Course Title: Social Movement and Protest Politics in India

Programme: BA (Political Science)

No. of Credits: 4
Course designers:

1. Sabu Thomas-(group Leader) savempeny@gmail.com
2. Mr. Biju P R bijugayu@gmail.com
3. Mr. Biveesh U C biveeshuc@gmail.com
4. Ms. Gayathri O bijugayu@gmail.com

Vision of the College

The vision of the college is to create a better world through ideal citizens. In order to realize the vision, the college aims to impart an education par excellence for the all-round development of the students who enter its portals. They are trained to express themselves in love, compassion, creative action and self - discipline.

Mission of the College

The mission of the College is to help prepare outstanding educators, scholars, and researchers. As a college we are committed to research, teaching and extension that make an important difference in the lives of our stakeholders in the locality, the nation and the world by:

• Providing a world-class education for our students

• Encouraging lifelong learning through extension education

• Advancing a productive and sustainable civic culture

• Promoting a wise stewardship of the environment

• Supporting a safe, secure activism

• Facilitating individual and community health and well-being

• Pursuing scholarship that addresses social issues

Programme Educational Objectives: Graduates of BA(Political Science) programme will be able to

1. Demonstrate an understanding of politics and government around the world and of political ideas, public policy and public law.

2. Undertake research in social science

3. Develop citizenship skills and to participate in public life

4. Develop an appreciation of positions contrary to their own political viewpoints and an understanding of human life beyond their own community

Intended Programme Outcome

1. Analyze and participate in the formulation and implementation of public policy at the local, state, federal, and international level by building consensus and using effective lobbying techniques.

2. Participate in and/or influence government at all levels through an understanding of the establishment, structure, and interaction of such governmental institutions.

3. Use effective writing, research, analysis, advocacy, and coalition-building skills to develop and influence policy at the national and international levels.

4. Conduct, analyze, and evaluate theoretical and empirical research for specific problems to affect domestic and international policy by applying political theory, systems, and processes in organizational environments.

5. Apply knowledge of ethical principles and issues to public policy and politics.

Course Curriculum for B.A. Programme

Working days/Semester -90 days

Credit for Common courses -38 credits

Credit for Core courses -62 credits

Credit for Complimentary courses -16 credits

Credit for Open courses -04 credits

Total Credit for the Programme -120 credits

Course Overview

Protest politics and social movements have become almost permanent features of the contemporary political landscape. In contexts where there is little hope for institutional redress, activists often stage protests to open up democratic avenues for affecting political influence. At the same time, even in democratic states, social movements and protest are common. Movements represent not only grievances on a particular set of issues, but also frustration with more established political forms of making claims in advanced industrialized societies. Those employing social movements for political goals include people who want to increase democracy, and others who want to limit it. When actors on different sides of political issues employ the same social movement forms and tactics to advance their causes, we are witnessing a growth in public distrust of more institutional democratic politics. To the extent that social movement politics have become increasingly routinized and institutionalized element of contemporary politics, they reflect a permanent skepticism about more conventional democratic procedures. Protest outside institutions is closely linked to the politics inside institutions.

This course provides a more political understanding of 'civil society' by examining social movements in relation to civil society and public sphere. For the last few decades, mainstream discourse has adopted the notion of 'civil society' and public sphere as simultaneously the site of 'citizens' collective action'. It begins by current theories of ‘civil society' ‘public sphere’ and 'new social movements'. It then assesses the impact of nationalist movements on shaping the development agenda of nineteenth-century colonial India and how social movements from the 1950s onwards interacted with national governments in blocking, changing or advancing the development agendas.

It offers a detailed analysis of the ideological framework of the social and political movements and familiarizes the conceptual theories and typologies. Focus is laid on the study of case studies of Dalit movements, Environmental and Ecological Movements, Working Class Movement, Agrarian Movements, Religious and Communal Movements, Regional Movements, Women’s Movements, Ethnic Movements with Special Reference to Tribals, Backward Class Movement, Dalit Movement, etc.

Competencies: At the end of the course the students should be able to

1. Demonstrate an understanding of meaning, theories, and operations of social movements in modern India

2. Apply basic principles of political theory to the field of collective behavior/social movements

3. Design models of protest politics in order to solve local issues at community levels

4. Develop critical perspectives of the prevailing social order

5. Understand the relationship between protest movements and democracy

6. Create websites, blogs, join online communities to organize activism online

7. Understand the operation of advocacy groups for the protection of social justice

Instructional Objectives

C1: Demonstrate an understanding of meaning, theories, and operations of social movements in modern India

C1G1: Define social movements (Remembering)

C1G1S1: define social movements

TI1: What is social movements ?

TI2: List out different types of social movements ?

C1G1S2: Mention the nature of social movements in India

TI1: List out the characteristics of social movements in India.

TI2: Describe the histoy of social movements in modern India.

C1G2: Explain the theories of social movements ? (understanding)

C1G2S1: Explain various theories of social movements

TI1: describe various theories of social movements ?

C1G3:Estimate the role and impact of social movements in India (apply)

C1G3S1:estimate the impact of social movements in modern India ?

TI1:Elaborate the influence of social movements in making modern India ?

Ti2:determine the role of nationalist leadership in igniting social movements ?

C1G4:Distinguish between old and new social movements (analyse)

C1G4S1:differentiate between traditional and modern theories of social movements

TI1:outline the traditional theories of social movements ?

TI1:characteristics of modern theories of modern theories of social movements ?

C1G5:make a critique of new social movements in India (evaluate)

C1G5S1:significane of new social movements

TI1:justify the usefulness of new social movements in India ?

C1G6:apply different theories of social movements to selected social problems (Create)

C1G6S1:construct theoretical alternatives to contemporary social movements

TI1:make a Gandhian perspective to maoist insurgency in India ?

TI2:examine the Plachimada issue ,Kerala, in the context of marxian perspective.

C2:Apply basic principles of political theory to the field of collective behavior/social movements

C2G1. Social movement theory (Remembering)

C1G1S1.theories of collective behaviour

TI1:mention theory of relative deprivation

C2G2.rational choice(understanding)

C2G2S1 the benefits of rational individuals if they join in collective action

TI1 why people are rational actors even in choosing a collective course of action ?

C2G3 resource mobilization(apply)

C2G3S1:social movements and organization

TI1 why resource mobilization theory in social movements observe that organization is relevant

C2G4:Collective action in Alberto Melucci(analyse)

C2G4S1:Melucci and theory of code

TI1:how did melucci theorise collective action ?

C2G5:social movement theories and social problems (evaluate)

C2G5S1:applicability os theories in understanding social problems

TI1:what extent different theories are useful to understand collective behavior ?

