strategies, and the practical challenges facing

them and critically appreciate the possibilities and challenges of democratic

activism.

The initial section of this course builds a lineage to contemporary activism attempt

by focusing on discussions of social service (seva) and charity (daana) in premodern

India. It will then briefly introduce students to the strategies of social and

educational reform seen in 19th century colonial India (Raja Ram Mohun Roy, IC

Vidyasagar, Syed Ahmed Khan, Swami Vivekananda). After a short engagement withGandhis constructive programmes, the last and the largest part of the course will

provide a critical introduction to the rich variety of initiatives seen in India after

Independence. It examines state-sanctioned projects like the MNREGA and

legislations like the RTI, the work of co-operatives in the domain of milk and

handloom textile work, the contribution of social movements like the farmers

movements and organizations like the PUCL and Kerala Shastra Sahitya Parishad,

attempts to mobilize workers such as Self-Employed Womens Association (SEWA)

the Kerala Independent Fisherworkers Federation. (Note: The initiatives names in

this section are for illustrative purposes only).


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7. Law and governance

Mainstream development discourse and practice has not paid adequate attention to

the institutional dimensions of development. With the belated recognition of the roleand significance of public institutions, questions such as what these institutions are,

how they work and how they shape political and administrative actions and

outcome have become important. More recently, the design of legal systems and law

enforcement has become an important area for research and action.

The course is divided into two parts. The first part will introduce the concept of law

and its various social functions. The students will gain a practical familiarity of

finding, reading and thinking through legal materials. A basic awareness of the

origins and structure of the Indian legal system and constitution prepares the

ground for understanding strategies of engagement with the legislative, executive

and the courts. This section of the course concludes with a brief review of the

problems and prospects of legal system reforms in India.

The second part will cover both conceptual and empirical aspects of governance, and

examine them from a developmental perspective. Although focused mainly on the

Indian experience, it will draw on the lessons learnt from major experiments in

governance across the world. The course is organized thematically, starting with a

general introduction to the evolution of the governance structures and then dealing

with critical issues which informed the evolution of the practice of governance such

as decentralization, accountability reforms, anti-corruption strategies, new public

management, public-private partnership, and e-governance. The course will also

cover the process of policy formulation and implementation, and the political

economy of governance and governance reforms.

8. Introduction to research

Traditionally, research-based policy-making was associated with the state and large

corporations. But now even smaller non-governmental organisations design theirinterventions through research. So, irrespective of the scale and the level at which

development practitioners work, acquaintance with research methods is essential.

Other core courses in MA Development program engage students with existing

research in their respective disciplines. A separate course is therefore required to

introduce students to research methods and their applications to the design and

assessment of development policies. This course will serve three purposes. First, it

will expose students to the uses and abuses of research in the politically contentious

field of development. Second, it will enable them to use research to support their

development practice. Third, it will help them interface with the academia asdevelopment practitioners.


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credits from elective courses chosen out of a pre-approved set. Specializations that

may be developed in the near future include Public Policy or Livelihoods. In

addition, students who do not wish to obtain a specialization will have the option to

obtain a general degree by distributing the electives over many subjects/themes.

6. Field engagement

Engagement with field practice forms an integral part of this masters programme. It

will help students develop a deeper understanding of the practical implications of

the educational understanding gained through the programme. The multiple

opportunities for field engagement, starting from the first semester onwards will set

the tone for the Masters programme, as well as provide exposure to various settings.

The field engagements will also allow them to introspect on their own role as change

agents within the larger landscape. It is hoped that the experience will build

humility, empathy, optimism and a sense of anticipation for the future.

All activities within the module of field engagement will be supervised to varying

degrees and the students effort and learning will be evaluated. Since the field

engagement module is seen as central to the curriculum it has an allocation of

twelve credits. These credits are distributed over three key activities and

opportunities.

1. Field exposure and immersion 2 credits2. Internship 4 credits3. Independent field project 6 credits

A brief description of each of the above is included below.

Field exposure and immersion (2 credits)

In the first semester, students will go for a two-week field exposure which is meant

to provide opportunities to strengthen the theoretical understanding provided

through core courses in the semester. The effort will be to create the space for

experiencing the realities of rural/urban/tribal communities, the social, political and

economic structures, understand cultural systems and engage with people and

institutions. This field camp would be co-coordinated by faculty and students and

organized through local organizations. The students will be attending workshops

during the first semester to prepare them for the field trips followed by the two

week field trip which the students undertake in small groups. The time spent in

preparation in the university will be credit-ed at the standard rate of 1 credit = 36

hrs of learning. The time spent during the field trip will have a credit equivalence of

1 credit = 80 hours of field time.


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Students will be facilitated in identifying an appropriate site to carry out their

fieldwork, in accordance with their interests. It is also possible that students choose

to revisit their site of summer placement to continue working on an issue they

encountered there.

The total number of credits allocated for the independent field project will be split in

the following manner:

(i) Planning and proposal writing in the third semester 1 credit(ii) Field work 4 credits(iii) Report writing and presentation 1 credit

The University will work with potential organizations, in advance, to structure

meaningful fieldwork opportunities for the students. It is expected that all students

can be matched with projects offered by the institutions, based on their interestsand skills. Students are also welcome to design and suggest their own projects,

which meet the criteria laid out by the University. In general, a faculty member from

the University and a nodal person from the partner institute will jointly monitor and

evaluate the students work, based on the learning goals set by the University.

Students and faculty are expected in touch with the field institutions, before the start

of the project to work out all operational details of the project.

7. Other Details

(i) Teaching and learning process

The pedagogical approaches will be guided by the relevant section (section 6) of the

Universitys Framework of Standards and Quality.

(ii) Assessment

Assessment will follow the policies of the University as laid out in section 7 of the

Framework of Standards and Quality.

(iii) Duration and flexibility

The M.A. in Development is a two-year, full time post graduate degree programme.

Students will be allowed the flexibility to complete the programmein not more than

four years in case of leave of absence due to special circumstances. Students may

also be allowed to take less than the complete credit load in a given semester, under

special circumstances. These decisions shall be at the discretion of the University

after consideration of the circumstances and availability of academic resources.


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(iv) Admissions and eligibility

Students who have a bachelors degree from a recognised university in India or

abroad are eligible to apply to the programme. Students shall be admitted on the

basis of their performance in a written test and interview. Appropriate criteria and

procedures may be applied to compensate for socio-economic and other

disadvantages during admission, as per the policies of the University.


