ARTS2210 Course Outline
School of Humanities and Languages
ARTS2210, Modern India
Semester 1, 2015
Modern India
British Raj to Bollywood
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ARTS2210 Course Outline
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Course Staff and Contact Details
Course Details
Learning and Teaching Rationale
Teaching Strategies
Course Assessment
Extension of Time for Submission of Assessment Tasks
Attendance
Class Clash
Academic Honesty and Plagiarism
Course Schedule
Course Resources
Course Evaluation and Development
Student Support
Grievances
Other Information
Tutorial Guide
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ARTS2210 Course Outline
1. Course Staff and Contact Details
Associate Professor Kama Maclean
Coordinator, Lecturer, Tutor
Room: MB 366
Phone: 93853665
Email: kama.maclean@unsw.edu.au
Consultations: Mondays, 4-5pm
2. Course Details
Units of Credit (UoC)
Course Description
Course Aims
Student Learning
Outcomes
6
This course aims to explore India’s present through its past. The
study of history and historiography of India are the special focus
of the course. The course aims to use, and encourage
interaction with, recent, interesting and provocative writing,
including daily newspapers as a means of understanding
contemporary events through an academic lens. The course
makes use of ‘Bollywood’ film, inasmuch as it reflects the social
and historical environment in which it is produced and
consumed, to illustrate lectures. Topics include: the British Raj,
the impact of colonialism, the politics of caste, gender, and
famine, the nationalist movements, with particular reference to
Gandhi, and decolonization and the creation of Pakistan.
Students who have successfully completed this course will be
able to understand and explain Indian history and will have an
excellent basis for further study of the region. The narrative of
post-independence India is continued at a third year level, in
Powerful India (ARTS3212).
to introduce students to the modern history of the
1. subcontinent, with the aim of understanding the historical
basis of contemporary developments in India
To develop a familiarity with primary source materials,
including visual and material culture, and develop critical
2.
reflection on a range of sources, through class debates
and discussions
To foster an ability to understand and explain India’s
3.
perspectives on the world
Understand internationally significant themes as they
1.
relate to India and the South Asian region
Critically reflect upon the subjective nature of history and
2. appreciate interdisciplinary interventions and to understand
the political nature of history in India, and elsewhere
Collect, analyse and synthesise historical and
3.
interdisciplinary sources
Critically analyse and question the interpretation of India
that is frequently presented in the media and to develop an
informed appreciation of Indian culture, history and society
4.
and to understand how these position India and the region
in the 21st century.
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Graduate Attributes
3.
1. Demonstrate initiative and judgement in scholarship
Identify and formulate solutions to complex problems with
2.
intellectual independence
A capacity to contribute to, and work within, the
3.
international community
The ability to engage in independent and reflective
4.
learning
Learning and Teaching Rationale
I aim to teach history that is interesting and relevant. You can expect each lecture to begin
with a catchy justification of why the lecture is important, and how it relates to contemporary
politics, international relations and society. I also use as many props as possible in teaching:
films, images, music, material culture, and sport. I rely a lot on what’s in the news, both in
Australia and India.
4.
Teaching Strategies
The course is structured around a single two-hour lecture once a week, supported by a onehour tutorial. The two-hour time slot works really well for exploring themes in some depth,
and we try to break up the monotony of 2 hours in a lecture theatre with the use of short film
clips during the lecture. You can also rely on a coffee break halfway through.
The tutorials are your turn to speak, question, debate and contribute. We expect that you will
have done the readings, which we try to keep interesting and to a minimum. If people don’t
read, then the tutes are going to be pretty boring for us all. And there’s participation marks
allotted based on how much constructive noise you make in tutes. If you hate speaking,
speak to your tutor at the beginning of session for some strategies.
We’ve tried to offer options in the readings for some weeks, so that you can to some extent
follow your interests. Don’t make the mistake of thinking that because I set an article, I
endorse it; I don’t, necessarily. Sometimes the readings are deliberately provocative. To
prepare for each tutorial, I suggest you read through the chapter/s and ask yourself the
following questions, taking notes which you can use as a prompt in tutorials:
 Who wrote this? Don’t simply respond with ‘the author’. Who is the author? What
qualifies them to write on this topic? Do they have an agenda? In what context was
this article written?
 What is their argument? Try to summarise it in a sentence or two. You should also
think about whether or not you agree, and why or why not.
 How to they prove their argument? What is the evidence offered? Is it reliable?
These are the questions that you should apply to all of your readings, including your morning
news feed. Learning how to do this in tutes, and watching how others do it, will help you build
up the skills you need for the first assignment.
Finally, because tutorials are large, we will make the most of small groupwork so that
everyone gets the chance to speak and interact as much as possible. These are always
highly rated in CATEIs.
Moodle is your main gateway to the course. Important material will be posted on the course
site, including all readings, turnitin assignment submission boxes and announcements.
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5. Course Assessment
Assessment
Task
Document
Analysis
Assignment
Length
1500 words
Weight
Learning
Outcomes
Assessed
25%
Collect, analyse
and synthesise
primary sources
Research
Essay
2000 words
40%
Critical analysis
of scholarship,
writing and
resources on
and about
Indian history
Contribution
Reports
Proforma
15%
Demonstrate
skills involved in
scholarly inquiry
20%
Demonstrate An
informed
appreciation of
Indian culture
and history and
society
Final Test
2 hours
Graduate
Attributes
Assessed
Ability to engage
in independent
and reflective
learning
Identify and
formulate
solutions to
complex problems
with intellectual
independence
Capacity to
contribute to and
work within a
community
Demonstrate
cognitive skills
that review
analyse
consolidate and
synthesise
knowledge
Due
Date
Tuesday
March 7,
by 6pm
Friday
May 8,
by 6pm
Weekly
Monday
May 25
(in usual
class
slot)
Please Note: The Arts and Social Sciences Protocols and Guidelines state:
A student who attends less than 80% of the classes/activities and has not submitted
appropriate supporting documentation to the Course Authority to explain their absence may
be awarded a grade of UF (Unsatisfactory Fail).
The Attendance Guidelines can be found in full at:
https://www.arts.unsw.edu.au/current-students/academic-information/Protocols-Guidelines/
Document Analysis Assignment
Word Length: 1500 words, approx
Why?
Historical documents, broadly defined, are the most basic tool of the historian: they
are evidence (but not all evidence is equal). This exercise is intended to develop your
skills in the nuanced analysis of a historical document. You will have the choice of