C2G6:social movenents in India(Create)

C2G6S1:nature of social movements in India

TI1:identify the applicabilty of theories of social movement to understand various protest movements in the Indian context ?

C3-Design models of protest politics in order to solve local issues at community levels

C3G1-Protest politics among the local community(Remembering)

C3G1S1-road expansion and displacement

TI1-discuss the express highway highway development programme ?

C3G2- how the express highway development impacts society (understanding)

C3G2S1-express highway and society

TI1-why there is much hue and cry over express high way ?

C3G3-express highway and right to life -(apply)

C3G3S1-estimate the express highway development in your locality

TI1-how do you respond if there is a proposed express highway action plan ?

C3G4-express highway and rehabilitation (analyse)

C3G4S1-protest against proposed rehabilitation

TI1-how to organise a citizen activism against rehabilitation package ?

C3G5-citizen initiative for policy responses (evaluate)

C3G5S1-reasonableness of citizen activism in the context of express highway

TI1-do you think that citizen protesting against road development is just ?

C3G6-alternative citizen initiative for express highway development programmes (Create)

C3G6S1-importance of alternative plans for express highway

TI1-how to do away with express highway when there is need for road development ?

C4-Develop critical perspectives of the prevailing social order

C4G1-Enumerate different perspectives of social order (Remember)

C4GIS1 -Define different perspectives associated with prevailing social order

TI1-Define traditional, Liberal and modern perspectives of social order

TI2-What are the different levels of structures in the current social order?

C4G1S2-Describe different features of various social order

TI1-Enumerate different locations of various social order

TI2-List the qualities of changing perspectives of the various prevailing social order

C4G2 -Express the features of prevailing social Order(Understand)

C4G2S1-Explain the features of different types of social order in different societies

TI1-Explain with examples the difference between traditional and modern social order

TI2-Compare and contrast the arguments inside the left perspectives of social order

C4G2S2-Distinguish the structure of different social order

TI1-Give an example of liberal perspectives of social order

TI2-Explain why there are contradictions inside Marxian perspectives of social order

C4G3-Determine the need for concrete perspectives of social order. (Apply)

C4G3S1-Determine the various tools necessary for pragmatic social order

TI1-Draw various solutions to bring consensus in an anarchic society.

TI2-What are the tools you suggest to polish a crude social order?

C4G3S2-Estimate the data required for pragmatic social order

TI1-carry out different steps necessary for a practical social order

TI2-Calculate the depth of values laiden in a modern social order

C4G4-Identify the tools necessary for pragmatic social order(Analyse)

C4G4S1-Select the operational data requirements for a democratic social order

TI1-Identify the operational tools required for a Gandhian model of democracy.

TI2-What personal informations would be demanded by the state from its citizens for effective democracy.

C4G4S2-Compare the constitutions of two or more social order

TI1-Identify the problems faced by a social order with unwritten constitutions.

C4G5-Justify the use of unified Identify cards in a diverse society like India (evaluate).

C4G5S1-Evaluate the use of unified Identify cards and work out how it affect the marginalized sector of the social order

TI1-Justify evaluate the use of unified Identify cards and workout how it affect the marginalised sector of the social order

TI2-Evaluate the advantages of UIDs to the earlier system.

C4G5S2-Evaluate the significance of new social order

TI1-Justify the usefulness of various social orders in a society.

C4G6-Design a different perspective to the prevailing social order in India (Create)

C4G6S1-Construct theoretical perspective to the prevailing social order

TI1-Plan a left perspective to the current challenges of development in India.

C5 - Understand the relationship between Protest Movements and Democracy

C5G1: Define Democracy (Remembering)

C5G1S1: Define democracy

TI1: What is Democracy ?

TI2: What are different Types of Democracy?

C5G1S2: Mention the nature of Indian Democracy

TI1: List out the futures of Indian Democracy.

TI2: Describe the development of democracy in Independent India.

C5G2: Explain the relevance of Protest Movements in Democracy? (Understanding)

C5G2S1: Explain the concept of deliberative Democracy

TI1: Describe various channels of deliberation?

TI2: Explain the role of Political parties in democracy?

C5G2S2 : Explain Political Participation

TI1: Bring out various methods of participation?

TI2 Describe theories of political participation?

C5G3: Estimate the role of protest movements in Indian democracy (apply)

C5G3S1: Estimate the impact of protest movements in democracy

TI1: Discuss the role of protest movements in promoting democratic process?

TI2: Assess the contribution of protest movements during emergency, in smoothening the operation of democracy in national polity?

C5G3S2: Evaluate recent trends in protest movements

TI1: Evaluvate the impact of terrorism in Indian Democracy?

TI2: Discuss the civil society response to Maoist movements in India?

C5G4:Distinguish between old and new concepts of Democracy (Analyse)

C5G4S1: Differentiate between traditional and modern concepts of Democracy

TI1: Outline the traditional theories of democracy ?

TI2: Examine the characteristics of modern theories of democracy

C5G5: make a critique of protest movements in Indian Democracy (evaluate)

C5G5S1:Evaluvate the significance of protest movements in democracy

TI1:Evaluvate the role of protest movements in India ?

C5G6:plan an alternative model of protest in a democratic way ?

C5G6S1-non-party political domain in democracy

TI1-how to plan a non-party domain in democracy which formulate a protest space?

C-6: Understand the operation of advocacy groups for the protection of social justice

C6G1: Define Adovacacy Groups and Social Justice (Remembering)

C6G1S1: Define advocacy Groups

TI1: What are advocacy groups?

TI2: Name important advocacy groups in India ?

C6G1S2: Define social justice

TI1:Describe the characteristics of justice?

TI2: List out the provisions in Indian constitution to ensure social justice?

C6G2: Explain the theories of social justice ? (Understanding)

C6G2S1: Explain various theories of social justice

TI1: describe various theories of social justice ?

C6G3:Estimate the role advocacy groups in maintaining social justice (apply)

C6G3S1:Estimate the impact of advocacy groups in modern India ?

TI1:Determine the role of NGO’s in the protection of social justice in India ?

Ti2:Estimate the contributions of advocacy groups in civil society movements ?

C6G4:Distinguish between old and new social movements (analyse)

C1G4S1:differentiate between traditional and modern theories of social movements

TI1:outline the traditional theories of social movements ?

TI1:characteristics of modern theories of modern theories of social movements ?

C1G5:make a critique of new social movements in India (evaluate)

C1G5S1:significane of new social movements

TI1:justify the usefulness of new social movements in India ?

C6G6:apply different theories of social movements to selected social problems (Apply)

C1G6S1: construct theoretical alternatives to contemporary social movements

TI1: make a Gandhian perspective to maoist insurgency in India ?

TI2: examine the Plachimada issue, Kerala, in the context of marxian perspective.

