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Friday, April 27, 2012

MPhil Viva--Some Guidelines

Structure of presentation for MPhil viva
1. Opening slide with title, your name and registred no
2. Background to your research areas
3. Objective of your research
4. Outcome of Literature review
5. Methodology followed-Justification
6. Discussion
7. Findings
8. Conclusion
9. Suggestions for further research

Things to Keep in Mind
1. Ensure that your findings and conclusion match your objectives and research questions stated in the beginning of the dissertation
2. When the question as to why you chose the topic you could begin with your personal reason but emphasise on the research gap that led you to the research
3. Avoid putting points on the PPT which are not there in your dissertation.

Presentation
1. Greet the external examiner, internal examiner, guide, faculty members and others. Welcome them to the presentation.
2. After the question answer session thank the external examiner, internal examiner, guide, faculty members, others.
3. Dress formally
4. As far as possible the slide design should be plain black and white

Defense
1. In case a genuine gap in your dissertation or argument is shown accept it. Say you will attend to it.
2. Be confident but polite while answering any question.


Standard Questions asked in MPhil/PhD Vivas
1. What is your research question?
2. What is your methodology?
3. How does your research methodology justify your research question?
4. Why did you do this research?-Research gap
5. Do your research question and methodology reflect in the title? How?
6. Why did you choose these films/these photographs/this institution/text for study? (The answer should come from the nature of research question and not person choice, preference, or guide suggested etc.)
7. Justification for methodology. Why did you chose this method/methodology and not another one?
8. Why didn't you chose Indian texts /films?

All the best.

Saturday, April 21, 2012

Critical Historiography of Science: Rajan Gurukkal

The following write up by Ann Mary is based on the lecture on Critical Historiography of Science delivered by Rajan Gurukkal,  at Centre for Contemporary Studies, (CCS), Indian Institute of Science, (IISc) Bangalore on 29 April 2012. Thank you Ann for making the talk available for others.

----------------------------------------------
The talk began by defining historiography. Historiography is understood as a story about doing history.This talk traced out a historiography of science by locating the field around two dominant positions.

1.From the perspective of the Scientist:  The Scientist , who “does” a history of science usually asks the following questions : Who, What, When and Where. This practice is useful for a familiarization with the vocabulary/ language of the field within which the Scientist is working.

2.From the perspective of the Historian : A Historian attempts to create an explanation for the above questions by asking “ How” and “Why”. This practice, within history of science, often becomes a  mere social history of scientific practices.

Both of these positions have shaped methods and debates in the field of enquiry known as the history of science.

1. Boris Hessen’ works in 1927:  Disciplinary beginnings of history of science.The questions about method from the earlier mentioned two viewpoints are already seen here in its initial forms. The Internalists believe that the scientist engages in an activity which works in an autonomous sphere of knowledge production. The Externalists believe that all the activities of scientists are driven by socio- economic (external) conditions.

2.Robert Merton: Moves the influence of external factors into the activity of research itself. External factors here refer to the sociological factors (like the influences of the teacher on the student as motivation) which constitutes the field of scientific knowledge production. Sociologist influences history of science.  The scientist’s centrality continues in this tradition but the “protective belt” around knowledge begins to become visible.

3.Ludwig Fleck (1935): Possible to associate with Merton. Views scientific facts as products of a “thought collective “(Denkkollektiv) . The historian of science can thus study scientific fact as a sociological “product.” (Denkstil)

The Manhattan Project and the World War II are an important phase for the history of science. The scientist as engaged in a child like “innocence” in the pursuit of “truth” is reaffirmed. It is easy to see the association with the apoliticality of the chronological list of “Inventions and Discoveries” that the Scientist begins to  see as a “history of science”. The relationship with “external”  consequences/ causes is rearticulated as new debates of the “Big Science”.

Thomas Kuhn’ s The Structure of Scientific Revolutions (1962) shakes the foundational idea of “truth” as the end of the march of reason. Talks of the social construction of “truths”.  