what to analyse from a list of items, which are available on Moodle.
Your task will be to apply critical analytical skills to that document, mapping it against
the backdrop of the lectures and a small amount of background research. Essentially,
you will be expected to explain what the document is evidence of, and to discuss its
uses and limitations. The documents for analysis will be on Moodle by Week 1.
Assessment Criteria:
 Has the document been critically analysed?
 Has the document’s unique attributes and limitations been taken into account?
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 Has it been situated within its historical context (based on lecture and tutorial
material, some background research and lateral thinking)?
 Does the assignment read well, and conform to expected academic conventions
(referencing etc)?
Research Essay
Why?
To train you in the ability to conduct research and construct an argument on the basis
of that research.
The essay should be approx 2000 words long (not including footnotes and
bibliography). You should have at least 12 specialised (this means apart from a basic
text books) items in your bibliography, including ONE primary source, and material
from books and journal articles.
Clear guidelines for writing essays can be found at The Learning Centre’s Website:
http://www.lc.unsw.edu.au/olib.html or you can make an appointment at the Learning
Centre for an individual consultation. If you are not enrolled in the Faculty of Arts &
Social Sciences, and you haven’t done an essay before, this is a really good idea.
You can talk to your tutor about how to approach your essay if you need help.
Essay Questions
These will be posted online in Week 1.
-Where to start? Go straight to a general textbook and get a grounding of the topic.
Follow the references suggested in the textbooks and go from there. Question the
question. Is it a trick question? Is it ridiculously broad, and should you redefine it in
such a way that it can be adequately addressed in the word limit? Are there different
ways of interpreting the question?
Essay Assessment Criteria
I use a rubric to mark your essay. The criterion on the rubric are:
Criteria
Topic
Has the topic been clearly defined?
Has the essay question been answered?
Structure
Does the introduction present clear statement of the issues to be covered?
Does the essay have a clear structure or organization in which the main points
develop logically and the relevance of the material to the theme or argument is
clear?
Is there an effective Conclusion, which draws the main points together?
Content
Is there evidence of adequate reading and research?
Use of primary sources (one is mandatory).
Is the breadth of coverage adequate?
Are the issues and ideas analysed in sufficient depth?
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Are the arguments supported by evidence, examples, sources and quotations?
Analysis
Are the arguments logical and consistent?
Are the opinions based on fact and logic?
Does the essay show evidence of original or critical thought?
Presentation
Fluency and style of writing
Spelling, grammar and paragraphing
Neatness and legibility
Sources: Are they acknowledged? Are references cited? Is referencing done
correctly?
Contribution Reports
15% of your mark is allocated to your participation in class, which is assessed based
on the nature of your participation and conduct in the tutorials. This is based on your
honest assessment of your preparation for tutorials (ie readings) and participation in
discussions. You will be given a template with 7 short questions to fill in at the end of
each tutorial.
Participation is not the same as turning up; you need to make some noise, preferably
in the form of informed contribution which indicates that you have done the readings,
have attended the lectures and are thinking about the topic creatively.
Participation is also assessed on the basis of your demonstration of the following
Graduate Attributes:
the skills of effective communication
the skills required for collaborative (ie group) and multidisciplinary work
a respect for ethical practice and social responsibility
an appreciation of, and respect for, diversity
appreciation of, and responsiveness to, change
If you have concerns about your capacity to contribute to group discussion, you need
to see your tutor or lecturer for strategies within the first weeks of term.
Final Test
The test will be held during the lecture in week 12, worth 20% of your final grade.
The test is intended to gauge and reward your engagement in lectures. The test will
consist of eleven short-answer questions. These short questions will be explicitly framed in
the lectures, so that the questions will be known to anyone who has attended and followed
the lecture. I will also give the answer in each lecture. There are eleven lectures, there will be
eleven questions, and I will count the best ten responses towards your grade.
Anyone absent on the day will require certification – medical, or special consideration – to sit
the test at a later date.
Class Times & Venues
Lectures
Tutorials
Consultations
Mondays 9-11
Mon 12
Mon 1
Mon 2
Mon 4-5
Or by appointment
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CLB 2
Mat 102
MB LG2
MB LG2
MB 366
ARTS2210 Course Outline
NB. Lectures are interactive sessions, in which you are expected to contribute.
iLecture is only available to students with an allowable clash or misadventure.
Grades
All results are reviewed at the end of each semester and may be adjusted to ensure
equitable marking across the School.
The proportion of marks lying in each grading range is determined not by any formula or
quota system, but by the way that students respond to assessment tasks and how well they
meet the objectives of the course. Nevertheless, since higher grades imply performance that
is well above average, the number of distinctions and high distinctions awarded in a typical
course is relatively small. At the other extreme, on average 6.1% of students do not meet
minimum standards and a little more (8.6%) in first year courses. For more information on the
grading categories see https://student.unsw.edu.au/grades
Submission of Assessment Tasks
Assignments are all submitted to Turnitin, via Moodle. There is no hard copy required.
Turnitin is an electronic plagiarism detection platform which analyses the originality of your
paper. By submitting an essay to turnitin, you are by default declaring that it is your work; no
signed forms are required.
The cut off time for all assignment submissions for this course is 6pm of the due date.
When you upload your assignment, please make sure that you have named the document by
the question attempted, eg. “Document 3” or “Question 10”. This is so I can mark the same
questions together at the same time.
Assignments are returned to you on turnitin. You can access your grade and comments
approximately two weeks after your submission. You need to check on ‘GradeMark’ to
access your comments.
A student may apply to their tutor for an extension to the submission date of an assignment.
Requests for extension must be made on email from your zmail address and before the
submission due date, and must demonstrate exceptional circumstances, which warrant the
granting of an extension. If medical grounds preclude submission of assignment by due date,
contact should be made with subject coordinator as soon as possible. A medical certificate
will be required for late submission and must be appropriate for the extension period.
Students that require foreseeable Special Consideration or are working with SEADU need to
make an appointment with the Course Coordinator early in the session.
Late Submission of Assignments
The Arts and Social Sciences late submissions guidelines state the following:

An assessed task is deemed late if it is submitted after the specified time and date as
set out in the course Learning Management System (LMS).
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
The late penalty is the loss of 3% of the total possible marks for the task for each day
or part thereof the work is late.

Work submitted 14 days after the due date will be marked and feedback provided but
no mark will be recorded. If the work would have received a pass mark but the
lateness and the work is a compulsory course component a student will be deemed to
have met that requirement. This does not apply to a task that is assessed but no mark
is awarded.

Work submitted 21 days after the due date will not be accepted for marking or
feedback and will receive no mark or grade. If the assessment task is a compulsory
component of the course a student will automatically fail the course.
The Late Submissions Guidelines can be found in full at:
https://www.arts.unsw.edu.au/current-students/academic-information/Protocols-Guidelines/
The penalty may not apply where students are able to provide documentary evidence of
illness or serious misadventure. Time pressure resulting from undertaking assignments for
other courses does not constitute an acceptable excuse for lateness.
6. Extension of Time for Submission of Assessment Tasks
The Arts and Social Sciences Extension Guidelines apply to all assessed tasks regardless of
whether or not a grade is awarded, except the following:
1. any form of test/examination/assessed activity undertaken during regular class
contact hours
2. any task specifically identified by the Course Authority (the academic in charge of the
course) in the Course Outline or Learning Management System (LMS), for example,
Moodle, as not available for extension requests.
A student who missed an assessment activity held within class contact hours should apply
for Special Consideration via myUNSW.
The Arts and Social Sciences Extension Guidelines state the following:

A student seeking an extension should apply through the Faculty’s online extension
tool available in LMS.

A request for an extension should be submitted before the due time/date for the
assessment task.

The Course Authority should respond to the request within two working days of the
request.

The Course Authority can only approve an extension up to five days. A student
requesting an extension greater than five days should complete an application for
Special Consideration.

The Course Authority advises their decision through the online extension tool.

If a student is granted an extension, failure to comply will result in a penalty. The
penalty will be invoked one minute past the approved extension time.
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7. Attendance
The Arts and Social Sciences Attendance Guidelines state the following:

A student is expected to attend all class contact hours for a face-to-face or blended
course and complete all activities for a blended or fully online course.

If a student is unable to attend all classes for a course due to timetable clashes, the
student must complete the Faculty of Arts & Social Sciences Permitted Timetable
Clash form (see information at Item 8 below). A student unable to attend lectures in a
course conducted by the School of Education can apply for “Permission to Participate
in Lectures Online”.

Where practical, a student’s attendance will be recorded. Individual course
outlines/LMS will set out the conditions under which attendance will be measured.

A student who arrives more than 15 minutes late may be penalised for nonattendance. If such a penalty is imposed, the student must be informed verbally at the
end of class and advised in writing within 24 hours.

If a student experiences illness, misadventure or other occurrence that makes
absence from a class/activity unavoidable, or expects to be absent from a
forthcoming class/activity, they should seek permission from the Course Authority,
and where applicable, should be accompanied by an original or certified copy of a
medical certificate or other form of appropriate evidence.

Reserve members of the Australian Defence Force who require absences of more
than two weeks due to full-time service may be provided an exemption. The student
may also be permitted to discontinue enrolment without academic or financial penalty.

If a Course Authority rejects a student’s request for absence from a class or activity
the student must be advised in writing of the grounds for the rejection.

A Course Authority may excuse a student from classes or activities for up to one
month. However, they may assign additional and/or alternative tasks to ensure
compliance.

A Course Authority considering the granting of absence must be satisfied a student
will still be able to meet the course’s learning outcomes and/or volume of learning.

A student seeking approval to be absent for more than one month must apply in
writing to the Dean and provide all original or certified supporting documentation.

The Dean will only grant such a request after consultation with the Course Authority
to ensure that measures can be organised that will allow the student to meet the
course’s learning outcomes and volume of learning.

A student who attends less than 80% of the classes/activities and has not
submitted appropriate supporting documentation to the Course Authority to
explain their absence may be awarded a final grade of UF (Unsatisfactory Fail).