Course Module

Module I a) Social Movements: Meaning, Nature and Importance

b) Marxian, Liberal and Gandhian
c) Classification of Social Movements Including New Social Movements

Reading List

1. Sidney Tarrow, Power in Movement: Social Movements and Contentious Politics, Cambridge: Cambridge University Press, Second Edition, 1998.

2. Rajiv Bhargava and Ashok Acharya,Political Theory:An Introduction,New Delhi:Pearson Education,2008,pp.188-204

3. Vandana Shiva, Ecology and Politics of Survival: Conflicts and Natural Resources in India, New Delhi: SAGE, 1991,

4. Rajeev Bhargava and Helmut Reifeld,Civil Society,Public Sphere and Citizenship:Dialogue and Perceptions,New Delhi:Sage,2005

5. Dwaipayan Bhattacharya and et.al,Interrogating Social Capital:The Indian Experience, New Delhi:Sage,2004

6. Sudipta Kaviraj and Sunil Khilnani,Civil Society;History and Possibilities,New Delhi:Cambridge University Press,2001

Module II Social and political movements in India-A historical overview

Reading List

1. Rajiv Bhargava and Ashok Acharya,Political Theory:An Introduction,New Delhi:Pearson Education,2008,pp.188-204

2. Sumi Krishna, , Environmental Politics, New Delhi: SAGE Publications, 1996

3. Leif Ohlsson,(Ed.)Hydro Politics: Conflicts over Water as a Development Constraint,Dhaka: The University Press Limited. 1996

4. Vandana Shiva, Ecology and Politics of Survival: Conflicts and Natural Resources in India, New Delhi: SAGE, 1991,

5. Dwaipayan Bhattacharya and et.al,Interrogating Social Capital:The Indian Experience, New Delhi:Sage,2004

6. Frances Fox Piven and Richard A. Cloward. Poor People's Movements. New York: Vintage, 1977

7. Rajni Kothari, Democratic Polity & Social Change in India, Delhi, allied, 1976.

8. S. Kothari, Social Movements and Redefinition of Democracy, Boulder Colorado, Westview Press, 1990.

Module III Discourses on social and political movements

a)Social Movements and Democracy: An Assessment
b)State and Social Movements
c)Globalisation and Social Movements

Reading List

1. Frances Fox Piven and Richard A. Cloward. Poor People's Movements. New York: Vintage, 1977

2. Rajni Kothari, Democratic Polity & Social Change in India, Delhi, allied, 1976.

3. S. Kothari, Social Movements and Redefinition of Democracy, Boulder Colorado, Westview Press, 1990.

4. T. K. Oomer, 'Protest and Change, Studies in Social Movement', New Delhi, Sage , 1990

5. K. Jones, 'Socio -Religious Reform Movement in British India, Cambridge

6. N. Subramaniam, Ethnicity & Populist Mobilization:Politial Parties, Citizens, Democracy in South asia, Delhi, Oxford Uni. Press, 1999.

7. Valerie Jenness and Kendal Broad. Hate Crimes: New Social Movements and the Politics of Violence, New York: Aldine de Gruyter, 1997

Module IV Social and political movements in India

Environmental and Ecological Movements,Working Class Movement,Agrarian Movements,Religious and Communal Movements,Regional Movements,Women’s Movements,Ethnic Movements with Special Reference to Tribals,Backward Class Movement,Dalit Movemen

Reading List

1. Sidney Tarrow, Power in Movement: Social Movements and Contentious Politics, Cambridge: Cambridge University Press, Second Edition, 1998.

2. Raka Ray, Fields of Protest: Women’s Movements in India. Minneapolis and London: University of Minnesota Press, 1999.

3. Rajiv Bhargava and Ashok Acharya,Political Theory:An Introduction,New Delhi:Pearson Education,2008,pp.188-204

4. Sumi Krishna, , Environmental Politics, New Delhi: SAGE Publications, 1996

5. Leif Ohlsson,(Ed.)Hydro Politics: Conflicts over Water as a Development Constraint,Dhaka: The University Press Limited. 1996

6. Vandana Shiva, Ecology and Politics of Survival: Conflicts and Natural Resources in India, New Delhi: SAGE, 1991,

7. Frances Fox Piven and Richard A. Cloward. Poor People's Movements. New York: Vintage, 1977

8. Rajni Kothari, Democratic Polity & Social Change in India, Delhi, allied, 1976.

9. S. Kothari, Social Movements and Redefinition of Democracy, Boulder Colorado, Westview Press, 1990.

10. T. K. Oomer, 'Protest and Change, Studies in Social Movement', New Delhi, Sage , 1990

11. K. Jones, 'Socio -Religious Reform Movement in British India, Cambridge

12. N. Subramaniam, Ethnicity & Populist Mobilization:Politial Parties, Citizens, Democracy in South asia, Delhi, Oxford Uni. Press, 1999.

13. Valerie Jenness and Kendal Broad. Hate Crimes: New Social Movements and the Politics of Violence, New York: Aldine de Gruyter, 1997

Course transactions; proposed activities

1. Apply the macro-level theories of civil society,public sphere and socio-political movements from the class room activities to micro-level problems identified in the panchayath and native place and make an assignment report.
2. Assign each student in the class to identify the forms of protest politics in local areas and organize an exhibition of such reports in the college and invite students of the college and public to watch it.
3. Organize a seminar programme , inviting activist and participants of protest politics in the local areas and have an interaction with such people who are victims of flawed development in such areas.
4. Assign each student create blogs and social networks in cyber space and organize polls and discussion forums to spread ideas and ideologies of protest politics in local areas, nationally and globally.

human rights and development

Course Title: Human Rights and Development

No. of Credits: 4

Course Designers:

1. Sabu Thomas-(group Leader) savempeny@gmail.com
2. Mr. Biju. P .R- bijugayu@gmail.com
3. Mr. Biveesh .U. C- biveeshuc@gmail.com
4. Ms. Gayathri. O- bijugayu@gmail.com

Programme: B A Political Science

Vision of the College

To be the leader in innovative and relevant education that nurtures individuals to be converted into proficient and responsible members of society.

Mission of the College

We are an institution devoted to make available knowledge through the expansion and release of better-quality learning systems.
We make every effort to endow with finest value to all our stakeholders – our students, our faculty members, our employees, our partners, our share holders, and our community.
We will pursue this mission with paramount integrity, dedication, transparency, and creativity.

Programme Educational Objectives:

Political Science under graduate programme at our college aims to provide students with a basic understanding of political systems, major political beliefs and the fundamental processes of politics and governing. We introduce students to the institutions of government and the distinctive political cultures in which different systems operate. Often referring to the great issues of our time and of the past, the teachers guide students to appreciate the dynamic interplay of theory and practice in understanding the political world. Faculty prepare students for responsible membership in a changing and often turbulent world, and assist students to develop lifelong learning skills which will serve them in both the work place and the public world in which we all live.

