Location: Not Applicable
Medium of Instruction: English
Participants should have at least a Basic Graduate Degree from a recognised University from any stream. Preference will be given to those having a minimum of 2-3 years of experience of working with communities and governance processes as functionaries of government institutions and departments, representative of elected bodies, functionaries of NGOs or development agencies, members of mass organisations. They should also possess working competence in English.
CLICK HERE TO APPLY
Facilitating Governance Reform - Poster
IMPORTANT DATES - 4th Batch, 2019-2020
Formal launch of Course announcement in TISS website
20th November, 2018
Acceptance of filled in application forms including submission of essays on topics described in application form.
15th March, 2019
Last date for submission of application forms along with completed essays
Shortlist of candidates
to be announced shortly
Announcement of list of selected candidates in web site
Payment of I Semester Fees
First Module Workshop – Contact Classes in TISS Mumbai campus
Specific Dates will be intimated later.
One Year PG Diploma Course on
Facilitating Governance Reform:
Securing Dignity, Development and Democracy
A Short Introduction :
There is widespread unanimity of a serious governance crisis underlying the failure of development programmes from eradicating poverty, improving inclusion and equity and strengthening democratic processes.TISS and Barefoot Academy of Governance are offering this one year PG Diploma Course to create a cadre of `Change Catalysts' who will engage with issues of governance, sustainable development and democracy.
Who is this programme for ?
The PG Diploma program invites applications from government officials, community leaders, elected representatives, development workers and others interested in 'democrastising' governance processes so as to make it more inclusive, participatory, representative, dignifying, accountable, transparent and democratic and designing and implementing institutional change programmes within different governance institutions on thems related to `dignity, development and democracy'.
What is the aim of the programme ?
The aim is to foster an inter disciplinary and multi-sectoral exploration of conceptual frameworks and perspectives on governance, governance reform and democratisation themes. The course seeks to help participants gain critical insights and knowledge of how people, communities, institutions and democracies function, behave, respond and react, from an experiential, personal and critical learning viewpoint.
What is the structure of the programme ?
The PG Diploma Course is structured around 4 thematic modules of 3 months each consisting of both contact classes and distance learning processes. Each Theme / phase will have about 10 days of DIRECT LEARNING contact course program in which the theoretical foundations will be imparted. This will be followed by a 10 week ACTION RESEARCH AND FIELD WORK programme when the participant-learners will undertake field studies with communities, government and development institutions in their areas of work. This learning process will be supported through `Distance Learning'.
How can I apply ?
1. CLICK HERE TO APPLY
2. Complete the online application in the above step.
3. Send the your essay to this email id :email@example.com and firstname.lastname@example.org. Please mark your essays as cc to : email@example.com
click here to view the Essay questions
If you have any question or queries you can refer to FAQ or call the Admissions Helpline on 022 - 25525252.
Curriculum Framework and Course Outline for Academic Session 2019 -2020.
Approved by the Academic Council and Governing Body of The Tata Institute of Social Sciences, Mumbai.Offered by Barefoot Academy of Governance: Deepening DemocracyHussaina Manzil, 3rd Floor, 255, Angappa Naicken St, Chennai 600001.Contact: Dr. V. Suresh, Director, 9444231497.
Email: firstname.lastname@example.org; Website: www.barefootgovernance.org
About the Course
This proposal offers a one-year PG Diploma program which seeks to equip government officials, community leaders, elected representatives, development workers, leaders of mass organisations and others members of civil society with analytical skills and critical theoretical engagement on themes related to `dignity, development and democracy’. The aim is to foster an inter disciplinary and multisectoral exploration of conceptual frameworks and perspectives on the three themes leading to insights and also knowledge of how people, communities, institutions and democracies function, from an experiential, personal and critical learning viewpoint.
The PG Diploma Course aims at creating a body of `Change Catalysts’ who will engage with live issues of governance reform of institutions - right from government departments and agencies to institutions of democracy, from the local body to the national Assemblies and Parliament and including traditional community institutions of governance. The aim will be to democratise these institutions and make them vibrant institutions geared to achieving people-centred, equitable and sustainable development of economy and ecology and socially just, accountable, transparent and caring democracies.