A student who has submitted the appropriate documentation but attends less than
66% of the classes/activities will be asked by the Course Authority to apply to
discontinue the course without failure rather than be awarded a final grade of UF. The
final decision as to whether a student can be withdrawn without fail is made by
Student Administration and Records.
Students who falsify their attendance or falsify attendance on behalf of another
student will be dealt with under the Student Misconduct Policy.
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8. Class Clash
Students who are enrolled in an Arts and Social Sciences program (single or dual) and have
an unavoidable timetable clash can apply for permissible timetable clash by completing an
online application form. Students must meet the rules and conditions in order to apply for
permissible clash. The rules and conditions can be accessed online in full at:
https://www.arts.unsw.edu.au/media/FASSFile/Permissible_Clash_Policy.pdf
For students who are enrolled in a non-Arts and Social Sciences program, they must seek
advice from their home faculty on permissible clash approval.
9. Academic Honesty and Plagiarism
Plagiarism is presenting someone else’s thoughts or work as your own. It can take many
forms, from not having appropriate academic referencing to deliberate cheating.
In many cases plagiarism is the result of inexperience about academic conventions. The
University has resources and information to assist you to avoid plagiarism.
The Learning Centre assists students with understanding academic integrity and how to not
plagiarise. Information is available on their website: https://student.unsw.edu.au/plagiarism/.
They also hold workshops and can help students one-on-one.
If plagiarism is found in your work when you are in first year, your lecturer will offer you
assistance to improve your academic skills. They may ask you to look at some online
resources, attend the Learning Centre, or sometimes resubmit your work with the problem
fixed. However, more serious instances in first year, such as stealing another student’s work
or paying someone to do your work, may be investigated under the Student Misconduct
Procedures.
Repeated plagiarism (even in first year), plagiarism after first year, or serious instances, may
also be investigated under the Student Misconduct Procedures. The penalties under the
procedures can include a reduction in marks, failing a course or for the most serious matters
(like plagiarism in an Honours thesis) or even suspension from the university. The Student
Misconduct Procedures are available here:
http://www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf
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10. Course Schedule
To view course timetable, please visit: http://www.timetable.unsw.edu.au/
Please note that tutorials start in the first week of term. This means we can
have focussed discussions each week on one topic, rather than spreading
them over two weeks.
Week
Date
Lecture Content
Tutorial
1
2
March 2
March 9
The Past in India’s Present
Mughal History
3
March 16
The East India Company
4
5
March 23
March 30
6
7
8
9
10
April 13
April 20
April 27
May 4
May 11
Rebelling against Colonialism
The British Raj
BREAK
Indian Nationalism
Gandhi
Nationalism and Religion
Violence and Non-violence
Partition
Intros and Themes
Religion, Myth and
History
Scandal & Angry
History
Civilising
Economy
11
May 18
Postcolonial India and Pakistan
12
May 25
Test
Collaboration
Gandhi
Nationalism
Caste
Theorising
Communal
Violence
High Politics of
Partition
Postcolonial India &
Pakistan
11. Course Resources
Virtual Study Kit
All readings are provided on Moodle. All readings (or links to them; but be aware that
these only work if you are on campus) will be up by O Week and can be printed off or
downloaded to an e-reader. Please make sure that you have a copy of the reading in
front of you during tutes.
Textbook Details
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge, 2007.
The below provides a useful thematic history:
Douglas M. Peers & Nandini Gooptu (eds), India and the British Empire, Oxford, 2012.
Other useful narrative histories:
Thomas & Barbara Metcalf, A Concise History of India, Cambridge, 2003; or
Sugata Bose & Ayesha Jalal, Modern South Asia, Routledge, 2007.
Journals
South Asia: Journal of South Asian Studies
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Journal of Asian Studies
Modern Asian Studies
South Asian History and Culture
South Asian Popular Culture
South Asian Survey
Contemporary South Asia
Indian Economic and Social History Review
Additional Readings
I highly recommend a good reference book, such as the New Fontana Dictionary of
Modern Thought (by Alan Bullock and Stephen Trombley, HarperCollins, 2000);
Megawords (by Richard Osborne, Allen & Unwin, 2001) or the Penguin Dictionary of
Critical Theory (by David Macey, Penguin, 2001). While this course is not dense
especially in theory, there are terms you will encounter in some of the readings which you
will not find adequate definitions for in any dictionary (for example, the word ‘subaltern’,
which used to mean ‘subordinate’ but is now related to a mode of history writing ‘from
below’, which simply means it is interested in the lives of ordinary people as opposed to
political leaders, kings, queens and so on). You will find yourself less confused by
postmodern, postcolonial and other terminology if you get your hands on one of these
books (the last two are particularly good for theoretical ideas, affordable [around $25],
and should be in our bookshop or online as an ebook). The Fontana book is good for
definitions on things such as nationalism, hegemony, imperialism and so on.
Websites
There are links regularly posted on Moodle.
12. Course Evaluation and Development
Courses are periodically reviewed and students’ feedback is used to improve them.
Feedback is gathered using various means including UNSW’s Course and Teaching
Evaluation and Improvement (CATEI) process.
13. Student Support
The Learning Centre is available for individual consultation and workshops on academic
skills. Find out more by visiting the Centre’s website at:
http://www.lc.unsw.edu.au
14. Grievances
All students should be treated fairly in the course of their studies at UNSW. Students who
feel they have not been dealt with fairly should, in the first instance, attempt to resolve any
issues with their tutor or the course convenors.
If such an approach fails to resolve the matter, the School of Humanities and Languages has
an academic member of staff who acts as a Grievance Officer for the School. This staff
