Course Summary / Contents

EFCB01: Everyday Ethics and Constitutional Values

Course Teachers: Dr. Tarun Menon
School of Habitat Studies
The Objectives are (i) To excavate the normative framework underlying the Constitution
of India, and to inquire whether it provides a single coherent moral vision or a number
of contrasting and perhaps competing visions; (ii) To encourage systematic and critical
reasoning about ethical questions rather than relying on unexamined assumptions and
prejudices; (iii) To acquaint students with theoretical tools for systematic analysis of
ethical questions; and (iv) To critically examine specific moral disputes of contemporary
relevance, with an eye to whether the framework of Constitutional values can help with
their resolution.

Course Summary: The Constitution of India does not merely delineate the duties that
the state owes to citizens and that citizens owe to the state. It also articulates a moral
vision of what, as citizens, we owe one another in our everyday interactions. This course
will focus on the Constitution as an ethical rather than an exclusively political document.
It will analyse the Constitutions moral perspective in the context of established
theoretical approaches to inter-personal ethics, and it will examine how the values
reflected in the Constitution might impact our assessment of various concrete ethical
questions. A central question will be whether Constitutional values can provide a
substantive shared framework for reasoning about morality in a society with plural
conceptions of the good. Some of the broad ethical issues that the course will discuss
are equality, the rights of the marginalized, liberty, diversity, exploitation, welfare and
the scientific temper.

EFCB02: Doing Gender

Course Teachers: Dr. Bindhulakshmi, Dr. Meena Gopal, Dr. Asha Achutan, Dr. Sujatha
Devarapalli
School of Development Studies
The Objectives are: (i) To sensitize and prepare students to critically analyse diverse
gendered locations and identities - their own and those of others; and (ii) To help
students understand the gendered nature of everyday living by reflecting on personal
and political experiences.

Course Summary: This course seeks to build understandings of gender and sexuality in
the contemporary for students entering various postgraduate programmes at the
institute. It recognizes the need to build this understanding in relation to various
locations such as caste, class, region, religious identities. It also seeks to foreground the
gendered experiences within the family, educational institutions, the state, spanning
both the public and the private domains. It is hoped that such an understanding, built
through feminist theorizing, will contribute to students academic, personal and public
lives.

Major themes/course modules include: Understanding Gender, Sexuality and their

intersections; Caste, race, patriarchy; Capitalism, labour, consumption and gender;
Family, State, community, law; The nation and its masculinities; and Bodies and
normativities.

EFCB03: Participatory Training Methodology

Course Teachers: Prof. Nasreen Rustomfram and Dr. Saigita Chitturu
Centre for Life Long Learning
The Participatory Training Methodology course that is offered is aimed at developing
an understanding of participatory learning and facilitation skills and practice of these
skills. The objectives are : To gain a theoretical understanding of the concepts of
andragogy and pedagogy; To make them aware and appreciate the advantages of
working with people in a participatory approach; To enable them to use/ apply the
participatory approach in their area of work with individuals, groups and communities;
To build skills in conducting an effective training session/ program; To train individuals
who will be or are already working in a cross-cultural context where they are involved
with facilitating change within groups or communities; To obtain an insight into the
importance of Self Awareness and ongoing self-development for enhancing personal
effectiveness as a trainer.

Course Contents: Understanding the Participatory Training Approaches - Ideology of

Participatory Training Methodology (PTM), Principles of Adult Learning - Concepts of
Learning for Adults and Children- Andragogy and Pedagogy - Advantages and
disadvantages of using PTM - Understanding the Training context: Training needs- What
is Training Needs Analysis (TNA), method for conducting TNA - The learner: Learner
Motivation- Needs and level of Learning, Profile of the learners, different styles of
learning - The issue.: learning needs, needs of groups and communities - Designing and
conducting a participatory training programme: Understanding the Training Cycle -
Developing training design and developing session plan -Developing Training Objectives
and session objectives, planning the content of the training and the processes to deliver
these contents( selection of appropriate methods), sequencing of the contents, giving a
time frame for the training developing the module, time schedule, planning the
resources, logistics to deliver the trainings - Working with Groups: What is a group?
Characteristics of a learning group. - Stages of group formation. Social dynamics in
learning groups - Methods of Training: Ice breakers, Energizers,Lecture method ,
Brainstorming, Large Group discussion. Small Group discussion, Fish bowl Method, Role
Play, Structured Exercises - Facilitation :Role of the Facilitator - Skills and Characteristics
of an Effective Facilitator - Challenges in the use of a participatory training approach. -
Evaluation and Follow up of the Training Programme: Significance of feedback and
Evaluation - Method of evaluation : What and When to evaluate - Blocks to effective
evaluation. Reporting and Follow up.
EFCB04: Social Value Creation and Social Innovation
Course Teachers: Prof. Satyajit Majumdar & Dr. Archana Singh
School of Management and Labour Studies
The Objectives are (i) To understand entrepreneur as individual; (ii) To understand
entrepreneur/social entrepreneur as change agent/maker; (iii) To learn social
innovation as a method for social value creation; (iv) To learn elements of social
entrepreneurship as a process of social value creation; and (v) To understand models of
social entrepreneurship.

