TISS Hyd Annual Report - Tata Institute of Social Sciences

Converging Excellence with Relevance
May 2015
Academic Programmes
Student Support Activities
Research Projects & Publications
Partnerships with Government & Foreign Universities
Potential & Challenges
Teaching Pedagogies
Building a Research Culture
Building Capacities in Data Analytics
Language Support
Library: Physical & E-resources
Moodle Based Communication
Inclusive Learning Environment
Job Placement
Committee Against Sexual Harrasment
Counselling Services Support
Azim Premji School of Education
School of Gender Studies
School of Livelihoods & Development
School of Public Policy & Governance
TISS Hyderabad: A Journey Thus Far
With a modest power point presentation
made in response to an invitation by the Government of Andhra Pradesh in 2007, the idea of setting
up a campus in Hyderabad with the objectives of
strengthening social sciences education and contributing to the national requirement of producing
human service professionals has come to stay in
the mind space of the Tata Institute of Social Sciences, a 78 year old institution. This is the first
annual report formally being presented at the first
Convocation of this young institute.
In 2012, TISS Hyderabad was formally
inaugurated in the presence of H.E. Governor of
Andhra Pradesh, Sri. E. L. Narasimhan; Sri. S. Ramadorai, Chairman, Governing Board, TISS and
Director, Prof. S. Parasuraman, TISS. During the
past three years the Institute has grown steadily
with increased number of academic programmes,
student strength, public visibility and presence
in the GO, NGO and academic world. The academic year 2014-15 has been significant in many
ways. With the bifurcation of the state of Andhra
Pradesh, TISS Hyderabad’s interim campuses and
the Kothur campus are now a part of the State of
Comparative Advantage in a Competitive Educational Environment
Within a context where there are growing
number of educational institutions, each vying with
the other to entice students with huge infrastructure, air conditioned class rooms, hostels and so on,
the institutions set up by TISS have been treading
the steady path of ensuring rigour and quality in
teaching and enabling learning. TISS Hyderabad
has modest infrastructure, so to speak, but immeasurable wealth of high quality committed teachers,
up-to-date library and enormous e-resources.
The strength of TISS Hyderabad is its wellqualified and dedicated pool of Faculty members
and a supportive administrative staff. All students
who go through the portals of TISS Hyderabad
vouch for the difference that the institute makes to
their ability to think, write and act with clarity and
conviction. The steady increase in the number of
applicants to TISS Hyderabad programmes as their
first preference is evidence to this growing interest
in the Institute.
The Institute hopes to steer towards the
future by continuously strengthening teaching
pedagogies, enhancing field based learning, building a strong research culture and maintaining high
standards of course delivery, assessments, feedback mechanisms and attaining positive learning
Academic Programmes introduced in 2014
During this academic year, two new
Masters degree programmes have been launched
– MA in Women’s Studies and MA in Development Studies. The Faculty of the School of Gender
Studies and the School of Livelihoods and Development is offering both the programmes with care
given to academic details and perspectives. With
the inclusion of these two Masters programmes,
TISS now has 10 academic programmes and a total
student strength of 411 students. There is a great
potential in this Institute to scale up operations and
reach out to a much larger student community.
Choice Based Credit System from the academic
year 2015-16.
The first batch of BA in Social Sciences, MA
Education and MA Public Policy & Governance are
graduating in May 2015 upon the successful completion of the programme (2012-15). A total of 120
students are graduating programme wise.
Forthcoming Programmes
In the academic year 2015-16, TISS Hyderabad will commence an MA in Natural Resources
& Governance and M.A in Human Resources Management. In preparation for the introducing these
programmes, several curriculum consultation
meetings took place with academics, researchers,
field practitioners, NGOs, industry and business
professionals during the academic year 2014-15.
The MA in Natural Resources & Governance will be
offered with academic and field support from the
Foundation for Ecological Security, Anand. Admissions to these programmes are underway.
Several of the students graduating with the BA
in Social Sciences degree have sought mobility to
various MA programmes at the Institute.
The offices of the Social Protection Cell, the Students’ Affairs and the Counselling Centre provide
all the necessary support and encouragement
to students. Faculty members in charge of these
offices carry out their responsibilities diligently.
TISS Hyderabad has set up a Committee Against
Sexual Harassment with a Chairperson and
members. With the help of TISS Mumbai, several
students are provided financial support through
the Student Aid fund. This is in addition to the
support that GoI students receive.
Rationalisation of Programme Offer & Choice
Based Credit System
With 5 Masters programme on offer,
Faculty has carried out several curriculum consultation meetings to develop an overall framework
that accommodates an understanding of courses
as – Foundation courses, Core courses, Common
courses, Skill courses and Electives under the
Choice based system.
Through an intensive exercise, each academic programme has been given shape in terms
of an understanding of a core set of theoretical
knowledge, perspectives and skill sets. This provides greater clarity to the teachers engaged in
the delivery of these programmes and the students
who opt to join the programmes.
During the process of these reflections,
MA in Women’s Studies, Development Studies and
Public Policy and Governance programmes have
gone through some design changes in the course
credits, titles and location. These along with the
new courses that were designed have been placed
at Academic Council meetings for due approvals.
Each programme has a distinct set of courses as
electives that are going to be available under the
Bridging the Digital & Language Divide
In order to bridge the digital divide and facilitate
learning with laptop and internet access, TISS
Hyderabad has raised small donations to create a
laptop bank. The institute made available laptops
to students who deserve in addition to placing
desktops in all the hostels. TISS has English as the
medium of instruction and the students are admitted from across the country and from various
social categories. Constant efforts are being made
to provide English language support to build academic abilities and communication. In order to
further strengthen the provision of such support
to students resources are required to build a Language Support Centre in order to create an enabling learning environment for students.
Student International exposure
Three undergraduate (BA SS) students were select5
ed to study at Uppsala University, Sweden during
the academic year 2014-15 under the Erasmus
Mundus India to Europe (EMINTE) scholarship
programme, coordinated by Lund University. One
MA Public Policy & Governance student got admission for a one-year Masters degree course at
University of Amsterdam, Netherlands. A group of
5 students (4 BA SS and 1 MA Women’s Studies)
spent a month at Keele University, as part of the
Student exchange programme under the UKIERI
project. Another group of 6 are set to leave during
the end of May 2015 for a month to Keele University, UK.
TISS Hyderabad Faculty have published
a total of 28 papers in national and international
peer reviewed journals and presented 54 papers
in national and international conferences and
workshops. Six Faculty members were invited to
participate in international conferences and meetings. All the Faculty teach across all academic programmes thought they have primary affiliation to
one School. Three new Faculty joined the Institute
this year to provide academic and field support to
the Prime Minister’s Rural Development Fellows
Job Placement
The first batch of students from the institute, which
was placed in February 2014, had 100% placement
track record and the success trend continued this
year with the second batch, which got placed in January-February 2015 with enhanced average salary
package. Recruiters who have hired from TISS-Hyderabad have given a very positive feedback about
the curriculum, which is in tune with the skill set
requirement in the development sector. Majority
of the students have joined to work with the Governments of Telangana and Andhra Pradesh and
various national flagship programmes across the
New Research Projects
1. Early Literacy Initiative: The Azim Premji School
of Education is set to launch an initiative that seeks
to significantly impact the understanding and practice of early literacy with support received from
the Navjbhai Ratan Tata Trust in March 2015 for
three years.
2. ‘Enhancing the quality of response of the Health
Care System to Sexual Assault’ funded by the
ICMR, New Delhi has commenced in March 2015.
Given the growing incidence of sexual violence,
a responsive health service system is crucial to
provide supportive environment to survivors and
collect corroborative medical and forensic evidences for making a strong case.
Students’ Sports and Cultural Activities
QuinTISSence an annual festival of TISS, which is
organised in the Mumbai campus was introduced
to TISS Hyderabad students during 2014. This was
the first annual festival of TISS Hyderabad organised on 30th and 31st December 2014, which had
sports and cultural competitions. The Director
General, Telangana State Police Academy, Dr. M.
Malakondiah provided their sports facilities for the
students to carry out the sports events. Students
have also participated in various national and state
level competitions and bagged prizes.
3. The School of Public Policy & Governance received a grant from International Growth Centre
(IGC), London School of Economics & Political
Science to undertake a study titled - The Growth
of Cities in India, 1870-2020. The study has commenced from 1st April 2015. This project maps
out the determinants of urban growth in India at
the city and regional level since 1870 using a vast
digitized Census database to understand the relationship between social structure, urbanization
and the demographic transition.
Symposiums and Workshops
TISS Hyderabad conducted a Symposium
on Violence Against Women: Review of Institutional Responses in India and United Kingdom on
23rd & 24th July 2014. Four more workshops were
organized by Schools along with their students.
TSWREIs in the areas of Language, Mathematics,
Science and Social Sciences. A proposal to set up 13
Special Cells for Women and Children in Telangana
state, with technical and knowledge support from
TISS, Hyderabad and Mumbai, is on the anvil.
Collaboration with Washington University, St.
TISS is a partner of the McDonnell Academy
of Washington University, St. Louis along with partners from other countries. A collaborative action
research project titled ‘ENPOWERH’ is being proposed where TISS Hyderabad, Washington University and University of Queensland, Australia
will work on interventions to improve livelihoods
through reliable and sustainable energy, agriculture and health services to improve health and
social wellbeing.
Scholars in Residence
Reputed political scientist and civil rights
crusader, Prof. Haragopal is with the Institute as
an ICSSR National Fellow. Dr. Bhavani Arabandi, an
Assistant Professor with Ithaca College, USA and
an alumnus of TISS spent time from July 2014 –
January 2015, as a Fulbright U.S. Scholar with TISS
Hyderabad. She worked on a research project and
taught courses while at the Institute. Faculty and
students have benefitted from their presence.
Collaboration with the Gender Institute, LSE, UK
Through a seed grant from the Tata Trust,
TISS and LSE are in the process of developing a
broad proposal for addressing issues of gender
equality and elimination of discrimination and all
forms of violence. The grant provides opportunity for student, Faculty exchange and formative
research to build the proposal with a focus on
strengthening interventions and replicating best
Social Empowerment Mission & Knowledge
Mission: Govt., of Andhra Pradesh
TISS has signed a MoU with the Government of Andhra Pradesh to anchor the Social
Empowerment Mission by setting up a Knowledge Support Unit. TISS has made presentations
to the Chief Minister, Sri. Chandrababu Naidu on
the pathway for working on Skills in the State. A
MoU with the Department of Higher Education
is on the anvil to support the Knowledge Mission
by imparting employable skills to youth in various
State funded Universities and affiliated colleges.
As a new campus, TISS Hyderabad is
leading in academic achievements and innovations. The unique Bachelors degree in Social Sciences programme designed and offered by the
Institute can significantly ramp up undergraduate
education in inter-disciplinary social sciences with
a blend of mathematics and pure sciences. This is a
model waiting to be replicated across the country
and TISS Hyderabad can play a leadership role.
Potential Collaborations with Government of
The School of Livelihoods & Development
will work closely with the Telangana Rural Inclusive Growth programme to strengthen convergence and governance at the grassroots level. The
modalities of the partnership are being worked
out. The Azim Premji School of Education has
been developing a framework for working with
the Telangana Social Welfare Residential Educational Institutes (TSWREIs) to support teachers of
While we are strong as an institute in terms
of our intellectual capital, commitment to inclusive
and accessible education and conviction to hold
to quality education, we face severe set backs due
to financial constraints and poor budgets to TISS
as a whole and TISS Hyderabad in particular. The
expectation that Governments, civil society and
student community have from TISS is enormous.
We need to work towards matching the demand
with funding for campus construction and support
to retain high quality human resources.
The Institute wishes to acknowledge the trust and
support of the Chairman, Sri. S. Ramadorai and the
Director, Prof. S. Parasuraman and the support of
the Registrar.
We acknowledge the support of Sri. Azim Premji
and Sri. Dileep Ranjekar, Azim Premji Foundation to TISS Hyderabad. We owe our thanks to all
the Government, NGOs and industry bodies that
provide enormous support for facilitating experiential learning and internships of our students.
Thanks are due to the Government of Telangana
for providing us institutional space in TSIPARD
(earlier AMR-APARD) and the Indian Council for
Social Welfare for providing space in the Roda
Mistry campus in Gachibowli. We look forward to
another stimulating academic year!
Dr. Lakshmi Lingam
Deputy Director, TISS Hyderabad.
5th May 2015.
Key Components of
Teaching and Learning
Guided field visits
As a part of the course curriculum, students across
programmes are taken to relevant field sites. These
visits enable them to relate to the realities of the
concerned field rather than if they just read about
it or sit in class and listened to faculty members
speak about it. For example: For the ‘Understanding and Reflecting on the Field’ course of the MA
Education programme, students are taken to
various educational sites such as government,
private, international and special schools, SCERT,
NIMH, etc. These field visits are then used to build
projects or/and assignments where in students use
their knowledge from the field and team it with the
classroom discourses. Thereby helping them understand and relate the theoretical knowledge to
the practical aspects of their programme.
TISS Hyderabad is keen to ensure that
students are grounded in their field of study and
have a robust understanding of field level realties.
All undergraduate and graduate programmes undertaken by TISS therefore have built in teaching
strategies that combine components of research
based learning, internships, field visits, experiential learning project based learning, model based
learning, case teaching and design learning.
Research based learning
Faculty across programmes encourage research
based learning among students so as to develop
in them an attitude of inquiry, intellectual skills of
critical analysis, time and resource management
and data handling. For example, under the History
course in the BA Social Sciences programme students are encouraged to carry out research based
on a ‘primary’ source of history found by them.
The objective of their research is to link primary
sources to the relevant topic in their coursework,
thus making students learn most when they are
actively involved in developing their knowledge.
Experiential learning
Experiential learning is a part of the pedagogy developed with the intent to provide hands on experience of working in the field. This is carried out
by undertaking a visit to the field and takes the
student incrementally from exposure to engagement with guided mentoring by the faculty and
field-based organisations. This learning is then
reinforced through various activities in class. For
example the MA RDG and MA PPG students make
short films to document their experiential learning.
An important objective of the curriculum at TISS is
to familiarise and sensitise students to the ground
level realities. Hence, summer internships with
organisations working in the social sector are incorporated into the various programmes. These internships then form the basis of classroom discussions encouraging students to apply theories and
methods learnt in class to the field and vice versa.
Project based learning
Students work in groups of three to four individuals on a project that is anchored around a central
idea or theme, usually framed as a driving question. Through the process, they collect resources
and suitable materials that enable them to explore
ideas that are connected to their everyday experiences. Such an approach allows students to relate
to daily activities and internalise concepts in life
science in a meaningful way. For example, as part
of the BA Social Sciences programme, in the Life
Sciences course, students explore the life science
ideas related to nutrition (junk food), reproductive
control (contraceptives) functioning of macro molecules (DNA functioning).
involves an iterative process of conceptualising
ideas and then taking them into a realisable form
(product). Taking students through this process
helps receive an education that is more robust,
grounded and meaningful. For example, in the MA
Education programme students of the Design and
Technology Education course explore materials
and resources to construct artefacts that address
real life design challenges in their immediate environment. They also develop resources that can be
used to facilitate classroom learning.
Model based learning
Students often grapple with abstract concepts that
pose serious constraints to their understanding. A
model based learning approach involves mediating learning through concrete prototypes, models,
simulations etc. allowing them to visualize and
operate on these concepts. For example students
of BA Social Sciences programme in the Life Sciences course construct a paper model of DNA as
an entire class activity, which helps discuss the significance of structure function relationships in life
forms. Also MA Education students as part of their
Cognition and Learning course conducted thinking
and reasoning tasks with neighbourhood schools
to understand the cognitive processes among
school children of various age groups.
In addition, faculty across programmes use video
clips, documentaries, films, lectures by guest
speakers, outdoor activities, social experiments,
experiment based learning, task based activities
and various such pedagogic tools to augment the
learning experience of students at TISS. These pedagogies enhance students understanding rooted in
the learning objectives of the programme that they
are enrolled in. Such an approach also ensures that
the institute recognises and builds on the different learning styles of students. The entire process
contributes to a “learning by doing” approach that
further strengthens the classroom teaching-learning process at TISS.
