IVth Semester

GENDER SCHOOL AND SOCIETY

Total Marks 50
Internal assessment 10 Contact hours per week-3
External assessment 40
Aims of the Course
This course willenable the
students to
develop basic
understanding and-familiarity with key concepts -gender,
gender bias, gender
equality, patriarchy andstereotype, empowerment, gender parity, equity
equity and
understand the gradualfeminism;
paradigm shift from women's studies to
suOies and some important gender
education in the historical and landmarks connection with gender ano
in
contemporary period;
learn about gender
waunes, pedagogicalissues in school, curriculum, textual materials across
processes and its intersection with ciass, aw
 religion and region; and
" Understand how gender, power and sexuality relate to education (in terms
of access, Curriculum and pedagogy).
COURSE CONTENT
Unit 1
1)Sex and gender
"Psychology and sociological perspectives
"Radical feminism, patriarchy, reproductive technology and mother hood
" Socialize class, gender, and division
"Indian women -family, caste, class, culture, religion and social system
2) Social construction of gender
" Socialization
Gender identity : the media, genderfoles, and stereotypes, class, caste
community and gender relation
3) Women education and law
" Women access to and participation in formal education
Women and in formaieducalion
" Non-formal (media)
Unit 2
4) Gender inequalities in schooling
" Organization of schooling
" Curricular choices and hidden curriculum (teacher attitude, classroom
interaction and peer culture)
5)Gender schooling- education for gender equality
Case studies of intervention in school education
" The lokjumbish experiences (movement for women equality)
Unit 3
6) Education and empowered of women
" Concept and importance
"Women an sustainable development
Special role of women as protector of environment
" Waste management and women woker

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E0713 f, faarey yd HHTG
(66)
 Total Marks 50 Knowl
Internal assessment 10
edge and
curriculum part ll
Aims of the course contact hours per week3
The course
a intends to intorni
criticala role in a Externalassessment 40
without clear vision and
become rigid in student-teacher
and s that how
heterogeneous plural sociecurtyriclikeulum -makingplays
processes,
expected to meanings
theirandunder
currivalcsulutes.aandir npract
of
g iccurries, culandar aims.IndiSchoolan. However
to s tend ,
actualize. This uni for m ly
teachers toinfuse There fo re, the negat
course es the ideals that ithey
mposedare
the school, so dynamism interpreting
that it in aims at
and enthusing student
knowledge, symbols andbecomes transacting
values. andcututherally sensitive in curriculumin
cutturally sensitive in values,
chimeanings
ld-friendlofy in pedagogy,selectiostudent
n in of knowledge,schools, so that selit ection of
broad field, curriculum te achers symbol
when seen as a understand the and s and becomes
values
aims. concept ual
curriculum framework, linkages (and dynami c process. evol
Within v ing
-
learning materials, curricasulum distinctions) this
between educat:oral
asrecognized.
The role of: pedagogy welldevel
as opment, syllabus, teaching
wellas of the
teacher,
school
in organization school
evaluation prOcesses are
responsive 'c urric ulum' oper ational iz in g and organizatioan and culture
teachers
Unit 4
to make and 'critical devel o pin g
curricular decisions, based on fieidexplored.isThecontscope
pedagogy' are extualforly
realists highlighted.
Curriculum development (at school level)
Underst
subject acentered
nding different approaches to
behaviorist; envi ronment alis t curric ul ums localdevel opment :
compet e
learning'); learmer-centered ncy-based (i ncorporat
(including i ng concerns);
and
constructivist. 'm inimum levels of
i)
Process curriculum making
of
Formulation aims and objective (based on
syllabus) overall curricular aims and
) Criteria for
selecting
forms of thematic knowledge and representing
ii) questions in knowledge in the
different subjects
Organizingfundamental
and concepts and themes vertically across levels
integrating themes within and across different
subjects
(67)
Unit 5
School: the site of curriculum egagement
Role of school philosophy, administration (ind organization) in
creating acontext for development of curriculum
Available infrastructure, curricular sites and resources (library,
laboratory, school playground, neighborhood, etc.)
Role of external agencies in providing curriculum and pedagogic
Supports to teachers within schools-local, regional, national
Unit 6
Curriculum implementation and renewal
" Operationalizing curriculum into learning situtations
Teachers role in generating dynamic curicular gxperiences through {i)
flexible interpretation of curricular aims, and (il varied learning experience.
" Selection and development of learning resources (textbooks, teaching
learning materials and resources outside the school - local environment,
community and media, etc.)
Appropriate reviewing and renewal of aims and processes
" Process of curriculum evaluation and revision (i) need for a model of
continualevaluation (i) feedback form learners, teachers, community, and
administrators (ii) observable incongruences and correspondence between
expectations and actual achievements