Course Contents: Entrepreneurship - Social Entrepreneurship - Social Innovation -

Process of Social Value Creation - Business Model - Interaction with Social Entrepreneur

EFCB05: Community Mental Health

Course Teachers: Dr. Aparna Joshi & Dr. Mamatha Shetty
School of Human Ecology

Mental health is an upcoming area of concern in India. Resources and services for
mental and behavioural disorders are disproportionately low compared to burden
caused by these disorders the world over. In most developing countries, including India,
care programmes for the individuals with mental and behavioural problems have a low
priority. Traditionally, neurological and psychiatric services have been concentrated in
tertiary-care hospitals. Provision of care, then, is often limited to a small number of
institutions, which are usually over-crowded and under staffed. It is also known that a
substantial proportion of people with mental health problems, particularly in developing
countries, do not get appropriate treatment. Thus, large segments of the population,
particularly those who live in rural and remote areas, have been deprived of such
services. Over past several decades, the model of mental health care has changed from
the institutionalization of individuals to a community care approach. It is important that
individuals can access mental health services, at the door step. There is also a need to
increase awareness of mental health problems within the community and to create
culturally relevant models of community intervention. It will also serve an objective of
lowering stigma around mental health problems.

The objectives of the course are:

To study historical developments in mental health sector in India;To understand the nee
d for a community mental health approach; To develop an understanding of mental
health problems commonly found within the community and also the social and
ecological contexts in which these problems develop; To build competencies and skills
with respect to culturally relevant mental health interventions in the community; To
study mental health policies, programmes and legislations in India; and To sensitise
professionals to the issues of mental health, Human Rights and ethics in community
mental health interventions.
EFCB06: Socio-Cultural Contexts of Counselling
Course Teachers: Prof. Sujata Sriram
School of Human Ecology
The Objectives are: To understand individual development in social and cultural
contexts; To be able to appreciate cultural and cross-cultural commonalities and
variations in individuals and settings; To explore the family as a context of individual
development; To examine how social contexts such as class, caste, gender, and the
workplace influence the individual.

Course Contents: Ecological, contextual theories, dynamics of individual and the family,
family role and friendship networks, changing family, influences on the individual, biases
and prejudices, environmental stressors.

EFCB07: Law, Institutions and Society

Course Teacher: Prof. Asha Bajpai
School of Development Studies
The course is designed such that upon completion of this course, the student should be
able to (i) Understand the Indian legal system; (ii) Identify and explain the role of
principal legal institutions and key actors responsible for the functioning of the legal
system; (iii) Know the laws and Rights of some vulnerable groups; and (iv) Understand
the legal strategies for accessing justice.

Course Summary: India a social, democratic, republic governed by rule of law.. The rule
"ignorance of the law is no excuse" really means that people can't defend their actions
by claiming they didn't know the law. Every citizen must have a basic understanding of
the law. This course gives a general introduction to the Indian legal system and give an
understanding of main basic concepts like what is law, what is rule of law, what are
rights, what is justice. The course will examine the various kinds of laws and rights
relating to some vulnerable groups and their access to justice. What are the legal
strategies to provide justice will be discussed. The role and functions of various legal
institutions will be examined.

EFCB08: Ethics of Interventions in Disaster Management

Course Teacher: Ms. Saumya Kumar
Jamsetji Tata School for Disaster Studies
The Objectives are (i) To identify the need for ethical basis of disaster preparation and
response; (ii) To identify the relevant ethical principles that form the basis of
humanitarian actions across the world; and (iii) To identify the value system and the
ethical issues which guides our country and different international organizations across
the world while working on disaster management.
Course Summary: Introduction to Moral & Political Theories of Justice; Theory of Justice
John Rawls; Relativism, Subjectivism Adam Smith; Universal & Context specific
frameworks - Local Parochialism; Deontology v. Consequentialism Objective;
Arrangement v. Realization Focussed Theoretical Conceptions; The Perspectives,
Framework and Models for Ethical Decision Making - Utilitarianism, Egalitarianism;
Values guiding institutions for humanitarian aid -Impartiality, Humanitarian imperative,
Neutrality and Independence; State Responsibility to Protect; The Institutional
Mechanisms and Framework for Guiding Disaster Interventions in the National and
International Context; The ethical debates and dilemmas centering Disaster
Management Interventions; Case studies to help individuals explore the divers ethical
dilemmas at the time of disasters.

