NEP-2020 Model Curriculum for Political Science Degree (PDF)

Model Curriculum for Three/Four Year Degree Course (With Multiple Entry/Exit Option) Based on NEP-2020 Political Science Odisha State Higher Education Council, Bhubaneswar Government of Odisha  Contents...

Model Curriculum for Three/Four Year Degree Course (With Multiple Entry/Exit Option) Based on NEP-2020 Political Science Odisha State Higher Education Council, Bhubaneswar Government of Odisha  Contents 1. Structure and Regulation……………………………….. 2. Core Courses (4 Credits each)………………………………… 3. Multidisciplinary Courses…………………………………. (3 courses to be chosen from baskets of Multidisciplinary for Semester-I/II/III with 3 credits each) 4. Ability Enhancement Courses………………………….. (Odia and English are the compulsory courses under Semester-I/II respectively with 4 Credits each) 5. Skill Enhancement Courses (SEC)…………………….... (3 courses to be chosen from baskets of SEC for Semester-I/II/III respectively with 3 credits each) 6. Value Added Courses………………………………........ a. Environmental Studies and Disaster management compulsory under Semester-I with 3 Credits b. 3 courses to be chosen from baskets of VAC for Semester-III/V/VI with 3 credits each b. Summer Vocational Course …………………………… (Students may opt for vocational courses after 2nd Semester and 4th Semester for Certificate Course or Diploma Course respectively with 4 credit each)  Programme Objectives & Outcomes ABOUT THE PROGRAMME OBJECTIVES AND OUTCOMES We as human beings are all political. In recent past, the understanding of Political Science has changed. There was a time, when Political Science used to be understood in terms of State and Government. The definition of Political Science has changed with the gradual progress of society. The purpose of the course in Political Science at B.A. level is to make the students aware about the importance of their association with the state and also to expose them to the global political affairs in order to make them best suitable for various competitive examinations. Political Science explores the concerns and issues that animate public life. Using both humanistic and scientific approaches, it studies how political communities attempt to reconcile the conflicting claims of justice, power, liberty, and authority. Drawing on history, law, economics, psychology, sociology, and philosophy, Political Science is a broadly based social science that shares the traditional aims of liberal arts and education while attempting to come to grips with the major public issues of our time. B.A. in Political Science with Learning Outcomes aims at offering a general framework within which Political Science teaching may be organized. It serves the twin goals of responding to the needs of students to grow as competent, self-reflective learners with relevant academic and professional skills while at the same time prepare them as contributors to the growing discipline. This framework is intended to help maintaining the standards of teaching, its periodic review against graduate attributes, qualification descriptors, program learning outcomes and course level learning outcomes. It is viewed in the spirit of innovation in teaching-learning process and adopted according to local conditions, regional priorities, national and global needs along with the availability of the expertise. Looking at the diversity and complexity of the subject and diversified students’ background along with subject dynamism, the curriculum is developed considering various aspects such as: - Entry level expectations of students coming from various Board of examination (CBSE/ICSE/CHSE/State Boards) and their socio-economic background General expectations from a three-year undergraduate honours training. The changing profile of undergraduate students Keeping the above aspect in mind the learning objectives and outcomes have been adapted to the local, regional and linguistic diversities with the changing academic scenario and conditions. Further, the learning objectives and outcomes have been framed with a projected scope on the basis of the extent of academic facilities available (e.g. availability of faculty and their expertise, resources and opportunities for field training). Nature and Extent of the Programme: The programme is designed in such a way that students have the option to exit even after one year completion of the course. If a student completes one year, she is entitled to get a certificate; after completion of two years, she is entitled for a diploma certificate. Similarly, in case of three year and four year course, the students have multiple choices. We have explained the structure of the syllabus in detail in the following pages. Each semester is for 16 weeks. There are two reading lists. First one contains most important essential reading list, while a relatively long list of reference books for additional information is included in the second list. We have also tried to provide links of E resources particularly from reliable Government sources. At the end of the syllabus, we have suggested activities to be done while reading any particular paper. Programme Objectives (PO: Four Year Course): PO-1: The four-year Political Science syllabus at Higher Education of Odisha aims to instructs the students to demonstrate a systematic, extensive and coherent knowledge and understanding of Political Science as a subject as a whole and its applications and links to disciplinary areas of the study; including critical understanding of the established theories, principles and concepts of a number of advanced and emerging issues in the field of Political Science. PO-2:Develop knowledge of theories, concepts, and research methods in humanities and social sciences and apply them in the subject of Political Science PO-3:To assess how global, national and regional developments affect society and to theorize these experiences PO-4:To train the students with a unique multidisciplinary approach in social sciences and prepares them for further academic study and for careers in the public and the private sector. PO 5:To train the students applying subject knowledge for sustainable development practices and other areas where the knowledge of Political Science is used in the field. Programme Outcomes (PSO): The student graduating with the Degree in B.A (Honours) in Political Science should be able to acquire PSO1:Core competency: Students will acquire core competency in the subject Political Science, and in allied subject areas with a systematic and coherent understanding of the fundamental concepts in Political Science and all other related arts and humanities. Students will be able to demonstrate the new techniques and methods of their area of specialization in Political Science. PSO2:Interdisciplinary knowledge and skill: A graduate student is expected to be capable of demonstrating comprehensive knowledge and understanding of in various fields of Political Science. PSO3:Skilled Communicator: The course curriculum incorporates basics and advanced training in order to make a graduate student capable of expressing the subject through technical writing as well as through oral presentation. PSO4:Critical Thinker and Problem Solver: The course curriculum also includes components that can be helpful to graduate students to develop critical thinking ability by way of solving problems/numerical using basic Political Science knowledge and concepts. PSO5:Sense of inquiry: The course curriculum will develop an inquisitive characteristic among the students to write clearly and with purpose on issues of international and domestic politics and public policy; participate as a engaged member of society with a civic sense; Analyse political and policy problems and formulate policy options. PSO6:Team player: The course curriculum has been designed to provide opportunity to act as team player by contributing in field-based research. Apply quantitative problem-solving skills to social questions in a scientific way. PSO7:Skilled Project Manager: The course curriculum has been designed in such a manner as to enable a graduate student to become a skilled project manager by acquiring knowledge about modern social science research including competency in statistics and qualitative analysis. PSO8:Digital literacy: The course curriculum has been so designed to impart a good working knowledge in understanding and carrying out data analysis, use of library search tools, and use of Statistical software’s like SPSS, R and related computational work. GRADUATE ATTRIBUTES IN POLITICAL SCIENCE Attributes of Political Science graduates under the outcome-based teaching-learning framework may encompass the following: ¾ Core Competency: Political Science graduates are expected to know the fundamental concepts of Political Science. These fundamental concepts would reflect the latest understanding of the field, and therefore, are dynamic in nature and require frequent and time- bound revisions. ¾ Communication Skills: Political Science graduates are expected to possess minimum standards of communication skills expected of a graduate in the country. They are expected to read and understand documents with in-depth analyses and logical arguments. Graduates are expected to be well-versed in speaking and communicating their ideas/findings/concepts to a wider audience. ¾ Critical Thinking: Political Science graduates are expected to know the basics of cognitive biases, mental models, logical fallacies, scientific methodology and constructing cogent scientific arguments. ¾ Psychological Skills: Political Science Graduates are expected to possess basic psychological skills required to face the world at large, as well as the skills to deal with individuals and students of various socio cultural, economic and educational levels. Psychological skills may include feedback loops, self-compassion, self-reflection, goal-setting, interpersonal relationships, and emotional management. ¾ Problem-solving: Political Science Graduates are expected to be equipped with problem- solving philosophical approaches that are pertinent across the disciplines. ¾ Analytical reasoning: Political Science Graduates are expected to acquire formulate persuasive arguments and spot logical flaws, inconsistencies, circular reasoning etc. ¾ Research Skills: Political Science Graduates are expected to be keenly observant about what is going on in the natural surroundings to awake their curiosity. Political Science Graduates are expected to carryout research in contemporary issues of global and national politics. ¾ Teamwork: Political Science Graduates are expected to be team players, with productive cooperations involving members from diverse socio-cultural backgrounds. ¾ Digital Literacy: Political Science Graduates are expected to be digitally literate and increase their core competency via e-learning resources such as MOOC and other digital tools for lifelong learning. Political Science Graduates should be able to spot data fabrication and fake news by applying rational scepticism and analytical reasoning. ¾ Moral and Ethical Awareness: Political Science Graduates are expected to be responsible citizen of India and be aware of moral and ethical baseline of the country and the world. They are expected to define their core ethical virtues good enough to distinguish what construes as illegal and crime as per the laws of the country. Emphasis be given on academic and research ethics, including fair Benefit Sharing, Plagiarism, Scientific Misconduct and so on. ¾ Leadership Readiness: Political Science Graduates are expected to be familiar with decision making process and basic managerial skills to become a better leader. Skills may include defining objectives, vision and mission and how to become charismatic inspiring leader and so on. Core I Semester-I