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Syllabus

Week Topic

Week 1 Introducing Sociology and Early Social Theory

Week 2 Early Social Theory

Week 3 Contemporary Social Theory


Week 5 Theorizing Class

Week 6 Class and Development

Week 7 Caste

Week 8 Caste, Religion and Development

Week 9 Adivasis

Week 10 Adivasis and Development

Week 11 Theorizing Gender

Week 12 Gender and Development

Week 13 Displacement

Week 14 Scrutinizing Development Interventions

Week 15 Scrutinizing Development Interventions (Continued)

Week 16 Scrutinizing Development Interventions (Continued)

Teaching Methods

The classes will be structured around a short lecture followed by class discussion.

Documentary films will be screened and guest lectures delivered in class on occasion.

Students will get opportunities for clarifying the course readings in weekly hour-long

tutorial sessions with a faculty tutor.


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Assessment

Assessment

Criteria

Group

Work

Book

Review

3 Response

Papers on

Readings &

Top two

Scores

Attendance

& Class

Participation

Mid-Term

Exam

Essay

Questions

Final

Exam

Essay

Questions

R1 R2

Weightage 15% 15% 5% 5% 10% 25% 25%

Readings

Week 1 Introducing Sociology and Early social theory

The essays by Mills and Bauman and May are lively, serious and readable introductions

to the enterprise of sociology. Marxs preface is, of course, a classic statement of his

method of historical materialism, which continues to inform sociological analyses in the

present.

Class 1: C. Wright Mills. 1970(1959). Excerpts from Chapter 1, The Sociological

Imagination, The Sociological Imagination, Penguin Books, Pps 9-20.

Class 2: Bauman, Zygmunt and Tim May. 2001. Introduction: The Discipline of

Sociology, Thinking Sociologically, Blackwell Publishers.

Class 3: Marx, Karl. 1972. Preface to A Contribution to the Critique of Political

Economy, A Marx-Engels Reader 2nd Edition (Ed) Robert Tucker. New York: W.W.

Norton & Company. Pp 3-6.

Week 2 Early Social Theory (Continued)

The excerpts from Weber and Durkheim will both introduce these influential theorists

and allow students to engage with issues of foundational importance to sociology such

as value-neutrality, emergentism, and the logic of functional analyses. Tumins essay is,

of course, an elaborate critical response to functional attempts at explaining the

relevance and persistence of the social division of labour.


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Class 1: Weber, Max. 2011. Objectivity in Social Science, and Basic Sociological

Terms, Classical Sociological Theory (Editors), Craig Calhoun, Joseph Gerteis, James

Moody and Steven Pfaff, Wiley Blackwell. Pps. 211-227.

Class 2: Durkheim, Emile. 2000 (1972). Excerpts from Chapter 1, The Field of

Sociology, Emile Durkheim: Selected Writings (Editor) Anthony Giddens. Cambridge

University Press.

Class 3: Melvin Tumin. 1953. Some Principles of Stratification: A Critical Analysis,

American Sociological Review, Vol. 18, No. 4. Pp. 387-394


Raymond Williamss short essays convey the complexities of conceptualizing the

concepts of ideology and hegemony, which have proved compelling for social analyses.

Giddens essay introduces the necessity of observing the interplay between structureand agency and helps steer clear of both structural determinism and voluntarism.

Bourdieus article illustrates the need for examining forms of capital other than

economic capital, which nevertheless have an internally specific economic logic.

Class 1: Williams, Raymond (1977). Ideology, and Hegemony, Marxism and

Literature, Oxford: Oxford University Press. Pps. 11-20 and 83-89.

Class2.Giddens, Anthony. 2011. Agency, Structure, Contemporary Sociological Theory,

(Editors) Craig Calhoun, Joseph Gerteis, James Moody and Steven Pfaff, Wiley Blackwell.

Pps. 231-242.

Class 3. Bourdieu, Pierre. (1986) The Forms of Capital, Handbook of Theory and

Research for the Sociology of Education(Editor) J. Richardson (New York, Greenwood),

Pps 241-25.

Week 4 - Contemporary Social Theory (Continued)

The excerpts from Foucault will introduce students to his argument against the post-

Enlightenment narrative of human progress. Granovetters article is an influential re-

statement of the view that economic institutions are embedded in social institutions.Latour argues against the proclivity of post-Enlightenment thought to separate the

social world from the object world, and the world of the moderns from that of the non-

moderns.

Class 1. Foucault, Michel (1984). The Body of the Condemned, Docile Bodies, and

The Means of Correct Training, The Foucault Reader (Ed) Paul Rabinow. New York:

Pantheon. Pp.170-205.

Class 2. Granovetter, Mark. 2011. Economic Embeddness, Contemporary Sociological

Theory, (Editors) Craig Calhoun, Joseph Gerteis, James Moody and Steven Pfaff, WileyBlackwell. Pps. 162-170.


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Latour, Bruno. 2011. We have Never Been Modern, Contemporary Sociological Theory,

(Editors) Craig Calhoun, Joseph Gerteis, James Moody and Steven Pfaff, Wiley Blackwell.

Pps. 448-460

Class 3:Documentary Film (TBA)

Week 5 Theorizing Class

After encountering Marxs unfinished influential statement on classes and Bendix and

Lipsets reconstruction of Marxs theory of classes, students will appreciate the

challenges of theorizing middle class (Deshpande) and the class structure in rural

society (Beteille) in India.

Class 1: Marx, Karl (1967). A Note on Classes, Class, Status and Power: Social

Stratification in Comparative Perspective (Eds) Reinhard Bendix and S. M. Lipset.

London: Routledge & Kegan Paul. Pps. 5-6

Bendix, Reinhard and Lipset, Seymour Martin (1967): Karl Marxs Theory of Social

Classes, Class, Status and Power: Social Stratification in Comparative Perspective(Eds)

Reinhard Bendix and S. M. Lipset. London: Routledge & Kegan Paul. Pps 6-9.

Class 2: Deshpande, Satish,2006. Mapping the 'Middle: Issues in the Analysis of the

Non-Poor Classes in India, Contested Transformations: Changing Economies and

Identities in Contemporary India (Editors) Mary E. John, Praveen Kumar Jha and

Surinder S. Jodhka, Tulika Books.

Class 3: Beteille, Andre. 2010(2007). Class Structure in an Agrarian Society: The Case

of the Jotedars, Sociology and Anthropology of Economic Life 1: The Moral Embedding of

Economic Action(Editors) Veena Das and Ranendra K Das, New Delhi: Oxford University

Press, Pps. 37-55.

Week 6: Class and Development

The first two readings in the section reveal the economic class dimensions of

contemporary development in India. Ching Kwan Lee shows how the economic

transformation in China unmakes the older working class struggles and restructures thenew labour movements.

Class 1: Fernandes, Leela. 2007. State Power, Urban Space and Civic Life, Indias New

Middle Class: Democratic Politics in an Era of Economic Reform, Routledge, Pps. 173-206.