EFCB09 Secular Ethics

Course Teacher: Prof. Srilatha Juvva
School of Social Work
The Objectives are (i) To Know oneself, the universal values that one stands for, and
ones identity; so that he/she transform and grow, as well as embrace diversity in others;
(ii) To Know how to manifest ones full potential to generate and lead sustainable
change; (iii) To Recognize the invisible and interdependent patterns and structures that
determine short-term and unsustainable development, and generate new patterns that
are sourced in inner potential and universal values; (iv) To be able to hold universal
values in action while holding multiple perspectives; (v) To Understand the architecture
for break-through initiatives that result in sustainable change by creating systems shifts
and changing cultural norms; and generating tangible and measurable result; (vi) To
Lead and steward transformational change by aligning our values and actions; by
speaking up and speaking out on ethical matters; and (vii) To Reinvent personal success
innovatively, integrating accountability and integrity; and manifesting the convergence
of universal values, principles, purpose and practice.

Course Contents: Knowing self and my universal values - Designing change based on
values and secular ethics - Leading with others - Learning through engagement -
Accountability and responsibility - Ethical Leadership

EFCB10 Personal and Interpersonal Development of the Practitioner

Dr. Lata Das
Centre for Life Long Learning
Engaging with people and development work requires the practitioner to have insights
into oneself and as a worker. Working with people also mandates the use of self as a tool
for change . Hence, this course helps the student to consciously reflect on oneself to
enhance practice skills. The course helps the student to gain an enhanced
understanding of self ; sensitises to the value framework and the skills required in the
interactions between the self and the other. The self is viewed as a composite whole of
the physical, emotional, social, intellectual and consciousness. The themes include ,
Self- esteem and Acceptance (Loving oneself) , Vulnerability, Empathy, Use of Power,
Feelings, Unconditional Love and Forgiveness; Communication Assertive
communication, Use of Silence, Dialogue, Non-Violent Communication; Stress and
time management. The methodology is process or. iented, with emphasis on self-
reflection and awareness; and one's own experiences through the journey of life

HRCB02: Social Network Analysis and Organizations

Prof. Bino Paul
School of Management and Labour Studies
Social Network Analysis (SNA) seeks to understand how the patterns of relations in a
system create structures. These relations create opportunities and constraints for
individuals who participate in the network. SNA is distinct from the mainstream
attribute-based research agenda. Foremost, interpersonal relation is the unit of analysis
in SNA, while person is the unit of analysis in the attribute based research. The course
will be taught with equal emphasis on theory and application. On theoretical side, from
simple to complex, concepts will be taught using narrative discourse (a lot of examples
from the field). However, some mathematical graph theory will also be used. On
application part, UCINET, software designed for the analysis of network data will be
used.

Course Contents: SNA as a Methodology - SNA as an analytical Tool - Introduction to

Ucinet - Networks and Organisations

SECB01: Introduction to Micro Finance

Course Teacher: Dr. Samapti Guha
School of Management and Labour Studies
This course provides the basics of institutional arrangements and processes in Micro
Finance.
Course Contents: Introduction to Credit - Informal Credit Market - Group Lending and
Joint Liability Lending and beyond - Microfinance in India: Delivery Models of Micro
finance and Legal Frameworks - Micro credit to Micro finance: Micro savings, Micro
Lending and Micro Insurance - Managing Microfinance - Women Empowerment and
Microfinance Whats wrong with Microfinance? - Microfinance and Micro
entrepreneurship in Urban Slums

SWCB 03: Crime Culture and Media

Course Teacher: Mr. Nagesh Babu
School of Social Work
The Objectives are (i) To interrogate the notions around crime through the locus of
culture; (ii) To look at caste, tribe, race, ethnicity, gender, disability, sexual orientation
as axes in understanding crime as a cultually constructed category; and (iii) To examine
the intersections between crime, popular culture and media to extend the
understanding of crime in the society.

The course themes include Understanding culture - Cultural studies - Theories on culture
- Sites of construction of crime - Youth culture and crime - Deconstructing caste and
crime; Gender and crime; Race and crime; State and crime - Analysis of media texts.

SWCB 06: Human Growth and Behaviour

Course Teacher: Dr. Madhura Nagchoudhuri
School of Social Work
The course looks at the developmental aspects of a human being.
The course contents include: Periods of life span. Life span perspective and the systems
approach to the understanding of human growth and behavior. Principles of growth and
development. Methods of studying human behaviour. Role of heredity and
environment, e.g. social customs, traditions, values in child rearing practices,
deprivation and development. A critical look at theories of human development with a
special focus on Freuds psychosexual theory, Eriksons psychosocial theory, learning
theories and Piagets theory of cognitive development. Indian concept of
child/childhood. Stages of the life span from conception to old age. Special focus is on
psychosocial development, moral development, and personality development vis- a-vis
the influence of the contexts of development.