member is identified on the notice board in the School of Humanities and languages. Further
information about UNSW grievance procedures is available at:
https://student.unsw.edu.au/complaints
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15. Other Information
myUNSW
myUNSW is the online access point for UNSW services and information, integrating online
services for applicants, commencing and current students and UNSW staff. To visit
myUNSW please visit either of the below links:
https://my.unsw.edu.au
https://my.unsw.edu.au/student/atoz/ABC.html
OHS
UNSW's Occupational Health and Safety Policy requires each person to work safely and
responsibly, in order to avoid personal injury and to protect the safety of others. For all
matters relating to Occupational Health, Safety and environment, see
http://www.ohs.unsw.edu.au/
Special Consideration
In cases where illness or other circumstances produce repeated or sustained absence,
students should apply for Special Consideration as soon as possible.
The application must be made via Online Services in myUNSW. Log into myUNSW and go to
My Student Profile tab > My Student Services channel > Online Services > Special
Consideration.
Applications on the grounds of illness must be filled in by a medical practitioner. Further
information is available at:
https://student.unsw.edu.au/special-consideration
Student Equity and Disabilities Unit
Students who have a disability that requires some adjustment in their learning and teaching
environment are encouraged to discuss their study needs with the course convener prior to
or at the commencement of the course, or with the Student Equity Officers (Disability) in the
Student Equity and Disabilities Unit (9385 4734). Information for students with disabilities is
available at: http://www.studentequity.unsw.edu.au/
Issues that can be discussed may include access to materials, signers or note-takers, the
provision of services and additional examination and assessment arrangements. Early
notification is essential to enable any necessary adjustments to be made.
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Tutorial Guide
Tutorial 1
Intros and Themes
We’re starting with India today: from this, we’ll track backwards. This week the
reading is intended to be provocative and interesting, as well as introduce you to
some of the current controversies, issues and problems India faces, plus an
introduction to Bollywood, before we go ahead to ground these issues historically.
Background Reading:
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge,
2007, chapter 1.
Required Readings:
Arundhati Roy, ‘The ladies have feelings, so….’ In The Algebra of Injustice, Flamingo,
2002, pp. 167-191.
Rachel Dwyer, Bollywood’s India: Hindi Cinema as a Guide to Modern India’, Asian
Affairs, 41, 3, 2010, pp. 381-398.
Further Readings
Rachel Dwyer, Bollywood’s India: Hindi Cinema as a Guide to Modern India. London:
Reaktion; New Delhi: Oxford University Press, 2012.
Tejaswini Ganti, Bollywood: a guidebook to popular Hindi cinema, New York;
London: Routledge, 2004.
A. S. Ahmed, ‘Bombay Films: Cinema as a Metaphor for Indian Society and Politics’,
Modern Asian Studies, 26, 2, 1992, pp. 289-320.
Ashis Nandy (ed), The Secret Politics of Our Desires, Innocence, Culpability and
Indian Popular Cinema, New Delhi: Zed Books, 1998.
Vijay Mishra, Bollywood Cinema: Temples of Desire, Routledge, 2002.
Tutorial 2
History, Religion and Myth
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Where does religion fit into ideas of historical time? Interpretations of Mughal history
has been contested in recent years in India, in particular around ideas of historical
wrongs and religious histories. Here we have two contrasting ideas about what is to
be done.
Background Reading:
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge,
2007, chapter 2.
Required Readings:
Selections from Romila Thapar, Harbans Mukhia and Bipan Chandra (eds),
Communalism and the Writing of Indian History, New Delhi: People’s Publishing
House, 1969.
Richard Eaton, ‘Temple Desecration and Indo-Muslim States’, Frontline, January 5,
2001, pp. 70-77.
Further readings
Ashis Nandy, ‘History’s forgotten Doubles’, History & Theory, 34, 2, 1995, pp. 44-66.
Patrick Wolfe, ‘Islam, Europe and Indian nationalism: towards a postcolonial
transnationalism’ in Connected Worlds History in Transnational Perspective, Ann
Curthoys and Marilyn Lake (eds), ANU e-press.
J.F. Richards, The Mughal Empire, Cambridge, 1993.
Harbans Mukhia, The Mughals of India, Blackwell, 2004.
Tutorial 3
Scandal and Angry History
Is it possible to comprehend/write/think about the history of the British Empire without
getting angry? This week we explore historical sensibilities and attitudes towards the
British Empire, with a particular focus on the East India Company and a recent
‘literary spat’. Also we will allocate readings for next week – there are 6 to choose
from.
Background Reading:
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge,
2007, chapter 2.
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Required Readings
Nicholas Dirks, The Scandal of Empire, Cambridge, Mass.: Belknap Press of Harvard
University Press 2006, Ch. 1.
Christopher Bayly, ‘Moral Judgment: Empire, Nation and History’, European Review,
14, 3, pp. 385-391.
Niall Ferguson, ‘On being called a racist: My “Literary Spat” with the London Review
of Books’, Spectator, Vol. 317, 2011, p. 42.
Further Readings
Robert Travers, ‘The Eighteenth Century in Indian History’, Eighteenth Century
Studies, 40, 3, 2007, pp. 492-508.
Dane Kennedy, ‘Imperial History and Post-Colonial Theory’, Journal of Imperial and
Commonwealth History, 24, 3, 1996, pp. 345-363.
Tutorial 4
The Civilising Mission
As a way of providing some focus on the enormous issue of the civilising mission,
this week we focus on British concerns with the treatment of Indian women, with
particular reference to sati/suttee. The articles below range across the topic, from
colonial India to contemporary debates.
Jigsaw Groups
Jigsaw Groups are a fantastic way of covering a large amount of material and
working collaboratively. They are always highly rated in CATEIs. See this link for how
they work http://www.unikoeln.de/hf/konstrukt//didaktik/wettkampf/Jigsaw%20Groups.htm
Sati is a highly contested issue; to cover the various arguments I have divided this
week’s readings into modules. These will be divided up in class in tutorial 3; small
groups of around 4 will be allocated a module to read and prepare notes on
individually. In the module groups, we will discuss the relevant focus question; and
then we will bring the different modules together in a discussion about Sati in groups.
