Centre For Women'S Studies, A.m.u., Aligarh
Advanced Centre for Women’s Studies,Aligarh Muslim University2020 - 21SYLLABUSB.A. SEMESTER IWSB 151: WOMEN’S STUDIES CONCEPTSMax. Marks:100Sessional: 30End Semester:70Credits: 04(Compulsory)Course Objective: The paper aims to introduce the students to the concepts in Women’s Studies andalso give them a broad overview of the subject.Course Outcome:After completing the course the students are expected to be able to: Understand the notions and impacts of gender differences.Examine and critique gender assumptions underlying social aspects.Comprehend the impact of gender on individuals' historical and contemporary agency.Critique ideological assumptions and different feminist thoughts .Concept of Gender- Difference between Sex and Gender, Social Construction of GenderDifferent Gender Norms for Women and Men, Notions of Masculinity and Femininity, GenderedRoles and Responsibilities, Gender Division of Labour, Need for Gender SensitizationConcept and History of Patriarchy and Matriarchy, Characteristics of Patriarchal and MatriarchalSocieties, Matrilineal and Matrilocal Systems in India, Khasi Community in Meghalaya and NairCommunity in KeralaWomen’s Studies: Meaning and Concept, Women’s Studies as an academic discipline,Interdisciplinary Nature of Women’s Studies, Need and Scope of Women’s Studies, Challenges ofWomen’s studiesCommittee on the Status of Women in India (CSWI),1971, Towards Equality Report, Origin andGrowth of Women’s Studies in India, First National Conference on Women’s Studies, SNDTWomen’s University, 1981, Establishment of UGC Centres for Women’s Studies in the Universities,Women’s Studies as an Academic Arm of Women’s MovementDefinition and Concept of Feminism, Origin and Growth of Feminist MovementSeneca Falls Convention, 1948Kinds of Feminism- Liberal Feminism, Mary Wollstonecraft: The Vindication of the Rights ofWomen, 1792, Marxist FeminismFriedrich Engels: Origin of Family Private Property and the State, 1884, Socialist Feminism, RadicalFeminism, Simone de Beauvoir: The Second Sex, 1949.Suggested Readings:Bhasin, K. (2000). Understanding Gender. Kali for Women. New Delhi.Chopra, R. (Ed.). (2006). Reframing Masculinities Narrating the Supportive of Man. Delhi.Geetha, V. (2006). Gender. Bhatkal & Sen. Calcutta.Glover, D. & C. Kaplan. (2009). Genders. Routledge. New York.Bhasin, K. (2004). Exploring Masculinity. Kali for Women. New Delhi.John. M. E. (Ed). (2008).Women’s Studies in India: A Reader. Penguin India. New Delhi.Chakravarti, U. (2006). Gendering Caste: Through Feminist Lens. Bhatkal & Sen. New Delhi.Mohanty, M. (Ed.). (2004). Class, Caste, Gander. Sage Publications. New Delhi.Bhasin, K. (2006). What is Patriarchy?. Kali for Women. New Delhi.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityWharton, A. S. (2005). The Sociology of Gender: An Introduction to Theory and Research.Wiley-Blackwell. Australia.Chaudhuri, M. (2006). Feminism in India. Zed Books Ltd. New Delhi.Kumar, R. (1997). The History of Doing. Zubaan, New Delhi.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityMax. Marks: 1002020 - 21Sessional: 30SYLLABUSEnd-Semester: 70B.A. SEMESTER IWSB 152: WOMEN IN PRE- INDEPENDENT INDIACredits: 02 (Compulsory)Course Objective: To make students aware regarding the status of women in pre modern Indiansociety and various aspects of women’s question during nationalist struggle for independence.Course Outcome: Students learn the feminist aspect of Indian society which is generally ignored in traditionallearning of history. Students will be able to understand the logical sequencing of events in removing social evilsagainst women, their antecedents. This paper will help them to understand the legal disabilities of Indian women, their historicaldemands and their struggle in the colonial India. It will also analyse the role of