SWCB09 Livelihood Promotion and Social Entrepreneurship Development

Course Teacher: Ms. Devisha Sasidevan
School of Social Work
Social entrepreneurship and social enterprises are necessary for addressing the issue of
economic necessity of vast section of our population in both rural and urban areas. This
course aims at introducing the concept of social enterprises and social entrepreneurship
as an alternative to mainstream development approaches, leading to sustainable
development resulting in appreciable social dividends. It is envisaged the the conceptual
knowledge of the students need to be enhanced by making them realise the significance
of social values and innovation in development. Students also need to be given a fair
understanding of the strengths and differentiation in the the role of the established or
old social economy (large scale copperatives, mutuals and associations) and the new
social economy in the form of income generating NGOs, third sector organizations and
social enterprises. The course contents include:
Livehoods Fairness and Promotion in an inequitable society, Understanding Social
Entrepreneurship as a technique to promote and expand livelihoods of the poor and the
marginalised; Definition and Purpose of Social Entrepreneurship: Concept of
Entrepreneur and Entrepreneurship; Social Value Creation; Social Enterprises and Social
Entrepreneurship; Role of Social Entrepreneur; Theoretical Frameworks in Livelihoods
and Social Entrepreneurship: Livelihood Innovation Models; Approaches of the State,
NGOs, CSR, Social Enterprises and CBOs; Legal perspectives in the governance of social
enterprises; Transforming and Promoting Livelihoods through Social Entrepreneurship:
Prospects and Challenges (Case Studies).

SWCB15 Design for Inclusive Environment and Accessibility

Course Teacher: Dr. Vaishali Kohle and Mr. Himanshu Burte
School of Social Work
Design in social sciences is a newer area of study where design expands its structural
boundaries to social boundaries to understand socio-spacial relationship between design
and people focusing on their interaction. The interaction revolves around understanding
their processes of interface, engagement & adaptation for independent living &
processes for creating better accessibility for all. It rotates around exploring infinite
possibility of understanding social relationships with design to create inclusive structures
for meeting basic needs of people and facilitating inclusive environment. The philosophy
of Inclusive Design, often called Universal Design or Design for All. It is a way of
thinking that can be applied in any design activity, infrastructure, urban and rural
habitat, curriculum, transport, housing, food, program or service involving interface of
people with structures of physical, social environment.The course aims to produce
knowledge and research on engagement of people and their stakeholders including
people with disability and diversity, who have been marginalized due to stereotypical
and age old design practices. The course includes design studies, barrier free
environment, Study of role models and accessible structures to study inclusive
environments with lens of user centric designs. Design and Space for Engagement of
People at Margins - Universal design and accessibility theory.The theory course has
seven units covering different areas of
accessibility and universal design of products and services. Unit 1: Introduction to
Design, Diversity and Inclusive Environment Introduction to concepts of universal design
and accessibility. 2.1 Definition 2.2 history 2.3 scope 2.4 significance. Unit 2 Design and
Disability Socio-spacial relationship and disability types 2.1 introduction to social-spacial
relationship and definition of persons with disabilities. 2.2 Types of disabilities 2.3 .1
visual disability 2.3.2 Motor disability 2.3.3 auditory and speech impairment 2.3.4
cognitive and neurological disability. Unit 3 Accessibility barriers and challenges 3.1
barriers in built environment 3.2 barriers in transportation systems and services 3.3
barriers in information and communication systems. 3.4 social and attitudinal barriers.
Unit 4 Diverse People and Inclusive environment Interaction of persons with disabilities
with environment 4.1 how persons with different kinds of disabilities interact with
computational services such as mobile, desktops, wearable devices and web services.
4.2 computer aided assistive technologies 4.2.1 interaction and examples of visual
disabilities 4.2.2 interaction and examples of motor disabilities 4.2.3 interaction and
examples of auditory and speech impairment 4.2.4 interaction and example of cognitive
and speech impairment. 4.3 accessibility and alternative of print media. 4.3.1 DAISY
4.4 accessibility of electronic devices such as home appliances and laboratory and
industrial appliances. Unit 5 Accessibility standards and regulations 5.1 information and
communication technology accessibility standards. 5.1.1 Web content accessibility
guidelines (WCAG) 5.1.2 Government of India Guidelines for Web accessibility (GIGW)
5.1.3 desktop and mobile accessibility standards. 5.2 built infrastructure accessibility
standards and guidelines 5.2.1 Ministry of urban development guidelines for disabled
and
elderly, Government of India. 5.3 transportation services accessibility standards and
guidelines. 5.3 overview of Americans with disabilities act provisions. Unit 6 Sustainable
development and Accessibilty Policy Benefits and Accessibility implementation. 6.1
Benefits for organisations and procedures and practices 6.2 accessibility maintenance
6.3 designing access policy for organization. 6.4. Accessibility Policy for Inclusive
Environment 2. universal design and accessibility practicals

