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Mar 24, 2020 by Afsar Mohammad (mamoha)
SAST SAST054 C1: Relgn&Resistance S. Asia
Tue, 24 Mar 2020 15:01:11 GMT
Tue, 05 Nov 2019 23:40:32 GMT
Rationale for Inactivation
Last Effective Term
Org Short Name
Lecturer, Foreign Language
School of Arts and Sciences
South Asia Studies
SOUTH ASIA STUDIES
Spring 2020 (Deactivations ONLY)
Relgn&Resistance S. Asia
In this course, we focus on various medieval and contemporary devotional forms of Hinduism, Buddhism and Islam in South Asia. Several definitions try to tie the idea of devotion to classicism and traditionalism with a set of conservative ideas. However, this course introduces the students to a diverse and pluralistic understanding of Hinduism, Buddhism and Islam that also has a history of resistance and protest beginning with poets such as Kabir and others from the Bhakti movement, and Sufi devotional contexts in South Asia. We read about the histories of these rebellious poets and their interventions into the traditional practices of devotion. We also discuss about how these medieval trends find their way into contemporary times enriching the discourses of Dalit, Muslim and Feminist movements.
Also Offered As
Every Other Year
Course not offered every year
Cross Cultural Analysis
Full Time Lecturer
Full Time Lecturer
Place in Curriculum
South Asian studies
This course aims at introducing and analyzing diverse religious practices as observed in South Asia with a focus on various protest and resistance movements from the medieval to modern times.
Students learn to analyze data as related to religious practices, narrative analysis and comparative religious methodology
Methods of Assessment
Number and size of paper(s) assigned
one short paper
final research paper
Number and type of exams
Mid-term analysis and final research paper
Cross Cultural Analysis
How does the course examine the social values, institutions, and patterns of organization of a culture from within its own perspective?
This course focuses on how society and various religious institutions blend and function within the modern cultural life.
How does the course consider the relationships AMONG the following aspects of the culture(s) in question: art, religion, literature, philosophy, social behavior and institutions, and responses to other cultures?
This course uses data from art, literature and social behavioral practices. Students understand how these disciplines work together to produce a specific pattern of religious practice.
If the course focuses on a particular element in a culture, can you explain how it relates that element to other more general aspects?
This course focuses particularly on the idea of resistance and protest that defined the larger religious life in South Asia
How does the course teach students the methods required for sensitive and critical cultural analysis, such as the informed reading of texts, artifacts, and social institutions?
Students learn the close reading of various religious texts and analyze diverse social institutions that produce different devotional methods. Students also understand how culture and material culture blend in creating a devotional life.
Cultural Diversity in the US
The course should examine one or more of the following forms of differentiation: race/ethnicity, immigrant status, social class, gender, sexual orientation, religious affiliation. Which does it emphasize?
The course may emphasize a comparative perspective within a particular classification scheme (for example, African Americans and Hispanics). If so, please describe:
The course may examine the intersection between two or more of these means of differentiation (for example, race and immigrant status, minority status and sexual orientation). If so, please describe:
The course should address issues of inequality, stratification, and power. Please explain how it does so.
What is the primary method of analysis for the course? (For example, analysis of social scientific data, critical reading of literature, and so forth.)
Quantitative Data Analysis
Who is the course intended for?
Sample assignments or exam questions.
Do students actively analyze and interpret quantitative data? Explain.
Do students interpret quantitative data to evaluate hypotheses and/or to understand phenomena in the real world? Explain.
What types of quantitative analyses are included in the course? For example, do students learn concepts of random variability and elementary level of statistical analysis of data?
Do students learn formal structures of thought and how to apply them to understand phenomena in the real world? Explain.
If the course also engages students in the statistical analysis of empirical data, is the preponderance of attention give to formal structures implicated in deductive reasoning rather than on inductive reasoning from data to empirical generalizations? Explain.
Types of Analysis: What types of formal analysis are included in the course? For example, do students learn concepts of mathematics, formal logic, formal linguistics, computation and algorithmic thinking, decision theory, or some combination of these?
College reason for proposal