In short the PGD seeks to produce governance professionals who will work with a commitment to deepen democracy and dignity leading to sustainable development.
Why the Course?
Asia is a microcosm of a shared past of pre-colonial civilisations and colonized countries seeking a presence in the community of nations. Independence for many countries in Asia was in large measure a response to the surging aspirations of subjugated people for freedom and self governance, which confronted the colonial states weakened by internecine war and the surging mobilization of protest and anti-colonial movements. However while countries gained independence politically, the departing colonizers left behind structures and systems of governmentality that were essentially constructed as part of a colonial construct. In the surge of excitement at finally gaining freedom, little attention was paid to changing extant governance institutions and to change institutional cultures, ethos, values and practices in line with the need and aspirations of newly emerging seeking to usher in development and democracy.
The midnight children of many of the Asian nations are today the dynamic forces of maturing democracies. The midnight children are forced to negotiate the silent crisis of eroding, inherited governance institutions and the inability to traverse the violence engendered by conflicting diversities1. They attempt to deconstruct the structures left behind as an essential part of colonial paradigm and reconstruct the citizen and the state as a reflection of the self and the other rooted in the cultural heritage of building not from the perspective of the `self as dominion’ but of the `self as harmony’. The medium to mediate the clash of ideas and paradigms to ensure a holistic, inter-connected and dignifying growth framework is the ethic and values activating social, economic and political institutions and processes. Wherever the ethic is nuanced and sensitive to the vision of building inclusive, dignifying, caring and democratic institutions governance processes and social development also mirror the same ideals.
In almost all the Asian countries the last 5-6 decades have seen investment in building economic and social infrastructures. While critical developmental issues still dog many countries, the challenge today is no longer mere induction of new technology or furthering investments. The contradictions inherent in a process of uneven development, inequitable progress, unsustainable economic and ecological growth paradigms is manifest in growing numbers of unemployed and underemployed working age populations, seething frustration and anger against their exclusion from growth and development bursting out as community strife and social conflict. Increasingly, across countries in the region, there is a growing realisation that the failures of development and democracy are not merely that of institutional shortcomings but of a profound failure and crisis of the governance process.
The challenge all across Asia is in addressing the critical and core issues of governance or actually, the lack of it. There is growing realization that `governance reform’ has to be seen not just as involving `government’ alone but in involving, as equal partners, all the varied social and political players and all communities. Everyone, from the most marginalized and excluded communities to the most organized and specialized institutions need to be enabled to participate as equal members in the mission to create an inclusive, equitable, participatory, just and democratic society.
This process is by no stretch easy or uncontested. But the future of many democracies is anchored upon making it possible. It is this challenging situation, and in a way to fill the vacuum in our governance processes, that the Academy seeks to address.
We are faced with an ironical and historically anomalous situation. On the one hand there is a veritable army of people engaged in development and political processes; yet they hardly seem to make a dent on democratic governance. On the other, there are today, very few practitioners who have the knowledge about how to change mindsets of people and institutions, transforming perspectives (related to governance and relations between citizens and governance institutions) and democratizing institutions.
The TISS – Barefoot Academy of Governance One-Year PG Diploma course offers a knowledge imparting process through a critical and comprehensive study of good governance ethos and practices based on the ideals of creating inclusive, equitable and sustainable development processes thereby strengthening democracy.
The PG Diploma Course seeks to offer a combination of academic learning fused with experiential explorations of the themes of dignity, development and democracy. Drawing on the academic experience of TISS and the expertise of a team of `governance reform’ practitioners acquired over 18 years of intense engagement with state level departments and utilities in designing and effectuating change management and governance reform programmes in a number of states, the proposed course has the aim of creating new body of professionals possessing facilitation skills for bringing about change management and institutional transformation while having a deep and critical understanding of socio-political, economic-ecological and cultural issues underlying institutional and developmental processes enhancing or affecting dignity, development and democracy. The proposed course will be of relevance to and focused towards addressing governance reform challenges not just in India but in other South Asian countries too as also of other countries in Asia.
For whom is the Diploma Course offered?