Case Studies
The students are engaged in case discussions requiring them to brainstorm and explore a wide
range of options and potential solutions for a given
problem situation as part of the case studies. Some
of the case studies are imaginative; developed
based on understanding of real life situations
in rural areas. Some are developed based on the
field work and research studies by the faculty. For
example the MA RDG students are provided with
particular problem and situation that requires a
planning process or strategy to be developed in
the course on Community Practice: Working with
Rural Communities.
Field based research is an integral part of all PostGraduate programmes in TISS. The research undertaken by the Post-Graduate students in TISS
lays the foundation stone for their academic and
professional development. It sets the stage for
them to be able to engage with the academic world
and/or undertake independent research as part of
organizations they decide to work with.
Research process
The institute offers multiple formats to undertake
research. While some students worked on individual research projects, others were involved in
group research where the broad topic was similar,
but data collection and analysis was undertaken
individually across different states of India. This
Design Learning
Design used in both senses, as a noun and a verb
method brought together a diversity of experiences on the issue. Some of these group research exercises included: Status of the Handlooms across
nine states in India, Corporate Social Responsibility
(CSR), Internal Migration across multiple sources
and destinations. All research involved one month
of field based work that includes data collection
with multiple stakeholders. In addition to students
undertaking research under the supervision of assigned faculty, in 2014, the Institute offered multiple layers of support to the students.
Attempts to teach students in analytical thinking and grapple with data through field based research and analysis of large data sets takes place
in a systematic way from the under graduate programme onwards at TISS Hyderabad. Students of
all Masters programmes are exposed to data analysis and softwares, however, the emphasis on this
segment is higher among the M.A. in Public Policy
& Governance and M.A. Development Studies.
Courses like Data Analysis and Impact Evaluation expose students to large datasets such as the
National Sample Surveys (NSS), National Family
Health Surveys (NFHS) and Census. The are able to
hone their software skills in Excel and STATA. Data
is visualized through charts and graphs as well as
through GIS mapping software that show spatial
variations at multiple administrative unit levels.
Research Support
The Individual Research Guide supported the individual students in undertaking research processes.
Faculty Mentor Groups (FMGs) were created comprising of two to three faculty members who supported the common research agenda (including
objective setting, research question formulation
and methodology).
Students gain a critical appreciation of the benefits
as well as the pitfalls of large data analysis. This
year’s student assignments included an analysis
on sex ratios using Census data, the determinants
of vegetarianism using NFHS data and household
rents using NSS data. Students have actively used
these data analytical skills in their dissertations
on topics such as urban water systems (using NSS
data) and entitlements (using Census data).
Research Evaluation
The institute developed comprehensive mechanisms for evaluating research in terms of the
‘process’ and the ‘product’ of the research. The
process criterion assessed the students on aspects
such as sincerity, diligence and ability to follow the
steps in the research process. An assigned Research Supervisor assessed the research process.
The product criterion was the dissertation that
was marked by both guide and an external examiner based on the quality of the final dissertation
and performance of the students in viva voce.
During the 2014-2015 academic year several supplementary English programmes were introduced
at both the campuses.
Research Coordination
In order to coordinate the research process and
enhance the overall quality of the post-graduate
research programme, a member of the faculty was
designated as a Research Coordinator. The responsibilities included envisioning and implementation
of the research process from conceptualization to
evaluation, and engagement with students, course
coordinators and the faculty members for the delivery of the programmes through different important research milestones.
• Faculty introduced number of initiatives to
address English language difficulties that some
students had. “Conversation Hours”, which are
informal group sessions were introduced, where
students could practice their speaking and communication skills.
• A series of common workshops for all students
were organised to help students with important
components such as Objective setting, Review of
Literature, Methodology.
• Along with the classroom programmes, individualized extra help was offered to all students who
sought it. Students were able to schedule lengthy,
private sessions with the teachers for tailored
lessons based on their communicated requirements.
• Critical writing is a major focus at TISS, so a
writing center was set up to aid students with their
writing process. For the MA senior students, dissertation writing was conducted to help students
with their dissertations.
The Library subscribes to 11 News Papers & 10
All courses across all semesters and programmes
are registered on moodle platform. Each semester
teachers upload their session plans and readings.
Students are expected to download articles and
prepare for their classes. Though the experience
has been uneven in terms of ensuring students read
well-researched papers and also learn to source articles from peer-reviewed journals, the effort has
been encouraging. Students submit assignments
on moodle and receive feedback on assignments.
Mechanisms to streamline this feedback process
are being strengthened. TISS Hyderabad has been
trying to consciously reduce the use of paper.
Teachers handle all communications to students
and assignment submissions by students, in a soft
copy mode.
The TISS Hyderabad Library is operational since
August 2012. The library facilities are for reading,
photocopying, e-resources, catalogues, and issue &
return of books. It has a collection of 4255 volumes
(3802 titles) as on 25th April 2015 in the field of
Social Sciences.
A functional library and internet based access to
e-resources is made available to students in the
Roda Mistry campus. The Library is completely
automated using KOHA 3.14.03 Open-Source Integrated Library System. Renewal, Reservation, &
Recommendation of books can be done with the
help of KOHA. Books available in the library can
be searched on Online Public Access Catalogue
(OPAC) and issuing and return of books can be
done through the Barcode system.
Over 50% of the students who join various programmes at TISS enter through the National Entrance Test (NET) and the reservation policy. Students who join TISS are oriented and inducted
into the educational programmes and campus life
through series of activities designed by the Chairperson, Social Protection Cell (SPC), Chairperson, Students’ Affairs and Chairperson, Academic
Programmes. The key activities of the SPC are as
The IT infrastructure of the library consists of
12 Desktops, with high speed internet and Wi-Fi
connectivity to access the Online Databases, E-resources and 181 E-books and 10,298 e-journals including UGC Infonet Consortia from TISS Mumbai
using Remote Login (Ezproxy).
Orientation to students
The students are introduced to the congenial
social environment of TISS and its fundamental
principles; justice and equity, immediately after
admission into the institute. Students are sensitised regarding the zero tolerance policy of TISS
towards discrimination and violation of dignity
of fellow students or other members of the TISS
community on the basis of caste, religion, region,
There is a small collection of Non-Book Materials viz. 53 DVDs of Foundation Course Lectures,
37 Documentaries/Short films, and 12 CD-ROMs
with the books and 12 Encyclopaedias (Total 114).
disability, gender, sexual orientation and race.
The orientation process builds confidence among
students on the unbiased social environment and
gives a direction to their conduct at TISS.
stitute to acquire additional laptops to meet the
demand of increasing number of students those
require institution’s assistance.
Financial aid
In order to mitigate the financial constraints that
students face, the Institute supported students
to the tune of Rs. 428,000 in the form of fee exemptions and support for education related expenses. 21 students from economically vulnerable
backgrounds have got financial assistance, which
enabled them to focus on their studies by keeping
all financial constraints aside.
Exemption of fees & Hostel allotment & related
The eligible SC and ST students selected for various
programmes and who fulfill the criteria for the
award of the GoI Post-Matric Scholarship (GoIPMS) are exempted from the payment of fees.The
SC and ST students are given priority in the allotment of hostels. The deserving SC and ST students
are provided hostels on fulfilment of the criteria
laid down by the Institute. GoI students are supported for their experiential learning, internship
and research travels through a reimbursement of
expenses up to Rs. 5000 per annum.
Government of India Post-Matric Scholarships
The SPC along with the Deputy Director of the
Institute has been working to see that TISS Hyderabad and all its academic programmes are registered on the Social Welfare websites of various
States. All states have different deadlines for online
submission of applications and also have different
norms for approval of scholarships. The money
sanctioned by States vary widely, is irregular and is
very inadequate compared to the amount incurred
by the Institute on the students. However, TISS
has been facilitating the GoI students enrolment
and education to facilitate the seamless learning
environment even under difficult financial conditions. The SPC team follows tireless with students
to complete their timely application submissions
each year.
Job Placement
Placements at TISS Hyderabad is handled by a
Placement Committee which is a student led initiative supported by the institute. The committee consists of student representatives from all
the programmes who are selected by each school
through a democratic process of open elections
and is supported by placement coordinator who is
part of faculty at the institute.
The first batch of students from the institute, which
was placed in February 2014, had 100% placement
track record and the success trend continued this
year with the second batch, which got placed in
January- February 2015 with enhanced average
salary package.
Placements at TISS are much more than mere recruitment programmes. They bring together the
best institutions from different fields, and help
forge long-term relationships. We engage with organisations to better understand the skill and proficiency requirements that can further strengthen
the academic programmes and align our students
to their requirements.
Providing laptops to students
In order to bridge the digital divide facilitate learning with laptop and internet access, TISS, Hyderabad has raised small donations to create a laptop
bank. The institute made available 22 laptops to
students in addition to placing desktops in all the
hostels. Besides, it has two computer labs made
available to all the students. Attempts are being
made to raise donations from the alumni of the In-
Recruiters who have hired from TISS-Hyderabad
have given a very positive feedback about the
programmes and have felt that the curriculum is
in tune with the skill sets required in the development sector. Recruiters have appreciated efforts
and emphasis placed by the institute towards Experiential Learning, Research and Project Management courses.
Students are hired by various Government and
Non-Government organisations and are placed
across India. Few organisations who have hired
from TISS graduates are listed below:
With regard to the Supreme Court Judgment and
guidelines issued in 1997 to provide for the effective enforcement of the basic human right of gender
equality and guarantee against sexual harassment
and abuse, more particularly against sexual harassment at work places, the University Grants Commission (UGC) has issued circulars since 1998, to
all the universities, advising them to establish a
permanent cell and a committee and to develop
guidelines to combat sexual harassment, violence
against women and ragging at the universities and
colleges. It has further advised the universities
to be proactive by developing an atmosphere on
the campus that is conducive for the education of
female students. Keeping the above guidelines in
view, TISS has established the Committee Against
Sexual Harassment (CASH) in Hyderabad campus
in 2013.
The Committee has undertaken enquiry into few
cases since its inception and has made necessary
recommendations, which were duly processed by
the Administration. All students, staff and Faculty
are aware of the Committee and its procedures.
The Counseling Centre has been playing a significant role on the campus towards supporting
students to face and overcome a variety of concerns ranging from work/study, relationships,
self-growth and self-awareness. The Counseling Centre, set up in 2012, is intended to offer a
confidential and supportive environment primarily to students (and to staff) about problems or
issues that concern them; to help them to explore
and better understand current difficulties; and to
make choices in life. Individual counseling does not
merely give advice, but aims to make people more
aware of their resources and strengths, to develop
skills for coping with difficulties in life, and thereby
to become more self-reliant in the future.
munity development includes activities that target
stress management, positive mental health, and
healthy peer learning. Some of the developmental
activities taken up are:
• Buddy System
• Stress Buster Activities
• World Mental Health Day
• World Suicide Prevention Day
Other activities: Other than the individual interventions and developmental activities, certain
other activities that were executed by the counselor were:
• Orientation to the counseling services at the beginning of the academic year
• Documentation of cases
• Parent Meeting and Counseling
Developmental activities: Developmental activities aim at creating a positive environment
amongst the student community. Part of this com-
BA in Social Sciences:
A Unique Liberal Arts Programme
The first batch of students is graduating in
May 2015 upon the successful completion of the
programme (2012-15). Despite students having
an option to exit the programme after completion
of the Bachelor’s degree, the majority of them
preferred to stay back at the institute for MA programme. The first batch of students (2012-15)
has exercised their choices for MA programmes
offered at TISS, Hyderabad. They have secured
seats in various Master’s programmes offered
by the institute based on their choice and merit.
The positive feedback of first batch of students
on the programme is another important marker of
success of the programme.
TISS with its pioneering efforts in social science
education in India, designed and offered the integrated programme (BA in Social Sciences with an
integrated admission into BA and MA) in Social Sciences to equip students with perspectives, knowledge, skills and abilities to comprehend historical,
social, political and economic processes from the
standpoint of various social sciences, and to intervene in important social issues that shape people’s
lives. The integrated programme is structured to
combine a rigorous grounding in basic disciplinary knowledge as well as a careful and deliberate
weaving in of interdisciplinary and multidisciplinary perspectives and insights.
The BA programme is designed in tune with
the core mission of the TISS to be able “to explore
fresh ground in defining social science knowledge
and its relevance in building human service professionals”. The curriculum is based on a broad commitment to democratic values and to strengthen
efforts to create a people-centred, ecologically
sustainable and just society. The programme is designed to inculcate systematic study of the social,
the economic, the political, and the cultural – the
key domains of focus of the social sciences. It emphasizes on a blending of knowledge and perspectives from disciplines such as anthropology, economics, geography, history, law, political science,
philosophy, psychology, sociology, and appropriate
content from languages and literature.
ological skills that put knowledge and understanding into practice. The attempt was made to focus
on the key challenges confronting contemporary
societies such as: the unevenness of development,
rapidly increasing urbanization, globalization,
social and environmental sustainability, migration, and social cohesion and transformation in
the midst of growing cultural diversity and economic instability, the complexities of which often
transcend the boundaries of conventional social
science disciplines.
It was also emphasized on the critical challenges confronting contemporary societies to train
and equip students to understand, analyze, and
intervene in the processes and dynamics of social
The curriculum is based on three central
pillars: distinctive factual knowledge; theoretical
orientations that integrate factual knowledge into
broader frames of understanding; and method-
Experiential learning is the initiation to social
science students to expose them to diverse social
landscapes and provide opportunities to explore
society through the application of knowledge. Ses-
sions of experiential learning are spread across
three years. Each year students are taken for field
visits in organized increments: from exposure to
field to engagement with guided mentoring by
Faculty and field based organizations. Each of
these field exposures enriched the learning of the
students and successful in making better connections with the theoretical debates that were part
of classroom discussions. The experiential learning
also made students more inquisitive with the rich
hands-on experience.
The sixth semester is the practical culmination
of the theoretical knowledge building. This is a
unique component of the programme. It is built on
the training offered to students in the preceding
five semesters. The courses are designed as three
components; taught course, self-study (literature
review), and dissertation. The first half of the semester is spent in the coursework that facilitates
their literature review, formulation of the research
questions, and research design. Thereafter, the
students spend a month in the field gathering data
that is analyzed and written as a dissertation upon
their return to the Institute. This is the final stage
of the programme that established most important
aspect of building relation between classroom and
The institute has gone for intensive annual reviews
(2013, 2014, and 2015) of the programme to
ensure and maintain high standards. The institute
is open to multiple voices and ideas and accommodates all of them in best possible ways through a
proper consensus.
Schools: Academic Programmes,
Initiatives & Achievements.
Azim Premji School of Education
The Azim Premji School of Education
(APSoE), since its inception in 2011, is committed to nurturing the development of the discipline
and practice of education through its teaching programmes, research projects and advocacy with the
State as well as the communities of educational
practice. The vision document of the School of Education, which it conceptualised as its first activity
through consultations with eminent educationists and experts within the country, emphasizes
the core principle of striking a balance between
aiming for academic excellence on the one hand
and critically engaging on the other hand with the
practice of teaching and training in schools as well
as institutes of higher education.
The School of Education offers two kinds of teaching programmes:
i. Programmes that are geared towards the professional development of practitioners in the field of
education such as MA in Education, M.Ed and B.Ed
ii. Programmes such as M.Phil. and Ph.D. that
develop research capabilities
lines provided by the National Council for Teacher
Education, a two-year B.Ed. programme from the
next academic year.
The teaching programmes of APSoE introduce
the students to the broad range of educational
thought and practice in India and the rest of the
world within a frame that understands education
as an academic discipline. The internships and field
experience components are an integral part of all
taught courses. Students are encouraged to think
about research projects that can either connect to
ongoing practice or add to the existing bodies of
knowledge. The programmes also seek to develop
a deeper understanding of region specific issues
through a focus on regional languages, ensuring in
the process that knowledge production and translation across English and the regional languages
becomes an active engagement.