Fundamentals Of Political Science Course Objectives This course will familiarize students with the basic normative concepts in political theory and encourage them to understand how these concepts manifest in social practices. The course will also help students learn how we make use of these concepts in organizing our social living. The main objective is to project the plural, interdisciplinary orientation of political theory and to emphasise its deep engagement with the political process. Expected Learning Outcomes The course would provide students with a rudimentary understanding of political concepts, theories, and their application in contemporary society and their interplay with societal and economic factors. The unit-wise outcomes are given below. Unit-I: Upon completion of this Unit, students will have acquired a comprehensive understanding of the multifaceted nature of politics, its theoretical underpinnings across disciplines, and its intricate interplay with societal and economic spheres. Unit-II: After completing this Unit, student’s understanding on the state as a political entity will be deepened and students would be able to critically examine its relationship with sovereignty, governing structures, and the multifaceted challenges posed by globalization. Unit-III: Upon completion of Unit III, students will be able to critically analyse and synthesize the intricate concepts of power, authority, and legitimacy, as well as the interrelated notions of rights, freedoms, equality, and justice, thereby enabling them to comprehend the theoretical underpinnings that shape socio political constructs and inform discourse on contemporary issues. Unit-IV: Upon completion of this Unit, students would have developed a nuanced and multidimensional understanding of democracy along with its models, and the critical roles played by pluralism and diversity in shaping democratic ideals, practices, and discourse. This will deepen democratic values among students. Course Content: Unit-I: Introduction  a) What is Political? b) Political Philosophy, Political Theory, Political Science c) Politics and Society, Politics and Economy Unit-II: State a) State: Meaning, Origin and Development b) State and Sovereignty c) State and Government d) State and Globalization Unit-III: Concepts a) Power, Authority, and Legitimacy b) Rights and Freedom c) Equality and Justice Unit-IV: Democracy a) Meaning of Democracy b) Models of Democracy: Representative, Participatory, Deliberative c) Pluralism, Diversity, and Democracy Essential Readings: 1. Bhargava, R. (2008). ‘What is Political Theory’, in Bhargava, R. and Acharya, A. (eds), Political Theory: An Introduction. Pearson Longman. pp. 2-16 2. Heywood, A. (2022). Political Theory: An Introduction. Bloomsbury Publishing. 3. McKinnon, C. (2019). Introduction: Issues in Political Theory. Oxford University Press. 4. Menon, K. (2008). ‘Justice’, in Bhargava, R. and Acharya, A. (eds), Political Theory: An Introduction. Pearson Longman. pp. 74-86. 5. Srinivasan, J. (2008). ‘Democracy’, in Bhargava, R. and Acharya, A. (eds), Political Theory: An Introduction. Pearson Longman. pp. 106-128. 6. Talukdar, P.S. (2008) ‘Rights’, in Bhargava, R. and Acharya, A. (eds), Political Theory: An Introduction. Pearson Longman. pp. 88-104. 7. Vinod, M. J. and Deshpande Meena. (2013). Contemporary Political Theory. PHI Learning Pvt Ltd, Delhi Additional Readings:  9 Bhargava, R. (2008). ‘Why do we need Political Theory’, in Bhargava, R. and Acharya, A. (eds), Political Theory: An Introduction. Pearson Longman, pp. 17-36 9 Dahl, R. A. (2000). On Democracy. Yale University Press. 9 Gauba, O. P. (2023). An Introduction to Political Theory. National Publication. 9 Mookherjee, M. (2008) ‘Multiculturalism’, in McKinnon, C. (ed), Issues in Political Theory. Oxford University Press. pp. 218-240. 9 Seglow, J. (2003) ‘Multiculturalism’, in Bellamy, Richard and Mason, Andrew (eds), Political Concepts. Manchester University Press. pp. 156-168. 9 Wolf, J. (2021) ‘Social Justice’, in McKinnon, C. (ed). Issues in Political Theory. Oxford University Press. pp. 172-193. Internet Resources: The internet resources include online articles and e-contents published on websites, blogs, e- Newspaper, online magazines, scholarly journals, digital repositories, and Audio- Visual content. 1. CEC. (2015). What is Political Theory?. YouTube. https://www.youtube.com/watch?v=fdTNlx52Weg 2. Jha, Mithilesh Kumar. (2018). Introduction to Political Theory. NPTEL. https://archive.nptel.ac.in/courses/109/103/109103141/ 3. Basu, Sibaji Pratim. (2020). MOOC on Introduction to Political Theory. SWAYAM. https://onlinecourses.SWAYAM2.ac.in/cec20_hs28/preview Activities to do: 1. Students can participate in a debate on a philosophical or theoretical concept related to politics, such as the nature of power, the principles of equality and justice, which will encourage critical thinking, argumentation skills, and the ability to analyze complex concepts from multiple perspectives. 2. Organize a simulation exercise where students assume different roles in a hypothetical political system or scenario and could simulate the functioning of a democratic government, with students taking on roles like legislators, activists, lobbyists, or members of the media. This activity will allow students to experience and understand the dynamics of political processes and decision-making. 3. Students can conduct literature review, prepare a draft and analyse primary sources on any topic mentioned in this course. Core II  Introduction To The Constitution Of India Course Objectives: This course introduces students to the Constitution of India – the supreme law of the land. The primary objective of this course is to provide students with a comprehensive understanding of the constitutional framework and political institutions in India. Through a critical examination of the constitutional design, the learners will explore the foundational principles of the Indian Constitution. By tracing the historical contestations surrounding the incorporation of these values into the Constitution and their practical manifestations, learners will develop an appreciation for the intricate interplay between institutional practices and political contexts. Furthermore, the course aims to cultivate an understanding of the institutional dynamics within the Indian governance matrix, characterized by both conflict and cooperation, asymmetrical federal arrangements, and mechanisms for safeguarding vulnerable populations against discrimination. Additionally, students will gain insight into the powers and functions of key governmental figures such as the President, Prime Minister, and Chief Minister and other constitutional and non-constitutional bodies, while also delving into the intricacies of Union-State relations. Expected Learning Outcomes: This course endeavours to equip students with the necessary knowledge and analytical tools to engage critically with the constitutional structures and processes that underpin Indian democracy. The unit-wise outcomes are given below. Unit-I: The learners would gain basic understanding of Indian Constitution and its underlying values. This would enable them to analyse the operation of the Constitution of India from a policy perspective, and in the context of social and cultural diversity. This would strengthen the foundation of constitutional ethics among the learners. Unit-II: The learners would develop awareness regarding the basic structures and processes of government at both union and state levels with a specific focus on power and responsibilities of highest constitutional dignitaries. This will help them to acquire administrative skills and political insights for engaging in various institutions. Unit-III: The learners would be familiar with the judicial structures and procedures in India. Further, the awareness about Writs, Judicial Review, PIL, Basic Structure Doctrine would enable them to develop an understanding about their rights and entitlements as citizens and methods to secure these within the legal framework, in case of violation. Unit-IV: The learners would understand the division of power between Union and States with focus on different constitutional bodies. This would enable them to understand and analyse the manner in which the Indian federal system functions. Course Content: Unit-I: Basic Structure of the Indian Constitution a) Making of the Indian Constitution: Formation and Working of Constituent Assembly b) Preamble: Nature of State and Constitutional Values c) Fundamental Rights, Directive Principles of State Policy, Fundamental Duties Unit-II: Legislature and Executive in Union and State a) Structure of the Parliament and Legislative procedures; State Legislatures b) President; Governor c) Prime Minister and Council of Ministers; Chief Minister Unit-III: Judiciary a) Supreme Court of India: Structure and Functions b) High Courts: Structure and Functions c) Judicial Review and Basic Structure Doctrine, Public Interest Litigation (PIL) Unit-IV: Union-State Relationship a) Division of Power: Administrative, Legislative and Financial b) Election Commission, Finance Commission, CAG c) NITI Ayog, Inter-State Council, GST Council Essential Readings: 9 Austin, Granville (1999). The Constitution of India: Cornerstone of a Nation. Oxford University Press. 9 Bakshi, P.M. (2023). The Constitution of India. Universal Law Publishing. 9 Basu, D. D. (2022). Introduction to the Constitution of India. Educational Printed;26th Edition, Lexis Nexis.  9 Chakrabarty, Bidyut (2017). Indian Constitution: Text, Context and Interpretation. Sage Publication India Private Limited. 9 Kashyap, Subhash (2021). Our Constitution. National Book Trust. 9 Khosla, Madhav, Mehta, Pratap Bhanu and Choudhry, Sujit (Eds). (2016). The Oxford Handbook of the Indian Constitution. Oxford University Press. 9 Pai, Sudha (2020). Constitutional and Democratic Institutions in India: A Critical Analysis. Orient Blackswan. Additional Readings: 1. Bhargava, Rajeev (2009). Politics and Ethics of the Indian Constitution. Oxford University Press. 2. Chandra, Bipan, Mukherjee, Aditya and Mukherjee, Mridula. (2008). India Since Independence. Penguin Books. 3. Ghosh, Peu (2021). Indian Government and Politics, PHI Learning. 4. Gupta, D.C. (2023). Indian government and Politics. Vikas Publishing House Pvt. Ltd. 5. Jain, M.P. (2018), Indian Constitutional Law, LexisNexis. 6. Jayal, Niraja Gopal and Mehta, Pratap Bhanu (2011). The Oxford Companion to Politics in India. Oxford University Press. 7. Kumar, Avinash and Pai, Sudha (2017). The Indian Parliament: A Critical Appraisal. Orient Blackswan Pvt Limited. 8. Pylee, M.V. (2023). India’s Constitution. S. Chand Publishing. 9. Shivhare, Nitin (2023). Indian Polity and Governance. S. Chand Publishing. 10. Shukla, V.N. (2019). Constitution of India. Eastern Book Company. 11. Subramanian, S.G. (2022). Indian Constitution and Polity. Pearson Education. Internet Resources: The internet resources include online articles and e-contents published on websites, blogs, e- Newspaper, online magazines, or scholarly journals, digital repositories, Audio- Visual contents.  1. Digital Sansad. Historical Debates: Constituent Assembly Draft Making Debates. https://sansad.in/ls/debates/historical?1 2. Ghosh, Sujit. (2018). Indian Judiciary: Organizational structure and Jurisdiction. National Judicial Academy. https://nja.gov.in/Concluded_Programmes/2017-18/SE- 13_PPTs/6.Judiciary%20organization%20HC%20and%20SC.pdf 3. Goel, Anupama. Advanced Constitutional Law. SWAYAM. https://onlinecourses.SWAYAM2.ac.in/cec20_hs22/preview 4. NIOS. Political Science: Aspects of the Constitution of India. National Institute of Open Schooling. https://nios.ac.in/online-course-material/sr-secondary- courses/political-science-(317).aspx 5. NITI Aayog. https://www.niti.gov.in/. National Institution for Transforming India Activities to do: 1. Watch Constitution Assembly Speeches from News on Official YouTube [https://www.youtube.com/watch?v=0W9L6rFljF0] and organize a discussion on various themes with two groups of learners debating on issues discussed by the Constituent Assembly. 