The Diploma course will be initially offered to those with at least a graduate degree; preference will be given to those with about 2-3 years of continuous experience of working with communities and governance processes as functionaries of government departments and governance bodies, or as teachers, extension workers, community workers or functionaries of NGOs and development agencies or as leaders of mass organisations engaged on human rights and development issues,.
The Diploma Course is envisaged as an integrated programme designed to equip practitioners with the knowledge, perspectives, theoretical and analytical capabilities to understand, comprehend and identify in governance practices the complex interplay of social, economic, cultural and political processes and to equip them with experiential and behavioural skills to design concrete, practical, equity-centric and democracy deepening interventions to change and transform these institutions and institutional processes to create people-centric, ecologically sustainable and just societies.
Rationale and Core thrust areas
This PG Diploma Course is structured to offer two broad learning processes with the aim of creating `Change Catalysts’ skilled in both behavioural and facilitation techniques and knowledgeable about different conceptual and theoretical approaches to the study of development and democracy, both general as also across different sectors. The pedagogic thrust is thus organized to address the needs of:
experiential learning, and
enhancing conceptual, cognitive knowledge gathering.
The Diploma course is anchored in three processes which have been the basis of their work on `change management and institutional transformation’ of governance institutions spread over several decades: `Learning for Doing’, `Doing and Thinking’ and `Thinking and Knowing’. The course is modelled towards producing practitioners equipped with critical and analytical understanding of the underlying social, economic, cultural and political processes underlying governance processes with the practical skills and competence to design change-oriented intervention programmes.
A fundamental axiom that we hold regarding Adult learning is that it is based on the twin principles of (a) experiential learning, and (b) an intense reflective dialogue within groups. The first principle reflects our belief that unless an adult experiences an intense enquiry into understanding self, others, and systems, all learning remains merely cognitive and perhaps rather superficial. The above mentioned intense enquiry, facilitated within groups, offers the participating leader to make and articulate new meanings for self, and to build perspectives based on one’s experience, one’s life journey, and one’s socialization.
The second principle is that of ‘dialogue’ – a group process where narratives, theoretical perspectives, anecdotal references are integrated into a rich tapestry of engagement in the form of questioning, reflecting, and building a discourse for the participating leaders. Frameworks, models, and theory are added ingredients to this cauldron of learning, for the participant. In other words, it is only when knowledge, skills, values, ethics and attitude are integrated with action that deep change actually takes place.
These two processes, we believe would then evoke the participant towards further reading, undertake new experiments, and consolidate a perspective and a philosophy for self that guides and influences further work in this sector.
Structure and special features
The one year long PG Diploma course is structured around 4 thematic learning phases spread out over a year. Each Theme / phase will have a 10 day DIRECT LEARNING contact course program in which all the participants undergoing the Diploma course gather with the core faculty in. During the Direct Learning phase they will undergo experiential learning courses as also analysis study of theoretical, conceptual frameworks and models surrounding the specific theme of the particular phase, which is more fully described in the next section. The Direct Learning or contact classes are residential and organised in different field settings so as to give participants direct contact with communities working on different facets of governance and development.
The Contact classes for the first three batches were held in Dahanu, Palghar District Maharashtra (when the participants had opportunity to live to an Advasi village and interact with Adivasi Warli tribals on issues related to governance of forests and bio-diversity, in Muniguda Taluka of Rayagada distrct of Odisha where they explored the issue of governance of agriculture and related issues amongst the Khond tribal community; and finally in Sittillingi Valley of Dharmapuri district of Tamil Nadu where they interacted with one of the most pioneering projects addressing governance of health, livelihoods and development.
The DISTANCE LEARNING program covers the 3 month (approximate) period in between the Direct Learning phases. During this period, the participant-learners will undertake field studies with communities, government and development institutions and other connected organizations focused around subjects identified jointly by the participant-learner and the assigned faculty member. Additionally the learner will also undertake study of prescribed text books / research studies and other documents in order to be analytically and conceptually equipped for the critical engagement during the succeeding thematic phase DIRECT LEARNING program.
The course work is structured to offer an integration of three broad learning components:
Conceptual understanding and Perspective Building Courses;
Skill, Capacity and Competence enhancement courses; and
Experiential learning courses.
