B.A. Programme (Discipline Courses) in History
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Chci-Mellon Crises of Democracy Global Humanities Institute
CHCI-MELLON CRISES OF DEMOCRACY GLOBAL HUMANITIES INSTITUTE Curriculum #GHI2019 The CHCI-Mellon Crises of Democracy Global Humanities Institute (GHI) is a partnership formed by five universities: Trinity College Dublin, University of São Paulo, Jawaharlal Nehru University, University of Zagreb, and Columbia University. In July 2019, the Crises of Democracy Global Humanities Institute commenced its second and most significant phase: a 9-day summer institute in Dubrovnik attended by a consortium of seasoned humanities scholars and international early career researchers. This group of 40 researchers in various career stages, representing over 30 disciplines and travelling from 5 continents, met in Croatia to examine threats to democracy through the prism of cultural trauma. The programme consisted of lectures, panels, practical skills workshops, film screenings, and early career researcher presentations. One of the main objectives of the GHI was to create a living curriculum open to all. The Crises of Democracy Curriculum is based on our programme in Dubrovnik and has been designed by the GHI faculty: Balázs Apor Nebojša Blanuša Angela Butler Rosemary Byrne Arlene Clemesha Mary Cosgrove Eileen Gillooly Jennifer Edmond Esther Hamburger Marianne Hirsch Stephanie McCurry Sucheta Mahajan Aditya Mukherjee Mridula Mukherjee Jane Ohlmeyer Tomislav Pletenac Bodh Prakash Urmimala Sarkar Munsi Bruce Shapiro The Crises of Democracy Curriculum and Global Humanities Institute is supported by the Consortium for Humanities Centers and Institutes (CHCI) -
Hindutva and Anti-Muslim Communal Violence in India Under the Bharatiya Janata Party (1990-2010) Elaisha Nandrajog Claremont Mckenna College
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2010 Hindutva and Anti-Muslim Communal Violence in India Under the Bharatiya Janata Party (1990-2010) Elaisha Nandrajog Claremont McKenna College Recommended Citation Nandrajog, Elaisha, "Hindutva and Anti-Muslim Communal Violence in India Under the Bharatiya Janata Party (1990-2010)" (2010). CMC Senior Theses. Paper 219. http://scholarship.claremont.edu/cmc_theses/219 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. CLAREMONT McKENNA COLLEGE HINDUTVA AND ANTI-MUSLIM COMMUNAL VIOLENCE IN INDIA UNDER THE BHARATIYA JANATA PARTY (1990-2010) SUBMITTED TO PROFESSOR RODERIC CAMP AND PROFESSOR GASTÓN ESPINOSA AND DEAN GREGORY HESS BY ELAISHA NANDRAJOG FOR SENIOR THESIS (Spring 2010) APRIL 26, 2010 2 CONTENTS Preface 02 List of Abbreviations 03 Timeline 04 Introduction 07 Chapter 1 13 Origins of Hindutva Chapter 2 41 Setting the Stage: Precursors to the Bharatiya Janata Party Chapter 3 60 Bharat : The India of the Bharatiya Janata Party Chapter 4 97 Mosque or Temple? The Babri Masjid-Ramjanmabhoomi Dispute Chapter 5 122 Modi and his Muslims: The Gujarat Carnage Chapter 6 151 Legalizing Communalism: Prevention of Terrorist Activities Act (2002) Conclusion 166 Appendix 180 Glossary 185 Bibliography 188 3 PREFACE This thesis assesses the manner in which India’s Bharatiya Janata Party (BJP) has emerged as the political face of Hindutva, or Hindu ethno-cultural nationalism. The insights of scholars like Christophe Jaffrelot, Ashish Nandy, Thomas Blom Hansen, Ram Puniyani, Badri Narayan, and Chetan Bhatt have been instrumental in furthering my understanding of the manifold elements of Hindutva ideology. -
Communalisation of Education Delhi Historians' Group
Communalisation of Education The History Textbooks Controversy Delhi Historians’ Group CONTENTS Section 1 An Overview Communalisation of Education, The History Textbooks Controversy: An Overview Mridula Mukherjee and Aditya Mukherjee Section 2 What Historians Say 1. Propaganda as History won’t sell Romila Thapar 2. Historical Blunders Bipan Chandra 3. The Rewriting of History by the Sangh Parivar Irfan Habib 4. Communalism and History Textbooks R. S. Sharma 5. Guru Tegh Bahadur’s Martyrdom Satish Chandra 6. NCERT, ‘National Curriculum’ and ‘Destruction of History’ Arjun Dev 7. Does Indian History need to be re-written Sumit Sarkar Section 3 What other Commentators Say 1. Talibanasing Our Education Vir Sanghvi 2. Udder Complexity Dileep Padgaonkar 3. Textbooks and Communalism Rajeev Dhavan 4. Consensus be Damned Anil Bordia 