When preparing notes on your reading, you should plan so that you are able to
explain the argument of your reading, and what you think of it, in about 5 minutes to
your group.
If you don’t have a reading allocated, email your tutor. Don’t just read the shortest
article; this messes up the whole thing because everyone reads the same paper. We
need roughly equal groups reading each article for this exercise to work.
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Background Reading:
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge,
2007, chapter 3.
Required Readings:
Reading 1
Lata Mani, ‘Contentious Traditions: the Debate on Sati in Colonial India’, Cultural
Critique, No. 7, Autumn, 1987, pp. 119-56.
Reading 2
Anand Yang, ‘Whose Sati? Widow Burning in early 19th Century India’, Journal of
Women’s History, Vol. 1, No. 2, Fall 1989, pp. 8-33.
Reading 3
Jorg Fisch, ‘Dying for the Dead: Sati in Universal Context’, Journal of World History,
16, 3, 2005, pp. 293-325.
Reading 4
Ashis Nandy, ‘Sati: A Nineteenth-Century Tale of Women, Violence and Protest’, At
the Edge of Psychology, Delhi: Oxford University Press.
(see also the critique of Nandy: Sanjukta Gupta and Richard Gombrich, ‘Another
View of widow-burning and womanliness in Indian public culture, Journal of
Commonwealth and Comparative Politics, 22, 1984, pp. 252-258.
Reading 5
Francis Jarman, ‘Sati: From Exotic Custom to Relativist Controversy’, Culture Scan, 2,
5, 2002.
Reading 6
Veena Talwar Oldenburg, ‘The Continuing Invention of the Sati Tradition’, in John
Stratton Hawley (ed), Sati, the Blessing and the Curse: The Burning of Women, NY:
OUP, 1994, pp. 159-174.
More on Gender and Embodiment in Colonial India
Sinha, Mrinalini, ‘Refashioning Mother India: Feminism and Nationalism in LateColonial India’, Feminist Studies, Vol. 26, No. 3, Points of Departure: India and the
South Asian Diaspora (Autumn, 2000), pp. 623-644.
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Sudipta Sen, ‘Colonial Aversions and Domestic Desires: Blood Race, Sex and the
Decline of Intimacy in Early British India’, South Asia, Vol. 24, 2001, pp. 25-45;
Janaki Nair, ‘Uncovering the zenana: Visions of Indian womanhood in
Englishwomen’s writings, 1813-1940, in Catherine Hall (ed), Cultures of Empire,
Manchester: Manchester University Press,’ 2000, pp. 224-245.
Aishwarya Lakshmi, ‘The Mutiny Novel: Creating the Domestic Body of Empire’, in
1857: Essays from Economic and Political Weekly, Hyderabad: Orient Longman,
2008, pp. 229-251.
Margaret Strobel, ‘Gender, Sex and Empire’, in Michael Adas (ed), Islamic and
European Expansion: the Forging of a Global Order, Philadelphia: Temple University
E. M. Collingham, Imperial Bodies, The Physical Experience of the Raj, c.1800-1947,
Cambridge: Polity Press, 2001.
Fiction: E. M. Forester, A Passage to India (the book is much better than the film, for
some reason Englishman Alec Guinness [the original Obiwan Kenobi] was cast to
play the brahman Godbole); Rudyard Kipling’s Kim (again, the book, not the film).
Film: for an Indian perspective on colonialism, see the colonial cricket epic Lagaan,
which nearly won an Academy Award a few years ago.
Website: Lots of interesting colonial documents, like the census, available here.
Tutorial 5:
The Economy of Colonialism
As we learned from Arundhati Roy, economic inequality is a major issue in
contemporary South Asia, with the virtually seamless juxtaposition of the world’s
richest and poorest in every metropolis. When pressed, the British would often claim
to be developing India, One of the Raj’s While contemporary poverty has reasons
other than bad history, it’s interesting to ask how poverty in South Asia has been
construed historically. There have been
Background Reading:
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge,
2007, chapter 5.
Required Readings:
Katherine Mayo, ‘Psychological Glimpses Through an Economic Lens’, Mother India,
NY: Harcourt, Brace and Co., 1927, pp. 389-408.
Mike Davis, ‘India: the Modernisation of Poverty’, in Late Victorian Holocausts: El
Niño famines and the making of the third world, London : Verso, 2001, pp. 311-340;
446-451.
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Further Readings:
Benjamin Zachariah, Developing India: An Intellectual and Social History, Oxford,
2005.
Prasannan Parthasarathi, Why Europe Grew Rich and Asia Did Not: Global
Economic Divergence, Cambridge, 2011.
David Washbrook, ‘The Indian Economy and the British Empire’, in Douglas M. Peers
& Nandini Gooptu (eds), India and the British Empire, Oxford, 2012.
B. R. Tomlinson, The Economy of Modern India, Cambridge, 2013.
C. A. Bayly, ‘India and the Great Divergence’, Itinerario, vol. xxiv, Vol 3, Iss. 4, 2000.
K. N. Chaudhuri, Asia Before Europe: Economy and Civilisation of the Indian Ocean
from the Rise of Islam to 1750, Cambridge Uni Press, 1990.
Responses to Mayo:
C.F. Andrews, The True India, London: Allen & Unwin, 1939.
Lala Lajpat Rai, Unhappy India.
Katherine Mayo and India, People’s Pub. House [1971].
Tutorial 6:
Durbars, Rajas and Pomp
The cooperation and co-option of indigenous ruling structures and leaders, as well as
the education and training of Indian intermediaries, was a vital aspect of maintaining
the Raj. This week we look at the deployment of princes and pomp as an element of
control in British India.
Required Reading
Bernard Cohn, ‘Representing Authority in Victorian India’, in Eric Hobsbawm and
Terence Ranger (eds), The Invention of Tradition, Cambridge University Press, 1993,
pp. 165-209
And one of the below:
Charles W. Nuckolls, ‘The Durbar Incident’, Modern Asian Studies, 24, 3, 1990, pp.
529-59.
Nicola J. Thomas, ‘Embodying imperial spectacle: dressing Lady Curzon, Vicereine
of India 1899-1905’, Cultural Geographies, 2007, 14, 3, 369-400.
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Additional Readings:
Jim Masselos, ‘The Great Durbar Crowds’, in Julie F. Codell (ed), Power and
Resistance: The Delhi Coronation Durbars, Mapin Publishing, 2012, pp. 176-203.
Richard Eaton, ‘(Re)imag(in)ing Other2ness: A Post-mortem for the Post-modern in
India’, Journal of World History, xi, I, 2000.
Empire Online, electronic resource available thru the LRD. Worth checking out.
Thomas Metcalf, Ideologies of the Raj, Cambridge: Cambridge University Press,
1994.
R. Robinson, ‘Sketch for a Theory of Collaboration’, in Roger Owen & Bob Sutcliffe
(eds), Studies in the Theory of Imperialism, London: Longman, 1972.
Tutorial 7:
Indian Nationalism
Benedict Anderson has famously argued that print capitalism has played a vital role
in allowing people (such as a newspaper readership) to share the experience of
being bound within the nation, and thereby to imagine themselves into being as a