There gradually emerges a way of producing knowledge about science which is more conscious about uncertainties than the earlier certainty about truth. Heisenberg and Gellman demonstrate this in their insistence on the denial of predictability as the ends of scientific activity.

With the emergence of postmodernism within academics, history of science further discusses how orders are created to impose form on unpredictability. Thus, narratives and grand narratives are taken up for study as constructive acts. A shift towards the subjectivities of the scientist leads to attempts at producing  knowledges like “ a non European history of science”.

Certain trends within history of science are now once again reaffirming the division between the two points of view of the historian and the scientist. An insistence that this distinction needs to be maintained is noted in the works of historians of science.The lecturer perceives this to be a back to basics situation (useless for epistemology within history of science).

How do these intellectual traditions affect the historian of science who is attempting to write a history?

The notion that inventions arise by building up on previous “related” inventions deters the historian of science. This notion can be associated with the belief that science is the progress of reason. But when the historian of science attempts to reconstitute a history by deriving from this idea of linearity (which translates as chronology of “Inventions and Discoveries”), there are huge gaps which cannot be explained.

These gaps arise because of several factors. Two of them are:

a) Accidental inventions and discoveries : An attempt is made to “explain” these by fitting them in with previously produced knowledge.

b) Incompleteness as cause for producing new knowledge: Scientific discoveries sometimes emerge from certain systems of thought and branch off into completely unrecognizable new forms.  
For Example : Einstein’s work can be perceived as an attempt to rework and provide examples for  Newton’s classical physics. But the establishment of Einstein’ s work became a groundwork in itself for new work. A lot of Newton’s work remains to be explored even today.
(Like  Derrida’ s 1966 lecture when he tried to give a tribute to Strauss. Ended up questioning the very assumptions of Strauss’ thought)

How does the historian of science reconsititute knowledge then?
The historian of science needs to perceive events (The inventions and discoveries list, the social history of scientific catalogues) as  evidence to reconstitute the processes at work.

A Deleuzian analogy was used here. The historian of science sees “the spots on the surface” But when the historian digs deeper, she reached crossroads and needs to consciously choose trajectories that she can best justify. Here is where the subjectivity of the historian comes into play (including theoretical preferences).

The historian must be aware of theory as an illusory unification that gives wholeness to the visible and ill fitting parts.
(The analogy of the arc of a circle was used. The arc becomes cognitively identifiable and useful only if the illusion of the circle is conceptualized. It is this activity that a critical historian of science would engage in)

The historian must be beware of the possibility of constituting speculative evidence.
Example :The Indian Philosopher Kanika was aware of the potential of the atom. (Sphota model) But can the historian  of science who is writing the story of nuclear physics in the 19th century use this information? No. Because the association is nearly impossible to support with evidence (as far as we know now).

The historian of science , must work with “an absent cause” ( Analogy: The historian does not even have the smoke but only the ash to work with, fire needs to be re raked). Must abandon the idea of writing the “one “ true story of the history of science.

Standard Questions asked in MPhil/PhD Vivas


1. What is your research question?
2. What is your methodology?
3. How does your research methodology justify your research question?
4. Why did you do this research?-Research gap
5. Do your research question and methodology reflect in the title? How?
6. Why did you choose these films/these photographs/this institution/text for study? (The answer should come from the nature of research question and not person choice, preference, or guide suggested etc.)
7. Justification for methodology. Why did you chose this method/methodology and not another one?
8. Why didn't you chose Indian texts /films?


Saturday, April 14, 2012

Ecological Crises, Digital Humanities and New Political Assemblies--Lecture Notes

Following notes are by Ann Mary of Bruno Latour's talk on 23 March at, National Gallery of Modern Art, Bangalore on "Ecological Crises, Digital Humanities and New Political Assemblies"

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If an ecological debate occurs, it usually goes along the lines of “Nature” versus “technology”, “Humans” versus “The Planet” and so on.