Political Science enables students to study systematically the events, people and issues that shape political decision making. Besides focusing on the institutions, processes and outcomes of politics, the curriculum also surveys the great thinkers who have speculated about the nature of a just and effective political system. In a world that some have described as approximating a "global village," political science encourages students to become familiar with a variety of political cultures and to appreciate the unique perspectives brought by each to the word community. Political Science at our college also seeks to bring theory and methodology into the real political arena by strongly encouraging student learning beyond the classroom through internships and field experiences.


Intended Programme Outcomes

An undergraduate in political science will be able to

1. A sophisticated understanding of politics, government, and the public policy process,
2. Communication and critical thinking skills of analysis, synthesis, and presentation ,
3. Use effective leadership skills in government, the private sector or voluntary sector,
4. Able to collaborate with different stakeholders in social problems and bring about a solution,
5. Able to social entrepreneurship and engineering,
6. Equip themselves to life long learning process,
7. Able to exhibit activist culture for a genuine social cause.

Course Curriculum for B.A. Programme

Working days/Semester -90 days
Credit for Common courses -38 credits
Credit for Core courses -62 credits
Credit for Complimentary courses -16 credits
Credit for Open courses -04 credits
Total Credit for the Programme -120 credits

Common Course

NO SEMESTER COURSE CODE TITLE OF THE COURSE Hrs/WEEK CREDIT
1 I IA01 ENG Common course I English 5 4
2 I IA02 ENG Common course II English 4 3
3 I IA07 ADL Common course I Additional Language 4 4
4 II 2A03 ENG Common course III English 5 4
5 II 2A04 ENG Common course IV English 4 3
6 II 2A08 ADL Common course II Additional Language 4 4
7 III 3A05 ENG Common course V English 5 4
8 III 3A09 ADL Common course III Additional Language 5 4
9 IV 4A06 ENG Common course VI English 5 4
10 IV 4A10 ADL Common course IV Additional Language 5 4

Core courses

SL NO COURSE TITLE COURSE CODE SEMESTER CREDIT Hrs/ WEEK
CORE COURSES
1 INTRODUCTION TO POLITICAL SCIENCE
1B01 POL I 4 6
2 POLITICAL THEORY
2B02 POL II 4 6
3 ANCIENT AND MEDIEVAL POLITICAL THOUGHT 3B03 POL
III 4 5
4 METHODOLOGY AND PERSPECTIVES IN SOCIAL SCIENCE 3B04 POL III 4 4
5 Modern Political Thought
4B05 POL IV 4 5
6 INDIAN GOVERNMENT AND POLITICS
POL 4B06 IV 4 4
7 COMPARATIVE POLITICS
5B07 POL V 4 5
8 PUBLIC ADMINISTRATION: THEORY AND CONCEPT
5B08 POL V 4 5
9 Issues in Indian Politics
5B09 POL V 4 4
10 INTERNATIONAL POLITICS: CONCEPT AND THEORY
5B10 POL V 4 5
11 Research methodology in Political Science
5B11 POL V 4 4
12 India’s Foreign Policy
6B12 POL VI 4 5
13 Protest Politics in India
6B13 POL VI 4 5
14 Human Rights and Development
6B14 POL VI 4 5
15 POLITICS OF GLOBALISATION 6B15 POL
16 PROJECT WORK 6B16 POL VI 2 3
OPEN COURSES

1 GENDER AND POLITICS 5D01 POL

V

2

2
2 CYBER POLITICS 5D02 POL
3 DEFENCE AND STRATEGIC STUDIES 5D03 POL
4 MEDIA AND POLITICS 5D04 POL
VI
2
2
5 HUMAN RIGHTS IN INDIA 5D05 POL





Course overview


We live in a time where we must have development, not least as most of the world’s countries are democracies and the people demand it, but where our model for development is changing our planet in ways which may destroy us. What we need is some kind of ‘sustainable development’ a form of social progress that does not harm the planet and can be sustained down time. But what is this? And can it be done in a mostly capitalist model, with a world of nation-states? Can we even do it in India ? In fact, do we even recognise the problem?

In this course we will use the issue of the political of sustainable development as the frame through which to introduce students to political science. In the process we will explore questions like:

By the end of this modules you ought to have a decent understanding of the field of human rights and development, as well as the most important issue in the world today: the challenge of sustainable development.
At the dawn of the new millennium, human rights and development are at a crossroads. On the one hand, the congruence between human rights and development theory has never been more striking. Poverty and inequities between and within countries are now the gravest human rights concerns that we face. As the Secretary-General underscored in his 2005 reform report “In larger freedom”, the challenges of human rights, development and security are so closely entwined that none can be tackled effectively in isolation. Yet there remains a chasm between theory and practice, ensuring that the objectives, policies and processes of development are channelled more directly and effectively towards human rights goals. There are, of course, many reasons why this is so, including continuing gaps in knowledge and skills, and difficulties in translating human rights norms into concrete programming guidance applicable in diverse policy contexts and national circumstances.

A collective and multifaceted effort is required of human rights and development practitioners, now more so than ever. Filling gaps in knowledge, skills and capacities will be meaningless without renewed leadership, commitment and attention to our own internal accountability systems and incentive structures. This course aims to analyse the development programmes through a human rights standard.It ultimately tries to bring about a human rights approach to development.


Course competency

At the end of the course the students should be able to

1. Demonstrate an understanding of meaning, theories, and operations of human rights and development

2. Apply basic principles of development theories to the field of human rights

3. Inculcate individual as well state’s obligations in human rights frame work for development

4. Bring about a human rights-based approach to development


Course Module

Module I Human Rights and Development:Overview

A. Human rights –origin,meaning, definition, nature, classifications, approaches, types,
B. Development-meaning,definition,approaches,theories,
C. Relationship between human rights and development
D. New human rights-sustainable development



Reading list


1. See ,International Council on Human Rights Policy, Taking Duties Seriously:Individual Duties in International Human Rights Law (1999), available at www.ichrp.org.
2. United Nations Development Programme (UNDP), Human Development Report 2000: Human rights and human development (New York, 2000), p. 19, available at http://hdr.undp.org/reports/view_reports.cfm?year=2000&country=0&region=0&type=0&theme=0.
3. United Nations Population Fund (UNFPA), Culture Matters – Working with Communities and Faith-based Organizations: Case Studies from Country Programmes (2004), http://www.unfpa. org/upload/lib_pub_file/426_filename_CultureMatters_ 2004.pdf.
4.