The `Conceptual Understanding and Perspective Building’ courses are planned to provide participants with core knowledge of a broad range of subjects related to socials sciences, and in particular to sociology / anthropology, economic, psychology and behavioural sciences, and also in the areas of development studies, law, public administration, gender and Dalit studies, ecology and environmental sciences and other fields of knowledge. Participants will be led through a progressive, interrelated understanding of the many subjects that a `change catalyst of governance’ processes needs to know.
The ` Skill, Capacity and Competence enhancement courses’ is oriented to enabling learning of a diverse set of skills and competencies to function as `FACILITATION AGENT’ capable of designing concrete change oriented interventions with government agencies, governance institutions, community and traditional organisations and other similar institutions. The skills will range from designing pre-intervention surveys for benchmarking governance processes, designing and rolling out of change programmes, impact assessments and other processes involving multiple-disciplines.
The experiential learning course is designed as the `glue’ integrating cognitive and conceptual learning with inner, behavioural processes both of individuals and collectivities. The core component of the course aims at enhancing in the participants the sensitivity to comprehend and understand the inter-relatedness of the inner world of thought, feeling, ethic, value and vision with the external manifestation as behaviour, action and response.
The Structure of the Diploma Course: Four Modules
The entire diploma course is structured around four modules of 3 months each. At each stage, the program enables the participant to delve deeper into enquiry and experimentation through conceptual reading interspersed with field work, small research projects into change initiatives and engagement with social /cultural / political / economic institutions.
The four phases are:
Module 1: The Change Agent Prepares
Module 2: Self, Dignity, and Identity
(Who am I?)
Module 3: Self, Systems, and Development
(Where am I? Why am I here?)
Module 4: Self, Collectivities, Institutions, and Democracy, Self and
the Global Citizenship, (Who is US? Why are WE here?)
For ease of reference we are referring to the experiential learning portion as the “SELF and OTHER’ and the conceptual / cognitive learning portion a “CITIZEN, STATE and DEMOCRACY”.
The specific Course objectives of each of the four phases will be discussed in sub-categories of “Self and Other’ and “Citizen, State and Democracy’ below.
The overall contents and objectives of each stream are stated in Appendix 1.
Table 1: Distribution of courses and credits according to phases
The Change Agent Prepares
(i)Journal, (ii)Essay on Emerging Perspectives on Self
Journals, Essays, Reports of field work, Book review
Self, Dignity and Identity
Narrative Exploration of Self
Essay on notion of dignity in social sciences
Critical study of impact of local change or transformative agent on communities
Self, Systems and Development
Systems dynamics study of a work place
Critical assessment study of the system vis-à-vis development, dignity & democracy
Self, Collectivities Institutions and Democracy
Essay on dynamics of local and national politics on community and belonging
Report of contemporary case of deepening democracy
Direct Learning: About 10 days of contact classes once in 3 months; 12 hours of classes per day x 10 days equal 120 hours of class room education totalling 4 credits @ 1 credit for 30 hours of class room teaching. All contact classes are residential classes in order to facilitate continuous teaching/ learning.
The duration of the proposed programme is one year.
Students will need to complete at least 32 credits spread over the year to qualify for the PG Diploma. (Refer Table 1 for category-wise no. of courses and credits).
3. Intake of Students
The initial intake will be around 30 candidates. Reservation of seats will be according to prescribed norms of Government of India.
Desirous candidates should apply through the online application form providing all details sought; additionally they should submit their essays as responses to the topics outlined in the online form within the prescribed word limit. Selection will be made primarily on the basis of application form and assessment of the essays submitted.
Commencement of Course for 2019 - 20 Batch
The Course commences from May, 2019. The first module is always held in the TISS main campus in Deonar, Mumbai with lodging and mess arrangements for participants made inthe TISS Hostel and Canteen.The contact learning programme for the first module is scheduled to be held at the TISS campus in Mumbai in the month of May, 2019 and is generally held in the first fortnight; dates are fixed based on availability of lodging arrangements in the students hostel in TISS main campus. The Specific dates will be announced laer.