This is because it is the “legitimate” (or the outsider’s) way of looking at the debate.This way of making sense of the issue stems from an unfamiliarity with practices of science.

(For example : In the climate gate fiasco of 2009, a  big fuss was created over emails sent between scientists. To the extent that things were said along the lines of “Global warming is a conspiracy”. But for people who practice say, theoretical physics, it is a perfectly normal thing to produce “fact” based on email exchange)


These are a few myths he discussed:

1. That knowledge is produced in a scientific field as fact with no value.

2. There is an institution which decides the conditions under which truth can be produced in a scientific field.(Unlike “pure sciences”, law  is an instance where the institution provides or sanctions “legal truths”)

To locate where these myths come, Latour looks at the core concept of Modern and its association with Nature. Both of these are associated with West.

The sanction for “the truth” of science comes from the concept of a Modern West.The locus of the Modern is the progress of reason over Nature, something which was the basis for the whole idea of studying other “cultures”.

Latour turns around this anthropology onto the modern itself.Latour questions the  notion that “Nature” was a politically free category of fact finding which the modern Westerner engaged in. He states that within the practices of science, it becomes more obvious that there was no unique “natural” entity that could be studied without value judgements.

If Western “Modern” s basic assumption is called into question in practices, then how can we start making sense of entities by locating them within their “modes of existence”?(he isn’t referring to just physical objects, but concepts which have a legitimate way of being understood within their institutions  : For example : Law and legal truths must be understood with reference to the conditions which sanction their legality,viz. the institution of law).

If Nature ceases to be the terrain where “objects” of study could be taken up, then how do we study and solve questions like ecological crises? In a debate on ecological crisis, it can no longer be said that “Nature” is the mediator of the debate.

Latour creates a project called Digital Humanities where ecological concerns must and can talk in the differences that exist at the levels in which groups/individuals have understood the “Modern” . The debate must threaten the “modernizing” project by calling into question the differences in the experience of modernity in practice.

(The whole lecture sounded like cultural studies in science. And when he was talking about diplomacy and resolution, U R Ananthamurthy  mentioned another sense of conflict resol from Indian traditions. That the word “Upaya” meant “Tactic” with a sense of coming closer and also “metaphor”. Not a complete closure like the usual translation “Solution” suggests )

If anyone remembers what he said about the truth conditions of religion, please please do type it out here. I have been trying to remember desperately. He said something that the truth conditions for religion( I dont know if he was talking of Catholicism) was something..... about belief or human nature)

Wednesday, April 11, 2012

Topic/Thesis Statement/Hypothesis/Research Problem

Topic: It clarifies area. It does not indicate method of research
Thesis statement: Will emerge after literature.
Hypothesis: Assumption based on which you are doing your research in your research area
Research problem: What you are researching.

The importance of stupidity in scientific research

The importance of stupidity in scientific research:

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Tuesday, March 27, 2012

National Conference on Interweaving Texts and Contexts – Pedagogical Strategies

Organised by Dept of Studies and Research in English 
Tumkur University, Tumkur Karntaka
30 April 2012
About The Conference
It is evident that a work of art earlier was examined in vacuum. But the work of art has now evolved to attain a new nomenclature “Text”. Thanks to the various insights contributed by theorists across the world, the idea of Text in the recent developments in the theory of textuality from Barthes to Belsey has posed challenges to the way literary and non-literary texts are studied. In the light of this debate, the Conference proposes to examine the possibility of a preeminent context around a text or a context that assumes its shape circumstantially.