Module II Discourses on human rights and development

A. Relationship between human rights, the Millennium Declaration and the Millennium Development Goals.
B. Relationship between human rights and poverty reduction.
C. Relationship between human rights and good governance.
D. Relationship between human rights and economic growth
E. Relationship between human rights and policy trade offs
F. Human rights and national budgets


Reading List

1. UNDP, Human Development Report 2003: Millennium Development Goals: A compact among nations to end human poverty (New York, 2003), pp. 1 and 30 et seq.
2. OHCHR, Human Rights and Poverty Reduction: A Conceptual Framework (New York and Geneva, United Nations, 2004), http:// www.ohchr.org/english/issues/poverty/docs/povertyE.pdf.
3. “Study on policies for development in a globalizing world: What can the human rights approach contribute?” by Professor S. R. Osmani (E/CN.4/ Sub.2/2004/18), paras. 21-28.
4. A. Norton and D. Elsom, What’s behind the budget? Politics, rights and accountability in the budget process (London, Overseas Development Institute, 2002), http://www.odi. org.uk/pppg/publications/books/budget.pdf.

Module III HUMAN RIGHTS-BASED APPROACH

A. Definition and general issues,
B. Human rights-based approach add to development
C. Human rights-based approach and gender mainstreaming
D. Human rights-based approach helps to resolve conflicts between different stakeholders in development



Reading list

1. Hughes and J. Wheeler, “Rights and power workshop: report” (Brighton, Institute of Development Studies, 17-20 December 2003), http://www2.ids.ac.uk/drccitizen/docs/r&pworkshopreportfinal.pdf.
2. Christina Biebesheimer, “The impact of human right principles on justice reform in the Inter-American Development Bank”, in Human Rights and Development: Towards Mutual Reinforcement, P. Alston and M. Robinson, eds. (Oxford University Press, 2005), pp. 269-296.
3. OHCHR, “Human rights-based approach to development: good practices and lessons learned from the 2003 CCAs and UNDAFs” (December 2004), p. 6, http://www.undg.org/documents/5683-Review_of_2003_CCAs_and_ UNDAFs_from_Human_Rights_Perspectives.doc.

Module IV Implication of human rights based approach to development programmes

A. Human rights standards related to the development programmes
B. Principle of equality and non-discrimination for programmes
C. Principle of accountability for programmes
D. Principle of participation for programmes
E. Human rights help with situation analysis
F. Human rights indicators for monitoring development programmes




Reading list
1. CARE International, Principles into practice: Learning frominnovative rights-based programmes, http://www. careinternational.org.uk/Principles+into+practice%3A+ Learning+from+innovative+rights-based+programmes+ 4268.twl.
2. UNDP, “Human rights-based reviews of UNDP programmes: working guidelines” (2003), http://hdr. undp.org/docs/network/hdr/thematics/HRBA_ Guidelines.pdf.
3. C. Moser and A. Norton, To Claim our Rights: Livelihood security, human rights and sustainable development (Overseas Development Institute, 2001),http://www.odi.org.uk/pppg/publications/books/ tcor.pdf.










Course Modules












Course transactions; proposed activities

Instructional objective

C 1-Demonstrate an understanding of meaning, theories, and operations of human rights and development


C1G1-describe origin and growth of human rights(Remembering)

C1G1S1-list out the historical development of human rights
TI1-mention Magna Carta
TI2-discuss universal declaration
CIG1S2-examine generation human rights
TI1-Describe different statutory human rights institutions
TI2-Enumerate different non-state human rights actors

C1G2-Explain the features of human rights protection groups(understanding)

C1G2S1-Explain the role of institutions and advocacy groups in protecting human rights
TI1-Explain the operational differences between the state and non-state actors in the arena of human rights.
TI2-Illustrate the reasons for the intervention of human rights groups

CIG2S2-Discuss the role of human rights groups for promoting a participatory democracy.

TI1-write down the necessary conditions for the operationalisation of participatory democracy?
TI2-Give one example of human rights group intervention in promoting participatory democracy?

CIG3-Determine the operational requirements for a human rights action groups(apply)

CIG3S1-Estimate the components of an action specific human rights group
TI1-The Govt.proposes to build a dam,which reportedly displaces 127 tribal families , they are illiterate and unorganized, So far Govt. not announced any concrete relief package,there are larger political consensus on the particular issues which stands inhospitable to tribal ecosystem,does it necessitate the formation of a human rights specific action group in the context ?

CIG4-Identify the relevance of human rights groups in the globalised order(analyse)

CIG4S1-Analyse the role of human rights groups in the context of neo-liberal policies.
TI1-The Govt.of Tamil Nadu announced a SEZ which displaced 301 families ,they accepted compensation,SEZ realized without any protest.At the same time,a SEZ has been announced in Kerala,which by studies displaces 31 families,despite the compensation package and other reliefs,the matter raised huge hue and cry in the state,SEZ remained in paper,compare the human right perspectives of civil societies in this two states in the similiar context.

CIG5-Make critical evaluation of human right interventions(evaluate)

TI1-make a critical evaluation of political interest of human rights action groups and how this affect the realization of their basic objectives

CIG6-Design a human right action group in the unorganized sector(Create)

TI1-Due to globalization,liberalization policies and privatization attempts,new generation jobs has been massively generated in the working sector,at the same time,many human rights problems are reported which remains unnoticed from the attention of the concerened parties,for instance,compulsion for overtime work ,marriage breakdown due to lack of familial bond,lack of unionism ,in this context ,chalk out a detailed plan of action so as to make the work environment more humane and to asses the work conditions through a human right standard ?

C 2-Apply basic principles of development theories to the field of human rights

C2G1-discuss development in the context of human rights(Remembering)

C2G1S1-relationship between rights and development
TI1 What is the relationship between human rights and human development?
TI2 What is the relationship between human rights, the Millennium Declaration and the Millennium Development Goals?
C2G2-human rights and poverty reduction(understanding)

C2G2S1-disempowerment and exclusion
TI1- summarise human rights violations are both a causeand a consequence of poverty?
C2G3-elaborate relationship between human rights and good governance(apply)

C2G2S1-Human rights and the performance standards for Governments and other actors
TI1-Growth without equity, without social inclusion, will not reduce poverty.What government can perform in this context ?
C2G4-estimate human rights and the state(analyse)

C2G4S1-human rights and the context where rights need to be protected
TI1-Does the realization of human rights require big government or big economic system ?
C2G5-state the relationship between human rights and policy trade-offs(evaluate)

C2G5S1-Human rights standards and essential conditions on policymaking.
TI1-how human rights standards can impose on policy making ?
C2G6make an alternative policy standard for resolving a social conflict (Create)

C2G6S1-human rights perspective in economic policies
TI1-by focusing on the inequalities inherent in India’s economic system with reference to corporate world demonstrate how the funds needed for social programmes might be obtained by the Government and that priorities could be shifted to benefit society as a whole.