women innational freedom movement. This paper will help students to develop critical understanding about women’s status inAncient, Medieval and Modern India.Gender in the division of labour in primitive societies: Gordon Child’s theory ofNeolithic RevolutionWomen in the Indus Valley CivilizationWomen in the Vedic SocietyOutlook towards women in Jainism and BuddhismThe Smritis and the position of womenWomen in Islamic law: Free women’s rights; Marriage & divorceGender division of labour in Mughal India.Women’s work in Colonial economyReform in Nineteenth Century: Effort to modernize Women’s roleThe struggle for women’s educationThe National Movement and women’s rightWomen’s organizations and the nature of their demandsbefore1947Suggested Readings:Habib I. (2001). Pre History, Vol 1. New Delhi: Tulika books.Habib I. (2002). The Indus Civilisation. New Delhi: Tulika books.Habib I. and Thakur V. (2003). The Vedic Age. New Delhi: Tulika books.Gorden V Childe (2003). Man Makes Himself, 4th edition. London: Richard clay publication.Forbes G. (2004). Women in Modern India, 4th edition, London: Cambridge University Press.Kumkum Roy ed. (1999). Women in Early Indian Societies. New Delhi: Manohar Publishers.Sita A. Raman (2009). A social and Cultural History, Volume1. Connecticut: Oxford: Praeger.Sita A. Raman (2009). A social and Cultural History, Volume 2. Connecticut: Oxford: Praeger.Iftikhar R. (2016). Indian Feminism: Class, Gender & Identity in Medieval Ages. Chennai: NotionPress.Iftikhar, R. (2012) ‘Labor Class of Women in Mughal India’. A Research Journal of South AsianStudies, Vol. 27, No. 1.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityMax. Marks:1002020 - 21Sessional: 30End Semester:70SYLLABUSB.A. SEMESTER IIWSB 252: WOMEN’S PARTICIPATION IN INDIAN ECONOMYCredits: 02 (Compulsory)Course Objective: To acquaint students with the understanding that in what kinds of economicactivities women participate and how they contribute in the nation’s economy. But their contributiondoes not get its due recognition and what alternatives could be evolved so that women attain equalrights in the field of economic development.Course Outcome: Students develop understanding about the economic system of India. They are informed about the effects of globalization on women. Students are informed about working conditions of women in organized and unorganizedsectors, and about various organizations of women workers. Students develop critical thinking about the contribution of women in economic developmentof the country.Major types of economic systemNational Income, Poverty and UnemploymentGender in Economics: The Indian Experience; Male and Female farming systems: effect of Divisionof labour, veil and population pressure;Female Casual Workers: influence of caste, cheap labour etc.Feminist concern in the light of Shramshakti reportGlobalisation and Women workers in India;Organisations working for Women’s Economic Empowerment: Self Employed Women’sAssociation (SEWA), Working Women’s Forum (WWF) and Grameen Bank.Role of Self Help Group in Women empowermentConcept of Entrepreneurship: With reference to women Entrepreneurship in IndiaSuggested Readings:Ester B. (1970). Women’s Role in Economic Development. London: George Allen and Unwin.Shramshakti Report (1988). National Commission for Self Employed Women and Women inInformal Sector.Rekha Datta (2003). ‘From Development to Empowerment: The Self-Employed Women'sAssociation in India’. International Journal of Politics, Culture and Society, Vol. 16, No. 3.U Kalpagam (2011). Gender and Development in India: Current issues. Jaipur: RawatPublications.Dasgupta, K. (2013). ‘Globalisation and Indian Women: Problems, Possibilities and Informationneeds–An Overview’. World Library and Information Congress: 69th IFLA General Conferenceand Council.Subhbhalaksmi, G. Impact of Globalisation on Indian women worker. Washington D.C.:International Model Project for Women’s Rights.Lavanya, T. (2010). Women empowerment through entrepreneurship. New Delhi: New CenturyPublications.Siddique, S. (2008). Women entrepreneurs in export trade. New Delhi: Regal Publications.