Class 2: Baviskar, Amita. 2011. Cows, Cars and Cycle Rickshaws: Bourgeois

Environmentalists and the Battle for Delhi's Streets, Elite and Everyman: The Cultural

Politics of the Indian Middle Classes (Editors) Amita Baviskar and Raka Ray, Routledge,

2011.


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Class 3: Lee, Ching Kwan.2007. The Unmaking of the Chinese Working Class in the

Northeastern Rustbelt, Working in China: Ethnographies of Labor and Workplace

Transformation, New York: Routledge.

Week 7 - Caste

The readings by MN Srinivas and Barnard Cohn are short, classic anthropological

introductions to the specificities of the institution of caste in India. The readings by

Gandhi, Lohia and Ambedkar, are influential non-academic reflections on the

institutions of caste and will introduce students to texts that have informed major

political mobilizations around caste in modern India. Gopal Gurus essay provides a

good introduction to the conceptual career of Dalit.

Class 1: Srinivas, M.N. 1962. Varna and Jati, Caste in Modern India and Other Essays.

Bombay: Asia Publishing House.

Cohn, Bernard. 1970. Chapter 11, Indian Social Structure and Culture: Caste, India: The

Social Anthropology of a Civilization, Oxford University Press, Pps. 124-141.

Class 2:Gandhi, Mahatma. 2002 (1931). Caste Must Go, Caste and Democratic Politics

in India(Ed) Ghanshyam Shah. New Delhi: Permanent Black. Pp. 80-82.

Lohia, Ram Manohar. 2002 (1959). Excerpts. Towards the Destruction of Castes and

Classes, Caste and Democratic Politics in India (Ed) Ghanshyam Shah. New Delhi:

Permanent Black. Pp. 108-133.

Class 3: Ambedkar, B. R. Castes in India, The Essential Writings of B.R. Ambedkar, (Ed)

Valerian Rodrigues. New Delhi: Oxford University Press. Pp. 239-262.

Gopal Guru (2005), Understanding the Category Dalit, in Gopal Guru (ed.), Atrophy in

Dalit Politics, Dalit Intellectual Collective (DCI), Intervention 1, Pp. 66-77.

Week 8 Caste, Religion and Development

The readings by Deshpande, Newman and Jodhka, and Robinson, illustrate the

institutional consequences of membership in the institutions of caste and religion (in

this case, Christianity) in contemporary India.

Class 1: Deshpande, Satish. 2003. Caste Inequalities in India Today, Contemporary

India: A Sociological View,Penguin Books.

Deshpande, Satish. 2006. Exclusive Inequalities: Merit, Caste and Discrimination in

Indian Higher Education, Economic and Political Weekly, June 17, pp. 2438-2444.

Class 2: Newman, Katherine and Surinder Jodhka. 2009. In the Name of Globalization:

Meritocracy, Productivity and the Hidden Language of Caste, Blocked by Caste:


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Economic Discrimination in Modern India (Editors) Sukhadeo Thorat and Katherine S.

Newman, Oxford University Press, Pps 52-87.

Class 3: Robinson, Rowena. 2010. Indian Christians: Trajectories of Development,

Religion, Community And Development: Changing Contours Of Politics And Policy In

India(Editors)Gurpreet Mahajan and Surinder S. Jodhka, Routledge. Pps. 151-172.

Week 9 -Adivasis

Xaxa provides a succinct, comprehensive summary of the scholarly literature on tribes

in India. Amita Baviskar shows the discrepancies between the interests of tribal and

those of environmental activists. Anvita Abbi reflects on the disappearance of tribal

languages and knowledges in our times.

Class 1: Virginius Xaxa (2003), Tribes in India, The Oxford India Companion toSociology and Social Anthropology, (Ed) Veena Das, New Delhi: Oxford University Press,

pp. 373-408.

Class 2: Baviskar, Amita. 1997. Tribal Politics and the Discourses of

Environmentalism, Contributions to Indian Sociology, Volume 31, Number 2.

Class 3: Abbi, Anvita. 2102. Chapter 13, Declining Adivasi Knowledge Systems and

Killing of Linguistic Diversity, Social Exclusion and Adverse Inclusion: Development and

Deprivation of Adivasis In India, (Editors) Dev Nathan and Virginius Xaxa, Oxford

University Press, 2012.

Week 10 - Adivasis and Development

As their titles themselves indicate, the articles in this section reveal the complex politics

of resettlement and rehabilitation of tribal displaces. Xaxas essay explains why the

tribals benefited less from affirmative action policies than the scheduled castes.

Class 1: Jean Dreze, Meera Samson and Satyajit Singh. 1997. Chapter 2, Resettlement

Politics and Tribal Interests, Dam and the Nation: Displacement and Resettlement in the

Narmada Valley. New Delhi: Oxford University Press. Pp. 66-92.

Class 2: Dev, Nathan. 2012. Chapter 17, Displacement and Reconstruction of

Livelihoods, and Chapter 18, Community Representatives' Views on Development

Processes, Social Exclusion and Adverse Inclusion: Development and Deprivation of

Adivasis In India, (Editors) Dev Nathan and Virginius Xaxa, Oxford University

Press, 2012.

Class 3: Xaxa, Virginius. 2008 Protective Discrimination: Why the Scheduled Tribes Lag

Behind the Scheduled Castes, State, Society and Tribes, New Delhi: Pearson Education

India. Pp 87100.


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Week 11 -Theorizing Gender

Gayle Rubins essay is a classic attempt at theorizing the origins of patriarchy and

gender inequality. Uma Chakravarthys essay attempts to explain gender in ancient

India keeping in view its active relations with the institutions of caste, class and state.

Her other essay performs a similar task for contemporary India.

Class 1: Rubin, Gayle (1975). The Traffic in Women: The Political Economy of Sex,

Toward an Anthropology of Women(Ed) R.R. Reiter. New York: Monthly Review Press.

Class 2: Chakravarthy, Uma. 1993. Conceptualizing Brahminical Patriarchy in Early

India: Gender, Caste, Class and State, Economic and Political Weekly.

Class 3: Chakravarthi, Uma. Chapter 9, Caste and Gender in Contemporary India,

Gendering Caste: Through a Feminist Lens, Stree Books, Pps 139-170.

Week 12 - Gender and Development

Shirin Rai provides a brief introduction to the variety of attempts to explain the

importance of gender analysis for development studies. The other readings in this

section are case-specific illustrations of the relevance of an analytical focus on gender in

understanding processes of development.

Class 1: Rai, Shirin. 2011. Gender and Development: Theoretical Perspectives, The

Women, Gender and Development Reader(Second Edition) (Editors) Nalini Visvanathan,

Lynn Duggan, Nan Wiegersma and Laurie Nisonoff. Zed Books, Pps. 14-21.