Objectives of the Conference
  • To explore new critical idioms for the evaluation and reading of literary and non-literary texts
  • To develop various perspectives for reading literatures
  • To showcase and engage with new research which has been reflecting on these themes
Sub-themes of the Conference
  • Traditional approaches to text
  • Textuality of History, History of Textuality
  • Transition from Work to Text
  • Text and Context
  • Textuality as a research method
Call for papers
Interested participants are invited to present papers on any of the themes mentioned above. The full papers and not the abstracts of the papers shall reach us by 20th April 2012, to the email id tuteng2011@gmail.com to facilitate the publication and release of the proceedings (with ISBN) on the day of the Conference.
Guidelines for Paper Submission
  • The entire paper must be in MS-Word document format.
  • The length of the paper should not exceed 10 pages.
  • Times New Roman 12 font, 1.5 line space and 1-inch margin all around.
  • Send one hard copy and one soft copy of the paper to the Conference Convener.
  • The papers will be evaluated on the basis of originality, research content, conceptual clarity, methodology, and presentation skills.
  • Editorial Committee has the authority to review and select the papers for ISBN edited book.
Delegation Fee


Delegates
Registration Fee
Academics and Research Scholars Rs 400/-
Students Rs 100/-


The Registration fee may be paid on the spot.
For further details contact
Organizing Secretary
Department of Studies and Research in English
Dr. P Sadnanda Maiya Block
Tumkur University, Campus
B.H.Road, Tumkur – 572103, Karnataka
E-mail-ID: tuteng2011 AT gmail.com
Phone: 9900359280

Friday, March 16, 2012

National Seminar on Scripts ad Languages in Modern India with Special Reference to Konkani-- A Report


A two-day National Seminar organised by Jagotik Konknni Songhotton on “Scripts ad Languages in Modern India with Special Reference to Konkani” was held on March 10 and 11, 2012 at Kalangann, Mangalore.

In his introduction to the seminar, General Secretary of Jagotik Konknni Songhotton, Eric Ozario clarified the official opposition of JKS that JKS was against the unilateral imposition of a single script on Konkani speaking people of all regions. He said that JKS was for recognition of all scripts but should there be a need for a single script for official reasons then the decision should be a democratic one. He said monoculture in the context of language and script of Konkani smacks of fascism. According to him one of the mail purposes of the seminar was to deliberate on the survival of Konakni in the globalisation context with reference to the scripts being used.

The keynote of the seminar was delivered by Valerian Rodrigues, Professor, Centre for Political Studies, Jawaharlal Nehru University, New Delhi. He remarked that script and language mark civilisations. Although language and script are distinct they are related. The internal and external diasporic constitution of Konkani speakers need to be factored in. He stressed the need to defend the minority status of the language. Speaking on the question of resource he said it needs to be discussed whether the resources within Konkani go to the marginalised scripts and dialects within Konkani or to those which are prominent. He also discussed the need to stay with a script and yet explore ways of connecting to other scripts.

Speaking on “Script and Language: Relationship and Contentions” Anvita Abbi, Professor of Linguistics, Jawaharlal Nehru University, New Delhi dwelt on the relationship between script and cultures with a contrast between scripts found in India with those of Europe, Egypt and China. She said all the scripts evolved in India are derivatives of Brahmi script. Since in India oral tradition was more predominant, the languages did not experiment on the aesthetics of the script, as against the Roman script. She also said that the Brahmi script was also a way of organising the phonetics system of the language. Due to these reasons, she pointed that the scripts were mutually intelligible. She also drew attention to the fact that scripts are also mediated by technologies and gave the example of Roman script being used by various language users to communicate via digital technologies. She also said that script diversity should not be seen as a burden but as a blessing. As a way of addressing the present crisis she suggested that Konkani could emulate her work on Great Andamanese where she brought out a dictionary of Great Andamanese using three scripts. She warned that shifting to one script or forcing people to use only one script could render users of other scripts illiterate overnight. She concluded with a reading of an extract from the resolution of the first session of the Konkani Parishad whose primary agenda was to resolve the script question and wondered whether nothing had changed in the script debates in the last seven decades.