DSCB13 Political Economy of Space, Development and Uneven Development

Course Teacher: Prof. Parthasarathi Mondal
School of Development Studies
Space as a key theoretical concept in studies of development and underdevelopment.
Locating people and resources in space and sector access as a socio-spatial issue;
Political Economy of space - Time-space compression as a capitalist imperative; Political
Economy of uneven development Metropolis satellite construct wage differentials
and mobility of labour social formations of centre and periphery; Space relations of
international capital and global division of labour - spatiality of capital in Fordist, post
and non Fordist era shift of economic activities changing global-local relations;
Contradictions of accumulation by dispossession in contemporary times emergence of
global economic regions. Discontents of neo-liberalism; Towards a global urban order
making of world command centres restructuring of cities, changing urban economy
and crisis in urban space; Neo-imperialism: locating power, hegemony and discourse.
Control of world resources

WSCB28 Dalit Feminism

Course Teacher: Ms. Sangita Thosar
School of Development Studies
Rise of Dalit Feminism: Myth of the homogeneity of the cateogory 'Women and 'Indian
Women'- Dalit, Adivasi and Nomadic women and their location in Caste Patriarchy -
Ideological and Historical legacy of Dalit Feminism(Mukta Salve, Tarabai Shinde)-
Women's participation in Ambedkar movement - Dalit Women's consciousness in their
Autobiographies Contemporary social, cultural and political context: Dalit movement
after Ambedkar: Approach on Gender Issues - Dalit Women's Participation in Dalit
movement - Impact of Neoliberal Economic Policy Turn, Mandal Commission and
Ayodhya - Emergence of Dalit Women's Organisations and Their stands Theorising Dalit
Feminism: 'Dalit Women Talk Differently' - Standpoint Theory and Dalit Feminism -
Marxist and feminist legacy of stand point theory - Alternative Frames of Dalit
Feminism, views of mainstream feminism Caste and Patriarchy through the lens of Dalit
feminism: Multiple Patriarchy/ Graded Patriarchy/Brahminical Patriarchy - Critical
Appraisal of Dalit Feminism: Its contribution to feminist thought, its future and
Prospects
MDMCB18: GIS for Social Sciences
Course Teachers: Dr. Priya Joshi
Jamsetji Tata School for Disaster Studies
The Objectives are (i) To introduce concepts and fundamentals of cartography; (ii) To
enable students to understand the importance of spatial analysis and its applicability in
social sciences; (iii) To enable students to explore various ways in which GIS can help
add value to already available spatial and quantitative data; and (iv) To familiarize the
students with the basics of GIS and familiarize them to apply tools for spatial analysis
and representation.

Course Summary: Concept of space in social sciences. Introduction to cartography

understanding and reading maps, purpose of maps, basic analysis on printed/paper
maps. Introduction to GIS and Remote Sensing what and why of it, components and
applicability of GIS in Social Sciences (health studies, habitat studies, socio-economic
studies, population studies, criminology, environmental studies etc). Limitation of GIS.
Introduction to GIS softwares QGIS; an open source GIS software. Data types and
sources. Components of GIS - geo-referencing, raster and vector data, attribute tables,
analysis and query building and map making. Interface between Google Earth/Map and
GIS. Application of above taught concepts through practicals/assignments.

CLLCB02: Psychosocial Health and Wellbeing of the Elderly

Course Teacher: Dr.Sabiha Vasi
Centre for Life Long Learning

The psychosocial changes that an individual experiences in the process of ageing have a
strong impact on his/her overall sense of health and well-being. The way an Older Adult
perceives himself/herself influences the way in which he/she regards the ageing
process. The student will understand that each individual has a unique personality as
also differing life circumstances and, hence, there are a variety of ways of adapting to
old age. The student will ne able to (i) Develop conceptual clarity about the nature of
psychosocial changes an individual undergoes with advancing age; and Gain an insight
about the implications of this aspect of Ageing on an individual and the family.

Course Contents: Psychosocial Aspects of Ageing; Status of an Older Adult; Value System
of an ageing individual; Cultural attitudes held by the elder as well as society at large;
Financial Security; Housing and Shelter - Recreation and Use of Leisure Time - Changing
Family and Kinship Structure; Transition in Roles and Relationships; Generation Gap;
Issues of Acceptance, Rejection and Belongingness -
Self Concept and Self Esteem; Grief, Bereavement, Coping with Death and Dying.