The 2nd, 3rd and 4th modules of the course will be held in three different places where innovative programmes on citizen-led, people-centric sustainable development and governance reform programmes are currently going on, to enable study of governance issues in actual site situations. These are:
Dahanu in Palghar District, Maharashtra
Muniguda in Rayagada District, Odisha
Sittiling in Dharmapuri District in Tamil Nadu (venue may be different).
Course Structure and Curriculum
Phase 1: The Change Agent Prepares
Outcomes: Experiential Learning Content
Reflect upon the ways one looks at the self and the world.
Discover the structures of emotions and how thought and action are shaped by it.
Learn how to introspect upon the dynamics of the `self and other’ interactions.
Campbell, Joseph, (2008), `The Hero with a Thousand Faces’, Princeton University Press, Princeton (Original edition 1949).
Frankl, Viktor E, (1980), `Man’s Search for Meaning’, Better Yourself Books.
Kakkar, Sudhir, (2001), `The Essential Writings’, Oxford University Press, of, Delhi.
“Leadership Dharma- Arjuna the Timeless Metaphor”, Productivity and Quality Publishers (2015)
Outcomes: Perspective / Conceptual Learning
Self-level reflection and collective explorations of personhood, citizenship.
Interrogating the diverse meanings of dignity, development and democracy.
Discovering and defining the `social-self’ with the `other’ across diverse contexts of economics, politics and community.
Exploring the qualities of an `emancipatory agent’ and the requirements to become a prospective `change catalyst’.
Austin, Granville, (1999), `Working of a Democratic Constitution: The Indian Experience’, Oxford University Press, New Delhi.
Das, Veena, (ed.), (1999) `The Oxford India Companion to Sociology and Social Anthropology’, Oxford University Press, New Delhi.
Freire, Paulo, (1970), `Pedagogy of the oppressed’ – 30th Anniversary Edition, Continuum Pubishing, New York.
Freire, Paulo, and Ana-Marie Freire (1975), `Pedagogy of Hope’ and
`Pedagogy of Freedom- Ethics, Democracy and Civic Courage’, Rowman and Little,
New York, 1998.
Lewellen, Ted, (2003), `Political Anthropology: an Introduction’, Praeger Publishers, . London.
Rudolph, Lloyd and Susanne Hoeber Rudolph, (1984), `Modernity of tradition: Political Development in India’, University of Chicago Press, Chicago.
Vincent, Joan, (ed.), (2002), `The Anthropology of Politics - Reader’, Blackwell, New York.
Wolf, Eric R., (2001), `Pathways of Power: Building an Anthropology of the Modern World’, University of California Press, California
Subaltern Studies, vols, 1 to 8
Phase 2: Self, Dignity and Identity
Outcomes: Experiential Learning
Explore the process of identity formation.
Explore the nature of role taking and how the identity influences role taking.
Explore the sources of new action and potentials within oneself.
Exploring the roots of swa-bhimaan, swa-lamban and swa-tantra.
Ananthanarayanan, Raghu (1998), `Understanding behaviour through indigenous sources’, Sumedhas Academy for Human Context, Mimeo- 1998.
Fenwick, Tara J, (mimeo), `Experiential Learning: A Theoretical Critique from Five perspectives’ ERIC Publications.
Nandy, Ashish, (1989), `The Intimate Enemy – Loss and Recovery of Self under Colonialism’, by Oxford University Press, USA.
Outcomes: Perspective / Conceptual Learning
Critically exploring the social, political and legal construct of dignity across social and state settings.
Examining the continual dialectic between dignity of individual, dignity of the `other’, dignity of `community’ vis-à-vis self reliance, self-respect and self-determination.
Critical assessment of the impact of leaders like Gandhi, Martin Luther King, Mandela, Che Guevara, Jyotiba Phule, Ambedkar, Periyar and others on people, subalterns and collectivities.
Deepening the spirit of freedom and dignity.
Books of and by: Selected readings of:
Ambedkar, BR, MK Gandhi, Jyotiba Phule, Martin Luther King, Nelson Mandela,
Bailey, F.G., (2001), `Stratagems and Spoils: A Social Anthropology of Politics’, Westview Press, Boulder, Co. (selected chapters).