common unit (Imagined Communities, 1993). Many critiques have been made of his
thesis by South Asianists (see Partha Chatterjee’s book, below). For the study of
South Asian nationalism in general, and Indian nationalism in particular, the very low
levels of literacy (indicated by census data), and the presence of many regional
languages raises questions about how nationalism in India grew in the early twentieth
century, despite these inhibitions. This week we examine how ideas about two
important Indian ‘Freedom Fighters’, Mahatma Gandhi and Bhagat Singh, were
spread and received in the early twentieth century. You all know Gandhi (that’s him
on the library lawn); and you will find Bhagat Singh (or a representation of him, by a
performance artist, Pushpamala N, on the front cover of this course guide).
Also, this week we will allocate the Gandhi readings for next week, so please think
about which module you want to do. Numbers are limited, so choose at least 2, in
case you don’t get the one you want.
Background Reading:
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge,
2007, chapter 8.
Required Readings:
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Shahid Amin, ‘Waiting for the Mahatma’, in Robin Jeffrey (eds, et al), India: Rebellion
to Republic Selected Writings, 1857-1990, New Delhi: Sterling Publishers, 1990, pp.
83-96.
Kama Maclean, ‘The Portrait’s Journey: The Image, Social Communication and
Martyr-Making in Colonial India’, Journal of Asian Studies, 70, 4, 2011, pp. 1051-82.
Further reading:
Partha Chatterjee, Nationalist Thought and the Colonial World: A Derivative
Discourse? London: Oxford University Press, 1986, chapter 4.
Sekhar Bandyopadhyay (ed), The Nationalist Movement in India: A reader, Oxford
University Press: 2009.
Yasmin Khan, ‘From Imagined Communities to Nation states in India and Pakistan’,
The Round Table: The Commonwealth Journal of International Affairs (97.398, Oct.
2008).
Films: Rang de Basanti, The Legend of Bhagat Singh, Shaheed, but note that they
aren’t really historical, despite falling within the ‘historical’ genre.
Tutorial 8:
Gandhi
Unless you have been living under a rock, or did not ‘do’ him in HSC History, Gandhi
needs no introduction. In recent years his role in Indian history has been reassessed
by a number of groups, from radical dalit (low caste) movements, to Hindu
nationalists, and postcolonial theorists. Seen variously as a maverick, a wily
politician, an arch manipulator, or a visionary with impeccable ethics, Gandhi has
continued to inspire, puzzle, and exasperate. So what was Gandhi about, really?
Background Reading:
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge,
2007, chapter 9.
Jigsaw Groups
As a means of beginning to come to terms with Gandhi’s complexity, we have divided
this week’s readings into modules.
They will be allocated in tutes in the previous week; we need roughly equal groups
reading each article for this exercise to work, so if you missed out, email your tutor to
be allocated a reading.
Module 1: Gandhi on Gandhi
Selections from Gandhi’s writings, in Anthony Parel (ed), Hind Swaraj and other
writings, Cambridge: Cambridge University Press, 1997, pp. 28.
Module 2: Gandhi and Non-Violence
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Thomas Weber, ‘Gandhian Nonviolence and its Critics’, on Moodle.
Module 3: Recent debates on Gandhi
Perry Anderson, ‘Gandhi Center Stage’, London Review of Books, July 5, 2012,
http://www.lrb.co.uk/v34/n13/perry-anderson/gandhi-centre-stage
Module 4: Gandhi’s Assassination
Ashis Nandy, ‘The Politics of the Assassination of Gandhi’, in At the Edge of
Psychology: Essays in Politics and Culture, Delhi: Oxford University Press, 1997
[1980], pp. 70-98.
Module 5: Hating Gandhi
Vinay Lal, ‘The Gandhi everybody loves to hate’, Economic and Political Weekly, 43,
40, 2008, pp. 55-64.
Further Readings:
David Arnold, Gandhi, London: Pearson, 2001.
Dennis Dalton, Mahatma Gandhi: Nonviolent Power in Action, New York: Columbia
University Press, 1993.
Bhikhu Parekh, Gandhi’s Political Philosophy: A Critical Examination, Basingstoke,
1989.
Emma Tarlo, ‘Gandhi and the Recreation of Indian Dress’, in Clothing Matters: the
Question of Dress in India, London: Hurst, 1996.
Thomas Weber, ‘Gandhi and the Nobel Peace Prize’, South Asia, 12, 1989, 29-47.
Claude Markovits, The Un-Gandhian Gandhi: the Life and Afterlife of the Mahatma,
Delhi: Permanent Black, 2003.
Film: Richard Attenborough’s Gandhi; and even better, these relatively recent Hindi
Films: Hey Ram; Lage Raho Munnabhai (Carry On, Munnabhai); Gandhi, My Father;
and Maine Gandhi ko Nahi Mara (I didn’t kill Gandhi).
Fiction: R. K. Narayan, Waiting for the Mahatma, Michigan State University Press,
1955.
Tutorial 9:
Caste
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How can we understand Gandhi’s take on caste? Does it undermine claims to
sainthood?
Background: watch ‘Arundhati Roy: The Doctor and the Saint’ on youtube.
https://www.youtube.com/watch?v=CrN8PgZzc6k
Required Readings
‘Ambedkar on Ambedkar: What does it mean to be a Dalit?’ in K. C. Yadav (ed),
From Periphery to Center Stage: Ambedkar, Ambedkarism & Dalit Future, Delhi:
Manohar, 2000, pp. 19-38.
Mahatma Gandhi, ‘Speech on Antyaj Conference, Nagpur’, Collected Works of
Mahatma Gandhi, at http://www.gandhiserve.org/cwmg/VOL022.PDF pp. 128-135.
Further Readings
Harold Coward, ‘Gandhi, Ambedkar and Untouchability’, in Indian Critiques of Gandhi,
SUNY Press, 2003, pp. 41-66.
Nicholas Dirks, ‘The Invention of Caste: Civil Society in Colonial India’, Social
Analysis, 25, September 1989, pp. 42-52.
Susan Bayly, Caste, Society and Politics in India from the Eighteenth Century to the
Modern Age. Cambridge: Cambridge University Press, 1999.
Nicholas B. Dirks, Castes of Mind: Colonialism and the Making of Modern India.
Princeton: Princeton University Press, 2001.
Gloria Goodwin Raheja, ‘Caste, Colonialism, and the Speech of the Colonized:
Entextualization and Disciplinary Control in India’, American Ethnologist, Vol. 23, No.
3, 1996, pp. 494-513.
Imtiaz Ahmad, ‘Caste Mobility Movements in North India’, Indian Economic and
Social History Review, 8, 2, 1971, pp. 164-91.
Ramnarayan S. Rawat, ‘Making Claims for Power: A New Agenda in Dalit Politics of
Uttar Pradesh, 1946–48’, Modern Asian Studies 37, 3, 2003, pp. 585–612.
Ishita-Banerjee Dube, (ed.), Caste in History. Delhi: Oxford University Press, 2008.
Bandyopadhyay, Sekhar, ‘From Alienation to Integration: Changes in the Politics of
Caste in Bengal, 1937-47’, Indian Economic and Social History Review, 31, 3, 1994,
pp. 349-91.
Tutorial 10:
Theorising Communal Violence