PHECB 14: Social Epidemiology of Nutrition

Course Teacher: Dr. Hemal Shroff
School of Health System Studies
At the end of the course, the student is expected to be able to (i) Demonstrate basic
understanding of dietitics, requirements of a balanced diet and aspects of assessment of
nutrition and diet; (ii) Demonstrate advanced understanding of the relationships
between food, diet and health at social, biological and policy levels; (iii) Understand and
be able to evaluate scientific reports of studies done on public health nutrition; and (iv)
Understand and critically assess interventions to address nutrition issues at the
population level keeping in mind public health and social/economic policies.

Course content: Description of community nutrition - Nutrition across the life span -
requirements during different stages, impact of undernutrition at various stages (not
malnutrition) and link with growth, knowledge of families regarding feeding in infancy
and childhood - Feeding practices at various stages from a cultural/social perspective -
economic factors impacting diet and nutrition, breastfeeding, weaning, supplementary
nutrition, common cultural practices, behavioural factors affecting feeding of children,
fasting, historical context of food habits - Issues related to undernutrition - SAM and
MAM - classification, causes, treatment, programmes, critique of programmes -
Nutrition programmes - national and international, the historical context of the
programmes, target populations, their implementation and effectiveness, smaller
programmes - concept of kitchen garden - Prophylaxis programmes of Govt. of India -
vitamin A, Anemia and Iodine deficiency, implementation and impact - Assessment of
diet and nutrition - commonly used scales/schedules (with demonstration), critiques of
assessment tools, energy balance and link with BMI - Databases on nutrition - how to
access, use and critique them - Issues associated with food-borne diseases - food safety,
hygiene related to eating and drinking, inter-dependence of sanitation/ hygiene,
nutrition and health - Food security and nutrition security - Newer issues - GM foods,
childhood obesity, agricultural practices and the impact on food consumption patterns.

PHECB9: Global Public Health

Course Teacher: Prof. Sundararaman
School of Health System Studies
The objectives are: (i) To introduce basic concepts of international health and global
health and its relevance to less economically developed countries (LEDCs); (ii) To help
the students understand the link between global understanding of public health and its
implications on the public health practice in less economically developed countries; (iii)
To examine the role of international agencies in the practice of public health in less
economically developed countries especially in south Asia; (iv) Improve the students
ability to work sensitively and appropriately in culturally, economically, socially, and
linguistically diverse environments and to prepare them to work in field of global public
health with strong equity orientation.

Course Content: What is global public health and why does it matter? Defining terms
Global health vs International health; Health as a Global Issue; Measuring the health of
the world - A history of International interactions with Public health; Miasma and
plague: ancient efforts to protect the people; The Enlightenment and the invention of
the vaccine; Public Health as Scientific Inquiry; Principles and activities of the
international health field, its continuities and discontinuities: Changing focus of Public
health: Old to New public health and Risk discourse - Public Health Movements of
selected countries: France, UK, US, Sweden, Russia and East Europe, China and South
Asia, Latin America, Africa and Australia - Understanding social determinants of health
and population health perspective; proximate and distal determinants of variation in
health and well being; Stepping beyond medicine: societies and health- Poverty, War,
Human rights, Environmental Health - Role of international agencies and Aid: Role of
WHO, WB, WTO; Impact of GFATM, GAVI, PEPFAR, USAID - Trade in Public health:
Globalization and its impact on Public health; Rise and growth of informal sector and its
implications on public health - Understanding the political economy of international
health issues; focus on bio (security)/ health security, travel and migration - Applying
ethical approaches to international, country level and local health issues; ethical
relativism; human rights vs cultural norms.

PHECB 07: Public Health Across Lifespan

Course Teacher: Prof. Anil Kumar
School of Health System Studies
The broad objective of this course is to explore and understand public health from a life
span perspective. Specifically the course will aim to (i) To appreciate that health issues
at different stages of the life span need to be understood; (ii) To understand the health
needs, status and differentials in infancy and childhood; (iii) To understand the health
needs of adolescents, their specific health related vulnerabilities and principles of
intervention; (iv) To understand the health situation and differentials of adult men and
women across life span; (v) To gain an understanding of various national progammes to
address the health issues at various stages of life.

Course Content: A Life Span Perspective of Health: Concept, advantages - Discrimination

Before Birth: Sex Ratio at Birth: Trends and Differentials, Factors Associated - Infant and
Child Health: Infant and Child Mortality, Social epidemiological framework to analyse
Infant and Child Survival, Trends and Differentials in mortality, morbidity and other child
health indicators, Associated Factors in Developing Nations - Adolescent Health:
Vulnerability, Adolescent Health and Nutritional Status, Adolescent Sexual and
Reproductive Behavior, Health Intervention for Adolescents - Introduction to
Reproductive Health: The concept, Elements, Evolution, Link with development -
Reproductive Health in India: Changes in concerns, The shift to RCH, Status of
Reproductive health India:; Maternal health, Maternal mortality and morbidity; Fertility
and infertility; Menopause, Gynecological and Reproductive morbidity, Abortion and
related mortality/morbidity, RTIs in India: Magnitude and Patterns,; Equity Issues in
Reproductive health, Male Reproductive Health, Male involvement: status, barriers and
strategies - Reproductive and Child Health Programme in India: The programmes: RCH 1
and RCH2 commonalities and differences; DLHS and NFHS; RCH and NRHM - Aging and
Health: Trends in Aging; Aging in India: Trends and Differentials; Nutrition and Health
Status of Aged in India; Emerging Health Issues in the Context of Population Aging;
Policies for the Aged: Where Health Stands.