Class 2: Barbara Harriss-White, Gender Cleansing: The Paradox of Development and

the Deteriorating Female Life-Chances in Tamil Nadu, Signposts: Gender Issues in Post-

Independence India (Editor) Rajeshwari Sunder Rajan. New Delhi: Oxford University

Press. Pps 125-154.

Class 3: Maithreyi Krishnaraj, Womens Work in Indian Census: Beginnings of

Change, Bina Agarwal, Why do Women Need Independent Rights in Land, and

Nirmala Banerjee, How Real is the Bogey of Feminization? Womens Studies in India

(Editor) Mary E. John, New Delhi: Penguin Books, 2008.

Week 13 - Displacement

Rob Jenkinss article is a brief introduction to the contentious phenomenon of creating

special economic zones. Michael Cerneas piece illustrates the multiple sociological

dimensions of loss due to displacement and shows that rehabilitating the displaced

includes more than land compensation. Lyla Mehta demonstrates the importance of an

independent analytical focus on gender in studies of displacement.


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Class 1: Rob Jenkins, 2011. The Politics of Indias Special Economic Zones,

Understanding India's New Political Economy(Editors) Sanjay Ruparelia, Sanjay Reddy,

John Harriss and Stuart Corbridge, Routledge, 2011, Pps. 49-65.

Class 2: Michael M. Cernea, 2003. For a New Economics of Resettlement: A SociologicalCritique of the Compensation Principle, International Social Science Journal, Volume 55,

Issue 175, Pps. 37-45.

Lyla Mehta, The Double-Bind: A Gender Analysis of Forced Displacement and

Resettlement, Displaced by Development: Confronting Marginalisation and Gender

Injustice, New Delhi: Sage Publications, Pps. 3-33.

Class 3: Documentary Film (TBA)

Week 14 Scrutinizing Development Interventions

In this section, James Scott and James Fergusion show the inherent limitations of expert

top-down planning with reference to cases from Stalinist Russia and Lesotho. Malini

Ranganathan points out the importance of examining the motivations of the target-

beneficiaries of development projects.

Class 1: Scott, James. 1999. Soviet Collectivization, Capitalist Dreams, Seeing Like a

State: How Certain Schemes to Improve the Human Condition Have Failed, New Haven:

Yale University Press, Pps. 193-223.

Class 2: Ferguson, James. 1997. Development and Bureaucratic Power in Lesotho, The

Post-Development Studies Reader (Editor) Majid Rahnema with Victoria Bawtree, New

York: Zed Books, Pps.223-233

Class 3: Ranganathan, Malini . 2011. The Embeddedness of Cost Recovery: Water

Reforms and Associationism at Bangalores Fringes, Urban Navigations: Politics, Space

and the City in South Asia (Editors), Jonathan Shapiro Anjaria & Colin McFarlane,

Routledge India.

Week 15 -Scrutinizing Development Interventions (Continued)

Randall Packard points out the shifting motivations and justifications for international

interventions in the health sector in the developing countries and locates the

importance of understanding shifting conceptual schemes within the context of

international power asymmetries. Stacy Pigg illustrates the transnational organizations

proclivity towards using a global conceptual currency and how they might not fit local

realities (Nepal, in this case) and become amenable to varied appropriations on the


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ground, as it were. Lyla Mehta performs a similar exercise with reference to the concept

of scarcity and shows how it masks the complex realities of water-use in rural Gujarat.

Class 1:Packard, Randall. 1997. Visions of Postwar Health and their Impact o n Public

Health Interventions in the Developing World, International Development and the SocialSciences (Editors) Frederick Cooper and Randall Packard, Berkeley: University of

California Press, Pps. 93-115.

Class 2: Pigg, Stacy Leigh. 1997. Found in Most Traditional Societies: Traditional

Medical Practitioners Between Culture and Development, International Development

and the Social Sciences (Editors) Frederick Cooper and Randall Packard, Berkeley:

University of California Press, Pps. 259-290.

Class 3: Lyla Mehta, 2003. Contexts and Constructions of Water Scarcity, Economic

and Political Weekly, November 2003, Volume 38, Number 48

Week 16 - Scrutinizing Development Interventions (Continued)

Nandy reconstructs Kapil Bhattacharjees environmentalist critique of the Damodar

Valley Corporation and shows the limits of his dissenting modern imagination.

Corbridge et al demonstrate that how the poor are not passive objects of development

interventions but actively resist and/or advance their welfare interests.

Class 1: Ashis Nandy, 2002. The Scope and Limits of Dissent: Indias First Modern

Environmentalist and his Critique of the DVC, The Romance of the State, New Delhi:

Oxford University Press, Ppf 182-207.

Class 2: Corbridge, Stuart, Glyn Williams, Manoj Srivastava and Ren Vron. 2005.

Chapter 7, Protesting the State, Seeing the State: Governance and Governmentality in

India, Cambridge University Press. Pps. 219-249.

Class 3: Documentary Film (TBA)


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Course Title Economics of Development

Programme Title Master of Arts in Development

Mode M1 Level L3

Course ID EOD311 Credits 4

Course Type Core Semester 1

Academic Year 2012-13

Course Development Team Chiranjib, Namita, Vikas

Rationale

Development unfolds within complex social, economic and institutional settings.Therefore, it is important that practitioners in this field learn to interpret and analyse

development initiatives and interventions from multiple perspectives, including,

importantly, an economic perspective. An understanding of the economic and

development history, of India and other countries, and basic economic concepts and

tools such as the idea of markets and exchange, constraints and trade-offs, growth and

inequality, institutions and economic reform, is central to engaging with current

development needs and possibilities.

Objectives

By the end of the course students are expected to:

Understand and learn to use basic microeconomics and macroeconomicapproaches and tools;

Have a theoretical-historical understanding of development economics, and apractical orientation of its implications for analyzing current debates; with a

special focus on poverty and inequality; and

Have some understanding of the economics of political and institutional changethat may influence development.

This introductory core course will also build the basis for, and interest in, future elective

courses.


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Syllabus

Module 1 Understanding development from an economic standpoint

This introductory module will focus on the importance of an economic

lens to understanding development. It will orient students to the basics

of economic and development theory, and look at the economic factors

linked to growth, underdevelopment, poverty, inequality, etc.

Module 2 Tool sets of economics

This module is divided into three sub-modules: Introduction to

microeconomics, Introduction to macroeconomics, and Introduction to

institutions. In each of these, the students will be introduced to the

relevant analytical concepts and be taught how to use them. The

challenge is not the complexity of concepts and frameworks. Rather it is

to inspire and develop the ability of students with different interests and

academic backgrounds to use these frameworks to understand and

interpret development challenges and interventions.