C 3-Inculcate individual as well state’s obligations in human rights frame work for development

C3G1- discuss human rights-based approach (Remembering)


C3G1S1-conceptual framework for the process of human development
TI1-What is a human rights-based approach?

C3G2-How to rationalise a human rights-based approach (understanding)

C3G2S1-value addition through rights based approach
TI1-What value does a human rights-based approach add to development?
C3G3-delineate the practical value of a human rights-based approach to development (apply)
C3G4S1-added value of a human rights-based approach
TI1-what are practical values added by rights based approach to education ?

C3G4-what are the transparency and accountability (analyse)

C3G4S1-enahncement of transparency and accountabilty of rights based approach to development
TI1- how this approach helps to make the policy formulation process more transparent ?
C3G5- how to use right to influence power in rights enabled approach to development(evaluate)
C3G5S1- transforming existing distributions of power—the cornerstone of a human rights-based approach
TI1-what are challenges of rights based approach to development

C3G6-how human rights-based approach help to resolve conflicts(Create)

C3G6S1-rights based appraoch to solve conflict over competing claims over resource
TI1-Make an alternative paradigm for solving the conflict over the interlinking over rivers programme in India which allegedly distruct the different stake holders and their rights ?.


C4-Bring about a human rights-based approach to development
C4G1-human rights standard related to development(Remembering)
C4G1S1- Human rights treaty standards binding upon countries
TI1- How do human rights standards relate to the development programming process?
C4G2-what are Conditions creating appropriate development(understanding)
C4G2S1-democracy and human rights
TI1-how democracy create a human rights conducive atmosphere for development ?
C4G3-Human rights organizations and NGOs and development projects. (apply)
C4G3S1-NGO and Human rights
TI1-how NGO activism affect development ?
C4G4-princple of equality and non-discrimination in development(analyse)
C4G4S1-human rights as non-discrimination
TI1-What does the principle of equality and non-discrimination mean for development programming?
C4G5-What are accountabilty in development programme (evaluate)
C4G5S1-huamn rights entitlements and development
TI1-how to ensure accountability in human rights-based approach to programming ?
C4G6-huaman rights development and capacity building(Create)


C4G6S1-capacity building through development
TI1-Does a human rights-based approach bring anything new to capacity development?










Method of assessment/evaluation

Evaluation is based on grading and the evaluation scheme contain two parts:
Grading: 1. Internal evaluation,2. External evaluation.
Weightage of Internal and External evaluation.
Evaluation Weightage-Internal 1 (or 25 %) External -3 (or 75 %)
Both internal and external evaluation shall be carried out using Direct Grading System.

Internal evaluation

Component of internal evaluation-Components Weightage
a. assignments 1,b. seminars 1,c.Test papers 2,d .Attendance 1

External Evaluation

The external evaluation is to be conducted with question papers set by external experts. The evaluation of answer scripts shall be done by examiners bases on welldefined scheme of valuation.
Direct Grading System: Direct grading system based on a 5 point scale is used to evaluate the performance (External and Internal) of students.

A. Excellent 4. 3.5 to 4.00
B .Very Good 3. 2.5 to 3.49
C .Good 2. 1.5 to 2.49
D .Average 1. 0.50 to1.49
E .Poor 0. 0.00 to 0.49

Each course is evaluated by assigning a letter grade (A, B, C, D and E) to that course by the method of direct grading. The internal (weightage 1) and external (weightage 3) components of a course are separately graded and then combined to get the grade of the course after taking into account of their weightage. An aggregate of C grade is required in each course for a pass and also for awarding a degree.

social movements and protest politics in india madappally plan fund seminar proposal

Plan Fund Proposal (2010-11)
Department of Political Science
Govt.College Madappally.
(1).2202-03-105-99, Faculy Development.

1.National Seminar on “Social Movements and Protest Politics in India”.

Introduction
Protest reflects the key aspect of the relationship between the state and society. State is responsible for formulating and carrying out policies for society. State may lack the resources to meet the demands and expectations of various competing social groups. That may lead to anger among some groups in the society, which can take the shape of protest movement. Protest arises from disagreement over limited issues, such as opposition to particular policies of a government, or antagonisms between groups competing for political influence.So how movement arises and how various groups participate in it is an important area of intellectual pursuit.Students of political science and teachers should have great mastery over the area so as to get a clear understanding of the society.It is so important to understand how to approach a social movement and what are basic theoretical approach to social movements.

Relevance

In democracies, we do not see a uniform pattern of popular protest movements.Some democracies experience more protest than other democracies. France hosts more protest annually than Germany does. Bangladeshis invade the streets much more than the people in Sri Lanka do. Answers to this difference may be found in their political cultures or by carefully auditing the performance of their democratic institutions. However, it is more puzzling when within the same democracy, people in some areas protest more successfully than other areas. It seems that some ordinary people, who are busy in their struggle for day-to-day survival, attain the degree of coordination and mutual awareness that they need to wage strategically effective protests, while some others fail. Some need to ask, why some groups sharing a grievance mobilize successfully while others do not in democracies? In recent years, democratisation has spread to the South and with it increasing number of social movements. The origin and outcome of these movements are being explained with the help of theoretical frameworks developed to study social actions in the North. Here, the aim is to examine the relevance of these theories to evaluate the success and failure of social movements in the developing countries.

In India at the outset, we must note that the term “non-party domain” or the “non-party political domain” is not a conceptual category that refers to any specific set of processes, movements, institutions or practices.But it is so vibrant and proliferating day by day. It is a category that has been descriptively deployed in the Indian context by a group of scholars, to refer to a series of movements and social struggles that burst forth on the scene in the 1980s, broadly speaking. In the specific sense in which this category was used by these scholars, it was meant to refer to a series of responses to problems in the formal political process that prevented the interests of a whole range of social groups and many significant issues from getting translated into the electoral calculus of party politics. Of late, the term that has gained some currency in political discourse and is being used widely to refer to a range of movement-type as well as institutional initiatives, is the notion of “civil society”. This category is increasingly used as a self description even by those groups who would have in an earlier period used the category of “non party political domain”. Even though the current use of this concept of “civil society” too is quite vague, it has at least the advantage of being used as a normative category to demarcate a sphere of non-state activities that keeps the state’s excesses in check and attempts to influence policy in the direction of greater transparency and accountability.