5. What is History Subir Roy 6. History as Told by Non-Historians Anjali Modi 7. History,Vaccum-Cleaned Saba Naqvi Bhaumik 8. Joshi’s History Editorial in Indian Express 9. History as Nonsense Editorial in Indian Express Section 4 Text of the Deletions made from the NCERT books Section 1: An Overview COMMUNALISATION OF EDUCATION THE HISTORY TEXTBOOK CONTROVERSY: AN OVERVIEW Mridula Mukherjee and Aditya Mukherjee Professors of History Centre for Historical Studies Jawaharlal Nehru University The current controversy over the nature of history textbooks to be prescribed in schools reflects two completely divergent views of the Indian nation. One of the most important achievements of the Indian national movement, perhaps the greatest mass movement in world history, was the creation of the vision of an open, democratic, secular and civil libertarian state which was to promote a modern scientific outlook in civil society in independent India. -
B.A. History Syllabus Click Here to Download
Prepared on the Guidelines of the U.G.C Courses of Study For Under Graduate Studies Department of History Under Choice Based Credit System (CBSE) To be implemented from Academic Session 2018-2019 Dr. Shyama Prasad Mukherjee University Morabadi, Ranchi, Jharkhand - 834009 1 CONTENTS Page 1. Introduction for B.A. Honours Course 03 2. Scheme for Choice Based Credit System (CBCS) in B.A. Honours 04-07 3. Core Papers (C) 08-31 4. Discipline Specific Elective (DSE) 32-44 5. Generic Elective (GE) 45-57 6. Skill Enhancement Course (SEC) 58-63 7. Scheme for Choice Based Credit System (CBCS) in B.A. (General and Pass Course) Program 64 8. Structure of B.A. (General and Pass Course) Programme, History as Discipline-1 under CBCS 65 9. Discipline Specific Course (DSE) 66-70 10. Discipline Specific Elective (DSE) 71-76 11.Generic Elective (GE)/Inter-Disciplinary 77-83 11. Ability Enhancement Elective Course (AEEC) 84-90 ___________ 2 INTRODUCTION The B.A. History Hones course will be of 3 years with 6 semesters in every 6 months under choice-based credit system (CBCS). There will be 14 papers (Core Course) in all. The students will offer 2 ability enhancement compulsory courses (AECC) in each first and second semester, 2 skill enhancement course (SEC) in each third and fourth semester. And 4 papers each from a list of discipline specific elective (DSE) in each fifth and sixth semester and generic elective papers (GE) in each first, second, third and fourth semester in each respectively. The examination will be taken for 80 marks for each paper in one sitting for 3 hrs at end of every semester. -
Bipan Chandra, Editor, the Indian Left: Critica/ Appraisa!S, New Delhi, 1983
Hitotsubashi Journal of Social Studies 21 (1989) 23-59. C The Hitotsubashi Academy ASPECTS OF THE TRANSFORMATION PERIOD IN THE MODERN AND CONTEMPORARY WORLD BlpAN CHANDRA This paper deals with aspects of transformation during the transition from colonial to post-colonial societies. Most post-colonial societies set out to achieve an independent industrial economy. The question that has been raised, both theoretically and empirically, has been : can an ex-colony whose economy and society were integrated into the world cap- italist economy in a subordinate position develop an independent economy, especially on the basis of capitalism? This paper tries to deal wlth this question with special reference to India. I Among the Marxists, the most widely held assumption since the 6th Congress of the Comintern in 1928-and more recently since the works of Paul Baran and Andre Gunder Frank-has been that no independent economic development in an ex-colony is possible unless it makes a complete break with the world capitalist system and goes over to socialism. On the contrary, so long as it remains capitalist its economic, social and political subordina- tion or dependence would not only be reproduced but would become stronger and more thorough after national (political) Iiberation. In fact, the more capitalism develops and penetrates society, the more its underdevelopment. In particular, the bourgeoisie of an ex-colony following the capitalist path is incapable of undertaking the task of independent development. Such is the logic of the accumulation of capital on a world scale. At the very outset, one must acknowledge with gratitude the pioneering role of the Comintern and Paul Baran and Andre Gunder Frank and later of Samir Amin in open- ing up and analyzing the phenomena of colonialism and underdevelopment in colonial and semi-colonial countries. -