2. Watch Constitution of India – A Journey from Prasar Bharati Archives on YouTube[https://www.youtube.com/playlist?list=PLqtVCj5iilH4hOskMihD3woXA5 C_58B0y] and stage a short play depicting the essence of this journey. 3. Read the biographies of freedom fighters and founding fathers of Indian Constitution. 4. Study important judgements passed by Supreme Court of India on Basic Structure Doctrine and assess its impact on the functioning of the Constitution. 5. Study a Report prepared by NITI Ayog and evaluate its significance. 6. Organize community outreach programme to aware people about their rights and duties as citizens. Core III SEMESTER II Introduction To Political Theory Course Objectives: The course seeks to foster a comprehensive and nuanced understanding of political theory, its significance within the discipline of Political Science, and its profound influence on conceptualizing and interpreting various facets of social life. Through a critical examination of influential traditions and perspectives, students will gain insights into how theoretical frameworks shape debates and discourses on socio political issues. Furthermore, the course aims to equip learners with the ability to critically analyse and deconstruct contemporary theories and perspectives that delve into the intricate interplay between politics and social constructs. It begins with an overview of why we study political theory and what are the approaches and forms of political theory. It then proceeds to elaborate in a detailed manner on the key concepts in political theory such as ‘Liberty’, ‘Equality’, ‘Rights’ ‘Justice’, ‘Democracy’. It will also focus on recent trends of Political Theory. Each concept is explained through the thoughts and writings of noted theorists who have deliberated at length on that particular issue with emphasis given on readings of original writings. Expected Learning Outcomes: This course aims to cultivate a sophisticated understanding of the theoretical foundations that inform and shape the ever-evolving political landscape. The unit-wise outcomes are given below. Unit-I: This unit familiarises the students with the basic concepts of political theory, how political theory has evolved as well as the nature of political theory. It also introduces the students to the normative and empirical dimensions of political theory. The necessity of values and the importance of empirical investigation in the theory building exercise is the primary objective of this unit. This unit also makes an attempt to explain how modernity influenced the theory building exercise and how it reshaped some of the important debates on politics and society. Unit-II: This unit makes an attempt to study important traditions in political theory. These traditions influence our political decisions. Even since the evolution of industrial revolution, nation state, political questions and debates have revolved round the concepts of liberalism and Marxism. Students will be exposed to various debates in each of these traditions and their importance in the present-day context. Unit-III: Political theory, fifty years back, was only concerned about liberalism and Marxism. Of late, with the advancement of society and our understanding of society, new ideas have emerged. They have expanded the horizon of political theory. New theories have evolved and they have thrown new challenges to the society. Modernity encouraged societies to engage in theory building exercise. The emergence of post modernity challenged the grand narratives and encouraged all of us to have micro perspective and challenge everything as modern. Similarly, new theories emerged challenging the existing power structure of the state and society. The understanding of a monocultural society has also changed with people shifting their choice of living from one country to another country. This unit promises to throw many interesting ideas to the students of political science. Unit-IV: This unit makes an attempt to understand some of the important political ideas within the nation state framework. Once nation state is strongly established, it is important to understand the political concepts in detail. Even though concepts like citizenship and civil society are old yet these concepts need some sort of redefinition in the modern context. Similarly, the emergence of welfare state in a political system also has reinforced its presence in the modern context. A student of Political Science needs to take concepts like welfare state and swaraj seriously as it throws many new challenges to the already existing political ideas. Course Content: Unit-I: Introduction a) What is Political Theory? Why do we need Political Theory? b) Approaches to Political Theory: Normative and Empirical c) Modernity and Political Theory Unit-II: Traditions a) Liberalism b) Neo-Liberalism c) Marxism d) Neo-Marxism Unit-III: Recent Trends a) Feminism b) Post-Modernism c) Green Political Theory d) Multiculturalism Unit-IV: Concepts a) Citizenship b) Civil Society c) Welfare State d) Idea of Swaraj Essential Readings: 9 Adams, I. (2001). Political Ideology Today. United Kingdom: Manchester University Press. 9 Bhargava, Rajeev, and Acharya, Ashok (2008). Political Theory: An Introduction,New Delhi: Pearson Longman. 9 Farrelly, Colin, (2003). Contemporary Political Theory, A Reader, Sage Publications 9 Goodin, Robert E. and Philip Pettit edited (1997). Contemporary Political Philosophy, Oxford, Blackwell Publishers. 9 Kymilika, Will. (2014). Contemporary Political Philosophy. New Delhi, Oxford 9 Miller, David and Larry Siedentop (edited). (1983). The Nature of Political Theory, Oxford, Clarendon Press. 9 Ramaswamy, Sushila. (2014). Political Theory: Ideas and Concepts. PHI Learning Pvt Ltd. 9 Rawls, John, (1971). A Theory of Justice. Oxford, Oxford University Press. 9 Sandel, Michael, (2002). Liberalism and The Limits of Justice. Cambridge University Press. 9 Vinod, M.J. and Deshpande, Meena. (2013). Contemporary Political Theory. PHI Learning Private Limited, Delhi. Additional Readings: 9 Arblaster,A. (3rd Edition).(2002). Democracy.OpenUniversityPress. 9 Bakshi, Om (1988). The Crisis of Political Theory, Oxford University Press. 9 Bellamy, Richards (1993). Theories and Concepts of Politics, Manchester University Press, New York. 9 Heywood, Andrew (2022). Political Theory: An Introduction. Bloomsbury  Publication. 9 Kukathas, Ch. and Gaus,G.F.(2004)(eds.). HandbookofPoliticalTheory. Sage. 9 Mckinnon,C.(ed.)(2008). Issues in Political Theory. Oxford University Press. 9 Parekh,B.(2005). RethinkingMulticulturalism:CulturalDiversityandPoliticalTheory. Macmillan Press. 9 Ramaswamy, Sushila. (2014). Political Theory: Ideas and Concepts. PHI Learning Pvt Ltd. 9 Sen Amartya (2000). Development as Freedom. Oxford University Press. 9 Vincent,A.(2004). TheNatureofPoliticalTheory.OxfordUniversityPress. Internet Resources: The internet resources include online articles and e-contents published on websites, blogs, e- Newspaper, online magazines, or scholarly journals, digital repositories, Audio- Visual contents. 1. eGyankosh. What is Political Theory. IGNOU. https://egyankosh.ac.in/bitstream/123456789/57829/1/Unit1.pdf 2. O’Connor, J. (2010). Marxism and the Three Movements of Neoliberalism. Critical Sociology. 36(5) 691-715. https://journals.sagepub.com/doi/pdf/10.1177/0896920510371389 3. University of Mumbai. Political Theory. University of Mumbai. https://archive.mu.ac.in/myweb_test/M.A.(Part%20- %20I)%20Political%20Science%20Paper%20-%20I%20- %20Political%20Theory%20(Eng)%20-%20Rev.pdf 4. Veeravalli, A. (2011). Swaraj and Sovereignty. Economic and Political Weekly. 46(5). 65-69. https://www.jstor.org/stable/27918091 Activities to do: 1. Identify some of the political activities with an explanation. Please exclude voting-related activities. 2. Identify the liberal/Marxist elements of the Indian state 3. Try to analyse some major policies of your locality putting it in a liberal and Marxist or any other theoretical framework.  4. Identity some of the major religious communities in your locality and try to build a theory based on their living experience. Core IV Comparative Governments Course Objectives: This course willfamiliarize the students with the basic concepts and approaches to the study of comparative governments. It enables the students to critically examine politics in historical and contemporary perspectives while engaging with various themes of comparative analysis in developed and developing countries. This course is designed to address the various elements of constitutional systems in the world including political parties, interest groups, election process, in addition to an analysis of the dominant executive, legislature and judicial systems all over the world. Expected Learning Outcomes: This course would enable the students to understand concepts and various approaches relevant to the study of comparative politics. The students would familiarise with a vast range of relevant political concepts and processes supposed to train their critical thinking to understand comparative politics and government. The unit-wise outcomes are given below. Unit-I: This will help students to engage with the topics of comparative government, institutionalism, neo-institutionalism, and the comparison of democratic and authoritarian regimes in a comprehensive and critical manner. Unit-II: This unit will aware students about a structured framework for engaging with the concepts, theories, and empirical research associated with comparative government, institutionalism, neo-institutionalism, and the comparison of democratic and authoritarian regimes. Unit-III: This unit will help students in developing a comprehending skill on the working of legislatures, the executive branch, and bureaucracies in political systems, including their structures, functions, and dynamics in both democratic and authoritarian states. Unit-IV: This unit will enhance the analogical capacities and critical thinking about elections, political parties, and interest groups in political systems, including their roles, dynamics, and implications for democratic governance in both democratic and authoritarian contexts. Course Content: Unit-I: Introduction a) Comparative Government: Meaning and Evolution b) Institutionalism and Neo-Institutionalism c) Comparing Democratic and Authoritarian Regimes Unit-II: Legislature, Executive and Bureaucracy a) Legislatures: Concept, Functions, Structures, Legislature in Democratic and Authoritarian states b) Executive: Concept, Presidential and Parliamentary Forms, Executive in Democratic and Authoritarian states c) Bureaucracy: Concept, Organisation, New Public Management, Bureaucracy in Democratic and Authoritarian states Unit-III: Constitution, Judiciary and Multi-level Governments a) Constitutionalism and New-Constitutionalism; Constitution in Democratic and Authoritarian states b) Judiciary: Concepts, Judicial Review, Judicial Activism, Judicial Independence, Judiciary in Democratic and Authoritarian states c) Multi-level Governments: Unitary and Federal, Local Government Unit-IV: Elections, Political Parties and Interest Groups a) Elections: Role and Importance, Types; First-Past-the-Post System and Proportional Representation, Elections in Democratic and Authoritarian states b) Political Parties: Concept, Origin and Role, Party System, Parties in Democratic and Authoritarian states c) Interest Groups: Concept, Role of Interest Groups in Democratic and Authoritarian states Essential Readings: 9 Alford, R. R., Friedland, R. (1985). Powers of Theory: Capitalism, the State, and Democracy. Cambridge University Press. 