The microeconomic tools will include rational choice analysis of

individuals and firms, the idea of equilibrium, the idea of exchange and

the inter-connected markets for different resources (land, labour

capital), market failure, etc.

The section on macroeconomics will focus on the economic environment

within which development takes place, macroeconomic policies and the

rationale and impact of globalization.

The role of institutions, especially, the role of the government shall

foregrounded by discussions on market failure. The need for rules and

institutions (government and non-government) will be highlighted.

Issues of efficiency, effectiveness and limitations of non-market

interventions and institutions will be taken up here.

Module 3 Development Theories


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Readings

Bradman, Pranab. 1998. Political Economy of Development in India, New Delhi:OUP.

Bhagwati, Jagdish. 1993. India in Transition: Freeing the Economy, Oxford:Clarendon Press.

Ray, D. 1998. Development Economics. Princeton, NJ: Princeton University Press. Santhakumar, V. Forthcoming. Economics for Development Practitioners, New

Delhi: Sage.

Roy, Tirthankar. 2011. The Economic History of India, 1857-1947, New Delhi:OUP.

Varian, Hal R. 2010. Intermediate Microeconomics: A modern approach. NewDelhi, East-West Press.


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Course Title Political Philosophy and Politics in India

Programme Title Master of Arts in Development

Mode M1 Level L3

Course ID POL312 Credits 4

Course Type Core Semester I

Academic Year 2012-13

Course Development Team Sudhir Krishnaswamy, Narayana A, Srikrishna Ayyangar,

Vishnupad Mishra, Manavi B.H

Rationale

M.A. (Development) students need to critically engage with politics in state and society.This course will help students think about issues of power and politics and negotiate

these issues in the practical world. Development processes are embedded in complex

institutional and social relations, which should be critically understood through a

political lens. This course will equip students with tools of political analysis to

transform their perspective and practice of development.

Objectives

The course has three objectives:

B. To introduce students to the concept of politics and a brief history of politics inIndia.

C. To help students get a critical perspective on key issues related to politicaldevelopment.

D. To help students critically analyze politics in contemporary India and engagewith proposals for political reforms.

Syllabus

In keeping with the objectives the course is organized into two parallel sections:

Political Philosophy and Politics in India. These sections integrate a normative and

empirical understanding of politics in general and Indian politics in particular. While the

readings speak directly to the Indian political experience, many are also explicitly

concerned with political development (the establishment of equitable and sustainable

democratic institutions such as electoral processes, government and civil society

organizations and equitable markets). In other words, the course does not deal with

economic development issues as they might be covered from other disciplinary

perspectives, but explicitly is concerned with the state and societal mechanisms that

complement equitable economic development.


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Unit I: Political Philosophy

This part of the course is designed to help students think through the concepts

underlying the study of politics. Weeks 1-3 encourage students to ask whether politics

in necessary in all societies and if so, what authority is necessary in a political society?

We then turn to examine the nature of political authority, how such authority is

legitimately constituted and the nature of membership in a political society. While the

State has been the primary political authority in modern societies, we examine the

range of political authorities that constitute contemporary societies. From week 5-10

we turn specific forms of political authority, namely democracy and authoritarianism.

While democracy may be the most attractive form of government, it is commonly

subjected to limits: constitutionalism, liberal rights and emergencies are the three

accepted limits to democratic authority and we examine each of these in details. to

specific concepts in political thought. In weeks 11-14 we examine the purposes of the

State and political authority. We assess two goals in some detail: the pursuit of justice

and the protection of rights. This section rounds off with a final session discussing the

nature of the discipline of political philosophy and its relevance to the study of politics

in general and development in particular.

Unit II: Indian Politics

This part of the course will make students familiar with not just a historical outline of

Indian politics post - Independence but also help them understand essential thematic

issues that influence the Indian political system. Weeks 1 to 6 will cover various phases

of post - Independence political history from independence till Indira Gandhi, the

period of the 1990s and the post 2000 period. Each week will have one reading

suggestive of a thematic overview that is, locating political events within a theoretical

perspective that highlights an appreciation of the contemporary global context. After

becoming familiar with the chronology of events, appreciated through some essential

readings, weeks 6 to 15 will cover certain thematic issues that underline the Indian

political experience and will provide an overview of the institutional mechanisms of

democratic governance. Thus, identity politics in terms of caste, class, religion and

ethnicity, the organs of the political state - bureaucracy, courts and legislature and

methods of political accountability - elections, social movements, media will be coveredwithin these weeks. Weeks 10 and 11 will highlight opportunities and constraints that

the Indian political system is exposed to. Week 12 will help place the Indian democratic

experience in a global context that questions, (some argue moved beyond) the

predominance of the US in the international arena and week 13 will provide an

overview of the politics in our neighboring countries. Week 14 will provide an

appreciation of competing visions of the Indian democratic dream that incorporate

concerns beyond just economic growth and fair electoral processes, the latter being

uncritically considered as being equivalent to a democratic political system.


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Weeks Unit 1 Political Philosophy Unit 2 - Politics

1 Introduction to Politics The Beginnings of Nation

building

2 Power Independence andcomplimentary visions for

development of the Nation

State

3 Membership in a Political Society Nation building under

Nehru

4 Political Authority De-Institutionalization

under Indira Gandhi

5 Democracy & Authoritarianism Market Reforms and

Democratic Development

6 Limits to Democracy I - Constitutions &

Constitutionalism

The Makings of a new

Politico Economic System

7 Limits to Democracy II - Liberty and

Liberalism

Identities and Political

Development

8 Limits to Democracy III: States of

Emergency and Exception

The Organizations of

Democracy: Bureaucracy,

Courts, Parliament

9 Protecting Rights Accountability Systems for

Democratic Deepening:

Elections, Media, Social

Movements

10 Rights II - Rights and Development Development Constraints:

Terrorism, Corruption,Inequality

11 Theoretical Foundations of Justice Development

Opportunities: Social

Capital and Business

Groups

12 Justice Revisited Tiger, Dragon and the Post

American Developing

World?


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13 Why do we need Political Theory /

Philosophy?

The Political Economy of

our Neighbours

14 Political Philosophy in India Competing Visions for a

Modern India

Teaching Methods

The course will primarily be delivered through class room lectures, discussions and

focused tutorial assignments.

Lecture Discussions: For each student, each week will comprise four hours of lecture

discussions: two each in Political Philosophy and Indian Politics.

Tutorials: For the purpose of tutorials the students will be divided into smaller batches

of 15-20. Each group shall have eight tutorials of two hours each during the course of

the term.