The last programme of the day was presentation of the play Tulsi. The play was written by Arun Raj Rodrigues based on the novel by Ravindra Kelekar of the same name, directed Christopher, Ninasm and presented by Kalakul Repertory, Mangalore

On the second day, Alok Rai, Professor of English, Delhi University spoke on “Language, Script and Dominance in India”. That the audience came to know through Prof. Rodriguez that Alok was the grandson of Premchand added to the interest of the audience in his arguments. Rai presented the case of Urdu-Hindi language and script conflict in the late nineteenth and twentieth century. He delineated the origin of the Hindi-Urdu conflict and traced their historical trajectories culminating in the present dominance of Hindi over Urdu and attempts within Urdu to transliterate Urdu literature from Perso-Arabic to Nagari script. Using the analogy of Hindi-Urdu contentious relationship he argued that local contexts have their ramifications far beyond their original contexts. As the unrest grows a host of other political and economic issues join the initial context and the issue snowballs into a major struggle. He dwelt on the possibility of looking at the script issue in Konkani using this analogy. At the same time he also warned the dangers of adopting the analogy as such an attempt runs the risk of overlooking issues specific to the context it is applied to. Citing the words of his Sri Lankan friend he said that a demand for one language might create two nations whereas acceptance of two languages might create one nation. He concluded his presentation asking what would be lost if a script died?

Asha Sarangi, Centre for Political Studies, New Delhi who spoke on “Languages and Territory: Issues of Rights and Identities” brought in social science perspectives on the issue. She argued for locating the issue of multiple vs single script in Konkani within the larger political and social history and the present political and linguistic context in India. She said that the language was linked to the social person. She drew attention to the fact that State Reorganisation committee did not make any reference to Konkani. She located the origin of Konkani in Dravidian and Austro-Asian language family rather than Indo-Aryan. She suggested that the Konkani language and script issue also needs to be seen in its relationship to territories. She felt that the role of print in shaping the existing divisions and debates on script needs to be explored. She questioned the relationship of Konkani with other languages namely, Tulu and Kannada, and the role and place of Konkani in state functions such as law, policy, education and cultural aspects such as music, and arts. She mentioned that while Tulu got a place long ago in Mangalore University, Konkani is yet to. She stressed the need to enumerate the practices of Konkani. She insisted on looking at the political economy dimension of the present issue. She said the issue of script could deepen the question of language as a political right and a cultural right. She indicated that not much of intellectual and activist work with relation to equations with the state had taken place since the inclusion of Konkani in the eighth Schedule of the Constitution.

Madhavi Sardesai, Department of Konkani, University of Goa, did not come for the conference but sent a paper titled “The Case for a Single Script for Konkani”. The paper was read by Anil Pinto, Department of English and Media Studies, Christ University, Bangalore. The paper argued in favour of the Nagari script for Konkani citing its use by Monsenhor Dalgado and Shennoi Goembab, and resolution of the first session of the Konkani Parishad in 1939, second session in 1940, the third session 1942 to make Nagari the official script. The other reasons cited by her are cross-script ignorance of literature among Kokani speaking people of different scripts, a century old legacy of Konkani literature in Nagari script, and need for a Nagari script to from a “practical and Economic grounds.”

Barbara Roeber from Germany spoke on “An International Perspective on Scripts and Languages”. She discussed the script issue in Europe in the context of Serbo-Croatian and Bulgarian languages, in Africa in the context of the Coptic, the Ethiopian, the Tamashek languages, in America in the context of the Cherokee, the Aleutian, and the Cree languages, and in Asia languages of Azerbaijan, Uzbekistan, Turmenistan, and Thai. She said that in comparison to the script issue in all these languages, the script issue of Konkani presented the most unique case as it used five different scripts. She said language and script are “constitutive parts of the culture and form the identity of a language community” and that a “written language acquires through its script an important permanency of a culture.” For her the Konkani speaking people of Karnataka had acquired their cultural identity by writing the language in Kannada. She felt that imposition of one script of over users of other script could make the imposed communities lose their culture and identity.