9 Allbrow, Martin. (1996). The Global Age: State and Society: Beyond Modernity. Cambridge. 9 Cantori, L.J and A. H. Ziegler. (edited). (1988). Comparative Politics in the Post- Behaviouralist Era. Lynne Rienner. 9 Chilcote, Ronald. (1994). Theories of Comparative Politics: The Search for a Paradigm Reconsidered. Westview Press. 9 Hardt, Michael and Antonio, Negri. (2001). Empire. Harvard University Press. 9 Manor, James. (edited). (1991). Rethinking Third World Politics. Longman. 9 Sartori, G., (2016). Parties and Party Systems: A Framework for Analysis. Cambridge University Press. Additional Reading: 9 Ellwood, W. (2010). The No-nonsense Guide to Globalization. New Internationalist. 9 Heywood, A. (2002) ‘Representation, Electoral and Voting’, in Politics. Palgrave. 9 Rahnema, Majid (ed). (1997). The Post-Development Reader. The University Press. 9 Rutland, P. (2014) ‘Britain’, in J. Kopstein and M. Lichbach. (eds.) Comparative Politics: Interest, Identities and Institutions in a Changing Global Order. Cambridge University Press 9 Stephan, Alfred. (2001). Arguing Comparative Politics. Oxford University Press. 9 Tornquist, O. (1999). Politics and development. A Critical Introduction. Sage Tor Internet Resources: The internet resources include online articles and e-contents published on websites, blogs, e- Newspaper, online magazines, or scholarly journals, digital repositories, Audio- Visual contents. 1. Encyclopaedia Britannica: Website: https://www.britannica.com/ 2. The United Nations Development Programme (UNDP): Website: https://www.undp.org/ 3. The Parliament of the United Kingdom: Website: https://www.parliament.uk/ 4. The United States House of Representatives: Website: https://www.house.gov/ 5. The World Bank: Website: https://www.worldbank.org/ 6. The International Monetary Fund (IMF): Website: https://www.imf.org/ 7. The Constitution Center: Website: https://constitutioncenter.org/ 8. The International Court of Justice (ICJ): Website: https://www.icj-cij.org/en 9. The Federalism Project: Website: https://federalism.org/ 10. The American Political Science Association (APSA): Website: https://www.apsanet.org/ Activities to do: 1. Case Study Analysis: Divide the students into groups and assign each group a case study of a democratic and authoritarian regime. Ask them to analyze the structure and  functioning of legislatures, executives, and bureaucracies in each regime, considering factors such as power distribution, accountability mechanisms, and institutional constraints. 2. Debate: Organize a debate on the merits of democratic and authoritarian regimes, with students taking on different roles representing each perspective. Encourage the students to present arguments based on theories of institutionalism and neo- institutionalism, discussing the strengths and weaknesses of each regime type. 3. Case Analysis: Provide case studies of legislatures, executives, and bureaucracies in democratic and authoritarian states. Ask the students to analyze the functions, structures, and roles of each institution, comparing how they operate in different political contexts and identifying patterns of institutional behavior. 4. Mock Trial: Encourage students to organize a mock trial activity where students role- play as lawyers, judges, and witnesses in a legal case. Students can explore concepts of judicial review, judicial activism, and judicial independence, analyzing how the judiciary operates in democratic and authoritarian states. 5. Campaign Simulation: Organize a campaign simulation where students role-play as candidates, campaign managers, and voters in a mock election. Students can explore different electoral systems, campaign strategies, and the role of political parties and interest groups in shaping electoral outcomes. Core V Semester-III Colonialism And Nationalism In India Course Objectives: The purpose of this course is to help the students understand India’s colonial past, the shaping of the nationalist ideology and the unfolding of the national movement. Integral to the course is understanding the ideas of democracy and freedom along with corresponding social relations as well as political and institutional practices that took shape in the context of the anti-colonial struggles. The institutions of the state, its policies, and the social and economic structures that exist today, reflect the imprint of the colonial experience and the manner in which they have been transformed in the course of social struggles and the national movement. Expected Learning Outcomes: This course will enable the learners to understand India’s colonial history and shaping of its identity as a nation. The students would be well versed with the major streams of socio- political thought as well as socio-political and religious reform movements which contributed to our nation building. The unit-wise outcomes are given below. Unit-I: This unit will give the students a conceptual understanding of colonialism from different perspectives as well as an analysis of Indian nationalism through various approaches. Unit-II: This unit help the students to develop a critical understanding of colonial ideology and its civilizing mission based on an assertion of cultural superiority. It will also help the students to assess the various impacts of colonialism on society, economy, polity and agrarian structure. Unit-III: This unit will give an understanding about various reform movements as well as various types of resistance during the first century of British rule in India. Unit-IV: This unit will help the students willlearn about the historical context in which the nationalist movement emerged in India and took different forms in subsequent periods. It will also provide a broad understanding about the role, ideologies and contributions of great nationalist leaders and organisations in nationalist struggle till the achievement of independence. Course Content: Unit-I: Colonialism and Nationalism a) Main Perspectives on Colonialism: Liberalism, Marxism, Post-colonialism b) Approaches to the study of Nationalism in India: Liberal Nationalist, Religious Nationalist, Marxist and Subaltern Unit-II: Colonial Rule in India and Impact a) Colonial Ideology and Civilizing Mission: Assertion of Cultural and Racial Superiority b) Impact on Forest, Agriculture, Land relations, Industry and Ecology c) Constitutional Development and the Colonial State Unit-III: Reform and Resistance a) Religious Reform Movements b) Other Social Reform Movements: Anti-Caste Movements and Women Emancipation Initiatives c) Tribal, Peasants and Working-Class Resistance d) Education and the rise of the New-middle Class Unit-IV: Nationalist Politics and Expansion of its Social Base a) Nationalist Movement: Formation of Indian National Congress, Liberal Constitutionalist, Swadeshi and the Radicals, Muslim League and Hindu Mahasabha b) M.K. Gandhi and Mass Mobilisation, Non-cooperation, Civil Disobedience and Quit India Movement c) Revolutionaries: Communists, Socialists and INA d) Two-Nation Theory, Partitions and India’s Independence Essential Readings: 1. Treanor, P. (1997). Structures of Nationalism. Sociological Research Online, 2(1), 60–72. https://doi.org/10.5153/sro.70 2. Alter, P. (1994). Nationalism (2nd ed.). Edward Arnold. 3. Chakrabarty, D. (2002). A small history of subaltern studies. In D. Chakrabarty, Habitations of modernity: Essays in the wake of subaltern studies (pp. 3-19). Permanent Black. 4. Chandra, B. (1999). Essays on colonialism. Orient Longman Ltd. [Chapter 1: Colonialism: Some basic aspects, pp. 1-22]. 5. Islam, S. (2006). The origins of Indian nationalism. In Religious dimensions of Indian nationalism (pp. 71-103). Media House.  6. Thapar, R. (2000). Interpretations of colonial history: Colonial, nationalist, post- colonial. In P. R. de Souza (Ed.), Contemporary India: Transitions (pp. 25-36). Sage Publications. Additional Readings: 9 Bandyopadhyay, S. (2016). From Plassey to Partition and after: A history of modern India. Orient Blackswan Private Limited. 9 Bose, S., & Jalal, A. (2011). Modern South Asia: History, culture, political economy. Routledge. 9 Chandra, B. (2019). History of modern India. Orient Blackswan. 9 Chandra, B., Mukherjee, M., Mukherjee, A., Panikkar, K. N., & Mahajan, S. (1989). India’s struggle for independence. Penguin Books India. 9 Desai, A. R. (1959). Social background of Indian nationalism (3rd ed.). Popular Book Depot. 9 Sarkar, S. (2014). Modern India. Pearson Education India. 9 Sharma, S. L., & Oommen, T. K. (Eds.). (2001). Nation and national identity in South Asia. Orient Longman. Internet Sources: 1. Thapar, Romila. Shaping Identity: Nationalism, Secularism and Democracy. Ajim Premji University lecture. https://youtu.be/-LxPzkeLBOo?si=QjLM7DHUilLCexGN 2. eGyanKosh. Imperialism, Colonialism and Nationalism. IGNOU. https://egyankosh.ac.in/handle/123456789/17829 3. OSOU. Social and political thought in modern India. OSOU https://drive.google.com/file/d/1c9yHWd2SXFmqV3TwqB2wS7v1nllFqB3e/view 4. BBC. India’s partition: The Forgotten History. BBC. https://www.bbcselect.com/watch/indias-partition-the-forgotten-story/ Activities to do: 1. Organize Special Talks/Lectures on the occasions of birth anniversary of great Leaders of Indian National Movement.  2. Visit to the nearby places related to Indian National Movement or read about these places and submit a report about the significance of the place. 3. Write a short report on the life and contribution of the Nationalist Leaders of your District/Region/nearby locality and submit to the course instructor. Core VI International Relations Course Objectives: This paper seeks to equip students with the basic intellectual tools for understanding International Relations and its major theories. The course begins by historically contextualizing the evolution of the international state system before discussing the agency- structure problem through the levels-of- analysis approach. After having set the parameters of the debate, students are introduced to different theories in International Relations. It provides a fairly comprehensive overview of the major political developments and events starting from the twentieth century. Students are expected to learn the economic relation between developed and under developed nations and emerging world order after globalization. Expected Learning Outcome: This course would enable the learners to understand the international relations and major theories. Also, this course would make students aware about major political and historical phenomenon occurred in 20th century which have shaped the International Relations. The unit-wise outcomes are given below. Unit-I:This unit would provide fundamental ideas to the students about International Relations & evolution of state system with reference to pre- Westphalia, Westphalia& post- Westphalia. Unit-II: This unit would help the students to familiarise with the basic theoretical perspectives of International Relations. Unit-III: This unit would make students understand about the causes & consequence of World War I & II. It also makes the students understand about the creation of League of Nation and UNO and the formation of former USSR, Fascism & Nazism. Unit-IV: This unit would familiarise the students with different dimensions of Cold War & the contemporary ideas like the third world, new economic world order, north- south co- operation, development & under-development, globalisation & emerging world order. Course Content: Unit-I: Study of International Relations  a) Meaning, Nature & Scope b) Evolution of state system: pre-Westphalia, Westphalia & post-Westphalia Unit-II: Theoretical Perspectives a) Classical Realism, Idealism, Realism and Neo- Realism b) Liberalism and Neo- Liberalism c) Marxist and Feminist perspectives Unit-III: An Overview of 20th Century International History-I a) World War- I: Causes & Consequences, League of Nations b) Bolshevik Revolution and the formation of USSR c) Rise of Fascism and Nazism d) World War- II: Causes & Consequences, United Nations Unit-III: An Overview of 20th Century International History-II a) Cold War: Phases, End of Cold War & post-Cold War world order. b) Emergence of Third World, New Economic World Order, North- South Cooperation, Theories of Development and Under-Development c) Globalisation and Emerging World Order Essential Readings: 9 Basu, R. (Ed.). (2017). International politics: Concepts, theories and issues. Sage. 9 Baylis, J., & Smith, S. (Eds.). (2002). The globalization of world politics (4th ed.). Oxford University Press. 