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityTambunan, T. (2009). ‘Women entrepreneurship in Asian developing countries: Theirdevelopment and main constraints’. Journal of Development and Agricultural Economics, Vol.1(2), pp. 27-40.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityMax. Marks:100Sessional: 30End Semester:702020 - 21SYLLABUSB.A. SEMESTER IIWSB 253: WOMEN’S MOVEMENT IN INDIA AND THE WORLDCredits: 04 (Compulsory)Course Objective: Women’s Studies evolved as a part of the women’s movement. Hence, studyingwomen’s movement is an important part of the discipline of women’s studies.Course Outcome: The paper will introduce the students, to the important milestones in the development of thewomen’s movement in India and the world. It will help students create interconnections between women’s movements in India and theworld. It will enable the students to appreciate the contributions made by the Women’s Movement inPost-Independent India towards their emancipation.French Revolution and Women’s Struggle: Women’s Rights and ParticipationWomen Suffrage Movement in Great BritainWomen’s Suffrage Movement in USASeneca Fall Convention, National Women’s Suffrage Association, 14 th, 15th and 19th amendment tothe US ConstitutionWomen’s Movement USA in the 1960s and 1970sBlack Feminist Movement in USASocialist Revolution and the efforts for the emancipation of women in erstwhile USSRWomen’s Movement in Post-Independent India: The Telangana, Shahada Movement, the AntiPrice Rise Movement, Navnirman MovementWomen’s Organizations : Progressive Organization for Women (POW)Self Employed Women’s Association (SEWA)All India Democratic Women’s Association (AIDWA).Violence against Women and the Rise of the Women’s Movement (1970s and 1980s).Suggested Readings:Minault, Gail (ed.) (1989). The Extended Family: Women and Political Participation inIndia and Pakistan, Chanakyai Publications, Delhi.BasuAparna and Bharati Ray (2002). Women’s Struggle: A History of the All IndiaWomen’s Conference: 1927-2002, Manohar Publications, New Delhi.Nair, Janaki (1996). Women and Law in Colonial India: A Social History, Kali for Womenin collaboration with National Law School of India University.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityKumar, Radha (1993). History of Doing: An Illustrated Account of Movements forWomen’s Rights and Feminism in India, 1800-1990,Zubaan.SangariKumkum and Suresh Vaid (eds.) (1989). Recasting Women: Essays in ColonialHistory, Zubaan: An Imprint for Kali for Women.Forbes, Geraldine (1996). Women in Modern India, Cambridge University Press.----------------------(2005). Women in Colonial India: Essays on Politics, Medicine, andHistoriography, Chronicle Books, New Delhi.Khullar, Mala (ed.) (2005). Writing the Women’s Movement: A Reader. Zubaan, anImprint of Kali for Women, New Delhi.Chaudhari, Maitrayee(1993). Indian Women’s Movement: Reform and Revival, RadiantPublishers.M. BahatiKuumba(2003).Gender and Social Movements, Rawat Publications,Lee Ann, Banaszak (2010). The Women’s Movement Inside and Outside the State,Cambridge University Press.Desai, Neera (ed.) (1988) A Decade of Women’s Movement in India, Himalaya PublishingHouse, 1988.Bhatt, Ela R. (2006). We Are Poor but So Many: The Story of Self- Employed Women inIndia, Oxford University Press, New Delhi.Menon, Ritu (ed.)(2011). Making a Difference: Memoirs from the Women’s Movement inIndia, Kali for Women and Women Unlimited, 2011.Ila Patel, ‘Contemporary Women’s Movement and Women’s Education in India’,International Review of Education, Vol. 44, No.2/3, Social Movements and Education,(1998), pp.155-175.Mazumdar,Vina.