The 40Th Annual Conference on South Asia (2011)
2011 40th Annual Conference on South Asia Paper Abstracts Center for South Asia University of Wisconsin - Madison Aaftaab, Naheed Claiming Middle Class: Globalization, IT, and exclusionary practices in Hyderabad In this paper, I propose that middle class identity in the IT sector can be read as part of an “identity politics” that claim certain rights and benefits from governmental bodies both at the national and international levels. India’s economic growth since the 1991 liberalization has been attended by the growth of the middle classes through an increase in employment opportunities, such as those in the IT sector. The claims to middle class status are couched in narratives of professional affiliations that shape culturally significant components of middle class identities. The narratives rely on the ability of IT professionals to reconcile the political identities of nationalism while simultaneously belonging to a global work force. IT workers and the industry at large are symbols of India’s entry into the global scene, which, in turn, further reinforces the patriotic and nationalist rhetoric of “Indianness.” This global/national identity, however, exists through exclusionary practices that are evident in the IT sector despite the management’s assertions that the industry’s success is dependent on “merit based” employment practices. Using ethnographic data, I will examine middle class cultural and political claims as well as exclusionary practices in professional settings of the IT industry in order to explore the construction of new forms of identity politics in India. 40th Annual Conference on South Asia, 2011 1 Acharya, Anirban Right To (Sell In) The City: Neoliberalism and the Hawkers of Calcutta This paper explores the struggles of urban street vendors in India especially during the post liberalization era. -
Vd Savarkar, Subhas Chandra Bose, Ms Golwalkar, and The
THE INVENTION OF HINDUSTAN: V.D. SAVARKAR, SUBHAS CHANDRA BOSE, M.S. GOLWALKAR, AND THE MODERNIZATION OF HINDU NATIONALIST LANGAUGE ____________________________________ A Thesis Presented to the Faculty of California State University, Fullerton ____________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in History ____________________________________ By Christopher Chacon Thesis Committee Approval: Professor Robert McLain, Chair Professor Jasamin Rostam-Kolayi, Department of History Professor James Santucci, Department of Comparative Religion Summer, 2016 ABSTRACT In this thesis I argue that Hindu nationalist terminology, particularly the concepts of Hindutva, Samyavada, and national identity, modernized amid currents of globalization and neocolonialism in the early twentieth-century. In the theoretical section, I examine how systems of knowledge and power in India were directly and indirectly affected by the globalization of western modernity. In the primary source analysis section, I discuss three prominent Hindu nationalists and their ideas in support of the argument made in the theoretical section. Veer Vinayak Damodar Savarkar (1883-1966), the philosopher of Hindutva, represented the ethno-nationalistic component to Hindu nationalism and looked to cultural motifs in order to unify the “true” people of India. Netaji Subhas Chandra Bose (1897-1945), the militant hero who formed the Indian National Army and outright opposed the British, contributed the aggressive discourse of nationalist rhetoric. Sarsanghchalak Madhav Sadashiv Golwalkar (1906-1973), the supreme leader of the Rashtriya Swayamsevak Sangh (RSS), utilized Hindu nationalist rhetoric in order to mesmerize post-independence Indians and lay the foundation for the future of the RSS. Although these individuals represented a current within Indian nationalist history, their lives and literature influenced the language of Hindu nationalism. -
Maharashtra Board Class 10 History and Political Science Solved Previous Year Question Paper 2019