9 Bello, W. (2008). Deglobalization. Zed Books. 9 Heywood, A. (2023). Global politics. Bloomsbury Publishing. 9 Ghosh, P. (2020). International relations (5th ed.). New Delhi. 9 Goldstein, S. J., & Pevehouse, J. (2007). International relations. Pearson Longman. Additional Readings:  9 Behera, N. C. (Ed.). (2008). International relations in South Asia: Search for an alternative paradigm. Sage. 9 Burchill, S., et al. (2009). Theories of international relations (3rd ed.). Palgrave Macmillan. 9 Carr, E. H. (1981). The twenty years' crisis: 1919-1939. Macmillan. 9 Chilcote, R. H. (1984). Theories of development and underdevelopment. Westview Press. 9 Brown, C., & Ainley, K. (2005). Understanding international relations (3rd ed.). Palgrave Macmillan. 9 Cox, R., & Sinclair, T. (1996). Approaches to world order. Cambridge University Press. 9 Morgenthau, H. (Revised by Kenneth W. Thompson). (2007). Politics among nations. (6th Edition). Kalyani Publishers 9 Smith, S., Booth, K., & Zalewski, M. (Eds.). (1996). International theory: Positivism and beyond. Cambridge University Press. 9 Waltz, K. (1979). Theory of international politics. Addison-Wesley Publishing. Internet sources: The internet resources include online articles and e-contents published on websites, blogs, e- Newspaper, online magazines, or scholarly journals, digital repositories, Audio- Visual contents. eGyanKosh. Development of State System. IGNOUhttps://egyankosh.ac.in/handle/123456789/24796 The Hindu. (2023, July 6). Feminist approaches to international relations. The Hindu. https://www.thehindu.com/specials/text-and-context/feminist- approaches-to-international-relations/article67016933.ece History.com (Editors). Russian Revolution. History. https://www.history.com/topics/european-history/russian-revolution Sharma, A. (2018). Globalisation and the new world order. ResearchGate. https://www.researchgate.net/publication/323812397_GLOBALISATION_AN D_THE_NEW_WORLD_ORDER Activities to do:  1. The students should present a paper on different themes of international relations. 2. Workshop and Seminar for students so that they will get more insights on the different issues of international relations. 3. Debates on current international events or topics such as financial institutions, role of united nation and international world order. Core VII  Western Political Thought-I Course Objectives: This course deals with the classical thinkers and themes of western political philosophy. It will probe the key concerns of political thought such as the good ideal and possible regimes; citizenship and civil virtues; contract, consent and trust as the alternative bases of political obligation; the relative autonomy of politics vis-à-vis philosophy or economy; and concepts such as justice, liberty, and rights. There will be an attempt to understand thinkers and texts both from philosophical and historical perspectives. The main objective is to train students in the foundational texts and thinkers of Political Science. Expected Learning Outcomes: The course will familiarize students with the questions, ideas and values of political philosophy addressed by political thinkers and contextualize the same to contemporary political thinking.This will enhance their comprehending and analytical capacities to read and decode the classics and use them to engage contemporary socio-political issues and clearly present their own arguments and thoughts about contemporary issues and develop ideas to engage with the latter. The unit-wise outcomes are given below. Unit-I: Students would gain comprehensive understanding of the foundational ideas and frameworks proposed by the seminal thinkers of ancient Greece. Thus, students could make an appraisal of the enduring influence of these pioneering thinkers on subsequent political discourse and the evolution of socio -political ideologies. Unit-II: Upon completion of this Unit, students will be able to critically examine the transformative ideas that emerged during this pivotal period in intellectual history. Through the exploration of Renaissance and early modern political thought, students will gain insights into the paradigm shifts that reshaped the understanding of power, authority, and the role of the state, laying the foundations for subsequent political philosophies and ideologies. This will enable them to connect with historically written texts and their interpretations. Unit-III: Through this Unit students will gain a nuanced understanding of the tension between individualistic and collectivist ideologies, and would develop a critical thinking in assessing the impact of social contract theories on shaping subsequent political discourse, governance structures, and societal norms. Unit-IV: Through this exploration of utilitarian thought, students will gain a comprehensive understanding of the principles underlying this utilitarianism, its potential applications in governance and policymaking, as well as its limitations and criticisms. Course Content: Unit-I: Greek Political Thought a) Plato: Concept of Ideal State, Theory of Justice, Philosopher King, Concept of Communism, Concept of Education b) Aristotle: State and Its Classification, Theory of Revolution, Concept of Law and Justice, Citizenship Unit-II: Renaissance and the Rise of Modernism a) Machiavelli: Politics and State Craft, Views on ends and means, Separation Morality and Politics b) Hobbes: State of Nature and Contract; Theory of Absolute Sovereignty Unit-III: Individualism and Collectivism a) Locke: State of Nature and Contract; Theory of Natural Rights: Life, Liberty and Property, Concept of Limited Government, b) Rousseau: State of Nature and Contract; General Will, Concept of Popular Sovereignty Unit-IV: Utilitarianism a) Bentham: Theory of Utilitarianism as the basis of moral and jurisprudence b) J.S. Mill: Revision of Utilitarianism, Views on Liberty, Representative Government, Subjugation of Women Essential Readings: 9 Boucher, D. & Kelly, P. (2017). Political Thinkers: From Socrates to the Present. Oxford University Press. 9 Jha, Shefali. (2018). Western political thought: From the ancient Greeks to modern times (2nd ed.). Pearson. 9 Mishra, R. K. (1957). Political Legacy of Plato and Aristotle. Kitab Mahal Publication. 9 Mukherjee, S., & Ramaswamy, S. (2004). Western political thought. PHI Learning. 9 Nelson, B. R. (2006). Western political thought. Pearson Education India. 9 Russel, B. (2005). History of Western Philosophy. Routledge. 9 Sabine, G. H. (2018). History of political theory. Oxford and IBH Publishers. 9 Skinner, Q. (2002). The foundations of modern political thought (Vol. 1, The Renaissance). Cambridge University Press. 9 Wayper, C. L. (2007). Teach yourself political thought. Surjeet Publication. Additional Readings: 9 Brett, A. and Tully, J. (Eds.). (2006). Rethinking the foundations of modern political thought. Cambridge University Press. 9 Browning, G. (2016). A history of modern political thought: The question of interpretation. Oxford University Press. 9 Gingell, J., Little, A. and Winch, C. (Eds.). (2000). Modern political thought: A reader. Routledge. 9 Hampsher-Monk, I. (2008). A history of modern political thought: Major political thinkers from Hobbes to Marx. Blackwell Publ. 9 Heywood, A. (2004). Political theory: An introduction. Palgrave Macmillan. 9 McLellan, D. (1979). Marxism after Marx. Palgrave Macmillan. 9 Rawls, J. (2009). A theory of justice. Harvard University Press. 9 Wootton, D. (1996). Modern political thought: Readings from Machiavelli to Nietzsche. Hackett Publishing Company Inc. Internet Resources: The internet resources include online articles and e-contents published on websites, blogs, e- Newspaper, online magazines, or scholarly journals, digital repositories, Audio- Visual contents. 1. Stanford Encyclopedia of Philosophy (For different political thinkers and their philosphy). https://plato.stanford.edu/ 2. Prof. Mithilesh Kumar Jha.(2021). Introduction to Western Political Thought [Online course]. SWAYAM. https://onlinecourses.nptel.ac.in/noc21_hs101/preview 3. eGyanKosh. Western Political Thought: Plato to Marx (MPSE-003). IGNOUhttps://egyankosh.ac.in/handle/123456789/24354 Activities to do: 1. Read original books and biographies of the author of your choice. 2. Make a list of Western Political Thinkers along with their affiliation to different strings of political thought. 3. Make group discussions on concepts like state, justice, equality from the perspective of different thinkers mentioned in this course. 4. Collect the portraits of different thinkers, make a photographic diary and write down their important concepts. Core VIII Semester-IV Indian Politics Course Objectives: The course adopts a historical-analytical framework to foster a critical understanding of the Constitutional design and governmental institutional framework in India, along with the insight on the changing nature of state, situating them within historical political processes. It seeks to acquaint students with the multifaceted manifestations of politics in India, examining the diverse mechanisms through which power is wielded and distributed across societal dimensions of caste, class, ethnicity, gender, region, language, and religion. It aims at elucidating how social power shapes and mediates the political processes. Learners would explore the interplay between caste, religion, and politics, as well as constitutional provisions for self-governance, autonomy, and development, particularly for tribal communities under the Fifth and Sixth Schedules. The course also elucidates the legal and constitutional mechanisms aimed at empowering the marginalized groups. Further, the course delves into the complex interplay between political parties, electoral systems, and governance structures in India's democratic landscape to render useful insights on the dynamics of Indian Politics. Expected Learning Outcomes: The course would develop among students a critical and comprehensive understanding of India's nation-building process, identity politics, political parties, and electoral process. This would enable them to analyse state policies, socio-political contexts, and democratic participation across diverse segments of Indian society. The unit-wise course outcome is given below. Unit-I: The learners would be familiarised with the process of nation building and the changing dynamics of state in terms of policy intervention for vulnerable groups. Further, the complex understanding of the social cleavages would enable them to critically assess state’s response within the broader socio-political context of India. Unit-II: The learners would develop awareness on different social groups like caste, tribe, gender, their sense of self, persistence, and demand for recognition in the broader socio- political and historical contexts in India. Further, the complex understanding of identity politics, constitutional