In keeping with the vision of the School that requires establishing and sustaining an ongoing
interaction with the State, faculty from APSoE
have been collaborating with the governments of
Andhra Pradesh and Telangana to strengthen the
practices of school education. Faculty of APSoE are
part of the Knowledge Partner Team for the Social
Empowerment Mission (SEM) of the Government
of Andhra Pradesh, which has the improvement of
the quality of life and well being of the people of
the state as its objective.
Through a focus on education along with other
social sector requirements such as health, nutrition, water etc, the Government of Andhra Pradesh
aims to make substantial improvements. In relation to education, the overall objective of the SEM
is to increase the number of years of education and
ensure access and retention of all until the age of
18 years. Towards this end, APSoE is working with
the Department of School Education, Government
of Andhra Pradesh. Faculty from APSoE has also
been working with the Telangana Social Welfare
Residential Educational Institutes (TSWREIs) to
support teachers of TSWREIs in the areas of Language, Mathematics, Science and Social Science.
The School of Education is proud to note that its
very first batch of MA students, admitted in 2013,
have graduated this year, i.e. in 2015. Students
from the two previous batches of the integrated
M.Phil. and Ph.D. programme, have also successfully defended their respective M.Phil. thesis and
are thereby qualified to make the transition to the
doctoral programme.
In addition to the MA Education and the integrated
M.Phil-Ph.D. programmes, APSoE offered for the
first time in 2014-15, an “elective basket” on education for the final year students of TISS Hyderabad’s
first batch of Bachelor of Arts (Social Sciences) programme. 10 students from among the BA students
opted for the Education elective. They completed
the requirements for the elective by going through
the course work as well as submitting dissertations
that focused on topics with a wide range.
The Azim Premji School of Education is set to launch
an initiative that seeks to significantly impact the
understanding and practice of early literacy with
support received from the Navjbhai Ratan Tata
Trust in March 2015.
Presently the School of Education is working
towards offering, in compliance with the guide-
The overall objective of the Initiative and the as20
sociated activities is to build the capabilities of individuals and institutions to work for early literacy
in the country given the widely acknowledged and
urgent need for an intervention in the area.
Specifically the Early Literacy Initiative, which is to
extend over a period of three years, has the following objectives:
Conference held at Delhi between 16th to 18th
November 2014.
Presented a paper titled “Challenging the objectivity of merit: Women’s experience of doing Science
in India” at the Women Science Congress, which
was part of the Indian Science Congress held at
Mumbai between 3rd-7th and was a member of
the panel on ‘Gender Discrimination in Science.’
1.Building capacities in early literacy at multiple
levels, i.e. of teachers, teacher educators and researchers,
2.Engaging in knowledge building by undertaking
research and developing materials for use by practitioners,
3.Engaging in national level dialogues and advocacy on early literacy issues.
Maxine Berntsen
Felicitated for work done in education by the Lulla
Charitable Trust, Sangli, Maharashtra
Delivered the keynote address on “Gynecologists
and Communication” at a meeting organised in
February 2015 by the Association of Maharashtra
Obstetric and Gynecological Societies.
Presented a paper on “RTE and the future of our
languages” at a seminar on Right to Education organised by the Bombay University.
Sawhney, S.
(2014). Indian inclusive schools: Nature and practices. Tata Institute of Social Sciences, Hyderabad,
Working Paper Series, 2, July.
(2014) Total quality management in teacher education: Who does the onus lie on? EduTracks, December.
(2015). Unpacking the nature and practices of inclusive education. International Journal of Inclusive Education.
DOI: 10.1080/13603116.2015.1015178
Murali Krishna
Presented a paper titled, ‘Dalits’ engagement with
Higher Education: Ambitions and ambivalences’ in
an international conference on “Higher Education
and the Marginalized in the Global context” held
between 3rd and 4th March, 2014 at TISS, Mumbai.
Presented a paper titled, ‘Understanding humiliation: Institutional practices of alienation and
discrimination against dalits in schools and universities’ in a workshop on “Caste, Experience
and Poverty of Education” held at Manipal Center
for Philosophy and Humanities (MCPH), Manipal,
organized jointly by the Transnational Research
Group, Delhi and MCPH between 8th and 9th December 2014.
Subramanian, J.
(2015). Unraveling the ‘Gender-Merit’ conundrum: Do women deserve to do science in India?”
In Sumi Krishna and Gita Chadha (Eds.) Feminists
and science: Critiques and changing perspectives
in India. Kolkata: Stree.
Ritesh Khunyakari
Presented a paper titled “Unleashing understanding of child and childhood through cultural metaphors” at the Fifth International Conference of the
Comparative Education Society of India on “Education, Politics and Social Change” held in Delhi
between 16 -18 November, 2014.
Jayasree Subramanian
Presented a paper titled “Politics of knowledge:
Whose interest does Primary Mathematics serve?”
at the Comparative Education Society of India
Sonia Sawhney
Presented a paper titled “Inclusive Education for
social justice” at the Fifth International Conference of the Comparative Education Society of India
on “Education, Politics and Social Change” held in
Delhi between 16 -18 November, 2014.
Presented a paper titled “Disciplinary practices:
Stakeholders perceptions” at a National Seminar
on “Mental Health and Well-being: Implications
for School Education” organised by the Institute of
Advanced Study in Education, Osmania University
between the 22nd and 23rd December 2014.
Rekha Pappu
Member of the Joint Review Mission on Teacher
Education in Andhra Pradesh set up by the Ministry of Human Resource Development, Government of India to assess the functioning of teacher
education institutes.
Advisory Committee Member for the Government
of Andhra Pradesh’s “District Quality Enhancement Programme for Government Schools.”
Advisory Committee Member for the study conducted by MV Foundation on “Education Challenges of First Generation GIRL Students in Senior
Secondary Schools of Telangana”
Murali Krishna (along with Dr.K.Satyanarayana
and Dr.Uma Bhrugubanda of EFLU, Hyderabad) is
working on a project titled, ‘A compilation of theoretical debates on caste and gender in Telugu’, supported by the Research Council of TISS.
Jaysree Subrahmanyam
Member of the International Committee for the
Mathematics Education and Society.
Ritesh Khunyakari
Executive Committee Member for the Comparative Education Society of India (CESI)
Exam Board Committee Member for the Indian
Junior Science Olympiads since 2009.
Paper Setting Board member for the National
Entrance Screening Test (NEST)) examination organised and conducted by Department of Atomic
Energy, GoI.
Rekha Pappu is working on a project titled ‘Educational discourse in modern Indian languages” supported by the Research Council of TISS.
Elcy Pinto guided by Dr. Disha Nawani submitted
and defended her dissertation titled “Integration
of ICT in Teaching Learning Process: Examination of Teachers’ Perceptions in Three Schools of
Bindu Tirumalai guided by Dr. Jayasree Subramanian submitted and defended her dissertation
titled “Social Justice and School Mathematics: A
Conceptual and Empirical Investigation”
Sunil Sonvane guided by Dr. Murali Krishna submitted and defended his dissertation titled “Role of
Education in the Transformation of Nomadic and
De-notified Tribes: A Case Study of Kaikadi Community”.
School of Gender Studies
Although the School of Gender Studies
was formed in June 2014, it has made its presence
visible through its teaching, research and advocacy programmes. In line with the core mission and
vision of TISS to foster and nurture democratic
values of justice, inclusion, and equality, the School
of Gender Studies strives to serve as a catalyst for
social transformation. It aims to develop professional expertise to use gender as an analytical category in research, teaching, social policy and planning and outreach programmes.
The school runs the Integrated M.Phil-Ph.D and
MA programmes in Women’s Studies and is responsible for the Interdisciplinary course in Gender in
the BA in Social Sciences programme. While the
M.Phil programme is in its third year now, the MA
progamme is a new entrant with the first batch of
students admitted in July 2014.
Discussions amongst our faculty on how to create
a Master’s level programme that would be innovative, draw on interdisciplinary insights, be imbued
with the values and transformative processes of
feminist scholarship, practices, and politics, and at
the same time be relevant to students in terms of
their future career prospects and practical skills
was a challenging task but energizing nevertheless.
The School partners with Government, industry,
academia and civil society groups in promoting
gender sensitivity, equality, and equity. It offers
training and knowledge support to police, legal and
health institutions to strengthen response systems
to gender issues; and conducts gender sensitivity
workshops for organizations and industries.
M. A. Women’s Studies students & Faculty with Dr. Tiffany Williams
Understanding Dalit Feminism, The Philosopher: A
research journal, 2319-8311, 2014.
Four of our students submitted their dissertations
and received their degrees this year.
Nazia Akhtar
Rape and the representation of partition in Samina
Ali’s Madras on Rainy Days, Postcolonial Text, 2014.
1. Nagamma Thumalagunta: Professional Identity of Women Teachers in Andhra Pradesh: A
Case Study of Seri Lingampally Mandal [supervisor Rekha Pappu]
2. Neha Dhingra: Educated but not in Paid Employment: Emerging Domesticities, Increasing Insecurities [supervisor Padmini Swaminathan]
3. Tamogni Das: Experiencing Womanhood:
Body-image issues and the representation
of feminine beauty among women domestic
workers in Kolkata [supervisor U.Vindhya]
4. Jyoti Bania: Experiences of Widowhood: A
Phenomenological Study of Lived Experiences of Widows in Rural Assam [supervisor
Nilanjana Ray]
U. Vindhya & Lakshmi Lingam
Community resolution of gender-based violence in
Andhra Pradesh Rural Poverty Reduction Project
[sponsored by World Bank].
Nilanjana Ray
Expectations of Conjugality and Valuing the
Daughter – Exploring Marriage Poems of Bengal
as an Autonomous Cultural Domain of Bhadramahila women. (Mini Project supported by TISS Hyderabad)
Nazia Akhtar
Subversive subjectivities: Gender, communal,
and regional politics in Zeenath Sajida’s writings
(Translation Project funded by ILHE).
U. Vindhya
Work and older women: Interdisciplinary perspectives from India. In Jenny Bimrose, Mary McMahon
and Mark Watson (Eds.), Women’s career development throughout the life span: An international exploration. London: Routledge, 2015.
The science of psychology: Where is
gender? In Sumi Krishna and Gita Chadha (Eds.),
Feminists and Science: Critiques and Changing Perspectives in India. Kolkata: Street, 2015.
U. Vindhya
Women’s Studies Perspectives, Capacity Building
Workshop for Women Managers in Higher Education, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu and TISS, Mumbai, March
14-15, 2015.
Knowledge production in Psychology: The
Feminist Critique, Academic Staff College, University of Hyderabad, February 19, 2015.
Feminist Counseling: An Introduction, Academic Staff College, University of Hyderabad, February 19, 2015.
Myths and attitudinal biases in violence
against women. Why is gender sensitization neces-
Nilanjana Ray
Aborted girls, trafficked women: Bride trafficking
in India and China. Development and Cooperation,
41 (3), 2014.
Sowjanya Tamalapakula
Understanding Dalit Feminism, TISS Hyderabad
Working Paper Series, Tata Institute of Social Sciences, Hyderabad, 2014.
sary? National Police Academy, January 29, 2015.
Anger, Autonomy and Self-nurturance: Dimensions of Positive Psychology for Women National Conference on Challenges of Contemporary
Life: Role of Positive Psychology, Osmania University, Hyderabad, January 23, 2015.
Mentoring skills and stress management, National Industrial Security Academy, Hyderabad,
December 19, 2014.
Integrating Gender in Medical Education
Training, CEHAT, Mumbai, November 14, 2014.
Gender sensitivity in radio programming, Regional Training Institute, All India Radio, Hyderabad, June 19, and October 30, 2014.
Gender sensitization, National Police
Academy, Hyderabad, August 19, 2014.
Women’s Studies in India: Emergence, issues,
and challenges, Study in India Programme for students of State University of New York, Plattsburgh,
organized by University of Hyderabad, August 4,
1. Workshop on Feminism and Cinema by
Pritham Chakravarty
2. Workshop on Participatory Rural Appraisal
Methods by N. Rajanikanth
3. K. Lalitha on Women in the Telangana Armed
4. Huma Kidwai on her book The Hussaini Alam
5. Tiffany Williams on Human Trafficking and
Rights of Domestic Workers
Nilanjana Ray
Marriage Poems as Historical Sources – Mining cultural forms for women’s voices
Shifting Contours Widening Concerns:
Women’s History, Historiography and the Politics of Historical Representation, an International
Conference organized by Research Centre for
Women’s Studies, SNDT Women’s University,
Mumbai, 11 -13 February 2015.
Nazia Akhthar
Re-Orientalism in two Hyderabadi diasporic texts, in
Global Indian Diaspora: Changes and Continuities,
University of Hyderabad, November 6-7, 2014.
Other Assignments
U.Vindhya, Consulting Editor for the journals Feminism and Psychology (published by Sage); Psychological Studies (Springer) and Reviewer for Indian
Journal of Gender Studies (Sage).
School of Livelihoods and
The School of Livelihoods and Development in consonance with the overall Vision and
Mission of the Institute engages in two key processes: creating knowledge on one hand and building the human capital required for strengthening
livelihood promotion processes at different levelspolicy, planning and programme implementation.
tial learning. In addition to the theory courses, the
students go through skill enhancement courses
such as data analysis and use of computer based
Structured experiential learning in the form of
rural stay and internship with Government and/
or Non-Government organisations is mandatory
requirement for every student. It allows students
to understand ground realities and for applying
the processes and harness skills of community
organisation, institution building and implementing field programmes. The programme not only
enhances their knowledge but also develops their
critical faculties, it inculcates students the much
needed capacity to conduct themselves with humility, dignity and grace with different members of
society at large.
The School of Livelihoods and Development conducts MA Programmes in Rural Development and
Governance, and, Development Studies. The School
aims at building high quality human resources for
the development sector. The course curriculum of
both the programmes is aimed at building students’
theoretical grounding and perspectives on various
aspects of development.
The Masters in Rural Development and Governance programme is informed by the spectrum
of issues and trends in rural development, governance and the methods/methodologies to understand the same. The course emphasizes on the
relevant issues that demand specific approaches
for rural development, re-defining governance to
build around the livelihood security of majority
poor. Therefore the programme emphasizes on
livelihood security, which is considered as the goal
while making development as the means and governance as the process.
Most of the first batch of students who passed out
in May 2014 joined both Government and Non
government Organisations of repute. One student
joined the prestigious Prime Ministers’ Rural Development Fellowship catering to the most backward districts of the country.
The current batch, which is the second batch
(2013-15) of 30 students have gone through the requirements of the programme and demonstrated
in the process commendable aptitude for learning
as revealed through their classroom interactions,
assignments and internships with development
organisations. Most of them have been absorbed
into various development support programmes of
both Government and Non Government Organisations.
The MA in Rural Development and Governance programme provides a strong foundation on the value
frameworks, principles and concepts followed by
information, analysis and skills augmented by exposure to the diverse scenarios through experien26
The M.A. in Development Studies (DS) programme
has been offered during the academic year 201415. The conceptualization of the programme is informed by a comprehensive review of leading DS
programmes both globally and in India, as well as
the debates on the relevance and orientation of DS
in the changing global development scenario.
Over the last three years the School has brought together a range of faculty whose multi-disciplinary
orientations combined with rich field experience
added strength, purpose and depth in the delivery
of the programmes of the School. The faculty has
expertise of research and capacity building in the
core subjects of the School such as Rural Economy,
Sustainable Development, Project Management,
Livelihood promotion and continue to hold strong
networks and collaborations with both government and civil society organisations to support
students in their experiential learning Faculty
members of the School teach across several programmes – BA, MA, MPhil/PhD.
The DS programme has three vital components,
1. Core courses that deal with the concepts, theories and regimes of development, welfare
and social justice.
2. Common courses that engage with and
provide a critical analysis on the leading development issues against the development
experience of India and
3. Impart skills of rigorous data analysis and
evaluation by analysing various unit-level
datasets (NSSO and NFHS) through the application of data analysis softwares, mainly
stata and SPSS.
The School of Livelihoods and Development supports the larger initiatives of the Institute that are
concerned with Rural Development and Governance in collaboration with Government of India
such as the Prime Minister’s Rural Development.