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Some historians argue that there is a direct link between colonialism and present-day
fundamentalism and conflict in South Asia. This week we will examine some of these
claims, by looking at twentieth century state-formation and conflict. To what extent
was the colonial state responsible for the conflicts between Hindu and Muslim
communities in the late nineteenth and early twentieth centuries? How can we
understand communal violence in general?
AND: Have a look at next week’s readings, you need to nominate one of them for the
tutorial, which will be the same format as the Gandhi week.
Required Readings:
Paul Brass, ‘Explaining Communal Violence’, in The Production of Hindu-Muslim
Violence in Contemporary India, Seattle: University of Washington Press, 2003, pp.
5-37.
Sudhir Kakar, ‘The Riot’, in Colours of Violence: Cultural Identities, Religion and
Conflict, Chicago: University of Chicago Press, 1996, pp. 25-51.
Further Reading:
Gyanendra Pandey, ‘The Colonial Construction of “Communalism”: British Writings
on Banaras in the Nineteenth Century’, in Veena Das (ed), Mirrors of Violence,
Communities, Riots and Survivors in South Asia, Delhi: Oxford University Press,
1990, pp. 94-134.
C. A. Bayly, ‘Pre-history of “Communalism”? Religious Conflict in India, 1700-1860’,
Modern Asian Studies, 19 (1985).
Paul R. Brass, ‘Elite groups, Symbol Manipulation and Ethnic Identity among the
Muslims of South Asia’, in David Taylor and Malcolm Yapp, (eds.), Political Identity in
South Asia (London, 1979), pp. 35-77.
Jabez T. Sutherland, ‘Hindu-Muslim Antagonism: A British Creation’, in Wallbank,
T.W. (ed.), The Partition Of India: Causes and Responsibilities (Boston, 1966), pp.
38-42.
Paul Brass, ‘The Partition of India and retributive genocide in the Punjab, 1946-7:
means, methods, and purposes’, in Journal of Genocide Research, 2003, 5, 1, pp.
71-101.
Ayesha Jalal, ‘Exploding Communalism: The Politics of Muslim Identity in South Asia’,
in Sugata Bose and Ayesha Jalal (eds), Nationalism, Democracy and Development:
State and Politics in India, New Delhi: Oxford University Press, 1999, pp. 76-103.
Kama Maclean, ‘Hybrid nationalist or Hindu nationalist? The life of Madan Mohan
Malaviya’ in Kate Brittlebank (ed), Tall Tales and True: India, historiography and
British Imperial Imaginings, Melbourne: Monash Asia Institute, 2008, pp. 107-124.
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Mushirul Hasan, Nationalism and Communal Politics in India, 1885-1930, Delhi:
Manohar, 1990.
Tutorial 11:
The High Politics of Partition
Partition, in retrospect, seems like a radical solution to a problem that continues to
beset contemporary south Asia, and so therefore not much of a solution at all. So
why did it happen? This class interrogates the idea of the ‘Big Man in History’ (sic),
although to mess that up a bit, I include Edwina Mountbatten), which posits that it just
takes one great man to decisively change history. In a exercise in counterfactual
history, we ask: Had any one of the key players died in 1945, would partition have
taken place?
This week, by popular demand, we will do jigsaw groups again. Readings will be
allocated in tutorial 10. If you missed out, please contact your tutor to have a reading
allocated.
Background Reading:
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge,
2007, chapter 10.
Jigsaw Groups
1. Had Jinnah died in 1945, would partition have taken place?
Sharif al Mujahid, ‘Jinnah and the Making of Pakistan: The Role of the Individual in
History’, in Journal of South Asian and Middle Eastern Studies, 21 (1), 1997.
2. Had Mountbatten died in 1945, would partition have taken place?
Andrew Roberts, ‘Lord Mountbatten and the Perils of Adrenalin’, in Eminent
Churchillians, London: 1994, pp. 84-98; 330-1.
3. Had Gandhi died in 1945, would partition have taken place?
Judith Brown, Gandhi: Prisoner of Hope, New Haven & London: Yale University
Press, 1989, pp. 359-384.
4. Had Edwina Mountbatten died in 1945, would partition have taken place?
Akbar S. Ahmed, Jinnah, Pakistan and Islamic Identity, London and New York:
Routledge, 1997, pp. 143-168.
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5. It’s down to you to prevent partition. Who would you kill off?1
Asim Roy, ‘The High Politics of India’s Partition: the Revisionist Perspective’, Modern
Asian Studies, Vol. 24, No. 2, May 1990, pp. 385-408.
Further Readings:
W. H Morris Jones, ‘Thirty-Six Years Later: the Mixed Legacies of Mountbatten’s
Transfer of Power, International Affairs, 59, 4, 1983, pp. 621-8.
Yasmin Khan, The Great Partition, Yale University Press, London, 2007.
Tai Yong Tan and Gyanesh Kudaisya (eds), The Aftermath of Partition in South Asia,
London: Routledge, 2000.
Gyanendra Pandey, Remembering Partition: Violence, Nationalism and History in
India, Cambridge: Cambridge University Press, 2001.
Tushar A. Gandhi, Let’s Kill Gandhi!: A Chronicle of his Last Days, the Conspiracy,
Murder, Investigation and Trial, New Delhi: Rupa, 2007.
Manohar Malgonkar, The Men Who Killed Gandhi, London: MacMillan, 1979/New
Delhi: Roli, 2008.
Stanley Wolpert, Shameful Flight: The Last Years of the British Empire in India, New
York: Oxford University Press, 2006.
Films: Earth, (one of the controversial films from the trilogy by Deepa Mehta, Fire,
Earth and Water). In Indian spice stores (which often sell DVDs) or youtube, look for:
Pinjar, Hey Ram, and Tamas.
Tutorial 12:
Postcolonial India and Pakistan
As nation-states, India and Pakistan have followed two very different trajectories
since 1947. How can we begin to account for these?
Background reading:
Crispin Bates, Subalterns and the Raj: South Asia since 1600, London: Routledge,
2007, chapter 11.
Required Readings:
1
Not an actual endorsement of violence, obviously.
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Kunal Mukherjee, ‘Why has democracy been less successful in Pakistan than in
India?’, Asian Affairs, 41: 1, 2010, pp. 67-77.
Ashis Nandy, ‘The Fantastic India-Pakistan Battle: Or, the Future of the Past in South
Asia’, in Vinay Lal (Ed), Dissenting Knowledges, Open Futures, OUP, 2000, pp. 186200.
Further Readings:
Philip Oldenburg, India, Pakistan and Democracy, Routledge, 2010.
Rafiq Dossani and Henry S. Rown (eds), Prospects for Peace in South Asia,
Stanford Uni Press, 2005.
Mushirul Hasan & Nariaki Nakazato (eds), The Unfinished Agenda: Nation-Building in
South Asia, Manohar, 2001.
Khadija Haq (ed), The South Asian Challenge, OUP, 2002.
Farzana Shaikh, Making Sense of Pakistan, New York: Columbia University Press,
2009.
Films: Veer Zara, Main Hoon Na
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