UPGCB 14: Perspectives on Urban Space

Course Teacher: Mr. Himanshu Burte
School of Habitat Studies
The objectives are: (i) To help students recognize that urban space is not a neutral and
objective reality, and that it can be analysed very differently from different points of
view; (ii) To familiarize students with specific established perspectives on urban space in
the scholarly literature including: technicist, humanist, Marxist, feminist and ecological;
and (iii) To train them to apply these theoretical perspectives competently, and also
study of their interplay with each other in the same research object.

Course Summary: What is urban space? What is its mechanics? How does it get
produced and how does it shape our personal and social life? This course considers
these questions from a range of perspectives exemplified in the very diverse writings
and work of Henri Lefebvre, Le Corbusier, Jane Jacobs, David Harvey, Doreen Massey,
Patrick Geddes and others. In the process of examining technicist (including utopian
modernist), critical and lived perspectives on urban space, the course will introduce
students to some important concepts and debates related to urban space and the built
environment. Among these would be: an introduction to modernist planning and its
various critiques including postcolonial ones; the way power shapes urban space at
various scales as seen through the lenses of class, gender, caste or race; the ecological
view of the city.

CCSSCB17: Contemporary Issues in Sustainability and Climate Change

Course Teachers: Dr. Tejal Kanitkar & Dr. Unmesh Patnaik
School of Habitat Studies
The Objectives are (i) Help the students critically assess the sustainability principles and
practices; (ii) Understand the linkages between energy and development and the
methods to evaluate the impacts of various energy options on the lives and well-being
of people; and (iii) To provide students with the core economic theory concerning
environmental and natural resource problems and policies.
Summary: This course is designed to equip students to understand and address the
intertwined challenges of environmental protection and sustainability and development
confronting the world today, with a particular focus on the issue of climate change. It
will provide the students with an opportunity for theoretical engagement with these
challenges and issues in a critical framework based on values of equity and social justice,
that recognizes the imperative for development in terms of material needs as well as
other dimensions of human well-being.

CCSSCB25: Introduction to the Philosophy of Science

Course Teacher: Dr. Tarun Menon
School of Habitat Studies
The Objectives are to provide a broad introduction to philosophical questions about the
content and practice of science, with an emphasis on the social sciences

Course Summary: The course aims to analyse science from multiple perspectives -- as a
social institution, as a series of methods for acquiring reliable knowledge about the
world, and as a set of assumptions about the structure of the world. We will critically
examine the extent to which sciences claim to be a uniquely reliable and successful
epistemic endeavour our best source of knowledge can be justified. A related
question is how the epistemic success of science is either supported or undermined by
the social form of scientific practice. We will also explore contemporary philosophical
thought on various fundamental concepts employed in virtually all empirical inquiry
concepts such as causation, explanation, chance and reductionism. Finally, the course
will also look at science from an ethical perspective, evaluating the claim that there are
certain ethical presuppositions and prejudices embedded in the standard methodology
of science.

WPGCB30: Perspectives on the Water Sector: An Overview

Course Teachers: Mr. Sachin Wargade & Mr. Pranjal Deekshit
School of Habitat Studies
The Objectives are: (i) To provide a broad-brushed overview to the water sector; (ii) To
appraise students on issues and challenges in agriculture and domestic subsectors; and
(iii) To expose students to key debates in the sector.

Course Summary: The course aims to provide an overview of the water sector in India.
With the above objective in mind, it provides a brief history of water development in
India and provides an insight into the problems and challenges of water management
and water governance in the country, keeping in mind the social, economic, political and
environmental contexts. The students will get a broad overview which includes the
history of water resource development in India, the debates and governance challenges
faced by the sector (with specific focus on agriculture and domestic water use) and the
ensuing sector reform.
RG13-I: Introduction to Sectoral Regulation I (Water Sector Regulation and Food
Safety Regulation)
Course Teachers: Mr. Chandrasekhar Joglekar & Mr. Sachin Wargade
School of Habitat Studies
The Objectives are: (i) To provide an introduction to the practice of regulation in water
sector; (ii) To provides the students an opportunity to understand the need to regulate
food; and (iii) To introduce students to the regulatory problems, strategies and tools
applied.