Pratapananda Naik, Director, Thomas Stephens Konkkni Kendr, Goa, spoke on “The Case for Multi-scripts in Konkani.” He presented a brief history of Konkani language with reference to scripts. He dismissed the claim that Kannada was adapted in Karnataka by the migrated Konkani people. He gave examples of text written in Goa in Kannada script in the seventeenth century. According to him while Konkani is written five scripts, in Goa until 1961 Konkani meant Konkani in Roman script. He gave the statistics of statewise population of Konkani speaking people, scriptwise distribution of periodicals, which showed a vibrant print culture in Kannada script and statewise status of Konkani. He mentioned that because of the imposition of Nagari script over Konkani in Goa, the Konkani schools were losing out to English medium schools. Hence he made a case for multi-script arguing for the use of script in a particular place depending on the extent of its usage. He said different scripts in turn represent many dialects, which can be preserved only through multi-scripts, emotional affinity, non-commercial dimension, education, use of scripts, primacy of spoken dialects over script to unite people, betrayal of Nagari script users by joining Marathi, politics of award in single script, lack of demand for single script from users other than Nagari proponents, non-acceptance of Nagari by the Hindus, popularity of Roman script despite lack of state patronage, preservation of democratic aspirations, equation between Aryan, Brahmin, Sanskrit and Nagari script were the other reasons given by him against imposition of single script.

 In his concluding speech, Prof. Rodrigues drew attention to the majoritarian politics marginalising a vast population in India whose basic worldview was acceptance of the plural. He suggested that the script question also needed be careful of this tendency.

At the suggestion of Anvita Abbi, General Secretary of JSK, Eric Ozario proposed the resolution to request Sahitya Akademi to consider all scripts equally for awards. The Seminar passed the resolution with voice vote.

Mr Ozario in his closing remarks said that the next course of action would be to bring all the parties concerned with the script issues on one platform to deliberate on the issue of script and come to a collective decision through democratic process.

Certificates were distributed to all the participants along with copies of Vazram Mothiam CD.

 13 March 2012   
Anil Pinto


The audio recording of the seminar presentations and discussions by Miguel Braganza can be found by clicking here
                                                                           

The Last Great Devadasi | OPEN Magazine

The Last Great Devadasi | OPEN Magazine: "Balasaraswati: Her Art and Life | Douglas M Knight Jr | Tranquebar Press | 350 + 16 pages B&W Photo insert | Rs 599"

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Thursday, March 01, 2012

Myth Today--Discussion Board

Dear III BA English Honours Cultural Studies course participants, you may post your questions and comments on Barthes' "Myth Today" in the comments section below.

Saturday, February 25, 2012

National Seminar on Feminism in India: Emerging Trends and Issues: Call for Papers National Seminar on Feminism in India: Emerging Trends and Issues: Call for Papers National Seminar on Feminism in India: Emerging Trends and Issues: Call for Papers


The Department of English of Shri Shankaracharya Mahavidyalaya Sector-6 Bhilai (Chhattisgarh) is organizing a Two-day UGC Sponsored National Seminar on Feminism in India: Emerging Trends and Issues (FIETI 2012). This seminar offers a common platform for English professionals to come together for a fruitful interaction on the future of woman in society,which is at the heart of a radical movement striving to create a brave new world for woman.

Date: 4 - 5 March 2012

Please send in your abstract in about 150-200 words on or before 20 February 2012 and full length papers in about 1500-2000 words on 4 March 2012 as per latest MLA style sheet to be published in the proceedings after the seminar to fieti2012@gmail.com. TA for attending the seminar will be given to suitable candidates only.

For further information please contact:
Dr. Rahul Mene
HoD English and Convener
09893215097

Friday, February 17, 2012

Walter Benjamin- The Work of Art in the Age of Mechanical Reproduction- Section 9


Walter Benjamin- The Work of Art in the Age of Mechanical Reproduction (1936)
Discussion on section 9 

Shift from painting to photography, theatre to movies. Photography isnt just an extension of painting: Aura is lost in this process, and we think certain dynamics are inherent to these mediums, but not necessarily so, and these dynamics maybe inherent to milieu in which it worked out instead. Medium has something inherent to it and when you move from it, something changes to it.