safeguards, issues of privileges, discrimination, mobilisation, and politicization in the context of these sections of the society would enable them to develop insights for policy formulation and identify gaps in effective policy making. Unit-III: The learners would gain comprehensive understanding of the debates surrounding secularism, communalism, minority rights, regionalism, language diversity and demand for separate statehood. This will enable them to critically analyse the dynamics of Indian politics and the interplay of these identities in shaping the political process in India. This will harness their domain skills for future engagement in the public sector. Unit-IV: The learners would demonstrate knowledge of political parties and party system in India. The awareness of the manner in which representation and electoral competition play out in Indian politics will enable them to evolve critical insights on voting behaviour and democratic participation of different segments of the population. Course Content: Unit-I: Major Contestations in Indian Politics a) Nation Building: Processes & Challenges b) Changing Nature of Indian State: Social Base of Power- Class, Caste, Ethnicity, & Gender; Welfare State & Neo-liberal State c) Social Justice and Affirmative Action Policies Unit-II: Identity Politics – I a) Caste in Politics and Politicization of Caste, Dalits, and Backward Castes b) Tribe: Constitutional Provisions- Fifth & Sixth Schedules, Development and Displacement, Forest Rights Act& Challenges c) Gender: Participation and Representation of women in democratic institutions Unit-III: Identity Politics - II a) Religion: Debates on Secularism and Communalism, Minority Rights b) Region and Regionalism: Autonomy and Statehood movements c) Language: Linguistic Diversity and Constitutional Provisions, Linguistic Reorganization of states Unit-III: Party System and Electoral Process a) Indian party system: National and State parties, Trends in party system, Politics of Defection, Coalition Politics b) Electoral Process in India: Electoral reforms, Trends in voting behaviour  c) Electoral Politics: Participation, Representation, and Mobilisation of different sections. Essential Readings: 9 Chandhoke, Neera and Priyadarshi, Praveen (2009). Contemporary India: Economy, Society, Politics. Pearson. 9 Chandra, Bipan, Mukherjee, Mridula, & Mukherjee, Aditya. (2000). India After Independence, 1947-2000. Penguin. (Chapter 6: The Initial Years, pp. 68-82, Chapter 7: Consolidation of India as a Nation, pp. 83-97). 9 Jayal, Niraja Gopal and Mehta, Pratap Bhanu (2011). The Oxford Companion to Politics in India. Oxford University Press. 9 Pai, Sudha (ed.) (2013). Handbook of Politics in Indian States: Region, Parties, and Economic Reforms. Oxford University Press, India. 9 Pai, Sudha (2000). State Politics: New Dimensions (Party System, Liberalisation and Politics of Identity). Shipra. 9 Singh, M. P. (2008). Reorganization of States in India. Economic and Political Weekly. 43(11), 70-75. 9 Yadav, Yogendra & Palshikar, Suhas (2006). Party System and Electoral Politics in the Indian States, 1952-2002: From Hegemony to Convergence in P. R. DeSouza & E. Sridharan (Eds.), India’s Political Parties. Sage. Additional Readings: 9 Chaube, S. K. (1973). Constituent Assembly of India. People’s Publishing House. (Chapter 1: The Indian Problem, pp. 5-16, Chapter 2: Constituent Assembly as the Answer, pp. 17-29, Chapter 3: Birth of the Constituent Assembly, pp. 30-45, Chapter 17: Conclusions, pp. 270-281, Epilogue, 283-285) 9 Jayal, Niraja Gopal. (2019). Re-forming India: The Nation Today. Penguin Random House India Private Limited. 9 Kothari, Ashish & Pathak Broome, Neema & Bose, Arshiya. (2011). ‘Forests, Rights and Conservation: FRA Act 2006, India’, in Henry Scheyvens (Ed.) Critical Review of Selected Forest-Related Regulatory Initiatives. Institute for Global Environmental Strategies.  9 Kothari, Rajni. (1970). Caste in Indian Politics. Orient Longman. 9 Kumar, Avinash and Pai, Sudha. (2017). The Indian Parliament: A Critical Appraisal. Orient Blackswan Pvt Limited. 9 Majeed, Akhtar. (2005). Working of the Indian Federal System. Federal Studies Orientation Series, Centre for Federal Studies, Hamdard University, New Delhi. 9 Menon, Nivedita. (1999). Gender and Politics in India. Oxford University Press. 9 Sarangi, Asha. (2010). Language and Politics in India. Oxford University Press. 9 Sarkar, Sumit. (2017). Modern India. Pearson India. Internet Resources The internet resources include online articles and e-contents published on websites, blogs, e- Newspaper, online magazines, or scholarly journals, digital repositories, Audio- Visual contents. 1. Aijaz Ashraf Wani. Indian Government and Politics. SWAYAM. https://onlinecourses.SWAYAM2.ac.in/cec20_hs38/preview 2. eGyankosh. Political Process in India (BPSC- 104). IGNOU. https://egyankosh.ac.in/bitstream/123456789/66623/1/Block-1.pdf 3. Institute For Rural Development & Panchayati Raj (2018). Gender & Development: Perspective to Practice. PR & DW Department, Govt. of Odisha. https://sirdodisha.nic.in/download/Genderdevelopment.pdf 4. Jhumpa Mukherjee. Political Process in India. SWAYAM. https://onlinecourses.SWAYAM2.ac.in/cec24_hs33/preview 5. Virtual Tutorial Project. Political Process in India (Core-IV). https://vtputkal.odisha.gov.in/subjectwise/political-process-in-india-core-iv/ Activities to do: 1. Go through the manifesto of different political parties and form several groups and organise debates on contemporary issues among these group representing these parties. 2. Make posters on conduct of free and fair elections and aware the local people regarding judicious use of their voting rights. 3. Go through the twitter and media campaigns of different political parties and make a comparative analysis together with your friends. 4. Make a field visit to any Court nearby your locality and write a report on the proceeding of a court. 5. Stage a short play on communal harmony depicting the essence of unity in diversity in India. Core IX Western Political Thought-II Course Objectives: In continuation with the first course of Western Political Thought the structure of this course is designed in such a way as to enable the students to understand the continuity in Western Political Thought. This paper focuses on thinkers and themes of western political philosophy of the medieval and modern periods. An attempt has been made to understand thinkers and texts both from philosophical and historical perspective. The main objective is to train students in the foundational texts and thinkers of western political philosophy. Taking forward from the earlier thinkers belonging to Western Political Thought, this course highlights the modern advances in political philosophies ranging from socialism, critical theory, feminism, and so on. Expected Learning Outcome: After going through the seminal and perennial ideas of the political thinkers, the learners would be able to understand various political ideas and constructs influencing and shaping the society. They would be informed about the key debates across different streams of political thought. The unit-wise outcomes are given below. Unit-I: This unit analyses the contribution of Hegel and Karl Marx to ideas related to state, dialectic process, freedom, history, class, exploitation, and revolution. Unit - II: This unitexplains about the critical theory with the contributions of Gramsci and Jurgen Habermas. Unit-III: This unitbroadly discusses about the role of Marry Wollstonecraft and Carole Pateman in the development of Feminism. Unit-IV: This unitwill give an understanding related to the concepts of John Rawls and Michel Foucault Course Content: Unit- I: Idealism and Socialism a) Hegel: Dialectical Idealism; Concept of State; Theory of Freedom b) Karl Marx: Dialectical Materialism; Historical Materialism; Concept of Class; Capitalist exploitation, State; and Revolution Unit-II: Critical Theories a) Gramsci: Power, Hegemony and Civil Society, Role of Intellectuals, Types of War b) Jurgen Habermas: Legitimation Crisis, Theory of Communicative Action Unit- III: Feminist Thinkers a) Marry Wollstonecraft: Men’s right and women’s freedom, Idea of Women Education b) Carole Pateman: The Sexual Contract; Democracy, Participation and Obligation; Patriarchy, Contract and Property Unit- IV: Contemporary Liberalism & Its Critics a) John Rawls: Justice as Fairness, Original Position, Veil of Ignorance b) Michel Foucault: Power and Freedom, Governmentality and Ethics Essential Readings: 9 Heywood, A. (2004). Political Theory: An Introduction. Palgrave Macmillan. 9 Mukherjee, S., & Ramaswamy, S. (2004). A History of Political Thought: Plato to Marx. PHI Learning. 9 Nelson, B. R. (2006). Western political thought. Pearson Education India. 9 Russell, B. (2005). History of Western philosophy. Routledge. 9 Sabine, G. H. (2018). History of Political Theory. Oxford and IBH Publishers. 9 Skinner, Q. (2002). The Foundations of Modern Political Thought (Vol. 1, The Renaissance). Cambridge University Press. 9 Wayper, C. L. (2007). Teach Yourself Political Thought. Surjeet Publication. Additional Reading: 9 Hampsher-Monk, I. W. (1981). Modern political thought from Hobbes to Marx. Basil Blackwell. 9 McLellan, D. (1979). Marxism after Marx. Palgrave Macmillan. 9 Mehta, V. R. (1968). Hegel and the modern state: An introduction to Hegel’s Political Thought. Associated Publishing House. 9 Rawls, J. (1993). Political Liberalism. Columbia University Press. Internet Resources 1. Collin McLear. (2021). Thought’s Dialectic- PHIL 4/880. Collin McLear. https://phil880.colinmclear.net/materials/handouts/week-13-hegel-dialectic.pdf 2. Rosen, Michael. Marx, Karl. Harvard University. https://scholar.harvard.edu/files/michaelrosen/files/karl_marx.pdf 3. eGyanKosh. Mary Wollstonecraft's ‘A Vindication of the Rights of Woman’: With Strictures on Political and Moral Subject. IGNOUhttps://www.egyankosh.ac.in/bitstream/123456789/83771/1/Unit-2.pdf 4. Phillips, Anne & Medearis, John & O'Neill, Daniel. (2010). Profile: The Political Theory of Carole Pateman. Political Science & Politics. DOI: 10.1017/S1049096510001629. https://www.researchgate.net/publication/259403214_Profile_The_Political_Theory_of_ Carole_Pateman 5. Ukanga, Lambert. (2018). A Study of John Rawls’ Political Morality. ResearchGate. https://www.researchgate.net/publication/327871226_A_STUDY_OF_JOHN_RAWLS' _POLITICAL_MORALITY 6. eGyanKosh. Michel Foucault. IGNOUhttps://egyankosh.ac.in/bitstream/123456789/5004/1/MWG-007B2E-U4.pdf Activities to do: 1. Ask the students to pick ideas of the thinkers which they find relevant in contemporary world and give a presentation on it. For instance: Karl Marx and technology as a tool for alienation. 