There is a Fellowship programme with the State
Governments primarily in Telangana and Andhra
Pradesh, and TISS acts as a knowledge partner. The
students of the Academic programmes continue
to support Rural Development as they intern with
Society for Elimination of Rural Poverty in both
these states.The initiative to support agriculture
value chains towards addressing issues of food
security and vulnerabilities of traditional crops in
Mahabubnagar district is an important initiative
for TISS, Hyderabad. The School team members
play an active role to support this initiative.
The programme provides a greater emphasis on
and hands-on experience in rigorous data analysis
that imparts skills, which are of critical importance
in research, and analysis. The curriculum strives to
(a) provide a grounded understanding on concepts,
theories and practice of development, b) help identify institutions, actors and issues of development,
and c) facilitate towards critical perspectives and
concern for social justice and sustainable development.
The first DS batch has 19 students, coming from
almost all regions of India and diverse socio-economic and educational backgrounds. The students
stand apart through their deep understanding on
a broad range of development issues and skills
of data analysis and stand united through their
concern for social justice and team spirit.
While the School is still actively exploring the possibilities of conducting few large scale projects
that would bring the Faculty and students of the
programmes together, individual members of the
Faculty of the School have been actively pursuing
their research interests in the midst of all their
teaching and supervisory duties.
The following provides a glimpse of the academic
publications and presentations made by School
Faculty at various conferences, national and international, during the academic year, 2014-15:
cal Weekly, Vol. 50, No. 3 (January 17, 2015), pp.
Padmini Swaminathan
2014. Regulating Industrialization through
Public Action and Legal Intervention: Interpreting
an Ongoing Experiment in Tamil Nadu, in, Keshab
Das (edited). Globalization and Standards: Issues
and Challenges in Indian Business, Springer, New
Delhi, Heidelberg, New York and London, pp. 225244.
2015. Revisiting the Theme of Women’s
‘Empowerment’: How Leadership Matters, in,
Omita Goyal (edited), Interrogating Women’s
Leadership and Empowerment, Sage Publications,
New Delhi, Chapter 2, pp13-30
Apparao T.
2015. Gendering Materials: Cultural analysis of Gender Difference in Tribal Society. Int. Res.
J. Social Sci., 4(4): 92-97.
2015. Sacred Spaces, Cultural Rights and
Indigenous Communities: Reflections on Niyamgiri Gram Sabha. Proceedings of International
Seminar, Development, Resources, and Livelihoods. Feb 12-13, 2015.
Suresh, Lavanya
2014. Governing the Resource: A Study of
the Institutions of Decentralized Forest Resource
Management. Studies in Indian Politics, 2(1), pp.
2014. The Political Economy of Decentralisation and Forest Resource Management (FRM): A
Study of the Effectiveness of Decentralised FRM
Institutions. Man & Development, XXXVI (3), pp.
Poulomi Bhattacharya
A Panel Data Analysis of Supply Response of Milk
Production in BRIC Countries, TISS Working Paper
Series, No.3, Tata Institute of Social Sciences, Hyderabad, 2014.
Apparao Thamminaina
“The Displacement of Chenchus and its Implications on Women” presented at the Seminar on
“The Displacement of Chenchus (PTG) and its Implications on their Women” organized by Centre
for Women’s Studies, St. Anns College for Women,
Hyderabad, Telangana, India (August, 2014).
Philip Taylor
[Edited]. 2013. Older Workers in an Ageing
Society: Critical Topics in Research and Policy,
Edward Elgar, Cheltenham, UK. for Indian Journal
of Labour Economics, Vol. 56, No. 4, October-December 2013, 649-651.
Sapra I
2014. “Unlocking Potential” in Development and
Communication D+C, a bi-lingual magazine on
international development based in Germany,
available on http://www.dandc.eu/en/article/
Poulomi Bhattacharya
Supply Response of Milk Production: Analysis and
Implications for BRIC Countries, Paper presented
at National seminar on “Food and Nutritional Security: Role of State” organized by School of Economics, University of Hyderabad, 31st March, 2015.
Jose, S., and Hari, K. S.
2015. Progress in Reducing Child Under-nutrition:
Evidence from Maharashtra, Economic and Politi-
Delivered two Guest lectures on “Human Development Index - Concepts, Measurement and Implica28
tions” at the training programme for the officers
of Directorate of Economics & Statistics, Department of Planning, Government of Maharashtra,
Organized by Administrative Staff College of India
(ASCI), Hyderabad, 7th March, 2015.
ised by the Institute for Sustainable Development
and Governance, Trivandrum, Centre for Budget
and Governance Accountability, New Delhi and
Oxfam India, held in Trivandrum on 28-29 January
Micro-politics of Fisher Communities Mobilisation
against an Environment Policy in India, in the third
workshop on “Studying the Rural” held at Bhopal
during October 30-November 1, 2014.
Srinivas Surisetti
Livelihood Promotion through Self help groups of
Women: A Poverty Reduction Strategy in India at
Department of Social Work, Gothenberg University, September 10, 2014
Padmini Swaminathan
Doing Gender, Doing Development: Interrogating
Indian State’s attempts at Doing Gender through
Development, J P Naik Memorial Lecture, August
13, 2014 at Delhi University organized by CWDS
Uneven Development: Poverty and Social Welfare
(Rural) In India, at Department of Social Work, Gothenberg University, September 22, 2014.
Ipsita Sapra
Invited presentation Disability Bill 2014: Whose
Reality Counts for deciding independence and inclusion of the Persons with Disabilities? in “Workshop on the Rights of Persons with Disabilities Bill,
2014”, organized by the National Law School India
University (NLSIU) in collaboration with CBMSARO, 12-13 August, 2014, Bangalore
The Formal Creation of Informality: Illustrations
from the nature of GOI’s Social Sector Appointment of Personnel, Keynote Address, Annual Conference of the Indian Society of Labour Economics,
December 2014, Ranchi.
Women’s Empowerment: The Devaluation of
a Concept, the De-politicization of a Struggle,
Plenary presentation at Conference on Empowerment organized by the Institute of Social and Economic Change, Bangalore on October 13, 2014.
Human Capital and the Persons with Disabilities
in “Perspective on Disability Workshop “ organized
by the Azim Premji School of Education, TISS, Hyderabad, 19-21 Feb, 2015
Education-Industry Interaction: Lack of Discourse
& therefore Framework for Action, Presented at
Invited Panel at Conference on Education, Politics
and Social Change, November 16, 2014, organized
by NEUPA, and held at Delhi University, Delhi.
Discussant in the thematic session ‘Malnutrition,
Governance and Social Protection’ in ‘Well-being,
Growth and Development’ organised by the School
of Public Policy and Governance at Tata Institute
of Social Sciences, Hyderabad 27- 29 April, 2015.
Higher Education and Changing Employment with
a focus on Rural India, Presented at a Panel on Education, Health, Nutrition and Agricultural Production: Exploring the Changing Inter-Linkages with
a Focus on Rural India at the 59th Annual Conference of the Comparative and International Education Society, 2015, held at Washington DC, March
Discussant in the thematic session Disability and
Social Policy’ in ‘Well-being, Growth and Development’ organised by the School of Public Policy and
Governance at Tata Institute of Social Sciences,
Hyderabad 27- 29 April, 2015.
Sunny Jose
Invited paper on “Inequality in Nutrition in India” in
a national workshop on “Inequality in India” organ29
Participated in the Winter Institute 2015, “Institute in System Dynamics: Engaging Dryland
Communities toward Sustainable Livelihoods
and Ecosystems” organized by Washington
State University, St. Louis; in collaboration
with Foundation for Ecological Security (1018th January 2015).
Dr. Sunny Jose
Participated (as a resource person) in a workshop
on Time Use Data Analysis, organised by UNESCAP during October 11-15, 2014 at Bangkok,
Dr. Srinivas Surisetti
As part of Faculty Exchange Program at Gothenburg University, 3rd -24th September 2014, Gotheberg, Sweden, Dr. Srinivas Surisetti delivered
several lectures that focused on issues of Poverty
and the welfare systems, Social Work Education
and Practice in India but with learnings from Africa
and Europe, to students who represented various
countries of Europe, Africa and Asia.
Mr. Narendra Babu
• Coordinator – Admissions (BA, MA, MPhil
and Ph.D)
• Member, Management Committee
• Coordinator – Students’ Affairs
• Member, Committee Against Sexual Harassment
• Member, Administration Committee
Srinivas Surisetti and Dr. Apparao Thamminaina
• Coordinator, Kothur Campus development
nization working on livelihoods issues in the
Sunderban areas
• Volunteer, Priyajan Trust, A grassroots level
organization working with Persons with Disabilities in Rural West Bengal
Dr. Srinivas Surisetti
• Overall in charge of Campus at Roda Mistry;
• Coordinator of MA Programme in Rural Development and Governance
Mr. Varun Ramachandruni
• Coordinator, Experiential learning and Internship Programmes
• Coordinator, Recruitment and Placements
Dr. Padmini Swaminathan
• Chairperson, School of Livelihoods and Development
• Chairperson, Committee Against Sexual Harassment
• Member, Advisory Body, Review of Women’s
Studies, Economic and Political Weekly,
• Member, Executive Committee, Indian
Society of Labour Economics
• Member, Statistical Committee, Central Govt
of India.
• Editorial Board, Journal of Entrepreneurship
• Advisory Board, Gender, Technology and Development
• Advisory Board, Indian Journal of Gender
• Member, Governing Body, Giri Institute of
Development Studies, Lucknow
• Member, Governing Board: SAMA: Resource
Centre for Women, New Delhi
• Member, Anusandhan Trust, Mumbai
Dr. T. Apparao
• Chairperson, Social protection Cell
• Coordinator, Foundation Courses for All MA
• Dr. Sunny Jose:
• Coordinator, MA Development Studies
Dr. Ipsita Sapra
• Cordinator, MA Dissertations
• Board Member, SAHAY-Children International, a not for profit organization working
con child led community development in
across districts of West Bengal
• Life Member, ENDEV- A Society for Environment and Development, a not for profit orga31
School of Public Policy and
The School of Public Policy and Governance (SPPG),
established in 2013, is a research based learning
and teaching institution designed to equip young
professionals to contribute to the policy arena. The
school offers a two-year post-graduate degree in
Public Policy and Governance (M.A- PPG). The first
batch of the school graduated in May-2015.
policy concentrations (regulation and institutional reform or science and technology or urbanisation or growth and development). A typical SPPG
graduate, from across different policy concentrations, is equipped to read, understand and analyse
policies, budgets, legislations, legal documents
including court judgments and think and conceive
of intellectual and operational frameworks for accountable governance, richer human opportunities and the establishment of a socially equitable
The school is structured to provide foundational
training in ethics, economics (including econometrics), law, political science and sociology. Students
at the school are persuaded to think beyond the
conventional models of growth and development.
Having acquired the foundational training, the
students are expected to specialise in particular
The students of SPPG are drawn from diverse
fields including social science, law, engineering,
medicine etc.
An article written by Alen John on India’s Street
Vendors (Protection of Livelihood and Regulation
of Street Vending) Act, 2014 entitled “Far from
Concrete” was published by Himal- South Asian.
Student Led Academic & Policy Research Pursuits
During the academic year, the SPPG has
initiated and pioneered the concept of student led
academic and policy research. It is a novel concept
and perhaps the first initiative of its kind in India
and elsewhere. It is based on a learning-teaching
frame in which students are the flag bearers and
primary initiators of research programmes, research papers related to topical policy concerns,
academic publications, policy conferences, weekly
lectures, etc. The school supports the students
through a curricular framework developed in consultation with eminent international academic and
development practitioners and faculty, drawn from
the best institutions of higher learning and civil
services. These student led activities are briefly
outlined below:
Perspectives Lecture Series
The students initiated an Open Lecture
series called Perspectives. The lecture series
invites eminent academicians and development
practitioners to share their critical insights on
topical themes of social and policy relevance.
During the course of the last semester (December
2014- March, 2015), 8 eminent speakers were
invited who discussed various social, political, economic and ecological issues - from sustainability,
building design and urbanism to those of culture,
religious identity, tribal issues and conflict.
The first batch of SPPG was a modest but a satisfying beginning when 13 students who joined the
MA Public Policy & Governance programme. The
students proved to be an asset in laying the foundations of the school.
They came from diverse academic and
social backgrounds, undertook challenging policy
research, wrote rigorous policy analysis and policy
briefs, and grappled and learnt the art of managing
and interpreting big data sets. Students worked on
challenging policy research topics. like regulation
and access to water, ground water and housing in
urban areas; the policy framework for mitigating
congestion in small towns; policy designs for a sustainable urban metro rail; regulation of information in the markets; the role of the non-government
sector in enhancing the capacity of front line health
workers; problems in expansion of industrialisation in industrial parks; a policy framework for expanding the non-farm sector and fruit processing
industries; problems and remedies in exiting legal
frameworks to mitigate corruption; skill development intervention by the government and nongovernment agencies etc.
Over the course of two years, all of the stu-
Policy Research Programmes
The student led research programmes are
an off-shoot of the Policy Area Concentrations
(PAC) offered by the SPPG. Depending on their
research and policy interests, the students select
one of the PACs - regulation and institutional
reform or science and technology or urbanisation
or growth and development. Within each PAC,
the students choose one specific policy problem.
With due support from the faculty, each student
then designs, a research and field based experiential learning schedule to facilitate in-depth understanding of the policy area he/she has chosen to
study. As a collective under a particular PAC, each
individual research contributes to the broader
theme of PAC, which in turn is structured to emerge
as a policy research programme.
Research Publications
Students are encouraged to put their policy
research work in the public domain. A collaborative
effort of the students entitled “Dignity Mapping:
A Situational Assessment of Select Basic Amenities in 20 Indian States” received wide attention.
dents have developed into professionals with an
outlook befitting a policy facilitator and a leader.
The students have done exceptionally well for
themselves and made the school proud of their
Based on their research, understanding of
policy processes and ability to manage and interpret big data sets; 10 students were offered jobs
as Junior Research Fellows at the Andhra Pradesh
State Development Planning Society, Government
of Andhra Pradesh. These students are helping
the newly carved out state of Andhra Pradesh to
develop sustainable and resilient policy solutions
in diverse sectors of the economy and society.
to understand the relationship between social
structure, urbanization and the demographic transition.
Aseem Prakash, Dalit Capital: State, Markets and
Civil Society in Urban India, Routledge, 2015
Aseem Prakash & Suraj Gogoi, ‘What Happened to Caste-Based Political Parties?, Exemplar
The Journal of South Asian Studies, Volume 3,
number 1, Spring 2015, pp. 18-27
Aseem Prakash ‘Social Collectives, Political Mobilisation And The Local State: A View From
The Field’, Journal of South Asian Studies, 02 (01)
2014, pp.63-81.
Pankaj Sekhsaria, ‘An Identity- Card on the
wall: Identities in Flux and Ethics of Technology
Change’. Economic and Political Weekly Vol. XLIX
(34), (p. 65-69), August 2014
Pankaj Sekhsaria ‘Disaster as a Catalyst for
Military Expansionism - The Case of the Nicobar
Islands’, Economic and Political Weekly, Vol. L (1),
pgs. 37-43, January 2015
Ashima Sood, ‘Industrial Townships and
the Policy Facilitation of Corporate Urbanization in India. Policy review’, Urban Studies, June
2015; vol. 52, 8: pp. 1359-1378
Jyoti Bhosale ‘Convict Labour and
Economy in British Colonial India: Through the
Lens of Prison Management and Private Industry’
in “Critical Studies in Politics”, ed. Nivedita Menon,
Aditya Nigam and Sanjay Palshikar, Orient Blackswan, Delhi, January 2014, pp. 319-355
Barbara Harriss-White & Aseem Prakash,
‘Social Discrimination in India: A Case for Economic Citizenship’ in Janakarajan, S. L. Venkatachalam,
and R. Maria Saleth (ed) Indian Economy in Transition: Issues and Challenges-Essays in Honour of CT
Kurien, Sage Publications, New Delhi, 2015.
