Course Summary / Contents

COURSES IN FOUNDATION ELECTIVE BASKET

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 Constitution’s 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: Prof. Vibhuti Patel and 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.

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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: Dr. Saigita Chitturu and Prof. Nasreen Rustomfram
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.

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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
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 need
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.

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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. Arvind Tiwari
School of Law, Rights and Constitutional Governance
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 gives 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;

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Arrangement v. Realization Focused 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
one’s 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

Course Teacher: Dr. Roshni Nair & 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 oriented, with emphasis on self- reflection and
awareness; and one's own experiences through the journey of life

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 COURSES IN OPEN ELECTIVE BASKET

GLCB 01: Green Economy

Dr. Unmesh Patnaik
School of Management and Labour Studies
Course Summary: The concept of green economy is gaining momentum over the past
decade and attracting the attention of student groups, civil society, businesses and policy
makers from around the world. It is observed that a number of countries are developing
and implementing green economy strategies and policies aiming these transitions are
improving over the years. With this backdrop, this course will enable the student to
understand: (i) Economic, Environmental and Human Development Trends, (ii) Issues
related to environment and development, (iii) Key concepts and definitions with regards
to green economy, (iv) Synergies between Green Economy, Sustainable Development
and enhancement in living standards, and (v) Instruments for Planning and Policy for
Advancing Green Economies.

SECB01: Introduction to Micro Finance

Course Teacher: Prof. 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 – What’s 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 culturally 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.

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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
Freud’s psychosexual theory, Erikson’s psychosocial theory, learning theories and
Piaget’s 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- à-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 that 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 role of the established or old
social economy (large scale cooperatives, 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:

Livelihoods 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
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

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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 Accessibility 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 practical’s

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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 category '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. Abhishek Banerjee
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

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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 be 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.

CLLCB03: Youth Identity and Human Development

Course Teacher: Dr. Saigita Chitturu
Centre for Life Long Learning
The objectives are: (i) To describe and explain the developmental paradigm in India in
relation to youth; (ii) To construct a holistic profile of Indian youthhood from the
ecological / systems perspectives; (iii) To acquire an insight into the critical
developmental issues affecting youth and to discuss the influence of societal systems on
youth; (iv) To determine the psycho-social processes of identity formation during early
adolescence (12-16years) and youthood (17-20years).

Course Content: The National developmental paradigm in relation to youth:

Demographic perspective, Diversity; caste, class, gender, ability and region. Indian
Scenario in Education, Employment and Livelihood; Situational analysis of youth in
India; Characteristics of youth based on location urban, rural, tribal; role: student ,non-
student, ; gender; class; caste; ability; Youth culture: young people’s participation,
understanding and meanings of subcultures, life- style, gender concerns; Social
construction of Identity: The Ecological Perspective. Ecological and Individual
challenges in Identity formation: Impact of family, peers, media technology and
educational institutions.

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PHECB09: Global Public Health
Course Teacher: Prof. Anil Kumar
School of Health Systems 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 wellbeing;
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: Dr. V Gowri
School of Health Systems 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

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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.

CCSSCB25: Introduction to the Philosophy of Science

Course Teacher: Dr. Tarun Menon
School of Habitat Studies
Objectives: This course provides 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 science’s 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: Dr. Nirmalya Choudhary and Mr. Sachin Tiwale
School of Habitat Studies
Objectives: (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
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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.

RGCB13: Introduction to Sectoral Regulation (Water Sector Regulation and Food

Safety Regulation)
Course Teachers: Mr. Sachin Wargade & Mr. Chandrasekhar Joglekar
School of Habitat Studies
Objectives: (i) To provide an introduction to the practice of regulation in water sector, (ii)
To provide 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.

MCCB01: Gender, Culture and Space

Course Teacher: Dr. Shilpa Phadke
School of Media and Cultural Studies
The aim of this course is to open up new ways of thinking about gender, space, power,
citizenship, and urbanity. This course introduces students to basic concepts, ideas and
structures in urban space specifically with regard to gender, class, community, locality
and urban design. The primary objectives of this course are: to familiarise the students
with the theoretical debates on private and public space, cities and citizenship; to engage
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with hierarchies of class, caste, gender, religion, physical ability and sexual orientation in
the city especially as they are played out spatially; to think through questions of
respectability and pleasure in relation to debates in feminism. We will also reflect on
cities and the power relations within which cities are constructed and embedded. While
the course will have some lectures, the eventual idea is to make it as interactive as
possible with several activities, discussions and exercises.

Course Themes Include: Space – Gender and Space – Honour – Community – Class –
Infrastructure and Design – Safety and Violence – Loitering Politics of Public Space.

MCCB05: Gender, Health and Rights

Course Teacher: Prof. Lakshmi Lingam
School of Media and Cultural Studies
Objectives are: (i) To sensitize students to the structures of patriarchy that creates gender
differentials in access to health goods and services; (ii) To raise students’ skills in
deciphering and analyzing research papers and secondary data with a gender perspective;
and (iii) To build in the women’s perspective by closely examining policies, programmes
and health campaigns.

Course Summary: The health situation of women is intricately related to their socio-
economic status within society; social framing of their roles; cultural meanings attached
to the female body; and gendered construction of sexuality. The significant ways in
which gender mediates with other structural categories like caste, class, ethnicity, religion
and ability in order to create gender differentials in health outcomes will be explored. The
present course provides the macro and micro picture of the health situation, research and
policy dimensions with the aid of historical research, health statistics and empirical
studies from India and other countries. The course has been designed to enhance the
students’ understanding of exclusion and marginalization. Grounding in the feminist and
rights based perspectives is woven into the course. This course introduces students to the
conceptual and analytical understanding of gender and gender analysis frameworks to
understand health assessment, analysis and interpretation to improve policy formulation
or programme implementation.

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.

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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.

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