Course Summary: This course has two subcomponents and is designed to introduce the
regulatory challenges and practices in water and food sector which are two basic
necessities for survival of life.
Water Regulation (1 Credit): Water is a multi-dimensional and complex resource to
manage. Regulation is a challenging task in the process of sustainable, equitable, and
efficient management of water resources. The course begins by outlining of the key
challenges and approaches to water regulation and then focuses mainly on the current
regulatory reforms undertaken in India, with focus on the State of Maharashtra. This is
done by using the case of design and implementation of 'Maharashtra Water Resources
Regulatory Act 2005'. This particular law is the first important attempt in India towards
comprehensive regulatory reforms which includes creation of an 'independent
regulatory authority' in water sector.
Food Safety (1 Credit): Post industrial revolution, the focus has been on how to
maximise food production with limited available resources such as land. To achieve this,
humanity has continued to evolve practices to increase agricultural production (e.g.
green revolution and genetically modified crops) and shelf life of food (e.g. use of
preservatives). However, there are concerns about impact of these practices on human
health and environment. This coupled with modifying food habits and globalization of
food trade have highlighted the need to regulate the risks associated with food.
However, ensuring food safety is an overwhelming challenge due to the sheer
magnitude of the food production to supply chain and the concept of Farm to Fork is
gaining prominence in food safety regulation emphasising the need to regulate the food
chain as a whole.

MCCB04 Gender and Development Practice

Course Teacher: Prof. Lakshmi Lingam
School of Media and Cultural Studies
This course will examine the aspects of incorporation of gender concerns in
development discourses and programmes. The integration of women in sectoral
development programmes is a significant development over the past three decades.
However, the understanding of how this integration is done can range on a continuum
to merely registering womens participation in the programme to actually engendering
all facets of the programme and also providing spaces for womens empowerment.
Further the notion of what constitutes gender and how is it articulated in public
policies and national flagship programmes is an important component of engagement.
Issue of men, masculinities and development is an emerging issue in the development
sector. The course takes key concepts in the gender and development practice arena,
which includes research, programmes and policy language, for a close scrutiny to enable
students to develop their ability to think through ideas. The contents include:
Understanding gender as a reflection of experience group exercise; basic concepts of
gender and sex; culture, gender division of labour, gender relations, gender equality and
equity; Understanding the Development Trajectory; WID-WAD-GAD trajectory; Key
concepts - welfare, development and empowerment through a role play of key
vignettes; Equity and Equality; Equality and Difference debates; Trajectory of Liberalism;
Unpacking households; HDI (HDI 1995); Gender related development index (GDI) and
gender empowerment measure (GEM), Capabilities approach; engendering poverty
analysis; Gender Analysis Frameworks and gender mainstreaming.

MCCB03 Understanding Visual Cultures

Course Teacher: Prof. Anjali Monteiro & Prof. K.P. Jayasankar
School of Media and Cultural Studies

This course draws on cultural studies and critical theory to explore visual images and
popular cultural media texts. It seeks to understand how they are constructed in and
through relationships of power and resistance, be they of gender, class, caste or race. It
would enable the students to appreciate the many complex layers and codes involved in
image making and visual representation, thus facilitating a critical engagement with
contemporary visual culture in India. Course contents: Introduction to Semiology -
Image/Myth - Ways of Seeing in Art - Gender and Advertising - Ideology and
Signification - Image and Power .

MLISCB01: Digital Scholarship

Course Teacher: Dr. Akhilesh Yadav
Centre for Library and Information Management Studies
Digital scholarship is the use of digital evidence, methods of inquiry, research,
publication and preservation to achieve scholarly and research goals. Digital
scholarship can encompass both scholarly communication using digital media and
research on digital media. The main objective of this course to teach students both the
theory and practice of digital scholarship so that students may apply it to their own
research and publication; and other objectives of this course are (i) To understand the
different types of information resources and services for research; (ii) To train students
about the tools and techniques for accessing of web resources; (iii) To familiarize
students with trends in scholarly publication and archiving; and (iv) To develop
acquaintance with the citation style and reference management tools.

Course Summary: Meaning, Definition and Types of Information Literacy; Information

Literacy Skills and Competencies. New Trends in Information Literacy. Web-based
resources, Search Engines, Google Scholar, Web of Science, Scopus, Digital Library,
Institutional Repositories, Discovery Services, Open Access, Open Data - Research
Ethics, IPR: Copyright, Fair Use, Digital Rights Management (DRM), Creative Commons
and other Licensing methods - E-publishing and sharing knowledge (Diigo, ArXiv, PeerJ,
Figshare etc.), Web 2.0 tools, Blog creation (WordPress), Bookmarking, CrossRef, Author
Identifier (Researcher ID and Orcid ID) - Citation style and standard, citation tools
(Zotero, Mendeley, Endnote Web etc), citation import and export.