The faculty has, by working closely together, laid
strong foundations for the school. They are facilitating the students to evolve and emerge as
thought leaders in specific policy sectors. Apart
from their strong commitment in the classroom,
the faculty have worked hard to inspire and push
students to excel beyond their own expectations.
This characteristic trait of the teachers has been
the sine qua non of the student led academic and
policy research programme.
During 2014-15, the faculty have pursued
their individual research agenda and published
monographs and research articles in leading journals and edited books while also presenting papers
in inter(national) seminar/conferences. The following section details the same.
Dr. Chinmay Tumbe
Project Title: The Growth of Cities in India, 18702020
Funding Agency: International Growth Centre
(IGC), London School of Economics & Political
Science. This project maps out the determinants of
urban growth in India at the city and regional level
since 1870 using a vast digitized Census database
State: Tsunami Gifts, Reciprocity and Militarization in the Nicobar Islands’ (Jointly with R. Venkat
Ramanujam) at International Conference on New
Directions in Indian Ocean Studies, at OUCIP, Hyderabad, organized by The Osmania University
Centre for International Programmes (OUCIP)
and the Indian Council for World Affairs (ICWA),
February 26-28, 2015
Paper Presented on ‘A History of the
Andaman Islands: Bottom up and Through the
Lens of fiction’ at International Conference on
New Directions in Indian Ocean Studies, at OUCIP,
Hyderabad, organized by The Osmania University
Centre for International Programmes (OUCIP)
and the Indian Council for World Affairs (ICWA),
February 26-28, 2015
Paper Presented on ‘‘How (Non) Users
Configure Producer Identities: A Case of the Retinoblastoma-Nanotechnology –Society Interface
in India’, at the International Workshop ’Technologies for Development’, organized in Brussels, Belgium by Maastricht University December
15-17, 2014
Paper Presented on ‘50 years of the InterDepartmental Report on Accelerated Development Report for Andaman and Nicobar Islands – a
Historical Analysis’, at the International workshop
on “Thinking Futures: The PVTGs of the Andaman
and Nicobar Islands’ organized in Port Blair by the
Andaman and Nicobar Islands (ANI) Administration, the Andaman and Nicobar Tribal Research
Institute (ANTRI) and the Andaman Adim Janjati
Vikas Samiti (AAJVS), December 4-5, 2014
Paper Presented on ‘Enculturing Innovation – Indian Engagements with Nanotechnology’:
Paper at the International Workshop ‘Publics, Politics, and Technoscience in Contemporary Indian
Contexts’ organized at the Jindal Global University, Sonepat by Maastricht University and the Jindal
Global University, November 17-18, 2014
Dr. Aseem Prakash
Paper Presented on ‘Understanding State
– Market Interactions in Neo-Liberal India’ at the
International Conference on Social And Economic
Development In South Asia’, South Asian Studies
Programme, Faculty Of Arts And Social Sciences,
National University of Singapore, Singapore City,
21-22 July, 2014
Paper Presented on “Dalits Enter the
Markets as Owners of Capital: Adverse Inclusion, Social Networks and Civil Society”, National
Seminar on Ambedkar and Indian Democracy, Organized by Centre for Ambedkar Studies, School
of Social Sciences, University of Hyderabad, March
26-27, 2015
Paper Presented on “Strategies for Managing Dalit Exclusion in the Markets”, at National
Symposium on “Strategies Towards Combating
Dalit Marginalisation” National Institute for Rural
Development, Hyderabad, 11-12 July, 2014.
Dr. Jyoti Bhosale
Presented a paper on The Politics of Reformation and Prison Labour in British Colonial
India at the 50th Linz Conference on the theme
of Work and Compulsion, held from 25th – 28th
September, 2014 (Linz, Austria).
Mr. Pankaj Sekhsaria
Paper Presented on ‘Enculturing Innovation: Indian Engagements with Nanotechnology’ at
2nd International Conference and Doctoral Colloquium – ‘Transformative Social Science Research:
Disciplines, Collaborations and Think Tanks’, organized in Hyderabad by the Institute of Public
Enterprise (IPE), University Grants Commission
(UGC), Association of Indian Universities (AIU),
Indian Institute of Public Administration (IIPA)
and the Indian Council for Social Science Research,
(ICSSR), March 3-4, 2015
Paper Presented on ‘The Humanitarian
Dr. Ashima Sood
Paper Presented on ‘Mixing Methods: Locating Migrants in the Cycle Rickshaw Sector” at
the Second International Conference and Doctor35
Dr Ashima Sood
School of Social Sciences, University of
Hyderabad. ICSSR Capacity Building Workshop,
Hyderabad, February 2015.
Presentation on “Making the Mohalla and
Mapping the Neighbourhood”, at the National
Seminar on “Regions, Neighbourhoods, and Imaginations of Space”, Centre for Regional Studies, University of Hyderabad, Hyderabad. March 2015.
Presentation on “Emerging Forms of Private Urbanism in India: Learning from the Company Town
Model”, at the Workshop on Urban Dynamics, Economic Strategies and Governance in Contemporary India and China, Center for Studies of India
and South Asia (CEIAS), Paris. March 2015.
Presentation on “Assessing Industrial Location” at
the Annual VM Dandekar Memorial Seminar on
Dynamics of Industrial Location, Indian School of
Political Economy, Pune. November 2014.
Presentation on “Industrial Policy and City
as Infrastructure”, Centre for Regional Studies,
University of Hyderabad, Hyderabad. October
al Colloquium on “Transformative Social Science
Research: Disciplines, Collaborations and Think
Tanks”, Institute of Public Enterprise, Hyderabad.
March 2015.
Dr. Chinmay Tumbe
Paper Presented on ‘Migration: The Dalit
Experience’, at the National Institute of Rural Development Symposium on Dalit Marginalization,
NIRD Hyderabad, 12-13th July, 2015
Paper presented on “The Great Indian Migration Wave, 1870-2010: Persistence and Consequences” at the Yale Conference on New Perspectives in South Asian Economic History, Yale, New
Haven, 7th November, 2014
Paper Presented on “Migration-Trade
Linkages between India and the EU: Overview” at
ICM National Workshop on International Migration and Trade, New Delhi, 5 December, 2014
Presentation made on “Migration in India”,
at the TISS Mumbai Certificate Course on Migration, 16 February, 2015
Paper Presented on ‘Contemporary Migration in India and its Intersection with Rural Labour
Markets’, at International Conference on Labour
and Employment: Issues in the Context of Emerging Rural-Urban Continuum- Dimensions, Processes and Policies NIRD, Hyderabad, 13 March,
Dr. Aseem Prakash
Reviewed a manuscript for Oxford University Press, New Delhi, Reviewed an article for
Current Sociology
Dr Pankaj Sekhsaria: Editor
Protected Area Update: News & Information from protected areas in India & South Asia
Dr. Ashima Sood
Co-editor (with Karen Coelho) Review of
Urban Affairs, Economic and Political Weekly, November 2014.
Review of Urban Affairs, Economic and Political Weekly, Member of the Editorial Advisory
Group. June 2013-.
Reviewer for Journal of Institutional
Economics (January 2015), Economic and Political Weekly, Maharaja Sayajirao University Press
(April 2015).
Dr. Aseem Prakash
Book Presentation – Dalit Capital, State,
Markets and Civil Society in Urban India, Department of Political Science, Hyderabad Central University, 12th March, 2015.
Mr. Pankaj Sekhsaria
Inaugural Lecture entitled “History of the
Andaman Islands’ at the Earth Mela – 2014, organized in Mumbai by the Sprouts Environmental
Trust, Mumbai November 22, 2014
Seminars & Workshops
Senior advocates like Ms. Vrinda Grover;
legal experts, researchers, activists and practitioners from organisations like CEHAT, Majlis, Akshara
had presented their experiences of working in the
field and carrying the debates forward.
Major objectives of the symposium were to
facilitate sharing of experiences, perspectives and
best practices to provide an opportunity to reflect
on the existing responses – approach, execution
and critical challenges.
Review of Institutional Responses in India
and United Kingdom, conducted by TISS Hyderabad on 23rd & 24th July 2014
This symposium was held on 23rd & 24th
July 2014 in TISS Mumbai campus. The symposium
was supported by Sir Dorabji Tata Trust & UKIERI
As a part of our enduring commitment
towards women and gender based issues, the Tata
Institute of Social Sciences (TISS) in collaboration
with the London School of Economics, London;
Keele University, Manchester and their partner
institutions from, Legal, Police and One Stop crisis
centres have a joint project to build a proposal to
link evidence based research and experiences of
public institutions that can inform policies and
strengthen institutions.
As a first step, TISS is organising a workshop on the 23rd- 24th July at the TISS, Mumbai
campus that would be attended by scholars and
practitioners from both India and the UK.
From UK, the participants are Naila Kabeer
(Professor - Gender Institute) and Purna Sen
(Deputy Director, Institute of Public Affairs) from
the London School of Economics; Pragna Patel
(Director-South Hall Black Sisters); Angela Marinari (Police Officer & Director of Savana); Justine
Eardley-Dunn (CEO – Savana – support centre for
women). Research scholars and Masters students
from Keele University, UK and TISS Hyderabad
participated in the Symposium. The TISS side had
senior Faculty like Lakshmi Lingam, Anjali Dave,
Monica Sakhrani and Trupti Panchal contributing
to the deliberations; while several Faculty joined
various sessions.
• Consolidate the key learning from the responses to understand the key opportunities
and major challenges.
• Identify areas that need to be worked on
further and examine issues of scaling up in
collaboration with the state agencies
The Symposium, therefore, reviewed the current
social, legal and policy contexts, reviewed a range
of new initiatives and responses; attempted to
draw from the learning in both India and the UK.
This Symposium was the starting point for ongoing
deliberations between TISS, LSE and UK institutions.
Workshop on Agri Business and Agri Value
Chains, conducted by the School of Livelihoods &
Development, 20-21 January 2015.
The Workshop on Agri-Business for Livelihoods
provided a platform for the students of the MA
Rural Development and Governance to have an
interface with the promoters and technical organisations engaged in the field of Agri-Businesses and
to learn from their experience.
The two day workshop covered four
themes including Agri-value Chain development;
ICT& Capacity building; Producer Organisations
for small holder producers, and Farm mechanisation. Conducted on the lines of a graduate seminar,
this workshop also provided students a good opportunity to analyse a variety of case studies
around these themes. Further the students could
learn from the Agri Value chain development
through technology support experience of E-Fresh
Global and Sam-Agri; from the initiatives of Indian
Grameen Services, BASIX to promote Producer
Organizations Companies by and from the technical support initiatives of Digital Green.
The students received inputs on various
aspects of Agri-business and supported smallholder producers through a set of lectures by the
faculty and experts in this area to build their perspective prior to this two day workshop. On the
eve of the workshop, the students went through a
process of ideation-conceptualization of ideas for
enterprises integrating the agribusiness concepts.
They brainstormed approaches with a scope for innovation within a wide range of Agri-value chains.
The workshop provided a forum for exchanging
their ideas with their peers, and got their ideas
sharpened with inputs from experts.
• Unpacking disability through a philosophical
lens – notions and characterization of disability, aims and practices underpinning disability education, creating awareness of issues of disability.
• Understanding disability in educational spaces
– schooling and higher education, classroom practices, socio-economic (religion, caste and
class) influences, gender, inter-sectionality.
• Exploring potential of human capital – challenges and opportunities, empowering disability through skills and vocational training, employment in mainstream sectors.
• Legal and policy issues in disability – sensitization about rights and provisions, building communities to respond to the needs of PWD .
The workshop gave students an opportunity to interact with parents of differently abled
children firsthand. These parents provided eyeopening accounts of the difficulties and experiences they face while trying to educate their
children in schools across India, the USA and UK.
Students also were able to interact with children
with diverse abilities and hear from them their
schooling experiences. Other than this the workshop gave students an opportunity to interact with
subject experts in the field of disability studies and
special education. The workshop hence developed
in students’ an understanding of how epistemology of disability defines and shapes ‘mainstream’
and ‘special’ educational practices. The workshop
eventually made students conscious of that which
is often relegated to the unconscious or understood without a critical and political lens. This understanding of the students was reflected in the
group portfolios they submitted at the end of the
A workshop on “Perspectives on Disability” conducted by the Azim Premji School of Education
from 19th – 21st February 2015.
The Azim Premji School for Education, Tata
Institute of Social Sciences, Hyderabad had organized a 3 day workshop titled “Perspectives on Disability” for the final semester students of Masters
in Arts in Education program. Using an interactive
participatory format, the workshop helped students engage with larger theoretical frameworks
developed by critical disability studies. The workshop enabled students to consider how disability is
constructed in education at the individual, institutional, state, and national levels. Disability studies
models and theories, including ableism and universal design, served as frameworks for inquiry.
The core thematic areas covered in the workshop
The School of Public Policy and Governance at
the Tata Institute of Social Sciences, Hyderabad
has hosted a Graduate Seminar on Well-Being,
Growth and Development from 27th-29th April,
actors with respect to their roles in policy formulation and processes.
Today, more than ever, there is an urgency
to recognize and deliver on the critical needs of
people in an ever-changing society, to provide
richer human opportunities and initiate creative
and tangible changes in institutions governing
well-being, growth and development.
Over the course of the three-day Seminar,
28 young researchers across 10 national universities and 1 international university presented their
research papers. The papers analysed the existing
status of development interventions, measured
their impact, dissected critical policy failures, and
showcased examples of innovative practices in
government and public policy in India, South Asia
and the world. The papers received were conceptual, methodological and empirical, in addition to
those that were based on institutional analyses
and ethnographic explorations.
The Seminar was in the context of the last two
decades witnessing new patterns of interaction
between economics, politics and society. The
policy architecture of almost every country has
responded to these changes, in spite of which
there has been an apparent disjunction between
the emerging policy challenfes and the institutions
required to address them.
Given the changing policy role of the state, a new
line of reasonging has emerged, which argues for
a synergy between political leadership, bureaucracy. People’s institutions, private business, thought
leaders and development practitioners towards
reorienting policy architecture. However, there is
a growing contestation among these institutions/
Scholars in Residence
Dr. Bhavani’s Testimonial
“From July 2014 to January 2015 I was
a Fulbright-Nehru Fellow at the Tata Institute of
Social Sciences (TISS) – Hyderabad campus, and
there was never a dull day in those seven months.
TISS’s focus on creating strong linkages between
theory, empirical data, field action, and social
policy were a great fit with my own intellectual
pursuits, training, and pedagogical leaning. In addition, TISS-Hyderabad being a young and energetic
campus was open to experimentation with teaching and learning. I was invited to co-teach a class
on gender with Dr. Lakshmi Lingam. We designed
a course that was both rigorous and challenging,
and I was able to integrate global issues into the
course seamlessly. I found the students to be motivated and eager to learn, often posing thoughtful questions. My colleagues at TISS are dedicated
teachers and rigorous researchers. Our lunchtime
discussions would often turn loud and boisterous
while discussing pedagogical issues or research or
when debating where one could find the quintessential Hyderabadi biryani. TISS-Hyderabad has
worked hard to create an environment that nurtures curiosity, engaged learning, and creative
problem-solving in both students and faculty.”
“My experience at TISS-Hyderabad was invaluable to my liberal arts pedagogy and academic
career. In the future, I am hoping to use these networks to build a collaborative global classroom
that would link my students at Ithaca College,
with TISS-Hyderabad to instill in them a global
consciousness about the interconnected nature
of social issues, and concomitantly enable them to
contribute towards the production of richer transnational perspectives.”
Prof. G. Haragopal, ICSSR National Fellow
is located with TISS Hyderabad. He has Co- Edited
( along with K. B. Saxena) two volumes ‘On Development Marginalisation and Resistance’ in honour
of S.R. Sankaran. Aakar Publishers, New Delhi.