2. Arrange a movie session on biopics made on these above thinkers and ask the students to write summaries on the same. 3. Refer to the original writings of these thinkers and read a book review and share your thoughts among other students and teachers. Core X Public Administration Course Objectives: This course aims at familiarizing the learners with the foundation of Public Administration as a discipline and identifying its core concepts and theories. In addition to a conceptual understanding of public administration, this course will enable the learners to analyze various administrative theories and identify the key principles of organization. Highlighting the advantages and disadvantages of these principles may help the learners to contextualize the administrative system in the present system of governance and note the changes in application of such principles in Indian administrative system. The learners will also be introduced to the concepts of Good Governance, New Public Management, and New Public Administration as the developments in the discipline to meet the changing demands of society. Through the study of traditional binaries- such as politics-administration dichotomy, public-private administration, along with the emerging issues of public-private partnership, the ideas of e-Governance, and changing role of state and market will enable the students to note the changes in objectives and processes of administration. Further, the students will have an understanding of the structure and processes of civil service system in India. Expected Learning Outcomes: The course will equip the students with theoretical understanding of the core principles of public administration as well as enable them in examining the practical functioning of the administrative system in India. The topics are divided into four units with each unit dealing with a unique aspect of the discipline of public administration. Unit-I: The learners will be introduced to the origin and evolution of the discipline of public administration. This unit will discuss the debates over politics-administration dichotomy and help the learners identify the different characteristics of public and private administration. By noting the various interventions in the discipline, the learners will be able to reflect on the changing goals of administration through different periods.  Unit-II: This unit is designed to familiarize the learners with the core principles of organization and enable them to differentiate between different types of organization. The learners will be able to understand the significance of principles like hierarchy, unity of command, delegation, etc. while noting their advantages and disadvantages. Unit-III: This unit will offer alternative models of organizational management through analysis of dominant organizational theories. An understanding of these theories will enable the learners to evaluate the effectiveness of current structural and procedural principles and deliberate on alternative solutions to meet the contemporary challenges. Unit-IV: After going through this unit, the learners will have a basic understanding of the prevailing administrative system in India. By studying the recruitment and training procedures of civil servants, and steps to incorporate ethics in Indian administrative system, the learners will gain insights into the working of bureaucratic system in India. The learners will also be encouraged to deliberate on the emerging issues and challenges in governance in India. Course Content: Unit-I: Introduction to Public Administration a) Public Administration as a Discipline: Meaning, Nature & Scope, Evolution b) Politics-Administration Dichotomy, Public vs. Private Administration c) New Public Administration, New Public Management & Good Governance Unit-II: Principles of Administration a) Organizations: Formal & Informal, Line and staff organizations b) Principles of Organization: Hierarchy, Span of Control, Unity of Command, Delegation, Decentralization, Coordination Unit-III: Administrative Theories a) Administrative Management theory, Bureaucratic Theory b) Scientific Management Theory, Human Relations Theory Unit-IV: Public Administration in India a) Bureaucracy: Structure& Processes; Recruitment, Training, Ethics in Administration b) Contemporary challenges & Perspectives: e-Governance, Public-Private Partnership, State vs Market Debate Essential Readings: 9 Arora, R.K., & Goyal, R. (1995). Indian Public Administration. New Age International. 9 Avasthi, A., & Maheshwari, S. (2020). Public Administration. L.N. Agarwal Books. 9 Basu, Rumki. (1990). Introduction to public administration. Sterling Publishers Private. 9 Bhattacharya, Mohit. (2011). New horizons of public administration. Jawahar Publishers & Distributors. 9 Chakrabarty, Bidyut & Chand, Prakash. (2020). Public administration in a globalizing world: Theories and practices. Sage Publications. Additional Readings: 9 Arora, Ramesh K. (Ed). (2004). Public administration: Fresh perspectives, Aalekh Publishers. 9 Basu, Rumki (2019). Public administration in the 21st century. Taylor & Francis. 9 Chakrabarty, B., & Bhattacharya, M. (2006). Public administration: A reader. Oxford University Press. 9 Dunsire, A. (1999). Then and Now Public Administration, 1953–1999. Political Studies, 47(2), 360-378. https://doi.org/10.1111/1467-9248.00205 9 Fadia B.L., & Fadia, Kuldeep (2009). Public administration: Administrative Theories. Sahitya Bhawan. 9 Henry, N. (1975). Paradigms of Public Administration. Public Administration Review, 35(4), 378–386. https://doi.org/10.2307/974540 9 Henry, Nicholas (2007). Public administration and public affairs. Pearson/Prentice Hall. 9 Jayal, N.G., & Mehta, P.B. (2011). The Oxford companion to politics in India. Oxford University Press. 9 Prasad, D.R., Prasad, V.S., & Satyanarāyaṇa, P. (1991). Administrative thinkers. Sterling Publishers Private Ltd. 9 Singh, Hoshiar. (2005). Expanding horizons of public administration. Aalekh Publishers. Internet Resources: The internet resources include online articles and e-contents published on websites, blogs, e- Newspaper, online magazines, or scholarly journals, digital repositories, Audio- Visual contents. 1. egyankosh: https://egyankosh.ac.in/handle/123456789/25205 2. epgpathshala on Public Administration: Modules with e-Text, Self-Learning Material: https://epgp.inflibnet.ac.in/Home/ViewSubject?catid=88V8C8jJgAPSNBjF8NZMRA== For Videos only: https://www.youtube.com/playlist?list=PLnl4bzqH5QqLj2Q1RIgmX66fJiLLVFE8H 3. United Nations Public Administration Network (UNPAN) E-Learning Resources: https://sdghelpdesk.unescap.org/e-learning 4. Virtual Tutorial Project, Govt. of Odisha: Lecture Series on Public Administration https://vtputkal.odisha.gov.in/subjectwise/introduction-to-public-administrationcore-06-2/ Activities to do: 1. Carry out a community outreach programme to aware people about the Government’s initiatives on e-Governance. 2. Make an assessment report on the performance/achievement of any scheme or project or organization working in public-private partnership. 3. Develop a set of Good Governance indicators, following international standards and make an assessment of your educational institution on its basis through feedback from employees and students. 4. Conduct a study on any government department or organization examining the applications of the principles of organizations. Discuss your findings with your class. Core XI Semester-V Global Politics Course Objectives: This course introduces students to the key debates on the meaning and nature of globalization by addressing its political, economic, social, cultural and technological dimensions. In keeping with the most important debates within the globalization discourse, it imparts an understanding of the working of the world economy, its anchors and resistances offered by global social movements while analysing the changing nature of relationship between the state and trans- national actors and networks. The course also offers insights into key contemporary global issues such as the proliferation of nuclear weapons, ecological issues, international terrorism, and human security before concluding with a debate on the phenomenon of global governance. Expected Learning Outcomes: The course intends to equip students with a comprehensive understanding of contemporary global issues, fostering critical thinking skills and analytical capabilities essential for engaging with complex international dynamics and contributing to informed decision-making in global contexts. Unit -I: Learners would gain a comprehensive understanding of international relations, global power dynamics, and the political debates surrounding sovereignty and territoriality and the various factors influencing global political processes. Unit-II: Learners would develop insights oncultural diversity and its impact on global interactions and conflicts and how technological advancements influence political, economic, and social structures globally. Unit-III: This unit will aware learners aboutthe objectives and provisions of the NPT (Non- Proliferation Treaty) and CTBT (Comprehensive Nuclear-Test-Ban Treaty) and the impact of these treaties on global security and nuclear disarmament. This would also enable learners to understand the causes, types, and impacts of international terrorism. Unit- IV: This unit would expand learners’ knowledge about the goals related to food security and poverty alleviation within the SDG framework and the objectives and outcomes of major climate summits (e.g., COP meetings) and principles and practices of managing epidemics and natural disasters as well as strategies for preparedness, response, and recovery in the face of epidemics and natural disasters. Course Content: UNIT-I: Globalisation: Perspectives a) Understanding Globalisation and its alternative perspectives b) Global Economy: its significance & anchors of global political economy; IMF, World Bank, WTO, TNCs c) Political Debates on Sovereignty & Territoriality UNIT-II: Globalisation: Issues & Dimensions a) Cultural &Technological Dimensions b) Gender and Human Rights c) Ecological Issues UNIT-III: Issues of Global Commons a) Proliferation of Nuclear Weapons: NPT, CTBT b) International Terrorism& Counter Terrorism Measures c) Crisis of Human Security: Refugee & Migration UNIT-IV: Global Multilateral Governance a) Sustainable Development Goals (SDGs): Food Security & Poverty Alleviation b) Climate Summit, Energy Security& Solar Alliance c) Management of Epidemic &Natural Disaster Essential Readings: 9 Carter, N. (2007). The politics of environment: Ideas, activism, policy. Cambridge University Press. 9 Dicken, P. (2007). Global shift: Mapping the changing contours of the world economy. The Guilford Press. 9 Goldstein, J. (2006). International relations. Pearson. 9 Heywood, A. (2011). Global politics. Palgrave-Macmillan. 9 Kumar, A., & Messner, D. (Eds.). (2010). Power shifts and global governance: Challenges from South and North. Anthem Press.  9 Narlikar, A. (2005). The World Trade Organization: A very short introduction. Cambridge University Press. 9 O’Brien, R., Williams, M., Cottle, D., & Erskine, T. (2000). Contesting global governance: Multilateral economic institutions and global social movements. Cambridge University Press. 9 Ritzer, G. (2010). Globalization: A basic text. Wiley-Blackwell. 9 Steger, M. B. (2009). Globalization: A very short introduction. Oxford University Press. 9 Viotti, P., & Kauppi, M. (2007). International relations. Pearson. Additional Readings: 9 Baylis, J., Smith, S., & Owens, P. (Eds.). (2011). Globalization of World Politics: An Introduction to International Relations. Oxford University Press. 9 Beynon, J., & Dunkerley, D. (Eds.). (2012). Globalisation: The Reader. Rawat Publications. 9 Cohn, T. H. (2009). Global Political Economy. Pearson. 9 Ellwood, W. (2005). The No-nonsense Guide to Globalization. NI-Rawat Publications. 9 Held, D., McGrew, A., Goldblatt, D., & Perraton, J. (1999). Global Transformations: Politics, Economics and Culture. Stanford University Press. (Original work published 1999). 9 Lechner, F., & Boli, J. (Eds.). (2004). The globalization reader. Blackwell. 9 Shimko, K. (2005). International Relations: Perspectives and Controversies. Houghton Mifflin. 9 Vanaik, A. (Ed.). (2004). Globalization and South Asia: Multidimensional Perspectives. Manohar Publications. Internet Resources: The internet resources include online articles and e-contents published onwebsites, blogs, e- Newspaper, online magazines, or scholarly journals, digital repositories, Audio- Visual contents. 