Seminar Themes

Social movements and protest politics,New social movements,Civil society movements,Various social movements in India
Duration of Seminar
Two days.
Estimated expenditure statements
Remuneration to resource persons-30000/-
Remuneration to participants-30000/-
Stationery and other expenses-10000/-
Food and accomodation-20000/-

Total Estimated Expenditure-90000/-

commons in the cyber age brennen plan fund seminar proposal

Plan Fund Proposal (2010-11)
Department of Political Science
Govt.Brennen College.
(1).2202-03-105-99, Faculy Development.

1.National Seminar on “Commons in the Cyber Age:Politics in the Space Online”.

Introduction
Political process has undergone dramatic shifts in recent years with the coming in of internet and internet enabled political process.Internet and cyber age have made phantom changes in the way people think and act on political life. Twitter,facebook,orkut ,blogs etc are recent technological advancement, ofcourse ,has some political ramification. Public sphere,civil society,and social capital being recent theoretical advancements in political theory little awareness has been created among academia and students community.There are definitely some connection between such theories and the internet,which if exposed to students and teachers would be of immense help for improvement of both the discipline as well as to the proficiency of teachers.
Relevance

The net generation, growing up with the internet and other online media, is widely assumed to consist of more responsible citizens, using their technological expertise to campaign on social and political issues, exercise closer scrutiny over their governments, genuinely being more politically engaged. Citizens of the so-called ‘global village’, ‘virtual democracy’, ‘electronic agora’ or ‘blogosphere’ are said to fulfil the dream of a unified and interconnected world. The unprecedented expansion of Online Social Networks (OSN) such as Facebook, MySpace, LinkedIn and Twitter offers vast opportunities for communication, entertainment & chatting. These online forums differ from traditional media, such as Public Service Media (PSM), in that they allow more interactivity and many-to-many communication. But they have some similarities to Habermas’ concept of the public sphere: net spheres are public places that are outside of control by the state; they allow individuals to exchange views and knowledge as well as critical points of view; they are spaces where public-minded rational consensus can be developed.

The advantages of cyber-media are that they are not confined to frequency bandwidth; anyone can be a ‘publisher’ (ability to voice one’s opinion; collective action); they provide access (to all with internet account); they are self-generating social networks, allowing networks to form from participation, rather than structuring relationships from the top. However, the net can turn to be a noisy, uncontrolled environment; the open participation may turn chaotic, so there can be no model rules of behaviour or structured conversation; texts and voices may result in anarchic, rather than democratic forms of participation. What is more, there are linguistic barriers and blogging sites are typically dominated by male voices and polarized opinion. The very notion of openness is at stake as there is limited competition among providers. Inclusiveness can be an issue too – not all people use the Net due to cost considerations or lack of skills, especially in the developing world. Most crucially, critical discussion – the very notion of the Public Sphere – is often absent on the Net, whose content is highly partisan.

So, is it a myth that the Internet can revamp the Public Sphere, tackle political apathy and mobilize citizens? Not entirely, for there are plenty of good examples to show the opposite, as evidenced by Barack Obama’s online campaign to activism on Facebook and Twitter and the Twitter-aided demonstrators in Moldova and Iran against the fraudulent parliamentary election results and the Iranian authoritarian government respectively. Groups in Facebook can choose to support the liberalisation of Tibet; Twitter often has real-time updates on events like the Mumbai terrorist attacks. These examples highlight the Net’s informative and mobilising power.

Seminar Themes

Internet and democracy,Public sphere online,Online social movements,Protest politics online.Civil society online,Social capital online,Digital divide
Duration of Seminar
Three days.
Estimated expenditure statements
Remuneration to resource persons-30000/-
Remuneration to participants-30000/-
Stationery and other expenses-10000/-
Food and accomodation-20000/-

Total Estimated Expenditure-90000/-

politics and social media brennen ugc seminar proposal

A. Title of the activity:

“Politics and Social Media : Commons in the Space Online”.

B. Background including details of past events organised on the proposed
topic:

The internet, arguably the single most important communication break through the latter half of the last century, has revolutionised the way people, communicate, access information including the mass media reportage, and even how they respond to and comment on social and political issues. In this context ,it has been argued the internet has facilitated a phenomenon what philosopher Jurgen Habermas has defined as the ‘public sphere’- a forum where public opinion is shaped.Both the theory of the public sphere and the utopian rhetoric surrounding the Internet have been the focus of scholars for some time. Given the ability of people to connect with others around the globe through the Internet, could the Internet give rise to online public spheres? If so, how would such spaces work? This proposal proposes that public spheres do exist on the Internet, and details how it functions with making reference to online social networking in India taking as a case in focus.
Relevance

The net generation, growing up with the internet and other online media, is widely assumed to consist of more responsible citizens, using their technological expertise to campaign on social and political issues, exercise closer scrutiny over their governments, genuinely being more politically engaged. Citizens of the so-called ‘global village’, ‘virtual democracy’, ‘electronic agora’ or ‘blogosphere’ are said to fulfil the dream of a unified and interconnected world. The unprecedented expansion of Online Social Networks (OSN) such as Facebook, MySpace, LinkedIn and Twitter offers vast opportunities for communication, entertainment & chatting. These online forums differ from traditional media, such as Public Service Media (PSM), in that they allow more interactivity and many-to-many communication. But they have some similarities to Habermas’ concept of the public sphere: net spheres are public places that are outside of control by the state; they allow individuals to exchange views and knowledge as well as critical points of view; they are spaces where public-minded rational consensus can be developed.

The advantages of cyber-media are that they are not confined to frequency bandwidth; anyone can be a ‘publisher’ (ability to voice one’s opinion; collective action); they provide access (to all with internet account); they are self-generating social networks, allowing networks to form from participation, rather than structuring relationships from the top. However, the net can turn to be a noisy, uncontrolled environment; the open participation may turn chaotic, so there can be no model rules of behaviour or structured conversation; texts and voices may result in anarchic, rather than democratic forms of participation. What is more, there are linguistic barriers and blogging sites are typically dominated by male voices and polarized opinion. The very notion of openness is at stake as there is limited competition among providers. Inclusiveness can be an issue too – not all people use the Net due to cost considerations or lack of skills, especially in the developing world. Most crucially, critical discussion – the very notion of the Public Sphere – is often absent on the Net, whose content is highly partisan.

So, is it a myth that the Internet can revamp the Public Sphere, tackle political apathy and mobilize citizens? Not entirely, for there are plenty of good examples to show the opposite, as evidenced by Barack Obama’s online campaign to activism on Facebook and Twitter and the Twitter-aided demonstrators in Moldova and Iran against the fraudulent parliamentary election results and the Iranian authoritarian government respectively. Groups in Facebook can choose to support the liberalisation of Tibet; Twitter often has real-time updates on events like the Mumbai terrorist attacks. These examples highlight the Net’s informative and mobilising power.