‘Swecharavam’ is a book that includes eighty articles on contemporary Indian politics and Telengana Movement in Telugu (forthcoming). Published
by Perspectives of Hyderabad. During the previous year, he was the Chairman of a committee of
twenty nine members constituted by Telangana
State Service Commission to revise the syllabi for
civil service exams. Prof. Haragopal was the Visitor’s nominee on the selection committee of SIS of
JNU, Delhi and was a member of ICSSR delegation
to Thailand to discuss social science collaboration
in research. Prof. Haragopal delivered several extension and memorial lectures.
Dr. Bhavani Arabandi, is an Assistant Professor with Ithaca College, USA. She originates
from Hyderabad and is an alumni of the TISS. She
has pursued another Masters and a PhD from the
University of Virginia. She was at TISS Hyderabad
from July 2014 – January 2015, as a Fulbright
U.S. Scholar for teaching/research in India. She
explored research titled, “Gender Inequalities in
a Global Era: Women’s Education and Impact on
National Development.” She taught courses at the
The under graduate students had evaluated
here courses very well. The Masters students had
benefited by her inputs in conceptualizing their research. Faculty had several stimulating discussions
and debates.
Academics & More: Students’
ADITYA SINHA, BA (2012-15)
“The decision to join Tata Institute of Social
Sciences, Hyderabad was considered bold by many
people with both the course and the institute being
in the earliest stage possible. However, reflecting back on the decision I can proudly say that it
was a good one and has turned out to be a positive influence in my life. The exposure to various
different subjects, from both humanities as well
as science and mathematics streams, creates a
healthy atmosphere of learning and also stimulates the brain. The learning environment provided by TISS, Hyderabad is of a very high standard
and motivates the students to work closely at the
ground level, while the keeping the larger facts in
mind. TISS Hyderabad also provided me with the
opportunity of learning in a very different environment with the Erasmus Mundus Scholarship
2014 in Uppsala University, Sweden. The sync of
the topics taught here and at Uppsala University
made me more aware and confident as a student
and also equipped me with the ability of conducting
independent research. At a personal level, TISS Hyderabad has been a fabulous experience and I will
continue with this learning process while pursuing
the MA in Human Resources Management at TISS,
AMRIT PANDA, BA (2012-15)
disciplinary pursuits. I am sanguine that TISS, Hyderabad will grow by leaps and bounds in the years
to come due to the excellent faculty and the future
students who will definitely come with a conviction
to serve the society. I am personally excited to continue in TISS, Hyderabad while pursuing my M.A in
Human Resource Management and be a part of this
“The three years at Tata Institute of Social
Sciences, Hyderabad has been academically stimulating for me. While many among my near and dear
ones considered it unconventional to join this programme and were skeptical about its prospects,
these three years have proved the mettle that an
institution like TISS embodies. TISS has offered me
the platform to get acquainted with people from
diverse backgrounds and ideologies and to respect
this diversity while maintaining my own ideological
convictions. The classroom is always buzzing with
debates and discussions and similar scenes can be
witnessed in the hostel many times. The curriculum
and environment at TISS, Hyderabad has made my
mind more inquisitive and a lot of this credit goes to
our teachers and staff who have maintained an unquestionable confidence in us throughout thereby
instilling in us the vigour and penchant for inter-
AILA BANDAGI, BA (2012-15)
“Looking down the memory lane, I can
proudly say, that I made the right choice three
years back to do a BA is Social Sciences from TISS
Hyderabad. The Institute and its esteemed faculty
have made all efforts to hold up the ethos of this
dignified institution. I believe, TISS Hyderabad
has lived up to its motto of ‘Reimagining Futures’,
as is evident from the curriculum and the pedagogy. The diversity in the classroom provides the
perfect setting to discuss issues from diverging
perspectives, where the aim remains the sameunderstanding and serving the society effectively.
The continuous interaction with luminaries from
diverse fields, both from the academia and civil
society, helps shape the intellect as character in
the most effective way possible. It is an honour
to be a part of an institution like TISS, which has
provided me with a plethora of opportunities and
has also imbibed certain ethics and values, which
will be my constant mentor in the years to come. I
came to TISS Hyderabad hoping I could change the
future of the world and I can proudly say, I will be
graduating, believing that I can.”
backgrounds and disciplines, the learning environment is collaborative and rich. With the support,
guidance and resources available at the School,
the possibilities are virtually limitless for those
passionate about education.”
“The MA Education at TISS, Hyderabad
gave us an opportunity to think critically about
the domain of education including about teacher
training, teaching method, education policies and
programmes, school curriculum etc. After studying at TISS, Hyderabad I felt dramatic change in
my thought processes. Earlier I would uncritically
accept other people’s ideas and thoughts but now
I have started to think for myself and am not easily
swayed by outside opinion or influence. I would
really like to give credit to the Azim Premji School
of Education and the batch of 2013-15 for contributing to the development of my personality, attitude and sense of critical consciousness.”
TARIQ ABDULLAH, B.A. (2012-15)
“Three years of Bachelor’s programme in
TISS has been a very enriching journey indeed both
at intellectual level and social level. Professors as
well as the curriculum of TISS equipped me with all
necessary tools to be a social scientist. Bachelor’s
programme in TISS in not about just studying social
sciences, but it actually helped me and most of us
to look and think beyond the issues, to look out for
solutions rather than just blaming how the things
are. The most memorable years of my life are the
one’s those I lived here. The best of faculty, the best
of co students, the best of curriculum and the best
of opportunities. TISS has actually given me best of
“The MA Education programme is a dream
- one that came true. It has transformed me for the
better and the way I look at the world. At the end of
two years, I feel better equipped to identify, comprehend and handle pertinent issues that affect
the core of a society - education.
I feel the best part of the programme has
been the diversity of options one can specialise in,
and the ease with which the faculty entrenches us
in each of them. With high level of interaction with
faculty and among classmates coming from diverse
“Being from an engineering background,
quantitative aptitude and skill-set was not something very new to me as I was used to writing programs and doing coding. However the entire idea
of these courses, which dealt with large data sets
collected by the Census, National Sample Survey
Organization (NSSO) and National Family Health
Survey (NFHS) that is an entry point to the contemporary ideological debates on malnutrition,
unemployment, status of basic amenities, poverty
line etc. was very intriguing. Through these four
semesters, I have not only critically engaged with
the theoretical underpinnings of the development
jargon, but also learnt how to quantify these concepts with data. The assignments given in these
courses were critical hands-on with the real-time
problems and always added more to my insights.
The data skills that I learnt at TISS are being very
useful to me in the current project assigned to me
in the organisation I am working with.”
“Women’s Studies as a course has made me
question the status-quo of my life. Through a feminist lens, I now realize and acknowledge my privilege and question my status as a woman. It has been
a humbling experience to learn from my classmates
whose social location is so different from mine.”
“According to me Tata Institute of Social
Sciences actually is a combination of Three ‘R’s –
Rethink, Redefine and Re-imagine! MA Women’s
Studies is a programme not only for a degree or a
job but it is a study for change, revolution and new
evolution. This programme is an effort to change
the mindset of society against gender and this
effort is incomplete without our knowledgeable,
well-experienced, supportive and enthusiastic
Faculty. I am glad and proud to be the first batch
of Women’s Studies at TISS Hyderabad.”
“The course on data analysis has helped me
to understand the different variables considered
by development experts to measure “development”. I feel this course paves way for analyzing and
evaluating different schemes taken by the State to
provide inclusive development for all its citizens
and as a result of which we the students of DS can
provide critical understanding and suggestions on
policies formulated by State.”
“I am a first generation learner. Before
joining SPPG, I have served in various capacities in
the retail and hospitality sectors. I always desired
to find effective ways to provide access to social
benefits to the Dalit workers. My two years stint at
SPPG has enabled me to gain critical insights and
a perceptive for socially just public interventions
towards preserving and enhancing the dignity
of Dalit workers. I have also developed confidence and improved tremendously in my literary
skills.” (Joined as a Junior Research Fellow with
the Andhra Pradesh State Development Planning
Society, Government of Andhra Pradesh).”
Setting Foot Outside the
Country: Students’ Reflections
B.A (2012)
“It has been a rich and diverse learning
experience in the last 3 years at TISS and Uppsala
University. After what seems now like an easy life,
through high school, coming to TISS and being on
my own in the hostel was initially unsettling but
taught me independence. I enjoyed interacting
with students from practically every state in India
and diverse socio economic backgrounds and
learnt lot more about societies and culture than I
did from text books in schools.
Although the campus and hostels were
modest had teething problems, the warm staff
and welcoming friends made the transition easy.
In TISS, I really learned interdependent living. I
learnt about inclusion and equality. I learned to
appreciate and value what was so easily available
to me when I met students from disadvantaged
background. The variety of social and natural sciences
taught by inspiring faculty, eye opening field work
in Karim Nagar and the rural Olympics are things
that I would particularly remember. The quiet and
green environs of APARD campus and the weekend
trips to the city for shopping and entertainment appealed to my desire for reflection as well as socialisation.
I had applied for an Exchange programme
at Uppsala with Erasmus Mundus scholarship that
the Institute share with us. I got selected. It just
reinforced my belief of the formidable reputation
TISS enjoyed both inside and outside India. With
mixed feelings excitement about a new place and
pangs parting with friends in TISS, I landed in
Uppsala in Aug 14, 2014. Uppsala is a beautiful
small university town where cycle is the primary
mode of transport followed by walking! It took me
a while to take responsibility of shopping for and
cooking my own food, cleaning up my room and
common areas and navigating the paperwork that
is inevitable while studying overseas. I expected
the experience to be overwhelming or even lonely
in the midst of many foreigners. However as I got to
know my new classmates I realised that people may
have different ethnic and linguistic backgrounds
but at the core they are all the same in terms of their
hopes, fears, anxieties and ambitions. Strangely my
Indian identity was reinforced rather than diluted
in a foreign country.
Like TISS, Uppsala has a great reputation
for social sciences, featuring consistently among
top 100 universities in the world. The faculty is
both Swedish and international. They have less
number of classes compared to TISS, but each
session is 2 hours. The reading materials are
diverse going beyond text books to presentations,
hand outs, on-line resources and library books. I
had to develop self discipline to read the materials
regularly after I realised that there was no way I
was going to be successful in the exams with last
minute preparation.
It would be fair to say that I have grown a
lot in the last 3 years, both personally and academically, thanks to TISS, which offered opportunities I
had not dreamt about. The equal society in Sweden
with no hierarchy often reminds me of TISS where
everyone is equal. While I have tremendous respect for the
amazing resources and structure of the Swedish
education system, I have learned to appreciate
the extent of innovation and work that TISS as an
institution has done to provide the students with
equally valuable resources and opportunities with
far less financial resources available in the form of
fees and grants in the country.”
various heterodox schools in political economy and
political theory. I met people who were involved
in movements such as the ‘degrowth’ movement
which promotes steady-state economics, and the
‘positive money campaign,’ which seeks to make
structural reforms in our current, credit based
monetary system. Inspired by unconventional solutions I wrote a research paper, where I examined the works of Elinor Ostrom and other Collective Action theorists to propose common pool
resource management solutions for water sharing
in the region of Vidarbha, Maharashtra, India. I also
worked as part of a project on making rocket stoves
- a low tech solution for the heating problems faced
by the homeless refugees in Uppsala.
Apart from the academics, I met students
from all over the world! Palestinians, Germans and
Russians who gave me bits and pieces of their own
culture to me. I got the opportunity to volunteer
with TEDx Uppsala and listen to the Nobel lecture
given by 2014 Sveriges Riksbank winner and Economist, Jean Tirole. More importantly, I learned
about the importance of adopting a more healthy
and sustainable lifestyle.
My fondness for India grew during my time
in Sweden. A lot of the answers for economic issues
and sustainable living are well within our own
reach. A number of movements within the country
for participatory budgeting, organic farming and
women empowerment are testament to this fact.
It is simply a matter of bridging the ideas of people
across countries and sincere, collective effort. This
was one big take-away from my trip to Sweden
and in my conversations with friends back in Hyderabad, I tried to discuss and share the ideas and
experiences I was exposed to in Uppsala.
I am grateful for my time at TISS and the opportunity to visit Sweden. This three year journey
has been phenomenal and has helped me grow and
learn about myself in wonderful ways. I hope TISS
grows to be a dynamic learning space, home to a
diverse set of dedicated social scientists.”
“I enrolled in the Tata Institute of Social Sciences, Hyderabad with an undefined goal of learning and engaging with disciplines within the field.
It was after I came to the institute that I fully understood the sheer variety and scope of research
taking place in the social sciences. With courses
in Economics, Political Science, Mathematics and
many more - I felt like I was spoiled for choice but
this helped me gain a wide perspective on the
topics that were being discussed in the classroom
and elsewhere. Today, with sufficient guidance and
exposure, I have been able to identify and narrow
down my interests and the areas I would like to
further explore.
My positive learning experience in TISS, can
be attributed to a dedicated faculty and a diverse
peer group. The professors ensured that we had
an open classroom environment, and that everyone was heard. My fellow classmates and friends
came from different corners of the country and had
plenty of stories to tell me about society and polity
in their own states which exposed me to issues in
our country, that I was unaware of before.
In my fourth semester in TISS Hyderabad, I
came across a poster advertising about the Erasmus
Mundus Scholarship for an exchange semester at
an European university. Excited about the prospects, I sent in my application and had the fortune
of being selected as a scholarship holder. This was
the beginning of a new chapter in my Bachelor’s
programme. I bid adieu to my friends back in Hyderabad and set off for Uppsala University, Sweden
to study courses in Economics and Sustainable Development.
It was my first time studying in a university
outside of India, and opened me to a number of new
experiences. In my classes, I was introduced to
tions of lesser frequency of such crimes in developed countries. The law in UK presumes both the
sexes as victims of domestic violence, unlike in India
where there is a separate legislation on domestic
violence against women. We also attended lectures on gender and sexuality, and the laws, which
accommodate rights of gender non-conformists.
India lags behind in providing due legal and
societal space to minorities like trans-genders and
trans-sexuals. Along with lectures on the abovementioned subjects, we also attended lectures on
nature of human rights, whether they address individual, collective, and group rights; and their global
outreach vis-à-vis domestic state laws. We also
had the privilege of attending guest lectures on discrimination laws in the developed countries, and
environmentalism in the global North and South.
Each lecture had its own importance because we
would relate the discussions with the relevant incidents in India.
Field visits were an integral part of the Law
in Action module. We visited the Stoke-on-Trent
Combined Court, and attended a criminal proceeding on child abuse at the Crown Court. This
As a part of the UK India Education and Research Initiative (UKIERI) between Tata Institute of
Social Sciences, Hyderabad and Keele University,
United Kingdom, five students (Mr. Amrit Panda,
Ms. Aila Bandagi, Ms. Laxmi Haridas, Ms. Priyanjali
Chakraborty and Ms. Nairita Roy Chaudhari) had
the opportunity to experience and learn about the
“Law in Action” programme.
A report from the students
The programme involved certain interactive lectures on various socially relevant topics including human rights, domestic violence, gender
and sexuality, immigration and asylum laws.
Further, field visits were conducted which helped
us form an informed insight into the applicability
of various laws.
The overall module gave us an idea of the
laws prevalent in UK, and their jurisprudential
similarity with that of Indian laws since both have
a common law origin. With respect to laws on domestic violence, we learnt that such issues persist
even in UK as opposed to stereotypical assump47
was our first experiential introduction to the Jury
system. We also observed the nature of work of the
legal aid programme initiated by Keele University,
known as “Clock” within the premises of the Court.
The legal aid is provided with a motive of making
legal rights accessible to vulnerable litigants either
for free or at a nominal price, depending on the
context. We also visited a rape crisis center named,
“Savana”, and attended an interactive session on
counselling victims of sexual violence. We were
taught about the sensitive issues revolving around
sexual violence, and the societal stereotypes and
prejudices attached to the same. The session involved innovative teaching methods which made
the learning experience even more memorable for
all of us. Apart from the above two field visits, we
also visited a NGO which offers help in terms of
both psychology and basic needs to asylum seekers
in Stoke-on-Trent. We met asylum seekers who
fled from various war and human rights violations
inflicted countries, who were legally awaiting
their immigration procedures to be confirmed by
the Government of UK. Lastly and on our final day,
each one of us observed a presentation each given
by Masters students in the Law in Action group in
a school nearby Keele University, on subjects like
asylum, housing, homelessness, and domestic violence as an awareness raising programme.