‘Women’s Studies and Women’s Movement in India: An Overview’,Women’s Studies Quarterly, Vol.22, No.3/4, Women’s Studies: A World View(Fall Winter ,1994), pp. 42-54.Calman, Leslie J.‘Women and Movement Politics in India’, Asian Survey, Vol.29, No.10,(October, 1989), pp. 940-958.Supriya Akerkar. ‘Theory and Practice of Women’s Movement in India: A DiscourseAnalysis’, Economic and Political Weekly, Vol. 30, No. 17 (April 29, 1995), pp. WS2WS23.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityMax. Marks:1002020 - 21Sessional: 30SYLLABUSEnd Semester:70B.A. SEMESTER IIIWSB 351- THEORETICAL PERSPECTIVES IN WOMEN’S STUDIESCredits: 04 (Compulsory)Course Objective: The paper will give the students an in depth understanding of the theoreticalaspects of the subject.Course Outcome: Students will be able to develop critical insight about the construction of identities and reflecton the ways to channelize their own lives and lives of the others in constructive ways. The theoretical perspectives will make students learn the nuances of the distribution of powerin a given societal context. Students will be able to understand the intricacies of asymmetries in a particular socialcontext and the strategies to challenge the same.Feminist Theory: Evolution of Feminist Theoretical Frameworks and a Study of Different Waves ofFeminismTheorizing Gender (Sex-Gender binary and its criticism)Sexuality (the concept of Heteronormativity)Understanding Patriarchy and its ManifestationsConceptualizing Equality (Equality and Non-discrimination, difference between Formal andSubstantive Equality) and FreedomFeminism and Cultural Theory: Concepts of Popular Culture and Cultural ConsumptionFeminist encounters with language: Sexism and Invisibility of womenFeminism and Materialist Theories: Essentialism, Biological Determinism and MaterialismFeminism and Postmodernism: Michel Foucault’s ideas on Discursive Power and Knowledge,Jacques Derrida’s concept of deconstruction and Jacques Lacan’s concept of Mirror StageSocial Construction of Hierarchy: A Feminist Perspective on Race, Class and Caste (UnderstandingIntersectionality)Women, Globalization and Development: A theoretical framework (Modernization,Underdevelopment Theories)Politics of Location: Understanding Space in Feminist PerspectiveSuggested Readings:Audre Lorde (1979), “The Master’s Tools Will Never Dismantle the Master’s House”.Uma Narayan (1997), “Contesting Cultures: “Westernization,” Respect for Cultures, and ThirdWorld Feminists, in Dislocating Cultures: Identities, Traditions, and Third World Feminisms, NewYork: Routedlge.Mahasveta Devi (1997) “The Breast Giver” and “Behind the Bodice” Breast Stories, Trans. GayatriChakravorty Spiyak, Calcutta: Seagull Books.Caroline Ramazanoglu (1989), Feminism and the Contradictions of Oppression, London: Routledge.Rosemarie Tong (2013), Feminist Thought: A Comprehensive Introduction, Routledge.Valerie Bryson (2003), Feminist Political Theory: An Introduction, London:Palgrave Macmillan.Mary Eagleton (2008), A Concise Companion to Feminist Theory, Blackwell Publishing.Maggie Humm (2003), The Dictionary of Feminist Theory, Second Edition, Edinburgh UniversityPress.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityJudith Lorber (2005), Gender Inequality: Feminist Theories and Politics, Third Edition, RoxburyPublishing Company.Kimberle Crenshaw (1997) “Intersectionality and Identity Politics: Learning from Violence againstWomen of Color” in Mary Lyndan Shanley and Uma Narayan (eds.) Reconstructing PoliticalTheory: Feminist Perspectives, Pennsylvania State University Press.Chandra Talpade Mohanty (2008) “Under Western Eyes” Revisited: Feminist Solidarity throughAnticapitalist Struggles”, Signs: Journal of Women in Culture and Society, University of ChicagoPress Journal.