C. Aims/ Objectives (in at least 500 words):
As the topic is relatively an explorative area of study,not much programmes have been found being organized.The area is found to be professional and in vogue in western academic world. Political process has undergone dramatic shifts in recent years with the coming in of internet and internet enabled political process.Internet and cyber age have made phantom changes in the way people think and act on political life. Twitter,facebook,orkut ,blogs etc are recent technological advancement, ofcourse ,has some political ramification. Public sphere,civil society,and social capital being recent theoretical advancements in political theory little awareness has been created among academia and students community.There are definitely some connection between such theories and the internet,which if exposed to students and teachers would be of immense help for improvement of both the discipline as well as to the proficiency of teachers.

D. Target audience/ participants with expected number:

We plan to invite renowned scholars from Central Universties, IIT’s, IIM’s, Deemed Universities,Professional Institutions,Government representatives and bureaucracy,media,social activist groups and professionals abroad.The academicians in Kerala and all over India can participate in the programme. The seminar is useful for scholars recently interested in online politics and e-governance.Teachers from all over India can participate in the programme.Students who are interested in the online politics can also attend the programme.

We expect 200 participants

E. Details of Sessions:
Please mention themes/ topics to be covered under each Business/
Technical Session and names of Resource Persons:

Seminar Themes

1. Internet and democracy
2. Public sphere online
3. Online social movements
4. Protest politics online
5. Civil society online
6. Social capital online
7. Digital divide
8. Social media


F. Expected outcome:

The seminar will be of immense help for professionals as well as people interested in the online politics.The topic is recently originated and found to be of recent in academic pursuit.The seminar will be useful for policy makers to redefine priorities.It makes a question that whether we have to depend the “Net” unnecessarily?Activist groups will get enough resource for their future action and priorities from the seminar.More over the seminar will be highly useful for students and teachers to improve their knowledge domain.

POLITICS AND SOCIAL MEDIA BRENNEN UGC SEMINAR PROPOSAL

A. Title of the activity:

“Politics and Social Media : Commons in the Space Online”.

B. Background including details of past events organised on the proposed

topic:

The internet, arguably the single most important communication break through the latter half of the last century, has revolutionised the way people, communicate, access information including the mass media reportage, and even how they respond to and comment on social and political issues. In this context ,it has been argued the internet has facilitated a phenomenon what philosopher Jurgen Habermas has defined as the ‘public sphere’- a forum where public opinion is shaped.Both the theory of the public sphere and the utopian rhetoric surrounding the Internet have been the focus of scholars for some time. Given the ability of people to connect with others around the globe through the Internet, could the Internet give rise to online public spheres? If so, how would such spaces work? This proposal proposes that public spheres do exist on the Internet, and details how it functions with making reference to online social networking in India taking as a case in focus.

Relevance

The net generation, growing up with the internet and other online media, is widely assumed to consist of more responsible citizens, using their technological expertise to campaign on social and political issues, exercise closer scrutiny over their governments, genuinely being more politically engaged. Citizens of the so-called ‘global village’, ‘virtual democracy’, ‘electronic agora’ or ‘blogosphere’ are said to fulfil the dream of a unified and interconnected world. The unprecedented expansion of Online Social Networks (OSN) such as Facebook, MySpace, LinkedIn and Twitter offers vast opportunities for communication, entertainment & chatting. These online forums differ from traditional media, such as Public Service Media (PSM), in that they allow more interactivity and many-to-many communication. But they have some similarities to Habermas’ concept of the public sphere: net spheres are public places that are outside of control by the state; they allow individuals to exchange views and knowledge as well as critical points of view; they are spaces where public-minded rational consensus can be developed.

The advantages of cyber-media are that they are not confined to frequency bandwidth; anyone can be a ‘publisher’ (ability to voice one’s opinion; collective action); they provide access (to all with internet account); they are self-generating social networks, allowing networks to form from participation, rather than structuring relationships from the top. However, the net can turn to be a noisy, uncontrolled environment; the open participation may turn chaotic, so there can be no model rules of behaviour or structured conversation; texts and voices may result in anarchic, rather than democratic forms of participation. What is more, there are linguistic barriers and blogging sites are typically dominated by male voices and polarized opinion. The very notion of openness is at stake as there is limited competition among providers. Inclusiveness can be an issue too – not all people use the Net due to cost considerations or lack of skills, especially in the developing world. Most crucially, critical discussion – the very notion of the Public Sphere – is often absent on the Net, whose content is highly partisan.

So, is it a myth that the Internet can revamp the Public Sphere, tackle political apathy and mobilize citizens? Not entirely, for there are plenty of good examples to show the opposite, as evidenced by Barack Obama’s online campaign to activism on Facebook and Twitter and the Twitter-aided demonstrators in Moldova and Iran against the fraudulent parliamentary election results and the Iranian authoritarian government respectively. Groups in Facebook can choose to support the liberalisation of Tibet; Twitter often has real-time updates on events like the Mumbai terrorist attacks. These examples highlight the Net’s informative and mobilising power.

C. Aims/ Objectives (in at least 500 words):

As the topic is relatively an explorative area of study,not much programmes have been found being organized.The area is found to be professional and in vogue in western academic world. Political process has undergone dramatic shifts in recent years with the coming in of internet and internet enabled political process.Internet and cyber age have made phantom changes in the way people think and act on political life. Twitter,facebook,orkut ,blogs etc are recent technological advancement, ofcourse ,has some political ramification. Public sphere,civil society,and social capital being recent theoretical advancements in political theory little awareness has been created among academia and students community.There are definitely some connection between such theories and the internet,which if exposed to students and teachers would be of immense help for improvement of both the discipline as well as to the proficiency of teachers.

D. Target audience/ participants with expected number:

We plan to invite renowned scholars from Central Universties, IIT’s, IIM’s, Deemed Universities,Professional Institutions,Government representatives and bureaucracy,media,social activist groups and professionals abroad.The academicians in Kerala and all over India can participate in the programme. The seminar is useful for scholars recently interested in online politics and e-governance.Teachers from all over India can participate in the programme.Students who are interested in the online politics can also attend the programme.

We expect 200 participants

E. Details of Sessions:

Please mention themes/ topics to be covered under each Business/

Technical Session and names of Resource Persons:

Seminar Themes

1. Internet and democracy
2. Public sphere online
3. Online social movements
4. Protest politics online
5. Civil society online
6. Social capital online
7. Digital divide
8. Social media

F. Expected outcome:

The seminar will be of immense help for professionals as well as people interested in the online politics.The topic is recently originated and found to be of recent in academic pursuit.The seminar will be useful for policy makers to redefine priorities.It makes a question that whether we have to depend the “Net” unnecessarily?Activist groups will get enough resource for their future action and priorities from the seminar.More over the seminar will be highly useful for students and teachers to improve their knowledge domain.