Assessment

Assessment

Criteria

Four Tutorial

Essays

Written

Examination

Tutorial

Participation

Class

Participation

Weightage 60% 25% 10% 5%

Readings

UNIT I: POLITICAL PHILOSOPHY Unit 2: INDIAN POLITICS

Week 1: Introduction to Politics

o Hobbes, Leviathan, scanned copy ofprint available on:www.archive.org/

o Wolff Jonathan, An Introduction toPolitical Philosophy (OUP, New York,

2006) Ch. 1

o Aristotle, Politics(http://classics.mit.edu/Aristotle/politi

cs.html)(also seewww.archive.org/for

Week 1: The Beginnings of Nation

building

o Moore, Barrington, SocialOrigins of Dictatorship and

Democracy: Lord and Peasant

in the Making of the Modern

World, (Beacon Press, Boston,

1966).

o Chatterjee, Partha, Nationalist
http://www/http://www/http://www.archive.org/http://www.archive.org/http://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://www.archive.org/http://www.archive.org/http://www.archive.org/http://en.wikipedia.org/w/index.php?title=Social_Origins_of_Dictatorship_and_Democracy&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Social_Origins_of_Dictatorship_and_Democracy&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Social_Origins_of_Dictatorship_and_Democracy&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Social_Origins_of_Dictatorship_and_Democracy&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Social_Origins_of_Dictatorship_and_Democracy&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Social_Origins_of_Dictatorship_and_Democracy&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Social_Origins_of_Dictatorship_and_Democracy&action=edit&redlink=1http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://classics.mit.edu/Aristotle/politics.htmlhttp://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www/http://www/


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scanned copies of print editions) Book I

Extended Readings:

o Kautilya, The Kautilya Arthastra,Book 1 (Concerning the topic of

training), Chapter 13, Section 9

(Keeping a watch over seducible and

non-seducible parties in ones own

territory), Sutra 1-14 [also Chapters 1,

4, 5, and 15; Book 8, Chapter 2]

o Kangle, R. P. (1988a), The KauilyaArthastra: A Critical Edition with a

Glossary Vol. 1 (2nd Ed.), Delhi: MotilalBanarsidass. Book 1, Chapter 13,

Section 9, Sutra 1-14 [also Chapters 1,

4, 5, and 15; Book 8, Chapter 2]

(1988b), The KautilyaArthastra: An English

Translation with Critical and

Explanatory Notes Vol. 2 (2nd

Ed.), Delhi: Motilal Banarsidass.

Book 1, Chapter 13, Section 9,Sutra 1-14 [also Chapters 1, 4, 5,

and 15; Book 8, Chapter 2]

(1988c), The KautilyaArthastra: A Study Vol. 3 (1st

Ed.), Delhi: Motilal Banarsidass.

Chapter 5, Page 116-142

o Manu, The Mnava-Dharmastra, BookVII, Verses 1-36

o Olivelle, Patrick (2006), Manus LawCode: A Critical Edition and Translation

of the Mnava-Dharmastra, New

Delhi: Oxford University Press.

Thought in the Colonial World,

(University of Minnesota

Press, 1993).

Extended Reading:

o Ramanujan, A.K., Is There anIndian Way of Thinking? An

Informal Essay, in The

Collected Essays of A.K.

Ramanujan, Vinay

Dharwadker (ed.), (Oxford

University Press, New Delhi,

1999).

Week 2: Power

oLukes Steven, Power: A Radical View,(Palgrave McMillan, 2nd edn, 2005)

oFoucault Michel, Power, Right, Truth, in R.E. Goodin and P. Pettit, Contemporary

Week 2: Independence and

complimentary visions for

development of the Nation State

o Huntington Samuel P.,Political Order in Changing


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Political Philosophy: An Anthology,

(Blackwell Publishing, 1993), pp. 541-

548.

Societies, (Yale University

Press, 1968).

o Nehru Jawaharlal,Speech Onthe Granting of Indian

Independence, 14 August1947,Modern History

Sourcebook, (Internet History

Sourcebook Project, 2010).

o Nehru Jawaharlal, TheDiscovery of India, (Oxford

University Press, 1989).

o Guha, Ramchandra (ed.),Makers of Modern India,

(Penguin Publishers, 2010).

Extended Reading:

o Guha Ranajit, (ed.), SubalternStudies I: Writings on South

Asian History & Society,

(Oxford University Press

India, New Delhi, 1982).

oNandy, Ashish, The IntimateEnemy: Loss and Recovery of

Self under Colonialism,

(Oxford University

Press, 1983).

Week 3: Membership in a Political Society

o Plato, The Apology of Socrates, availableat:

(http://classics.mit.edu/Plato/apology.

html)o Hirschmann Albert, Exit, Voice, and

Loyalty, (Harvard University Press,

1970) Chs to be specified.

Extended Reading:

o Rousseau, Discourse on the Origin andBasis of Inequality among Men, (scanned

copies of print available on:

Week 3: Nation building under

Nehru

o Rudolph, Lloyd I., andRudolph, Susanne Hoeber, In

Pursuit of Lakshmi: ThePolitical Economy of the

Indian State, (University of

Chicago Press, Chicago, 1987).

o Chakravarty, Sukhamoy,Development Planning:

The Indian Experience,

(Clarendon Press, Oxford,

1987).

o Kothari, Rajni,(ed.), Caste in Indian Politics,
http://www.fordham.edu/halsall/mod/1947nehru1.htmlhttp://www.fordham.edu/halsall/mod/1947nehru1.htmlhttp://www.fordham.edu/halsall/mod/1947nehru1.htmlhttp://www.fordham.edu/halsall/mod/1947nehru1.htmlhttp://www.fordham.edu/halsall/mod/1947nehru1.htmlhttp://www.fordham.edu/halsall/mod/1947nehru1.htmlhttp://www.lib.virginia.edu/area-studies/subaltern/ss01.htmhttp://www.lib.virginia.edu/area-studies/subaltern/ss01.htmhttp://c/Users/APFDEL-201/AppData/Local/Downloads/httphttp://c/Users/APFDEL-201/AppData/Local/Downloads/httphttp://c/Users/APFDEL-201/AppData/Local/Downloads/httphttp://c/Users/APFDEL-201/AppData/Local/Downloads/httphttp://c/Users/APFDEL-201/AppData/Local/Downloads/httphttp://www.lib.virginia.edu/area-studies/subaltern/ss01.htmhttp://www.lib.virginia.edu/area-studies/subaltern/ss01.htmhttp://www.fordham.edu/halsall/mod/1947nehru1.htmlhttp://www.fordham.edu/halsall/mod/1947nehru1.htmlhttp://www.fordham.edu/halsall/mod/1947nehru1.htmlhttp://www.fordham.edu/halsall/mod/1947nehru1.html


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www.archive.org/)

o Rousseau, Of The Social Contract, OrPrinciples of Political Right (scanned

copies of print available on:

www.archive.org/)o Pateman Carole, Participation and

Democratic Theory, (Cambridge

University Press, 1976)

(Orient Longman, Hyderabad

, 1970).

o Weiner, Myron, Party Buildingin a New Nation: The Indian

National Congress, (Universityof Chicago Press, 1967).

o Kaviraj, Sudipta, (1988), ACritique of the Passive

Revolution, Economic and

Political Weekly, Vol. 23, No.