Advanced Centre for Women’s Studies,Aligarh Muslim University2020 - 21SYLLABUSB.A. SEMESTER IIIWSB 352- GENDER AND VIOLENCEMax. Marks:100Sessional: 30End Semester:70Credits: 02 (Compulsory)Course Objective: Gender based violence is a major problem in every society. The paper aims tomake. The student aware of the issue of gender based violence, it’s magnitude and its forms.Course Outcome: After going through this paper student will understand about the gender specific violence. They will be able to develop critical thinking about gender based violence theories. Students will be able to understand and critically evaluate the role of media and other socialinstitutions in shaping the gender based violence. This paper will also enhance, students’ knowledge regarding National and International lawsthat helps curbing gender based violence.Definition and Concepts of Violence: Views of Gail Omvedt, Malavika Karlekar and Govind KelkarSocio- Cultural aspects of violence against women in Indian Perspective: Role of media, Agents ofSocialization, Political Institutions among others.Socio-political psychology of ViolenceManifestation of Violence in Physical, Psychological, Emotional formsViolence against Women in Public and Private Spheres: Domestic Violence and Sexual Harassmentat the WorkplaceIdea of Honour and Violence against Women: Issue of Honour KillingWomen Victims- Communal; Ethnic; Caste; TribeWar Time ViolenceSex TraffickingLegal Safeguards for the protection of women: National and International Laws relating to theprevention of violence against womenSuggested Readings:Devi, Laxmi (1998). Crime Atrocities and Violence Against Women and Related Laws of Justice.New Delhi: Anmol Publications Pvt. LimitedThomas, Joseph (2001). Social Movements and Violence. New Delhi: Mittal Publications.Krishnaraj, Maithreyi Ed. (1991). Women and Violence: A Country Report. Bombay: ResearchCentre for Women' Studies, SNDT Women's University.Jaising, Indira Ed (2009), Law of Domestic Violence. New Delhi: Lexis Nexis.Chatterjee, Partha Ed. (2001). Community, Gender and Violence. New York: Columbia UniversityPress.Geonesekere, Savitri, Ed (2004), Violence, Law and Women’s Rights in South Asia. Colombo: SagePublicationWelehman, Lynm Ed. (2005). Honour: Crimes, Paradigms and Violence Against Women. London:Zed books.Omvedt, Gail (1995) Violence against Women. New Delhi: Kali for Women.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityMax. Marks:1002020 - 21Sessional: 30SYLLABUSEnd Semester:70B.A. SEMESTER IVWSB 451: WOMEN IN CONTEMPORARY INDIAN SOCIETYCredits: 04 (Compulsory)Course Objective: This course is aiming to introduce the different aspect of women’s life in Indiansociety and the role of social institutions to determine it.Course Outcome: This course will help students develop a comprehensive and systematic understanding ofvarious social issues and problems. Students will be equipped to take up and enter any field, requiring deep social understandingfor conflict resolution. The content of the course will develop students’ skills to frame better essays and answers forcompetitive exams apart from their academic training. Students will be acquainted with various contemporary and emerging discourses in India,which are a must for the culture of debates and discussions for meaningful closures.Theories of Social StructureGender and Stratification: Structures of patriarchy; Social Change, Agency, InstitutionSocial Mobility: Concept and types; Concepts of Values, Norms, Mores and StatusStructure of Indian Society: Caste, Tribe, Sacred/Non-Sacred, Pure/impure, UntouchabilityWomen’s contribution in shaping Indian society: Savitribai Phule, Rashid Jahan, KamaladeviChattopadhyay, Ismat Chugtai, Fatima SheikhFeminism in India: Past-present continuumPosition of Women in India: Education, Political Participation and workforce participationIndian Kinship order: Women, Hierarchy, Inheritance, Marriage allianceGender and Caste in India; Gender and Tribe in IndiaWomen and Citizenship: Women and Reservation in India; Girl Child Rights and Child Marriage;Surrogacy; Honour