Maharashtra Board Class 10 History and Political Science Solved Previous Year Question Paper 2019 1 (A) Choose the correct option from the given options and complete the sentences. [4] 1. ‘Primitive Communism to Slavery’ represents the _______ historiography. (A) Colonial (B) Orientalist (C) Nationalistic (D) Marxist Answer: Option D: Marxist 2. The National Archives of India is in _______. (A) Delhi (B) Kolkata (C) Mumbai (D) Chennai Answer: Option A: Delhi 3. The first English newspaper in India was started by _______. (A) James Augustus Hickey (B) Sir John Marshall (C) Allen Hume (D) Balshastri Jambhekar Answer: Option A: James Augustus Hickey 4. The ancient event of Olympic competitions used to be held at _______. (A) Greece (B) Rome (C) India (D) China Answer: Greece (B) Identify the wrong pair in the following, correct it and rewrite: [4] 1. 1. Georg Wilhelm Reason in History Friedrich Hegel 2. Leopold von Ranké The Theory and Practice of History 3. Herodotus The Histories 4. Karl Marx Discourse on the Method Answer: The first three pairs are correct. The wrong pair is no. 4. Karl Marx is discourse of the method written by Rene Descartes. 2. 1. Qutb Minar Mehrauli 2. Gol Gumbaz Bijapur 3. Chhatrapati Shivaji Maharaj Railway Terminus Delhi 4. Taj Mahal Agra Answer: The wrong pair is no. 3. Chhatrapati Shivaji Maharaj Railway Terminus is located in Mumbai. 3. 1. Keechakvadh Krishnaji Prabhakar Khadilkar 2. Ekach Pyala Ram Ganesh Gadkari 3. Ithe Oshalala Mrutyu Vasant Kanetkar 4. Natasamrat Vijay Tendulkar Answer: No. 4 option is the wrong pair. Natasamrat was written by VV Shrivadkar. -
Development with Democracy for the Post Colonial South: from Dependancy to Globalisation
Development with Democracy for the Post Colonial South: From Dependancy to Globalisation Aditya Mukherjee Jawaharlal Nehru University Paper read at Institute of Advanced Study, University of Sao Paulo, Brazil 25-26 June 2012 The revisionist view of colonialism which seeks to portray colonialism in a positive light has now become once again fashionable. This is particularly true for countries which in recent years have been doing very well, countries in East, South East and South Asia such as China, South Korea, Indonesia and India. Surprisingly, the view that is now being argued is that the current success of this region is closely connected with the colonial experience. It is suggested that it is the colonial opening up, which created the conditions for the economic take off in these countries. A peculiar argument has emerged which tries to claim the credit for the current success of this region to their colonial past. By a virtual sleight of hand, the two processes of globalization one under colonialism, between the 16th and the 19th century, and the other after the Second World War adopted by independent nation states are conflated. The fact that in the colonial period there was an enormous movement of labour and capital, and an enormous expansion of trade is being conflated with a similar expansion, in fact in some ways even a larger expansion, of trade and movement of capital that was witnessed in the 20th century especially since the 1960s. No mention, of course, is made of the fact that in the later phase labour did not move as easily as it used to move in the early colonial phase or of the fact that the earlier process occurred under colonial hegemony for colonial purposes while the latter process was essentially mediated through independent nation states in a vastly changed global capitalist system.1 In this colonial understanding, the “bad” phase in the post-colonial countries like India was the nationalist, ‘protectionist’ phase which attempted to un-structure colonialism and promote national development. -
Dr Richa Raj Assistant Professor Department of History Jesus and Mary College University of Delhi
Dr Richa Raj Assistant Professor Department of History Jesus and Mary College University of Delhi Areas of interest: Communalism, Socio-religious reform movements, Gender Studies, Education in Modern Indian History; Oral History Awarded PhD degree for research work on ‘Social and Political Impact of the Arya Samaj Movement in North India, 1890-1947’ in 2013, at Centre for Historical Studies, Jawaharlal Nehru University, New Delhi, under the research guidance of Professor Mridula Mukherjee Member of the Statutory Body, Academic Council, University of Delhi, February 2017- February 2021 • Have taught papers: History of Modern India, 1750s-1950s (BA Hons), History of India, 1750s- 1970s (BA Prog), The Rise of the Modern West (BA Hons), Reading Gandhi (Inter-disciplinary course), Issues in 20th century World History, History of China and Japan (BA Hons), Cultural Transformations in Early