Cohn, Bernard S., (1996), `Colonialism and its Forms of Knowledge’, Oxford University Press, New Delhi, (selected chapters).
Deshpande, G.P., (2002), `Selected Writings of Jotirao Phule’, Leftword, New Delhi.
Dirks, Nicholas, (2003), `Castes of Mind: Colonialism and the Making of Modern India’, Orient Blackswan, Hyderabad.
Gandhi, MK, (1927), `An Autobiography or The Story of My Experiments with Truth’, Navajivan Publiching House, Ahmedabad. (reprint Oct, 2010)
Geertz, Clifford, (2004), `What is a State if it is not a Sovereign? Reflections on Politics in Complicated Places’, Current Anthropology, vol. 45(5):577-593
Herzfel, Michael (2000) Anthropology: theoretical practice in culture and society, Blackwell, Massachusetts, (select chapters).
Inda, Jonathan Xavier, (2005), `Anthropologies of Modernity: Foucault, Governmentality and Life Politics’, Wiley-Blackwell, London (selected chapters).
Mandela, Nelson, (1994), `The Long Walk to Freedom, vol. 1 and 2’, Abacus Books, Little, Brown and Company, GB.
Rodrigues, Valerian, (2002), `The Essential Writings of B.R. Ambedkar’, Oxford University press, New Delhi.
Scott, James C. , (1987), `Weapons of the Weak: Everyday Forms of Peasant Resistance’, Oxford University Press, New Delhi.
Scott, James C., (1998), `Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed’, Yale University Press, New Haven.
Scott, James C., (2009), `The Art of Not Being Governed: An Anarchist History of Upland Southeast Asia’, Yale University Press, New Haven.
Sivaramakrishnan, K., (2005), `Some Intellectual Genealogies for the Concept of Everyday Resistance’, American Anthropologist, 107/3, pp. 346-355.
Phase 3: Self, Systems and Development
Outcomes: Experiential Learning
Understanding the self from a systems perspective.
Explore the self - system interface and the dynamics of structural processes.
Understand the dynamics of authority and power.
Erikson, Erik H. (1950), Childhood and Society.
Ananthanarayanan, (2001), Sumedhas Academy for Human Context Mimeo- 2001.
Foucault, Michael, (1980), `Power/Knowledge: Selected Interviews and other writings 1972-77’, Harvester Press, New York.
Gagandeep Singh and Raghu Ananthanarayanan, `Organization Development and Alignment’, Sage Response, New Delhi, India.
Critically examining the dialectical dynamics between inner world of vision, values and ethic interacting with external world of material and resources.
Examining the meaning of `development’ as expanding freedoms and choices vis-avis material advancement and progress.
Exploring the roles played by individuals and collectives in the `development process’ vis-à-vis the state and other elites.
Analysing the impact of development processes on people, society and state.
Gaining understanding of diverse theories of development and impact studies of developmental programmes.
Gaining knowledge of analytical tools of studying `development’.
Exploring models of governance paradigms vis-à-vis dignity, development and democracy.
Arjun Appadurai (2002) “Deep Democracy: Urban Governmentality and the Horizon of Politics,” Public Culture, 14/1, pp. 21-47.
Baxi, Upendra “Violence, dissent and development”, Reprint from the Law and Social Change, ILI.
Escobar, Arturo, (1994), `Encountering Development’, Princeton University Press, Princeton.
Gandhi, MK, (1947), `India of my Dreams’, Navajivan Publiching House, New Delhi.
Friedman, Thomas, (2005), `The World is flat: A Brief History of the Globalised world in the 21st Century’, Penguin/Allan Lane, London.
Isaac, T.M. Thomas, and Richard W. Franke, (2000), `Local Democracy and Development: People’s Campaign for Decentralized Planning in Kerala’, Leftword, New Delhi.
Stiglitz, Joseph E., `Making Globalization work’, Penguin Books, London.
United Nation’s Secretary General’s High Level Panel on Global Sustainability, (2012), `Resilient People, Resilient Planet: A Future Worth Choosing’, United nations, New York.
on 8 March2012.