killings; Contemporary debates on Land rightsSuggested Readings:Anupama R. (2006). Gender and Caste. New Delhi: Zed Books.David, G. M. (1970). Society in India. USA: California: University of California Press.D. R. N. (2010). The Flaming Feet and Other Essays: The Dalit Movement in India. New Delhi:Permanent Black.Jaya S. (2005). Child Marriage in India: Socio-legal and Human Rights Dimension. New Delhi:OUP.Jean D. and Amartya S. (2002). India: Development and Participation. Oxford: OUP.JJ R. B. (2012). Status of Tribal Women in India. Mainstream Weekly, Vol L, No.12.Srinivas M. N. (1991). India: Social Structure. New Delhi: Hindustan Publishing Corporation.Martha C. Nussbaum (1999). Sex and Social Justice. USA: OUP.Mary E. John (ed.) (2008). Women’s Studies in India: A Reader. New Delhi: Penguin India.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityChaudhary M. (2007). Feminism in India. New Delhi: Zed Books.N. Shantha Mohan (1998). Status of Banjara Women in India. New Delhi: Uppal PublishingHouse.Kabeer N. (ed). (2005). Inclusive Citizenship: Meaning and Expressions. New Delhi: Zubaan.Chaterjee P. and Jeganathan P. (eds). (2000). Community, Gender and Violence-SubalternStudies 11. New Delhi: Permanent Black.Mody P. (2008). The Intimate State: Love-marriage and Law in Delhi. New Delhi:RoutledgeIndia.Uberoi P. (2006). ‘Hierarchy and Marriage Alliance in Indian Kinship’. In R. S. Khare (ed.)Caste, Hierarchy and Individualism. New Delhi: OUP.Thapar R. (2014). The Past as Present: Forging Contemporary Identities Through History. NewDelhi: Aleph.Despande S. (2003). Contemporary India: A Sociological View. New Delhi: Penguin Books.Chakravarti U. (2003). Gendering Caste Through a Feminist Lens. New Delhi: Sage Publication.Sharma U. (ed.) (2007). Indian Women from Tradition to Modernity, 3 Vol. New Delhi: VistaInternational Publishing House.Singh Y. (2006). Social Stratification and Change in India. New Delhi: Manohar Publication.Thapar, R. (2014). The Past as Present: Forging Contemporary Identities Through History. NewDelhi: Aleph.
Advanced Centre for Women’s Studies,Aligarh Muslim University2020 - 21SYLLABUSB.A. SEMESTER IVWSB 453: WOMEN AND ECONOMYMax. Marks:100Sessional: 30End Semester:70Credits: 02 (Compulsory)Course Objective: The paper aims to introduce students to the role played by women in theeconomy. It also aims at developing an understanding of how women’s lives are impacted due totheir economic position in the society.Course Outcome: Students learn about the discriminations and barriers faced by women in the labour market They understand the impact of globalization on women. Students develop critical thinking about the integration of gender in the economics.Integration of Gender in Economics: Need and Issues.Under-estimation and Under-numeration of Women’s Contribution to the EconomyUnderstanding Gross Domestic Product (GDP) and Well Being.Concepts of Labour and MarketLabour Force Participation Rates and Gender DifferencesGender Discrimination in Labour MarketWomen in Labour market and the Impact of Globalization.Introduction to Capability Approach and Women’s EmpowermentConcepts of Agency, Rights and Interest.Economics and Identity: How identity makes a mark on different dimensions of Economics?Significance of Land Rights for Women: the issue of Ownership and Control over Land; the issue ofIndependent Rights in Land and Women’s Status.Suggested Readings:Bina A. (1994). A Field of One’s Own: Gender and Land Rights in South Asia. New Delhi:Cambridge University Press.George A. Akerlof and Rachel E. Krantaon (2010).Identity Economics: How our Identities Shapeour Work, Wages and Well Being. New Jersey: Princeton University Press.Joyce P. Jacobson (2007). The Economics of Gender. New Jersey: Blackwell Publishing.Mary E. John. ed. (2008).Women’s Studies: A Reader. London: Penguin Books.Bina Agarwal, Jane Humphries and Ingrid Robeyns. Eds. (2004).Capabilities, Freedom andEquality: Amartya Sen’s Work from a Gender Perspective. Oxford: Oxford University Press.Janet Momsen (2004). Gender and Development. London: Routledge.