Eg: Digital Classroom course by Pinto and CSCS- studied how education has changed and is changing with introduction of technology.
Eg: Tagore tried to remove 4 walls of classroom but still there was only 1 knower. Now with tech, its no more about 1 to many but from many to many.
Eg: Blackboard evolution: from writing on sand, to slate, to blackboard, to OHP/ computer/ white board... and sometimes all at the same time. And on computer itself you can keep shifting screens from wikipedia, to youtube, etc. Eg: with online couses (like Pinto‘s Masters course or my certificate course), people can chat on other things other than the course and no one will know, due to multiple windows.

So what is role of teacher now?

So, what is the thing that if you remove, the whole thing will collapse. Eg: if you breathe pure oxygen, you wont survive, but if u remove oxygen from the mixture then you will die!

So in education, teacher is most important- you can have a building without students and it will still be an educational institution.

So teacher is a function. Teacher has to certify, they can fail or pass students. No office staff can do this, you can have them arrested.

But can computer decide pass fail? Eg: with multiple choice exams.

So yes, then teacher function is gone.

New model coming in education, where it doesn’t matter if u went to school/ college or not, or where you went to study, as long as you complete your national exam. Eg: in computers and medicine

All poets and philosophers, until Renaissance, were warriors- Plato’s uncle had to give him bail. With Romantic age, they could be full time poets.

Section 10



Benjamin moves to spaces, other objects, and the mechanical representations of the same (painting to photo, etc). So if photography takes the place of representing image, cinema takes job of represrntaing moving image. Not that the former disappears, but something happens to the former. So painting goes abstract. In India, painting was never (?) representative of reality, except with Ravi Vama. In Europe, it was achieved with Rembrandt. With Monet, began communicating emptions, expressions, etc. With camera, painting goes abstract- eg: Cubism, Dali- because now camera will do it for you.

Similar with cinema and theatre. In theatre after cinema, there now arose a specialised role of the director, who gave his interpretation of the text, which neednt be the authorial interpretation of the text. Playrights no more direct their plays. Eg: Karnad wont direct his plays, he doesnt want to impose their views on their work. 

Thus now, a critic is born. Point is no more about what the author said, but what the critic said. 


Thursday, January 26, 2012

III BA English Honours HEN652 Cultural Studies CIA 3

CIA3 criteria.
10 Marks: Structure of research paper - Abstract (about 150 words), introduction, locating research question in the existing body of knowledge, exploring the research problem using the cultural site given (e.g. Jaipur literary festival is a context), conclusion, works cited (MLA style), in-text citation. + Sharing of paper with all (2 marks)
10 marks: logical development of the research problem, rigor of the exploration of research question. logical flow of conclusions based on the exploration and analysis. 

Other guidelines
Last date for sharing the complete paper with the course instructor and coursemates: 10 Feb 2012 (IST 24 Hrs)
Length of the paper: 5-7 pages, including works cited section. 
The paper needs to be shared with all the coursemates. 
The should be either in google doc format. Please avoid uploading the word document. 
Please use times new Roman, 12 font with double line space, including between paragraphs. Indent the first line of new paragraphs. 
Please write your name and register number at the left hand top corner of the first page.
File name: HEN652+_+Title of the paper+_+ your name. 
Please do comment on other's papers once they are shared. 

(PS: Please be nice and kind to me in the next class, as always :-))

Thursday, January 19, 2012

Call for Papers: National Seminar on Fiction and Film - An Interdisciplinary Approach


Dates: 14, 15 and 16 March 2012

Organized by Department of English, Government College for Women, Thiruvananthapuram

In association with the Kerala State Chalachitra Academy

Fiction has inspired films right from the birth of the latter. This has grown into a kind of symbiotic relationship. Cinema, being a pan art, has almost all ingredients of drama such as characters, plot and spectacle. But it is quintessentially a narrative medium. The process of trans-creation from a book into a film, from its printed page into screen, is rather complex. The film maker utilizes a different language - the language of film - to create the story anew. Just as in any translation much variation may occur in this trans-creation as well. What is lost and what is gained could be the result of the peculiarity of the new language adopted. But it could also be a compulsive play of the hegemonic tastes of cinema. It would be interesting to analyse the dynamics behind the manifestation of such hegemony on screen.

