Jawaharlal Nehru University, Delhi, 5-6 April 2012
Suman Gupta and Richard Allen
There are two parts to this report. The first gives a panel-by-panel account of proceedings, emphasizing the main points raised in each. In each panel a number of participants were invited to make brief presentations, these were then discussed, and at the end a summary of the discussion as a whole was given by a discussant. The second part identifies issues that arose repeatedly in the workshop, which call for further discussion and exploration.
The Workshop proceeded as a discussion among its expert participants, rather than as a sequence of formal papers. Participants spoke briefly from their expertise, gearing their comments to the discussion. In some cases they spoke ex tempore, in some cases using preliminary notes. This document collects together these notes where they have been provided and should be seen as an adjunct to the Report of the Workshop “Questions of Curriculum, Pedagogy and the Market.
15-16 February 2013, Jamia Millia Islamia, Delhi
Suman Gupta and Richard Allen
This report is in two parts. The first offers a session-by-session account of discussions. Each session was focused on a theme and a limited number of questions. Though a few brief presentations were invited in most of the sessions, the emphasis throughout was on free-flowing discussion of the session questions. The workshop was chaired throughout by Richard Allen; Suman Gupta had principal responsibility for the record of the sessions. The main points made by discussants (identified by their initials) in each session is summarised. The second part presents some general remarks on the proceedings of the two workshops together which seem significant to the authors of this report.
13-14 July 2013, The Open University in London, UK
This workshop considered again questions and issues discussed in the previous workshops but adds a comparative dimension, so that findings about English Studies in the UK can be set alongside the results of the findings about English Studies in Delhi.
Research undertaken January to April 2014, including a further visit to Delhi, April 2nd to 17th.
Delhi University implemented a shift from a three-year to a four-year undergraduate programme (FYUP) for all disciplines from the academic year 2013-14, when the main part of this project was coming to a close. The FYUP introduces compulsory Foundation Courses in a range of subject areas alongside Discipline Courses for the first two years of undergraduate programmes. Specialist discipline study is offered mostly in years 3 and 4. Exit points linked to a nesting hierarchy of awards are introduced from year 2: exit after two years of successful study leads to a Diploma; after three years, a Bachelors ordinary degree; after four years, a Bachelors degree with honours. Details are given in the Delhi University website, and in the Further Investigation document below.
The potential impact of this change for English Studies had been referred to in some of the workshops of the project (see Workshop Reports), but this was ahead of the detail of the new courses and structures being known. The Project Coordinators felt that the change justified further investigation. With the permission of the Arts and Humanities Research Council this has been possible and the results are recorded here.
Four questions were devised as the core of the further enquiry. They were:
These questions were used in three different contexts: i.e.
The results are summarised below.
Twelve responses were received to the questionnaire. The small number of responses is partly accounted for by the fact that the FYUP is still in its first year and teachers are understandably cautious in predicting its effects. The rapid introduction of the FYUP has also understandably been controversial. Respondents were initially asked to indicate whether they wished to keep their names confidential, and a majority had requested this. However, the adoption of a Professional Code of Ethics by the Executive Committee of Delhi University on 6 March 2014 has blurred the boundaries of academic freedom and the Project Coordinators have therefore decided to remove all details which might allow respondents to be identified. It can be said, however, that the responses received reflect experience in eleven colleges, and that those colleges do reflect something of the range (if not the complete range) within Delhi University
The responses received are set out verbatim in this linked document:
The Coordinators welcome further responses to these questions from Delhi University college teachers and will add them to those in the document above as and when received – names will be treated as confidential for all responses. Please send further responses to either Suman Gupta or Richard Allen.
A report based on the discussions in these in-depth interviews is available in this linked document:
Three of the questions above (1, 3, 4) were also circulated to English Departments in other Delhi-based universities. Delhi University teachers and students often move between universities in Delhi in various capacities, so the implications of the change at Delhi University is likely to be felt more widely in universities in the region. Four responses were received from other Delhi-based universities, which appear in the PDF document through the link below.