45/47, p. 2429.

Extended Reading:

o Frankel, Francine, India'sPolitical Economy 1947-2004:

The Gradual Revolution,

(Oxford University Press,

2005).

o Jalal, Ayesha, Democracy andAuthoritarianism in South

Asia: A Comparative and

Historical Perspective,

(Cambridge University Press,

1995).

Week 4: Political Authority

o Arendt Hannah, What is Authority?, inHannah Arendt, Between Past And

Future: Eight Exercises In Political

Thought, (Penguin Books, 1993), pp.

91-142.

o Rolf Sartorius (1981), PoliticalAuthority and Political Obligation,

Virginia Law Review, 67 (1), pp. 3-17

(available at:

http://www.jstor.org/pss/1072829)

o Q. Skinner, State, in R. E. Goodin and P.Pettit, Contemporary Political

Week 4: De-Institutionalization

under Indira Gandhi

o Dornbusch, R & Edwards, S.,(eds.), The Macroeconomics of

Populism in Latin America,

(University of Chicago Press

1991).

o Bardhan, Pranab, The PoliticalEconomy of Development in

India, (Oxford University

Press, 1984).

o Kaviraj, Sudipta, (1986),Indira Gandhi and Indian
http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.jstor.org/pss/1072829http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/http://www.archive.org/


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Philosophy: An Anthology, (Blackwell

Publishing, 2006), pp. 3-25. Leslie

Green, The Authority and the State,

(Clarendon Press, 1990), Ch. 2

oP. Abrams (1988), Notes on theDifficulty of Studying the State, Journal

of Historical Sociology, 1 (1), pp. 58-89.

Politics, Economic and

Political Weekly, Vol. 21,

September 2027, , p. 1702.

o Kohli, Atul, Democracy AndDiscontent: India'sGrowing Crisis Of

Governability, (Cambridge

University Press, Cambridge,

1990).

Extended Reading:

o Varshney, Ashutosh,Democracy, Development andthe Countryside, (Cambridge


Week 5: Democracy & Authoritarianism

o Mill J. S., Considerations onRepresentative Government, available at:

(http://www.gutenberg.org/ebooks/56

69)o Tocqueville Alexis de, Democracy in

America, Vol I available at:

http://www.gutenberg.org/ebooks/81

5 and Vol II available at:

http://www.gutenberg.org/ebooks/81

6)

o Dahl Robert, Democracy and its Critics,(Yale University Press, 1989)

Week 5: Market Reforms and

Democratic Development

o Przeworski, Adam(ed.), Democracy and

Development; PoliticalInstitutions and Well-Being in

the World, (Cambridge

University Press, New York,

1950-1990).

o Jaffrelot, Christopher, TheHindu Nationalist Movement

and Indian Politics, (Penguin

Publishers, 2000).

oChandra, Kanchan, WhyEthnic Parties Succeed:

Patronage and Ethnic Head

Counts in India, (Cambridge


o Jenkins, Rob,Democratic Politics and

Economic Reform in India,

(Cambridge University Press,

Cambridge, 2000).
http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/816http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/815http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669http://www.gutenberg.org/ebooks/5669


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o Sreedharan E., CoalitionPolitics and Democratic

Consolidation in Asia, (Oxford

University Press India, 2012).

Week 6: Limits to Democracy I -

Constitutions & Constitutionalism

o Garsten Bryan, RepresentativeGovernment and Popular Sovereignty, in

Ian Shapiro et al (eds) Political

Representation (Cambridge University

Press)

o Stanford Encyclopedia of Philosophy,Constitutionalism

(http://plato.stanford.edu/entries/con

stitutionalism/)

Extended Reading:

o Elster Jon, Democracy andConstitutionalism, (Cambridge

University Press, 1993), Chps 3 and 4.

o Bellamy Robert, PoliticalConstitutionalism: A Republican Defence

of the Constitutionality of Democracy,

(Cambridge University Press, 2007)

Week 6: The Makings of a new

Politico Economic System?

o Herbert Kitschelt, Linkagesbetween Citizens and

Politicians in Democratic

Politics, Comparative Political

Studies 33.6-7 (August-

September 2000) 845-79.o Hood, Christopher, The Tools

of Government in the Digital

Age, (Palgrave Macmillan,

London, 2007).

o Atul Kohli, Politics ofEconomic Growth in India

1980-2005, Economic and

Political Weekly, 2006. Parts

1 and II.o Varshney, Ashutosh, Ethnic

Conflict and Civic Life: Hindus

and Muslims in India, (Yale

University Press, London,

2000).

o Chibber and Nooruddin,(2004), Party System

Fragmentation , Comparative

Political Studies, Vol. 37, No. 2

o Appadorai, Arjun, (Spring2000), Modernity at Large:

Cultural Dimensions of

Globalization, Journal of

World History,Volume 11,

Number 1, pp. 157-15.

Week 7: Limits to Democracy II - Liberty

and Liberalism

o Wolff Jonathan, An Introduction toPolitical Philosophy, (Oxford University

Week 7: Identities and Political

Development

o M. N. Srinivas, The DominantCaste and Other Essays,
http://muse.jhu.edu/journals/journal_of_world_historyhttp://muse.jhu.edu/journals/journal_of_world_historyhttp://muse.jhu.edu/journals/journal_of_world_history/toc/jwh11.1.htmlhttp://muse.jhu.edu/journals/journal_of_world_history/toc/jwh11.1.htmlhttp://muse.jhu.edu/journals/journal_of_world_history/toc/jwh11.1.htmlhttp://muse.jhu.edu/journals/journal_of_world_history/toc/jwh11.1.htmlhttp://muse.jhu.edu/journals/journal_of_world_historyhttp://muse.jhu.edu/journals/journal_of_world_history


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Press, 2006), Ch 4.

o Stanford Encyclopedia on Philosophy,Liberalism available at:

(http://plato.stanford.edu/entries/libe

ralism/)

Extended Reading:

o Berlin Isaiah, Four Essays on Liberty,(Oxford University Press, 1969)

o Locke John, The Two Treatises of CivilGovernment, available at:

http://oll.libertyfund.org/title/222.