Modern Europe (c.1500-1800), Introduction to Indian Art, Delhi Through the Ages. Member of Academic Bodies: *Indian History Congress (IHC) *Oral History Association (OHA) PhD Evaluation: *Evaluated PhD thesis on ‘State Policy towards Elementary Education in Independent India: 1966-2009’, by Resmi P. Bhaskaran, Centre for Historical Studies, Jawaharlal Nehru University, New Delhi, February 2019 Summer Institute: Attended Summer Institute 2019 at Columbia Centre for Oral History Research, Columbia University, from June 17th till June 29th, 2019. The theme of the Institute was ‘Oral History from the Margins to the Centre: Narrating the Politics of Our Time’ Project Mentoring • Have mentored a group of 10 students of Jesus and Mary College on a research project entitled ‘Amalgamation: A Study of Buddhist Monastic Orders and their Belief Systems in Sikkim’ under the auspices of the Gyanodaya project of the University of Delhi, 18 December- 29 December 2014. -
ICSE Class 7 History Syllabus the Medieval World
ICSE Class 7 History Syllabus The Medieval World Theme 1: Medieval Europe – Rise and Spread of Christianity ‘Medieval Europe – ise and pread of Christianity’ aims at exposing and providing children information to be able to understand the transition of Europe from the Ancient Roman Empire to the Medieval Byzantium Empire. The rise and spread of Christianity will broaden their perspectives on beliefs across the globe. Learning outcomes: Children will be able to: trace the origin and spread of Christianity; reflect on the basic principles and teachings of Christianity; identify similarities in the good teachings of the various forms of Religion; discuss and analyse the relevance of Christ’s teachings in the present-day context; analyse the relationship between the decline of the Roman empire and the spread of Christianity; study the impact of crusades in Europe; analyse the influence of the church on the life of the people in Europe. Medieval Europe – Rise and Spread of Christianity Key Concepts / Suggested Transactional Suggested Learning Concerns Processes Resources Meaning of the term Mind mapping of the European Related films, videos and ‘Medieval’, tracing the society during the medieval period and documentaries. beginning of the Medieval the circumstances that led to the rise of Role play period in the world and Christianity. Mind mapping India on the basis of Organising discussions with children Flowcharts on: Quizzes evidences. sharing their previous knowledge (if Children’s illustrated Bible Socio / political any) about Christianity. and Encyclopaedia. circumstances. appreciating the good teachings that PPTs. Birth of Christianity. various religions offer. Heritage walks – to a Roman conquest of constructing a time line on the rise Church Palestine. -
India's Struggle for Independence 1857-1947
INDIA’S STRUGGLE FOR INDEPENDENCE 1857-1947 BIPAN CHANDRA MRIDULA MUKHERJEE ADITYA MUKHERJEE K N PANIKKAR SUCHETA MAHAJAN Penguin Books CONTENTS INTRODUCTION 1. THE FIRST MAJOR CHALLENGE: THE REVOLT OF 1857 2. CIVIL REBELLIONS AND TRIBAL UPRISINGS 3. PEASANT MOVEMENTS AND UPRISINGS AFTER 1857 4. FOUNDATION OF THE CONGRESS: THE MYTH 5. FOUNDATION OF THE INDIAN NATIONAL CONGRESS: THE REALITY 6. SOCIO-RELIGIOUS REFORMS AND THE NATIONAL AWAKENING 7. AN ECONOMIC CRITIQUE OF COLONIALISM 8. THE FIGHT TO SECURE PRESS FREEDOM 9. PROPAGANDA IN THE LEGISLATURES 10. THE SWADESHI MOVEMENT— 1903-08 11. THE SPLIT IN THE CONGRESS AND THE RISE OF REVOLUTIONARY TERRORISM 12. WORLD WAR I AND INDIAN NATIONALISM: THE GHADAR 13. THE HOME RULE MOVEMENT AND ITS FALLOUT 14. GANDHIJI‘S EARLY CAREER AND ACTIVISM 15. THE NON-COOPERATION MOVEMENT— 1920-22 16. PEASANT MOVEMENTS AND NATIONALISM IN THE 1920’S 17. THE INDIAN WORKING CLASS AND THE NATIONAL MOVEMENT 18. THE STRUGGLES FOR GURDWARA REFORM AND TEMPLE ENTRY 19. THE YEARS OF STAGNATION — SWARAJISTS, NO-CHANGERS AND GANDHIJI 20. BHAGAT SINGH, SURYA SEN AND THE REVOLUTIONARY TERRORISTS 21. THE GATHERING STORM — 1927-29 22. CIVIL DISOBEDIENCE— 1930-31 23. FROM KARACHI TO WARDHA: THE YEARS FROM 1932-34 24. THE RISE OF THE LEFT-WING 25. THE STRATEGIC DEBATE 1935-37 26. TWENTY-EIGHT MONTHS OF CONGRESS RULE 27. PEASANT MOVEMENTS IN THE 1930s AND ‘40s 28. THE FREEDOM STRUGGLE IN PRINCELY INDIA 29. INDIAN CAPITALISTS AND THE NATIONAL MOVEMENT 30. THE DEVELOPMENT OF A NATIONALIST FOREIGN POLICY 31. THE RISE AND GROWTH OF COMMUNALISM 32.