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E0714 rT YIqYAH (T-2)

Creating an inclusive school

Total Marks 50 contact hours per week-3
Internal assessment 10 External assessment 40

Aims of the Course

Thestudents will be able to
demonstrate knowledge of different perspectives in the area of education
of children with disabilities;
reformulate attitudes towards children with special needs;
ident1ly needs of children with diversities;

(68)
 planneed-based programmes for all children with varied abilities in the
classroom;
Ise human and material resources in the classroom
usespecific strategies involving skills in teaching special needs children
in inclusive classrooms;
modify appropriate lear ner -Iriendly evaluation procedures;
incorporate innovative practices to respond to education of children with
special needs;
contribute to the formulation of policy; and
implement laws pertaining toeducation of children with special needs.
Unitl
education/school
1} Introduction to inclusive
Concept, ineaning and need
Transition from serge ration to inclusion
Principles models
National policy for person with disabilities 2006 with reference to
inclusive education
Sarva shiksha abhiyan--2002 with reference to inclusive school
Unit ll
2) Specialeducation needs (SEN) of learrrs in inclusive school
ldentification of diverse needs of SEN icarners and referrals
Disabilities in children and their SEN : Hearing impairment, visual
impairment, hearing low vision, orthopedic impairment, intellectual
impairment cerebral palsy, learning disabilities and multiple disabilities
Types and use of assistive devices for learners with SEN
Education concessions and facilities
Special needs in terms of Murielle in the context of different disabilities
and their learning styles
Unit ll
3) Planning and managing inclusive curriculum in schools
School readiness and school tfans1tion
Individualized educationplan (|EP).development and implementation
Practices and classroon manayement in inclusive education : seating
arrangement, whole class teaching, collaborating teaching, activity
based learning, peer-tutoring and co-operative learning
Curricularand instructional accommodation
4) Facilitators for inclusive education
Need for multidisciplinary approach

(69)
 Optional course
lssues of Conservation and Environmental Regeneration

TotalMarks50 contact hours per week-3

Intermalassessment10 External assessment 40

Unit1
Importance of need and scope of environmental conservation and
regeneration
Structure and functions of different ecosystems
India as amega biodiversity Nation
Role of individual in conservation of natural resources: water energy and
food
Role of individual in prevention of pollution: air andwater
Equitable uses of resources for sustainable livelihoods
Environmental legislation: awareness and issues involved in enforcement
Role of information technology and media in environment and human
health.
2 Community participation in natural resource management - water
forests, etc.
Deforestation in the context of tribal life
Sustainable land use management
Iraditional knowledge and biodiversity conservation
Developmental projects. including Government initiatives and their
impact onbiodiversity conservation
ISSUes involved in enforcement of environment leg1slations

(7)
 Hoie of mediaand ccotourismincreating environmental awar, iess
Role of local bodies in environmentalmanagement
Shiftingcultivation and its impacton environment
Change in forest cover over time.
Unit 2
3 Consumerism and waste gcneration and its management
Genetically-modified crops and food security
What consumption pattern in rural and urban settlement
Ethno-botany and its role in the present day world
Environmental degradation and its impact on the health of people
Economic growth and sustainahle consumplion
Organic farming
Agricultural waste: Their impact and management
Rain water harvesting and water resource management
Biomedicalwaste management
Changing patterns of cnergy and water consumption
Unit 3
4 Environmental consvaion itt We: obalised world
Alternalive sourccs oitergy
Impact of natura! disaster/na i-Made disaster on environment
Biological control for sustainauDie agriculture
Heat production and green house gas eission
Impact of industry/inng/transport on cnvironment
Sustainable use of forest produces.
5 Role of women in conservation
Female foeticide/infanticide and skewed sex ratio
Development of slun areaand their inhabitants
Child mortalityandmaterial heath
HIV /AIDS, malaria-statUs, neasures undertaken for their cont:o!
erad1cations.