The stay and visits in Keele University
were co-ordinated by Dr. Jane Krishnadas from
the School of Law. The fruitful four week stay was
complimented with the hospitality and support
from Dr. Krishnadas as well as the other students
who were equally enthusiastic to interact with us.”
Students’ Activities
TISS Hyderabad has an elected Student
Council through which various activities are organised. The Council elected in 2013 is active;
therefore elections were not conducted in the
year 2014. New elections will be conducted in July
2015, keeping in view the growing requirements in
both the campuses.
QuinTISSence an annual festival of TISS,
which is organised in the Mumbai campus, has
been introduced to TISS Hyderabad students
during 2014. This was the first annual festival of
TISS Hyderabad organised on 30th and 31st December 2014, for the first time.was the first Fest
organized by TISS Hyderabad since the commencement of Academic programmes in 2012.
The Fest was limited to about 200 TISS Hyderabad
students located in Rajendranagar and Gachibowli
campuses pursuing the BA, MA, MPhil and PhD
TISS Hyderabad students have been actively participating in various cultural, literary and sports
competitions organised by different campuses in
Hyderabad, both at the State and National levels.
The students won several prizes in such competitions and the Institute made every effort to encourage them by providing necessary support.
Following are the few notable achievements of
the students.
In Quintessence 2014, students were divided
into groups, and intergroup competitions were
arranged in sports, cultural and literary categories. BA 2nd year group became the cultural event
champions while MA Rural Development & Governance students became the sports event champions. Students would like to make it a signature
inter-collegiate festival from the academic year
have been aimed at appreciating and rediscovering literary talent through creative writing sprees
and lively literary discussions. Students across all
programmes, batches and Hyderabad campuses
have enthusiastically participated in these sessions, and have collectively engaged in several
creative writing activities. Literati’s quest for an
unconventional literary pursuit has also been realized through an active engagement with abstract
elements like fragrances, feelings and emotions in
many of its sessions, enabling the students to practice and appreciate free-spirited literary abilities
and ideas.
The student council of TISS Hyderabad organimesed a program of interaction with renowned
cinematographer and director Rajeev Ravi on 28th
September 2014 at TISS APARD campus. His film
“Njan Steve Lopez” was screened and debated.
The interaction went through various fields of
film making. The director explained his thoughts
and ideas on how a cinematographer should look
at reality through his films.
A volunteer led initiative by students of
TISS Hyderabad was inaugurated on 27th January
2015.This initiative began with an aim to promote
volunteerism and lend our support for various
social causes. International Day for people with
disabilities was observed on December 3 2014.
On account of this, sign language session was conducted. Around 50 students participated in the
session. Since the theme for the year’s Disability
awareness day was ‘Technology’, the session involved demonstration of some assistive Technology such as Camera Mouse, used by people with
disability. The students eagerly learnt the basics of
Students from TISS Hyderabad have participated in National Rural Youth festival (NRYF),
an annual festival of TISS Tuljapur, held on 3rd to
5th January 2015. Students have participated in
various cultural, literal and sports events. Haseeb
P. P. (BA 2) and Lekshmi M. (BA 1) won first prizes
in the National Students Seminar Paper Presentation whose topic was ‘Migration and Family Stability’. Rohit Jha (RDG 1) and (RDG 1) won prizes in
Pearl is the annual cultural fest of BITS-Pilani, Hyderabad and ARENA is the annual national
sports fest conducted by BITS- Pilani Hyderabad.
TISS Hyderabad students participated in various
games and activities and won several prizes in basketball, kabaddi etc.
‘Literati’ is the Literary Club of the Tata Institute of Social Sciences, Hyderabad. Jointly organised by Medha Raju and Shilanjani Bhattacharyya, this club has held weekly sessions throughout
the academic year 2014-2015. These sessions
The inaugural Smart City Challenge organisedby IIT Bombay in their TechFest 2015 involved
a team of two from the BA Social Sciences, Mr.
Anant Anupam and Ms. Manomi Nair, in the genre
of Urban Aesthetics, making it through a qualifying round of providing solutions to given problems
related to Urban aesthetics in a city, where they
bagged Second place winner’s position.
In the final round the team was required to respond
to problem of making a proposal to ‘transform neglected parts of our city into interactive landscapes
- siting the proposal in an abandoned or forgotten
site in their city to develop inclusive PlayScapes
that create opportunities for interaction and play
for citizens from all age-groups.’ The team worked
with planning department officials of GHMC and
developed a proposal on – Inclusive PlayScapes.
“All in all, as a wholesome learning experience, Smart City Challenge gave us an avenue to
incorporate knowledge, research and creativity to
find solutions to real-world problems.”
– Anupam & Manomi
TISS Hyderabad Team
Ipsita Sapra, M.A. (Univ. of Staffordshire), Ph.D.
(TISS, Mumbai)
Prof. Lakshmi Lingam
M.A. (Andhra University), Ph.D. (IIT-Bombay)
Srinivas Surisetti, M.S.W (Nagarjuna Univ.), Ph.D.
(Andhra Univ.)
Apparao Thamminaina, M.A, M.Phil., Ph.D. (Univ.
of Hyderabad)
G. Haragopal
M.A., (Osmania Univ.), Ph.D. (Kakatiya University,
Poulomi Bhattacharya, M.A. (Univ. of Kalyani),
Ph.D. (ISEC, Bangalore)
Ritesh Khunyakari, M.Sc. (Univ. of Pune), Ph.D.
(TIFR, Mumbai)
Padmini Swaminathan, M.A., Ph.D. (Mumbai Univ.)
Murali Krishna Mallepaku, M.A., M.Phil. (CIEFL),
Ph.D. (Univ. of Hyderabad)
U.Vindhya, M.A, Ph.D (Andhra University)
Maxine Berntsen, M.A. (Columbia Univ.), Ph.D.
(Univ. of Pennsylvania) – Professor Emerita
Sonia Sawhney, M.Ed. (Osmania University), M.A.
(IGNOU), M.Phil. (Cambridge University), Ph.D
(Osmania University)
Palla Narendra Babu, B.Tech., M.Tech. (JNTU)
Shubhra Hajela, M.A (University of Allahabad),
Ph.D (University of Allahabad)
Sunny Jose, M.Com. (MSU), M.Phil., Ph.D. (JNU)
Rekha Pappu, M.A, M.Phil., Ph.D. (Univ. of Hyderabad)
Sowjanya Tamalapakula, M.A (Nagarjuna University), M.Phil (EFLU), Ph.D (EFLU)
Jayasree Subramanian, M.Sc. (Thiruchirapalli),
M.Phil., Ph.D. (Univ. of Hyderabad)
Jyoti Bhosale M.A (Universuty of Hyderabad),
M.Phil (University of Hyderabad)
Aseem Prakash, M.A., M.Phil., Ph.D. (Jawaharlal
Nehru University, New Delhi)
Pankaj Sekhsaria, M.A (Jamia Millia Islamia, New
Delhi), Ph.D (Pursuing) (Maastricht University,
Mohammed Ahsan Abid, M.A. – PMIR (TISS,
Mumbai), Civil Servant, on sabbatical leave from
Government of India
Chinmay Tumbe M.Sc (LSE, London), Ph.D (IIM
Ashima Sood, M.A Economics (Delhi School of
Economics), M.A English (University of CaliforniaDavis) Ph.D (Cornell University)
Academic Manager
Dr. Arpita Alvi, MBA, M.Phil., PhD (SRTMU)
Nazia Akhtar, M A Russian (JNU), MA Comparative Literature (University of Western Ontario,
Canada), Ph.D (University of Western Ontario,
Accounts and Finance Manager
Padmaja Y., M.Com. (Andhra Univ.)
Programme Co-ordinator
Sumangaly Suresh, B.Sc. (Mahatma Gandhi)
Lavanya Suresh, MPA (Madras University), MA
Logistics Manager
Suku M. Suresh, B.Com. (Kerala), DCA
Regional Operations Manager
Varun Ramachandruni, M.A. (TISS, Mumbai)
Student Counsellor
Spandana Kommuri, B.E. (Andhra Univ.), M.A.
Counselling (TISS, Mumbai)
Research Associate
Rishi Kumar, M.A (IGIDR) (PhD submitted)
Teaching Associate
Praveen Rajlingu, B.Ed., M.Sc. (Osmania University)
System Administrators
Shaik Mohammed Jahangir B.A.
Mr. Devansh Varma, B.Tech, JNTU (Hyderabad)
Research Assistant
Gayatri Oruganti, B.A (Intl. Relations & Middle
Eastern Studies), TCNJ, USA.
R.V. Santosh Kumar, D.Tech. ECE, PGDCA - Administrative Assistant
Ryally Sreekanth (Roda Mistry Campus), B.H.M. Administrative Assistant
Illaendula A Sandeep : B.Com, CA (Inter)
Assistant Librarian
Srinivas Vemula, M.A., M.Lib.Sc., PGDLAN, PGDCA
P. Srikanth, M.Lib. Sc., B.Ed., PGDCA - Library Assistant
M. Hari Babu (Roda Mistry Campus) M.A., B.Lib.Sc.,
P. Ashok, B.Com - Library Attendant
Ramala Balaswamy (Roda Mistry Campus) - Library
Mr. Ravinder – Security Guard, Kothur campus
Md. Awais - Office Attendant
Girija Shashidaran - Hostel Caretaker
Srinivas S - Hostel Caretaker
Shravani - Hostel Caretaker
Arunaveni - Hostel Caretaker
Mr. Khaleem - Driver
Devaramaina Ashok - Driver
Vallapu Ravi Kiran - Driver
Management Committee &
9. Dr. Jayasree Subramanian, Faculty Co-ordinator, M.A. Education
10. Dr. Rekha Pappu, Faculty Co-ordinator, M.Phil.
11. Dr. U. Vindhya, Faculty Co-ordinator, M.Phil.
Women’s Studies
12. Dr. Surya Prakash Upadhyay, Faculty Co-ordinator, B.A.Programmes
13. Mr. Varun Ramachandruni, Co-ordinator, Experiential Learning & Campus Placement
1. Prof. Lakshmi Lingam, Deputy Director (Chairperson, Management Committee)
2. Prof. Padmini Swaminathan – Chairperson,
School of Livelihoods & Development
3. Dr. Rekha Pappu – Chairperson, Azim Premji
School of Education
4. Dr. Aseem Prakash – Chairperson, School of
Public Policy & Governance
5. Prof. U.Vindhya – Chairperson, School of
Gender Studies
6. Mr. Narendra Babu, Chairperson, Admissions
& Students’ Affairs
7. Dr. Apparao T., Chairperson, Social Protection
Prof. Padmini Swaminathan, Convenor
Dr. Suneetha Achyuta (External Expert)
Mr. P. Narendra Babu (Member)
Ms.Jyoti Bhosale (Member)
Mr.Dulan Borauh (Member – Student Representative)
6. Ms. Nancy Thumalagunta (Member – Student
7. Ms. Shipra Jain (Member – Student Representative)
8. Ms. Sumangly Suresh ((Member – Administrative Representative)
1. Prof. U. Vindhya, Chairperson, Academic Programmes & Students’ Counselling Centre
2. Mr. Narendra Babu Palla, Chairperson, Admissions & Students’ Affairs
3. Dr. Apparao T., Faculty Co-ordinator, Foundation Courses
4. Dr. Ipsita Sapra, Faculty Co-ordinator, Research & Development
5. Dr. Nilanjana Ray, Faculty Co-ordinator, M.A.
Women’s Studies
6. Dr. Srinivas Surisetti, Faculty Co-ordinator,
M.A. Rural Development & Governance &
Roda Mistry Campus Incharge
7. Dr. Aseem Prakash, Faculty Co-ordinator,
M.A. Public Policy and Governance
8. Dr. Sunny Jose, Faculty Co-ordinator, Development Studies
Student Name
Dissertation Topic
Parvatham Spandana
A Study on Knowledge, Attitude, Practices among Adolescent Girls on Health
and its Critical Determinants: An exploratory study in Chinchode village,
Farooqnagar Mandal, Mahabubnagar Dist., Telangana.
Paulianthang Guite
Challenges in Immunization of Children: A Study in Rural areas of
Mahabubnagar District of Telangana.
Rupam Kumari
A Study in Effectiveness of Health System to Prevent/ Control Non
Communicable Diseases, Mahabubnagar district of Telangana.
Minakshi Patel
A study of awareness of Janani Suraksha Yojana(JSY) among ANCRegistered Women in Mahbubnagar district of Telangana
V Souparna
Cries Unheard: An Attempt to Understand the Differences in Attitudes of
Parents Towards their Male and Female Children. Is there a Gender Bias?
P Nivedita Aduri
Tracing the Trajectory of a Textile Enterprise: A Case Study of Chandana
Arvind Sai Chennupati
Yarn Dynamics - Affect of Price Volatility and its Availability on Cotton
Handloom Weavers.
Usha Rani
Handloom Reservation Act: An Empirical Study on Operation of the Act.
Roop Singh Meena
Work load Analysis of ANM A study in rural areas of Faroognagar Mandal in
Mahabubnagar District of Telangana.
10 Chandan Kumar
Health System Response to Non Communicable Diseases: A study in rural
areas of Mahabubnagar District of Telangana
11 Aakansha
Perception of Inter-generational Changes in the lives of Children of SHG
women: An Exploratory Study in Telangana
12 P Sharavani
ASHA – Bridging the Gap between Community and Public Health Care in
13 Rajneesh R B
Life Styles and Non Communicable Diseases: A study in Mahabubnagar
District of Telangana
14 Laxmi Manik Jambulkar
A Study of Socio Economic Status of Handloom Weavers in Yemmiganur of
Kurnool District, Andhra Pradesh
15 Tanveer Raeni
Health Seeking Behaviour of the Adolescents in Mahabubnagar.
Student Name
16 Aashna Singh
Dissertation Topic
‘Girls’ Education in a Madrasa: A Case study of Madrasa Islamia Darul Uloom
17 Sai Jaswanth
‘Career Aspirations of Students in a Government and a Private School in
18 Sashwatha Sridhar
‘A Cross-Sectional Study on School Students’ Responses to Moral Dilemmas’
19 Sharola Sakkari
‘Understanding the Nature of Questioning in the Context of Middle School
Hyderabad: A Comparative Analysis’
20 Shwetha Govindan
‘Teaching and Learning of Civics: A Study of Select Secondary Schools in
21 Prerana Tripathy
‘An Exploratory Study to Analyze the Factors Contributing to Building
Academic Self Concept’
22 Pranjali Kulakarni
‘Coping with English: A Critical Analysis of English Language Acquisition
Process by Vernacular Students Pursuing Higher Education through English
as Medium of Instruction’
23 Gouthami Patra
‘Struggle of Vernacular Students to cope with English Language’
24 Tarique Akhon
‘Modern Education In Madrasas: A Study of Madrasas in Hyderabad’
25 Munawar Khasim
Extrinsic and Intrinsic Factors behind school dropouts in Hyderabad
Student Name
26 Sai Madhuvani Yella
Dissertation Topic
Impact of Processed Food on the Daily Dietary Intake: A study of Lower
Income Group of Hyderabad
27 Aditya Sinha
Liberalization and the Industrial Pollution: A Study of Industrial Pollution in
Patancheru, Medak.
28 Kiran Johnson
A Case study on Challenges faced by Women employees working in Retail
Sector in Hyderabad.
29 Himan Mohapatra
E-governance – Implementation and Constraints: A study of E-seva and
Internet Cafes in Hyderabad.
30 Amrit Panda
Odia Migrants in the Restaurant Sector in Hyderabad
31 Aila Bandagi
Emerging Urban Markets and its impact on Handloom Weavers: A study of
Handloom Retail Outlets in Hyderabad.