1. Global Policy Forum. https://www.globalpolicy.org/globalization.html  2. International Monetary Fund. (2002). Globalization: Threat or Opportunity?. IMF. https://www.imf.org/external/np/exr/ib/2000/041200to.htm 3. World Bank Group. World Bank. https://www.worldbank.org/en/region/globaloverview 4. WTO. Documents and Resources. https://www.wto.org/english/res_e/res_e.htm 5. United Nations Educational, Scientific and Cultural Organization (UNESCO). https://en.unesco.org/ 6. United Nations Environment Programme (UNEP). https://www.unep.org/ 7. Human Rights Watch. https://www.hrw.org/ Activities to do: 1. Debate: Divide students into groups and assign them different perspectives on globalization (e.g., neoliberal, anti-globalization, Marxist) and make them present their arguments in a debate format. 2. Case Study Analysis: Provide students with case studies of globalization's impact on different regions or industries. Ask them to analyse the positive and negative effects from various perspectives. 3. Guest Speaker: Invite a guest speaker who can provide firsthand insights into the effects of globalization on a specific community or industry. 4. Multimedia Project: Ask students to create multimedia presentations (videos, podcasts, infographics) highlighting the interconnectedness of globalization with cultural diversity, technological innovation, gender equality, and environmental sustainability. 5. Field Trip or Virtual Tour: Arrange a field trip or virtual tour to a local cultural centre, technology hub, gender rights organization, or environmental conservation site. Allow students to observe real-world examples and interact with practitioners in these fields. Core XII Comparative Politics Course Objectives: This course aims to familiarise students with basic concepts, methods and scope of comparative politics, different approaches with their strengths and weaknesses. The objective is to provide a deeper understanding of structures and functions of institutions in a comparative perspective. The course will examine politics in a historical framework while engaging with various themes of comparative analysis in developed and developing countries. The historical context of modern state, constitutional development and their political economy could be understood through an analysis of modern state and its processes of communication and culture. Expected Learning Outcomes: After the completion of the course,the learners will be able to understand the concept of comparative politics, different methods and approaches used to study comparative politics and also to evaluate some of the major policies in India. They would be aware about different development approaches and political regimes which distinguishes the political culture of developing countries from that of the developed countries. The unit-wise outcomes are given below. Unit-I: This unit will aware the students about political systems, institutions, and their influence on behaviour, governance, and policy outcomes. It covers voting, public opinion, decision-making processes, rational choice theory, and the Interpretative Approach in comparative politics. Students will also learn about colonialism and decolonization, their historical, political, social, and cultural dynamics, and their significance in comparative politics. Unit-II: The students can develop a comprehensive understanding of the modern nation-state in the Western context and its significance in comparative politics, including its political, economic, social, and cultural dimensions. Pupils can gain a thorough grasp of the Welfare State and its relevance in comparative politics, covering its evolution, challenges in the modern world, ideological underpinnings, historical antecedents, and policy implications. It helps the students to develop a comprehensive understanding of the state, ethnicity, nationalism, and nation-building in the developing world, including their historical roots, contemporary dynamics, and implications for governance, stability, and development. Unit-III: The students may gain a comprehensive understanding of political culture, civic culture, political trust, social capital, post-materialism, and thesis of Huntington's clash of civilizations. This unit may enable the students to understand political communication, mass media's role in democratic societies, and media's influence on political attitudes and outcomes. Unit-IV: This unit explores democratization, a process of regime transformation from authoritarian to democratic systems, analysing key features, drivers, and challenges, and identifying factors facilitating or hindering democratization. The students can develop a comprehensive understanding of the theoretical frameworks and debates surrounding development and under-development, and their implications for policies and practices aimed at promoting global development and social justice. Course Content: Unit: I: Introduction a) Approaches: Institutional and Neo-Institutional Approaches Behavioural Approach: Systems Theory and Structural Functionalism Rational Choice Approach, Interpretative Approach b) Colonialism in Comparative Perspective, Decolonization Unit: II: States and Nations a) Modern Nation State in the West State Theories: Constitutional, Ethical and Moral, Conflict and Pluralist b) The Welfare State: Emergence, Development and Challenges c) The State in the Developing World; Ethnicity and Nationalism, Nation building in the developing world Unit: III: Culture and Communication a) Political Culture: Overview The Civic Culture, Political Trust and Social Capital Post Materialism, Huntington’s Clash of Civilization  b) Political Communication, Mass Media and Democracy: Media influence, Social Media, impact of new technology Unit- IV: Democratization and Development a) Democratization: Regime Transformation, Democracy and Democratization, Waves of Democratization, Democratic consolidation, Role of Civil society in democracy b) Theories of Development and Under-development: Political Development, Modernization, Under-development and Dependency, Globalization and Development Essential Readings: 9 Howard, R. M. (2009). Culture in comparative political analysis. In M. Lichbach & A. Zuckerman (Eds.), Comparative politics: Rationality, culture, and structure (pp. 134- 161). Cambridge University Press. 9 Kopstein, J., & Lichbach, M. (Eds.). (2005). Comparative politics: Interests, identities, and Institutions in a Changing Global Order. Cambridge University Press. 9 Landman, T. (2008). Issues and methods in Comparative Politics: An Introduction. Routledge. 9 Mohanty, M. (1975). Comparative Political Theory and Third World Sensitivity. In Teaching Politics. pp. 22-38. 9 Pennington, M. (2009). Theory, institutional and comparative politics. In J. Bara & M. Pennington (Eds.). Comparative politics: Explaining democratic systems. (pp. 13- 40). Sage Publications. 9 Rosamond, B. (2005). Political culture. In B. Axford, et al. (Eds.), Politics. (pp. 57- 81). Routledge. Additional Readings: 9 Almond, G. A., Bingham Powell, G., Dalton, R. J., & Strom, K. (2009). Comparative Politics Today: A World View (9th ed.). Pearson India. ISBN: 978-0205585960. 9 Andrews, W. G. (1961). Constitutions & Constitutionalism. D. Van Nostrand Company Inc. 9 Bara, J. (2000). Methodologies for comparative analysis. In J. Bara, M. Pennington, D. S. Bell, J. A. J. Evans, C. Needham, B. O’Duffy, & D. Robertson (Eds.),  Comparative Politics: Explaining Democratic Systems. SAGE Publications India Pvt Ltd. 9 Bhambhri, C. P. (1975). Contemporary frameworks of comparative politics: A critique. The Indian Journal of Political Science. 36(4). 414-430. 9 Burney, S. (2012). Chapter Two: Edward Said and postcolonial theory: Disjunctured identities and the subaltern voice. Counterpoints. 417. 41-60. http://www.jstor.org/stable/42981699 9 Caramani, D. (Ed.). (2023). Comparative Politics (6th ed.). Oxford University Press. ISBN: 978-0192846051. 9 Carnes, M. E., & Mares, I. (2007). The welfare state in global perspective. In C. Boix & S. C. Stokes (Eds.), The Oxford Handbook of Comparative Politics. Oxford University Press. 9 Hislope, R., & Mughan, A. (2012). Introduction to Comparative Politics: The State and Its Challenges. Cambridge University Press. 9 Kamrava, M. (2008). Understanding comparative politics: A framework for analysis. Routledge. ISBN: 978-0415773041. Internet Resources: The internet resources include online articles and e-contents published onwebsites, blogs, e- Newspaper, online magazines, or scholarly journals, digital repositories, Audio- Visual contents. 1. Dr. Raghu B T. Introduction to Comparative Government and Politics. SWAYAM. https://onlinecourses.swayam2.ac.in/cec24_hs50/preview 2. Dr. Aijaz Ashraf Wani. Political Processes and Institutions in ComparativePerspective. SWAYAM. https://onlinecourses.swayam2.ac.in/cec24_hs98/preview 3. Kim, Y. C. (1964). The Concept of Political Culture in Comparative Politics. The Journal of Politics. 26(2). 313–336. https://doi.org/10.2307/2127599 4. eGyanKosh. Comparative Politics: Issues and Trends. (MPS-004). IGNOU. https://egyankosh.ac.in/handle/123456789/43906 Activities to do: 1. Ask the students to give summary or book reviews on any topic from this course. 2. Conduct Seminars/workshops on the topics mentioned in the course.  3. The students could be asked to give comparative essays or Multimedia presentation on different countries or different aspects of countries. Core XIII Indian Political Ideas-I Course objective: This course introduces the specific elements of Indian Political Thought spanning over two millennia. The basic focus of the study is on individual thinkers whose ideas are however framed by specific themes and within specific contexts. The course as a whole is meant to provide a sense of the broad streams of Indian thought while giving an understanding about specific knowledge of individual thinkers and texts. Selected extracts from some original texts are also given to discuss in class. Expected Learning Outcome: This course will enable students to gain a comprehensive understanding of the evolution of Indian political thought, its historical and contemporary relevance, and its role in shaping the socio-political landscape of the nation. This knowledge will enable them to critically engage with the complex and dynamic nature of Indian politics and contribute to the ongoing discourse on the country's democratic and developmental trajectories. Unit-I: The students will be able to understand and evaluate the political ideas and theories of Manu including his social laws and Kautilya with a focus on his theory of the state and foreign policy Unit-II: This unit would familiarize the students about the political ideas of Barani, particularly theory of kingship and Abul Fazal’s ideas on monarchy, and will enable them to evaluate their contributions to the Indian political thought. Unit-III: This unit will enhance the understanding of students on political and social ideas of Ram Mohan Roy and Pandita Ramabai and their contributions in the field of social reforms. Unit-IV: This unit will enable students to critically analyse the ideas of spiritual nationalism and universalism of Vivekananda, and Savarkar’s concept of Hindutva. Course Content: Unit-I a) Manu: Social Laws and Dharmic Government b) Kautilya: Theory of State; Statecraft and Government Unit-II a) Barani: Theory of Kingship, Ideal Polity b) Abul Fazl: Monarchy, Views on Administration Unit-III a) Ram Mohan Roy: Liberalism and Social Reforms b) Pandita Ramabai: Gender and Social Reforms Unit-IV a) Swami Vivekananda: Ideal Society, Ideas on Hinduism b) V. D. Savarkar: Hindutva, Nationalism Essential Readings: 9 Altekar, A. S. (2002). State and Government in Ancient India. (3rd ed.). Motilal Banarsidass. 9 Bayly, C. (2010). Rammohan and the advent of constitutional liberalism in India 1800-1830. In S. Kapila (Ed.), An Intellectual History for India. Cambridge University Press. 9 Chakrabarty,Bidyut and Pandey, Rajendra K. (2009). Modern Indian Political Thought: Text and Contex