Advanced Centre for Women’s Studies,Aligarh Muslim University2020 - 21SYLLABUSB.A. SEMESTER VWSB 551: WOMEN’S EDUCATION IN INDIAMax. Marks:100Sessional: 30End Semester:70Credits: 04 (Compulsory)Course Objective: The purpose of this course is to sensitize students about the development ofwomen’s education in India. The paper includes the contribution of various social reformers,organizations and literature for the advancement of women’s education. It also provides an insight onthe efforts of Indian Government to promote education of women through various commissions,committees and policy initiatives.Course Outcome:After completing the course the students are expected to be able to: Understand and compare women’s educational status through ages. Analyze educational reforms through different committees and commission and also the rolesof social reformers. Comprehend gender disparities at different levels of education. Develop a plan to overcome gender disparities in education.Education of Women in the Indus Civilization (Pre Vedic)Education of Women in Vedic and Post Vedic SocietyEducational Status of Women in Medieval PeriodWomen’s Education in Colonial Era.Social Reform Movements for Women’s Education: Contribution of social reformers; Contributionof organizations; Contribution of literatureContemporary Situation of Women’s Education in India - Literacy, Enrolment Ratios, Dropout rates;ChallengesParticipation of Women at Different Stages of Education-Primary, Secondary and Higher EducationProgrammes for women’s education- Sarva Shiksha Abhiyan, Kasturba Gandhi BalikaVidhyalaya,Mahila Samakya, NPEGEL, Beti Bachao Beti PadhaoRecommendations of various commissions and committees on women’s education; UniversityEducation Commission (1948),Secondary Education Commission (1952), National Committee onWomen’s Education (1958), Hansa Mehta Committee (1961-63), Bhaktavatsalam Committee(1963), Indian Education Commission (1964-1966)Policy Perspectives of Women’s Education in India: NPE-1968, 1986, POA-1992.SUGGESTED READINGSAgarwal, S. P. (2001). Women’s Education in India. Eastern Book Depot. Guwahati.Aggarwal, J. C. (2009). Recent Developments and Trends in Education, Shipra Publications.Delhi.Aggarwal, J. C. (2010). Educational Reforms in India for the 21st Century. Shipra Publications.Delhi.Aggarwal, J. C. (2011). Education Policy in India - 1992 and Review 2000 and 2005. Shipra,
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityDelhi.Biswas, A. & Agarwal, S. P. (1994). Development of Education in India: A Historical Survey ofEducational Documents Before and After Independence. Concept Publishing Company. NewDelhi.Chand, J. (2007). Education in India during British Period. Anshah Publishing House. Delhi.Chand, J. (2007). Education in India after Independence. Anshah Publishing House. Delhi.Gupta, N. L. (2000). Women Education through Ages, Eastern Book Depot. Guwahati.Kumar, R. (1997). The History of Doing: An Illustrated Account of Movements for Women’sRights and Feminism in India, 1800–1990. Kali for Women, New Delhi.Lal, R. B, & Sinha. G. (2011). Development of Indian Education and its Problems. R. Lall BookDepot. Meerut.Siddiqui, M. H. (2005). Women Education, SB Ningia for Ashish Publishing House, New Delhi.Mukherjee, S. N. (1961). History of Education (Modern). Acharya Book. Baroda.Purkait, B. R. (1992). Milestones in Modern Indian Education. New Central Book Agency.Kolkata.Sarkar, S. & T. Sarkar (Eds.). (2007). Women and Social Reform in India (two volumes).Permanent Black. Ranikhet.Seema, S. (2004). History of Education. Anmol Publications. New Delhi.Shukla, K. K. (2011). Development of Education System in India. R. Lall Book Depot. Meerut.Sharma, U. (1995). Women Education in modern India. Commonwealth Publisher. New Delhi.