Vyasulu, Vinod, (2003) `Panchayats, Democracy and Development’, Rawat Publications, New Delhi.
Select judgments of the Indian Supreme Court touching on issue of Devolution, decentralization and development.
Phase 4: Self, Collectivities, Institutions and Democracy
Outcomes: Experiential learning
Explore the macro-realities of collectives and the influence of community on identities.
Explore the nature of large group dynamics.
Learn the underpinnings of designing experiential learning workshops: Who is a process worker?
Buchanan, David and Andrzej Huczynski, (2004), Images of Influence : 12 Angry Men and Thirteen Days’ Journal of Management Inquiry, SAGE Publications, 2004; 13; 312.
Espejo, Raul, (2003), `The Viable System Model – A briefing about Organizational Structure’, Syncho.
Krantz, James and Marc Maltz, (1997), `A Framework for Consulting to Organizational Role’, Consulting Psychology Journal, Practice and Research, (an American Psychology Association Publication), Volume 49, Number 2, Spring, 1997.
Krantz, James, (nd), `The Splitting of Leadership and Management as a Social Defense’, Yale School of Organization and Management and Thomas Gilmore , The Wharton Center for Applied Research.
Trist, EL, and K W Bamforth, (nd), `Some Social and Psychological Consequences of the Longwall Method of Coal Getting: An Examination of the Psychological Situation and Defences of a Work Group in Relation to the Social Structure and Technological Content of the Work System’ SAGE Social Science Collections.
Tuckman, Bruce W , (1965), `Developmental Sequence in Small Groups’, Psychological Bulletin, Naval Medical Research Institute , Vol.63, No.6, 384-399.
Ulrich, Werner, (nd), `Introduction to Critical Systems Heuristics (CSH)’, University of Fribourg, Switzerland, and The Open University, United Kingdom
Outcomes: Perspective / Conceptual Learning
Exploring the varied meanings and dynamics of `democracy’ from personal and collective experiences to larger social, professional, institutional and state systems.
Gain a political, social and culturally grounded understanding of the varied meanings, experiences and impacts of `democracy’ and democratic systems on people, communities and collectivities.
Critically examine the constitutional, legal, political and historical underpinnings of democracy and roles played by varied actors to influence change.
Explore the relationship between democracy, citizenship, and global commons in terms of respecting dignity and democratizing development.
Building awareness of the symbiotic relations between democracy, acknowledgment of the global commons and global citizenship.
Guha, Ramachandra, (2007), `India after Gandhi: The History of the World’s Largest Democracy’, Picador, New Delhi.
Hasan, Zoya and E. Sreedharan and R. Sudarshan (Ed), (2005), `India’s Living Constitution: Ideas, Practices and Controversies’, Anthem press, London.
Holston, James, (2008), `Insurgent Citizenship: Disjunctions of Democracy and Modernity in Brazil’, Princeton University Press, Princeton.
Kohli, Atul, (ed), (2001), `The success of India’s Democracy’, Cambridge University Press, Cambridge.
Pandian, Anand (2009), `Crooked Stalks: Cultivating Virtue in South India’, Duke University Press, Durham.
Petryna, Adriana, (2002), `Life Exposed: Biological Citizens after Chernobyl’, Princeton University Press, Princeton.
Rosaldo, Renato, `Cultural Citizenship, Inequality, and Multiculturalism’, in William V. Flores and Rina Benmayor, eds. Latino Cultural Citizenship: Claiming Identity, Space and Rights, pp. 27-38.
Vanaik, Achin and Rajeev Bhargava, (ed), (2010), `Understanding Contemporary India: Critical Perspectives’, Orient Blackswan, New Delhi.
Rs. 60,000/- (Rupees Sixty Thousand only) is the Tuition Fees for the entire course. Participants will have to pay the costs of boarding and lodging during the Contact Classes themselves (for further details see the Brochure).
Fees will be collected in two instalments. The First instalment will have to be paid by 31st March, 2019 following the announcement of selected candidates. The other instalments will have to be paid before the dates announced.
The site works best on Firefox 30+ Google Chrome 45+ iOS Safari 8+ Internet Explorer 10+ Android 4.2+ Browser / Chrome Browser