The proposed seminar will give an interdisciplinary approach to the difficult aspects of the process evolved in turning a literary text into a film and its importance as a pedagogical tool.

Call for papers

Papers on the theme of the conference are invited. 

For more details, please contact the conveners Ms Krishna Prabha (9495625859) or Ms Neeta Sasidharan (9446177160) at engdeptgcw AT gmail.com

Monday, January 09, 2012

National Seminar on Indian Women Writers in English

The Department of English, St Aloysius College (Autonomous), Mangalore, Karnataka, is organizing a One Day National Seminar on Indian Women Writers in English on February 18, 2012.

The lead speakers are: Dr Meena Kandasamy, Poet and Writer
                                     Dr Meena Pillai, Institute of English, Kerala University

Last date for submission of abstracts-1st February, 2012.
Date of Intimation- 7, Feb, 2012
Registration fees:  Rs 200/-
Accommodation could be arranged on sharing basis @ Rs 200 per day on advance payment.

Sunday, January 08, 2012

EasyBib: Free Bibliography Maker - MLA, APA, Chicago citation styles

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Call for Papers: UGC-Sponsored National Seminar on Indian Poetry in English


The Faculty of English and Foreign Languages is organizing a UGC-Sponsored National Seminar on "Indian Poetry in English" on 1st and 2nd February (Thursday and Friday) 2012 at Gandhigram Rural University, Gandhigram, Tamilnadu. More than 250 teachers, researchers and students from all over the country are expected to participate in the Seminar and present papers.

Peer-reviewed and selected papers will be published in Gandhigram Literary Review.

To submit your proposals and register, please log on to
www.ruraluniv.ac.in

For more details, please send a mail to:  gripoetryseminar@gmail.com

Prof A Joseph Dorairaj
Dean, Faculty of English and Foreign Languages
Gandhigram Rural University
Gandhigram 624302, TN
Email: josephdorairaj AT gmail.com

Monday, January 02, 2012

National Seminar On Vision and Performance: Commonwealth Plays in English



U G C Sponsored Two Day national Seminar On
         
VISION AND PERFORMANCE:
COMMONWEALTH PLAYS IN English
1st & 2nd March, 2012


Nowadays plays have a good response among the readers. Though plays are said to be the precursor of all genres in literature, interest in reading dramas has recently dwindled due to the arrival of novels. But in recent times he arrival of modern dramas by various dramatists like angry young men group and absurd dramatists kike Samuel Beckett and others have kindled the interest of the readers to read plays. Coming to Commonwealth Literature [Creative literatures from Nations which were under colony rule once] new dramatists have raised and produced many valuable tomes in which diverse themes like alienation, identity crisis, homosexuality and gender issues are discussed. Most of the modern dramas are produced with the help of themes taken from real life situations instead of fictional elements. Moreover many plays have implied themes and ideas which pave way for the readers to imagine more. This seminar will be a very good forum for the upcoming researchers and scholars to gain acquaintance with these recent and debatable topics. Researchers can present their papers on the themes like

1. Post colonialism
2. Postmodernism
3. Absurd Elements
4. Gender Issues
5. Historicism
6. Political Satires
7. Science Plays
8. Social Plays
9. Alienation& Identity Crisis

Organiser

VIRUDHUNAGAR HINDU NADARS’
SENTHIKUMARA NADAR COLLEGE
VIRUDHUNAGAR-626 001
TAMILNADU

Contact:

Dr. G. Baskaran
The Organizing Secretary
Research Centre in English
VHN Senthikumara Nadar College
Virudhunagar- 626001
E mail: rgbaskaran AT gmail.com

Contact Mobile Numbers:
Mr. K. Muthurajan: 9843592888
Mr. B. Rajkumar: 9486737674