Advanced Centre for Women’s Studies,Aligarh Muslim UniversityMax. Marks:1002020 - 21Sessional: 30SYLLABUSEnd Semester:70B.A. SEMESTER VWSB 552 - CULTURE STUDIES: FEMINIST PERSPECTIVECredits: 04 (Compulsory)Course Objective: The paper aims to introduce the idea of culture through feminist perspective.Course Outcome: After studying this paper, students will be able to: Understand the role of culture in the construction of gendered identities. Analyze the nuances of different aspects of social change and role of culture and gender in it.Introduction to Culture Studies: Historical contextTheories of Social and Cultural Reproduction: Gender PerspectiveIntroduction to the issues of Culture: Hegemony, Scapes, Public Sphere, Prejudice,Indigenous cultures, Sub-Culture; Counter cultureFeminism and Culture StudiesSubaltern perspectives: Gender, Caste, Race and CultureSex and Personality: Cross-cultural practicesCulture and ModernityGlobal ScapesMusic and Social Construction: Feminist PerspectiveWomen and SportsPublic Sphere and Media StudiesFeminist ChallengesSuggested Readings:Ambedkar, B.R. (2002), Caste in India in Caste and Democratic Politics in India Ghanshyam Shah(ed.), Permanent Black, Delhi. (1936), Annihilation of Caste, BhimPatrika Publications, Jalandhar.Ann Oakley. (1972). Sex, Gender and Society.Maurice Temple Smith Ltd. EnglandAttebery, B. (2013).Story about Stories: Fantasy and the Remaking of Myth. New York: OxfordUniversity Press.Badrinath, C. (2008). The women of the Mahabharata: The Question of Truth. New Delhi: OrientLongman Pvt. Ltd.Balkin, J. M. (1998). How Mass Media Simulate Political Transparency. Retrieved May 23, 2013,from http://www.yale.edu: 1.htmBanerjee-Dube, Ishita (2008), “Introduction: Questions of Caste” in Caste in History, IshitaBanerjee-Dube (ed.), Oxford University Press, New Delhi.Barathwal, P. (Ed.). (2004). Gorakh-Bani. Prayag: Hindi Sahitya Sammelan.Barthes, R. (1970).Mythologies. (A. Lavers, Trans.) New York: Noonday Press.Barthes, R. (1972). Mythologies. (A.Lavers, Trans.) London: Jonathan Cape Ltd.Berreman, Gerald D. (1967), Stratification, Pluralism and Interaction: A Comparative Analysis ofCaste” in Caste and Race: Comparative Approaches, Anthony de Reuck and Julie Knight (eds.), J. &A. Churchill Ltd., London.Beteille, A. (1965). Caste, C
Violence against Women and the Rise of the Women's Movement (1970s and 1980s). Suggested Readings: Minault, Gail (ed.) (1989). The Extended Family: Women and Political Participation in India and Pakistan, Chanakyai Publications, Delhi. BasuAparna and Bharati Ray (2002). Women's Struggle: A History of the All India
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
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Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .
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och krav. Maskinerna skriver ut upp till fyra tum breda etiketter med direkt termoteknik och termotransferteknik och är lämpliga för en lång rad användningsområden på vertikala marknader. TD-seriens professionella etikettskrivare för . skrivbordet. Brothers nya avancerade 4-tums etikettskrivare för skrivbordet är effektiva och enkla att
Den kanadensiska språkvetaren Jim Cummins har visat i sin forskning från år 1979 att det kan ta 1 till 3 år för att lära sig ett vardagsspråk och mellan 5 till 7 år för att behärska ett akademiskt språk.4 Han införde två begrepp för att beskriva elevernas språkliga kompetens: BI