Delhi, 1987).

o Dipankar Gupta, SocialStratification, (Oxford

University Press, 1999).o Andre Beteille, Caste, Class

and Power: Changing Patterns

of Stratification in a Tanjore

Village, (University of

California Press, 1965)

o Nicholas Dirks, Castes of Mind:Colonialism and the Making of

Modern India, (Princeton


o John Harriss, Class andPolitics, in, Niraja Gopal, Jayal

and Pratap Bhanu Mehta,

(Eds), The Oxford Companion

to Indian Politics, (Oxford


o Ronald Herring and RinaAgarwala (2006),

Resurrecting Class, Critical

Asian Studies, Vol 38 (4).

o T.N. Madan, (1987)Secularism in its Place, The

Journal of Asian Studies, Vol.

46 (4), pp. 747- 759

o Ashish Nandy, (1995),An AntiSecularist Manifesto, India

International Centre

Quarterly, Vol. 22, No. 1, pp.

35-64.

Week 8: Limits to Democracy III: States of

Emergency and Exception

o Mill J. S., On Liberty, Ch. 4, available at:seehttp://www.bartleby.com/130/.

o Wolff Jonathan, An Introduction toPolitical Philosophy, (Oxford University

Press, 2006) Ch. 6.

Week 8: The Organizations of

Democracy: Bureaucracy, Courts,

Parliament

o Devesh Kapur and PratapBhanu Mehta, (2006), The

Indian Parliament as an

Institution of Accountability,

Paper no. 23, Democracy,Governance and Human
http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://oll.libertyfund.org/title/222http://www.bartleby.com/130/http://www.bartleby.com/130/http://www.bartleby.com/130/http://www.bartleby.com/130/http://www.bartleby.com/130/http://www.bartleby.com/130/http://www.bartleby.com/130/http://www.bartleby.com/130/http://www.bartleby.com/130/http://oll.libertyfund.org/title/222http://oll.libertyfund.org/title/222http://oll.libertyfund.org/title/222http://oll.libertyfund.org/title/222http://oll.libertyfund.org/title/222http://oll.libertyfund.org/title/222http://oll.libertyfund.org/title/222http://oll.libertyfund.org/title/222http://oll.libertyfund.org/title/222http://oll.libertyfund.org/title/222http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/http://plato.stanford.edu/entries/liberalism/


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Extended Reading:

o M. Sandel, Liberalism and the Limits ofJustice (Cambridge University Press,

1998)

Rights series, (United Nations

Research Institute for Social

Development, Geneva)

o Jessica Seddon Wallack,Indias Parliament as aRepresentative Institution,

India Review, Vol 7, Issue 2.

o B.P.R. Vithal, (1997), EvolvingTrends in the Bureaucracy, in

State and Politics in India,

Partha Chatterjee (ed.), pp.

20831

o Appu P.S, (2005) The All IndiaServices, Economic and

Political Weekly, Vol. XL (9).

o Pratap Bhanu Mehta, (2007)The Rise of Judicial

Sovereignty, Journal of

Democracy, Volume 18 (2),

pp. 70-83

o Upendra Baxi, The IndianSupreme Court and Politics,

(Eastern Book Company,

1980).

Week 9: Protecting Rights

o Stanford Encyclopedia of PhilosophyRights, Rights

(http://plato.stanford.edu/entries/righ

ts/ )

o Dworkin Ronald, Rights as Trumps, in J.Waldron, Theories of Rights, (Oxford

University Press, 1977) pp. 15367

Week 9: Accountability Systems

for Democratic Deepening:

Elections, Media, Social

Movements

o Yogendra Yadav, (1999),Electoral Politics in the Time

of Change: India's Third

Electoral System, 1989-99,Economic and Political

Weekly, Vol. 34, No. 34/35 pp.

2393- 2399.

o Arvind Rajagopal, Politicsafter Television: Hindu

Nationalism and the

Reshaping of the Public in

India, (Cambridge University

Press, 2001).o Gail Omvedt, Reinventing
http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/http://plato.stanford.edu/entries/rights/


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Revolution: New Social

Movements and the Socialist

Tradition in India, (M E

Sharpe Inc., 1992).

Week 10: Rights II - Rights andDevelopment

o Shue Henry, Basic Rights (PrincetonUniversity Press, 1980) Chs 1 and 2

o MC Nussbaum and A Sen, The Quality ofLife (Oxford University Press, New

York, 1993) Introduction and Chapter 1

Extended Reading:

o Nussbaum MC, Capabilities and HumanRights, 66 Fordham Law Review, 273

(1997-1998)

o Pogge T, Are we violating the humanrights of the worlds poor?, Yale Human

Rights and Development Law Journal

2011 (available at:http://www.law.yale.edu/documents/

pdf/LawJournals/1._Pogge.pdf)

Week 10: DevelopmentConstraints: Terrorism,

Corruption, Inequality

o Kanti Bajpai, Roots ofTerrorism, (Penguin Books,

2003).

o Angus Deaton and Jean Dreze,(2002), Poverty and Inequality

in India: A Reexamination,

Economic and Potlical

Weekly, Vol. 37, No. 36 pp.

3729-3748.

o Himanshu and Abhijit Sen,(2004), Poverty and Inequality

in India, Economic and

Political Weekly, Vol. 39, No.

38, pp. 4247-4263.

Week 11: Theoretical Foundations of

Justice

o Rawls John, A Theory of Justice,(Harvard University Press, 1971) Chs 1

and 2o Wolff Jonathan, Introduction to Political

Theory, (Oxford University Press, 2006)

Ch 5.

Extended Reading:

o Dworkin on Justice [To be Specified]o Aristotle on Justice [To be Specified]

Week 11: Development

Opportunities: Social Capital and

Business Groups

o Anirudh Krishna, (2003),What is happening to Caste? A

View from Some North Indian

Villages, The Journal of Asian

Studies , Vol. 62, No. 4, pp.

1171-1193.

o Atul Kohli, Politics ofRedistribution in India, in

Pratap Mehta and Niraja

Gopal Jayal (eds.), The Oxford

Companion to Politics in India,


2010)
http://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdfhttp://www.law.yale.edu/documents/pdf/LawJournals/1._Pogge.pdf


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Week 12: Justice Revisited

o A. Sen, Idea of Justice, (HarvardUniversity Press, 2009) Chs 1 and 2

Extended Reading:

o Walzer Michael, Spheres of Justice: ADefense Of Pluralism And Equality,

(Basic Books, 1983)

o Sandel M, Liberalism and the Limits ofJustice, Cambridge University Press,

1998)

Week 12: Tiger, Dragon and the

Post American Developing World?

o Fareed Zakaria, Post AmericanWorld, (W. W. Norton &

Company, 2008).

o India-China comparisons(readings to be decided)

Week 13: Why do we need Political Theory

/ Philosophy?

o Bhargava R., Political Theo

ma dev curriculum

Documents