32 Priyanka Bandi
Repatriation of NRIs to India: A Study in the City of Hyderabad
33 Abhinay Chaturvedi
Remittances and its Effects: A Comparative study of Middle East and US
34 Anand Kumar
Impact of Neoliberalism on Carpet Industry: A study in the areas of
Charminar and Shilparamam in Hyderabad, Telangana
35 Ambu G.
Impact of liberalisation on Water Management Policies: A Study of
Patancheru Industrial Cluster, Hyderabad.
36 Deepak Sudevan
The Story of Manihars in Hyderabad: An Ethnographic study on the Bangle
Making Community of Laad Bazar in Hyderabad
37 Gowry Mallisery
Understanding Women’s (In)Accessibility to Public Toilets: A study of Public
Toilet System in the City of Hyderabad.
38 Priyanka Priyadarshini
Part-time jobs: A Medium to Make Higher Studies Affordable (A study in the
City of Hyderabad).
39 Lakshmi Haridas
Internationalisation of Higher Education in Hyderabad: A study of
International Relations of Universities in Hyderabad, Telangana
40 Prakhyathi Masireddy
Queer Activism: The Functioning and Dynamics involved in the Execution of
Informal Queer Groups: A study in the City of Hyderabad
41 Prachiti Bhuskute
Contents and Discontents of Microfinance: The case of Microfinance
Institutions in Hyderabad
Student Name
42 Mohd. Janser Khan
Dissertation Topic
A Ground Level Analysis of Internationalization of Higher Education in
Hyderabad Based on Osmania University and English and Foreign Language
43 Pooja Gupta
Home-based Women Workers: Contextualizing their Situation (A study in
the City of Hyderabad)
44 Priyanshu Barodia
Begum Bazaar: Continuity and Change
45 Sheetal Dhondu N
Transforming Qawwali: A case study in Yousufain Dargah
46 Mahika Kaur Jaswal
From Udipi Café’s to Starbucks: A study of International Coffee Houses in
47 Soham Dasgupta
Tourism in India: A case study of Hyderabad
48 Vibhor Chowdhary
Deccani Sikhs – The Sikhs of Hyderabad
49 Prabhujeet Panda
Informal Public Transportation in Hyderabad
50 N. S. S. Vaishnavi
Impact of Television on Young Adolescents
51 Abhishek Kumar
Emergence of Cab Industry in Hyderabad
52 Anna Elias
Urban poverty and slums: A case study of ‘Durga Bhavani Basti’, Hyderabad
53 Akash Mukherjee
Understanding Masculinity: A study of Gymnasiums in Hyderabad
54 Kamlesh Kumar Meena
Community Health Insurance Schemes and Its Implications: A Study in
Hyderabad, Telangana
Student Name
Dissertation Topic
Abhinav Pandey
Women SHG Program Supported by Department for International
Development (DFID): A Study in Patna District of Bihar
Ameerah Hasnain
Fertility Ratios and Contraceptive Practices: Perceptions and Anxieties of
Muslims in India: A study of Muslim population in New Delhi.
Amjad Abbas
Changes in Cropping Pattern and its Impact on the Livelihoods: a study
among Tribal Communities of Attappady, Kerala
Anil Goud Battini
Women’s Collectives in Agriculture: A Study of Women engaged in Collective
Farming in Devarakadra Mandal of Mahabubnagar District, Telangana
Ankita Kaul
Handloom Weaving: Livelihood or Legacy-A study of Samba handloom
cluster in Jammu and Kashmir
Arun Jyoti Das
A Comparative Study on Worker’s Participation under NREGA Scheme
between two Development Blocks in Assam
Dinesh Soren
Tribal Migration: Driving Factors and its Implications on Livelihood: A Study
at Jaridih Block of Bokaro District, Jharkhand
Dulan Boruah
Handloom Clustering for Sustainable Livelihoods: A Study of Cluster
Development Initiative in Dhansiri, Assam
Jagannath Dasgupta
Future of Handloom: Livelihood or Legacy?: A Study of Santipur and Phulia
clusters in Nadia District of West Bengal
10 Jitendrakumar Mohanlal
Handful of Hopes: A Comparative Study of Handloom Clusters in Kutch
11 Kanuparthi Krishna
Livelihoods, Vulnerabilities and Occupational Diversification: A Study of
District of Gujarat
Chenchus of Mahbubnagar District
12 Lakshmi Tejaswini Kaveti Examining the Role of Mahila Sangha and its implication on Attitudes
towards Girl Child Education: A Case Study of Gattu Mandal
13 Manish Prasad
A Study on the Education Initiatives undertaken by Coco-Cola as a part of
CSR Activities in five Government Schools in Patna, Bihar
14 Mrityunjay Kumar
Effectiveness of Watershed Programme: A CSR initiative by Reliance
15 Navnath Maniksing Gore Participatory Planning in Local Self Government: An Analysis of Two Villages
from Marathwada Region of Maharashtra
16 Nayan Tej Reddy
Cooperative Enterprise: A Case Study of Chenetha Colour Weaves Pvt Ltd
Student Name
17 Parvati Mohan
Dissertation Topic
Medical Response to Domestic Violence: An exploratory study based in
18 Praveen Prasad
Sustainable Agricultural Initiative of CSR and its Impacts: A comparative
study of the villages of CSR and Non-CSR Activities in Deoghar District,
19 Rajsekhar Maddila
An Appraisal on Sustainability of Value Chain of Sorghum: A special reference
to on-farm related backward integration component
20 Saity Roy
Tribal Livelihoods in Post Joint Forest Management Era: A Study in the West
Midnapore District of West Bengal
21 Shashank Gahlot
of Rajpura-Patalwas clusters in Jaipur District of Rajasthan
22 Sindhura Chilumulla
Intersection of Vulnerabilities: Single women in Makthal Mandal of
23 Dinesh Soren
Future of Handloom in India: Livelihood or a Legacy”: A study of Manpur a
natural cluster in Gaya District of Bihar.
24 Tejendra Kumar Meena
Handloom Sector in India: A Study of Kota Doria Cluster, Kaithun, Kota,
25 Udit Khanduri
MGNREGA implementation across two blocks in Uttarakhand: A Study of
participation and factors involved
26 Vikash Kumar
Livelihood or a Legacy: A Study of Handloom clusters in Ranchi District of
27 Zair Hussain Zairi
Handloom industry through Weavers’ lens: A case Study of Pashmina shawl
industry in Srinagar district of Jammu and Kashmir
28 Aikantika Das
Examining Gender Socialization Practices Across Two Generations of
Females in Rural and Urban Delhi
29 Rishi Upadhyay
Daily commuting of wage labourers from urban peripheries and nearby
villages to cities: Understanding the preference over circular and permanent
30 Ritwik Mohapatra
Impact of Backward Rural Grant Fund Schemes on the Community through
Infrastructure Creation and Capacity Building of Local Institution: A Study in
Mayurbhanj District of Odisha
Student Name
Dissertation Topic
Alen John Samuel
Urban Slum Transformation: Conditions and Processes for Success : A Study
Of Karimadom Colony Slum Transformation Project in Thiruvananthapuram
District Of Kerala
Amrita Pradeep Pillai
An Elusive Culture: A Socio-Legal Inquiry into Corruption in the
Contemporary Indian Public Administration: A Study of the Kerala Public
Anandita M
Challenges in the Implementation of the Public Private Partnership Policy:
Hyderabad Metro Rail Project Case Study
Jyotsna Joshi
Regulation of Water Supply in Two-Tier Cities of Uttar-Pradesh: Case Study
of Lucknow
Milind Dilip Kamble
Industrialization in Small Cities: Current Status and Factors Affecting the
Growth of an Industrial Area A Case Study of Satara Industrial Area in Satara
District, Maharashtra, India
Namrata Borthakur
Urban Water Access: Formal and Informal Markets: A Case Study of
Navneet Joshi
The Case of Mitigating Congestion: Understanding its Political-Economy
through the Study of Haldwani-cum-Kathgodam Urban Agglomeration
Priyanka Bawa
Materialisation of Entitlements: A Study of Select Basic Amenities in Indian
States from 1991-2011
Sachin Kumar
Role of NGO and other Private Players in Capacity Building of Health
Workers: A Study in West Champaran District of Bihar
10 Shakti Sharan
Bottlenecks in Fruit Processing Industry and its Role in Employment
Generation: A Study In North Bihar on Litchi Fruit
11 Sunny Roy KC
Regulation of Information in Agriculture Markets: A Study of Onion Trading
In Kurnool Agriculture Market Yard
12 Vandana Baghotiya
Evaluation of the Effectiveness of State and Non State Interventions in
Skilling Youth: A Case Study In Delhi
Student Name
Dissertation Topic
Saeb Mullick
School Belongingness in Adolescents with Autism: An Exploratory Study
A. Akkilesu
Perceptions of Language Among Civil Service Aspirants: An Exploratory
Nilesh Gourkhede
Teachers’ Perceptions of Learning of the Disadvantaged Students in Private
Un-Aided Schools
Sima Kumari
Exploratory Case Study of Juvenile School with a Focus on Aspects of
Piyush Wankhade
Understanding the Perceptions of Employability Among Engineering
Abhijit Tagade
Education Inequality and Income Inequality: Causality Across Social Groups
in India
Atima Singh
Investigating the Perceptions of Elementary School Science Teachers About
Assessment and Learning
Anjali Milind
Assessing Students’ Performance in Primary Mathematics in Three Different
Socio-economic School Settings
Shipra Jain
Using Cases to Understand the Roles and Accomplishments of School
Management Committees
10 Ananya D. Chatterji
Development of Social Skills in Preadolescent Children: A Case Study
11 M. Manjusha
Quality of Midday Meal in Telangana: An Exploratory Study
12 Prachi Grover
Theory and Practice of Teaching English Grammar in a Middle School
13 Nandhini Nanjappan
A Study to Explore the Reasons Behind Girls’ Dropout in Dharmapuri District
of Tamil Nadu
14 Rupali S. Kadlak
Finding of No Detention Policy and its Impact on 9th Standard Push Out
Students in Mharaleshwar School of District Thane
15 T. Rana
A Comparative Study of the Education of Boys and Girls at the Elementary
Level in the Senapati District of Manipur
16 K.L.Narasimha Swamy
Understanding ‘Inclusion and Education’ from a Caste Perspective: Case
Study of the Idiga Caste in Karnataka
Date and Year
Name and Affiliation of the speaker Title of the talk
Dr. Sharada Srinivasan,
Daughter deficit, cross-region
Canada Research Chair in Gender,
marriages and gender relations in
Justice and Development.
Namakkal, Tamil Nadu, India
George Abraham, SCORE Foundation/
Is Inclusion Really Understood?
Project Eyeway
Dr.Praveen Kumar, IPS
Telengana Residential Schools:
TSSWRIES, Telangana
Mission Payback
Dr. Jeffrey W. Mantz,
The Slow Road to Tatarus:
National Science Foundation, USA
Technological Fetishism, Materiality,
and the Trafficking in ‘Conflict
Dr. Bhavani Arabandi, Ithaca College,
Where are the missing women?
Fulbright Fellow at TISS Hyderabad
Visible and Invisible barriers to
Women’s Labor Force Participation
Prof.Purushottama Bilimoria, Deakin
Science and Religion: the C V
University in Australia
Ramana Legacy and Saga
Mr. Pankaj Sekhsaria, Assistant
The Andaman & Nicobar - An Island
Professor, TISS Hyderabad
Prof.Kancha Ilaiah, former head of
Indian Education: Pot vs Sanskrit
the Department of Political Science at
Osmania University, Hyderabad
10 03/03/2015
11 04/03/2015
12 11/03/2015
Ms.Roja Lakshmi, Post Doctoral Fellow, Research Methods in Social Science
University of Hyderabad
Prof.Marcia Rioux, York University,
The Goal of Diversity is Social
Toronto, Canada
Justice: where is Disability?
Prof.Betsy Hartmann, Hampshire
Population Politics Today: Gender,
College, Amherst, MA, USA
Climate, and Strategic Demography
Prof.Nina Asher, University of
“The Meaning of Happiness has
Minnesota-Twin Cities, USA
Changed due to Globalization:”
Identities, Cultures, and Education
in an Economically Liberalized,
Postcolonial India.
13 18/03/2015
Prof.Nina Asher, University of
Curriculum reforms in Telangana
Minnesota-Twin Cities, USA
State – The nature and processes
Students for the First Convocation
(5 May 2015)
Bindu Tirumalai Ramadas
Elcy Pinto
Sunil Sonavane
Neha Dhingra
Jyoti Bania
Tamogini Das
Thummalagunta Nagamma
Abhinav Pandey
Kanuparthi Krishna Kashyap
Udit Khanduri
Ameerah Hasnain
Lakshmi Tejaswini Kaveti
Vikash Kumar
Amjad Abbas
Manish Prasad
Zair Hussain Zairi
Anill Goud Batini
Mritunjay Kumar
Aikantika Das
Ankita Kaul
Navnath Manikisingh Gore
Rishi Upadhyay
Arun Jyoti Das
Nayan Tej Reddy
ritwik Mohapatra
Dinesh Soren
Praveen Prasad
Shashank Ghalot
Dulan Boruah
Rjsekhar Maddila
Sindhura Chilumulla
Jagannath Dasgupta
Saity Roy
Supriya Kumari
Jitendra Kumar Mohanlal Garva
Tejendra Kumar Meena
Parvati Mohan
Alen John Samuel
Namrata Borthakur
Sunny Roy
Amrita Pradeep Pillai
Navneet Joshi
Vandana Baghotiya
Anandita M
Priyanka Bawa
Jyotsna Joshi
Sachin Kumar
Milind Dilip Kamble
Shakto Sharan
A Akkilesu
Nilesh Harichandra Gourkhede
Abhijit V.Tagade
Prachi Grover
Ananya Debashish Chaterji
Rana T
Anjali Milind
Rupali Suresh Kadlak
Atima Singh
Saeb Mullick
Manjusha Maragani
Sima Kumari
Nandhini Nanjappan
Shipra Jain
Narasimha Swamy K.L
Piyush Yashwant Wankhede
Aashna Singh
Pooja Gupta
Minakshi Patel
Abhishek Kumar
Prachiti Bhuskute
Parvatham Spandana
Prakhyathi Masireddy
Pranjali Shrikant Kulkarni
Prerana Tripathy
Priyanka Priyadarshini
Ambu G
Priyanka Bandi
Prabhujeet Panda
Amrit Panda
Priyanshu Barodia
Rupam Kumari
Anand Kumar
Rajaneesh R.B
P. Shravani
Anna Elias
Roop Singh Singh Meena
Goutami Patra
Usha Rani Budumuru
Sai Jaswanth Punyamurthy
Gowry Mallissery
Himan Mohapatra
Sai Madhuvani Yella
Kiran Johnson
K. Aila Bandagi
Sashwatha Sridhar
Mahika Kaur Sarjit Jaswal
Lakshmi Haridas
Sharola Sakkari
Arvind Sai Chennupati
Laxmi Manik Jambhulkar
Sheetal Dhondu Nimbalkar
Deepak Sudevan
Md. Tanveer Raeni
Shwetha Govindan
Kamalesh Kumar Meena
Mohamed Jansher Khan
Sohom Dasgupta
Souparna V
Munawar Khasim E.K
Tarique Abdullah Akhon
Abhinay Chaturvedi
Nidumolu Sai Srividya Vaishnavi
Vibhor Choudhary
Akash Mukherjee
Padmasri Nivedita Aduri
Chandan Kumar
Paulianthang Guite
Academic Prize/Shield/Certificate
Institute Gold Medal to the Best Student in “Rural
Development and Governance”
Jagannath Dasgupta
Institute Silver Medal to the Second Best Student in
“Rural Development and Governance”
Saity Roy
Prize to the Best Research Project in “Rural
Development and Governance”
Lakshmi Tejaswini Kaveti
Institute Gold Medal to the Best Student in “Public Policy
and Governance”
Priyanka Bawa
Institute Silver Medal to the Second Best Student in
“Public Policy and Governance”
Namrata Borthakur
Prize to the Best Research Project in “Public Policy and
Priyanka Bawa & Jyotsna Joshi
Institute Gold Medal to the Best Student in “Education”
Saeb Mullick
Institute Silver Medal to the Second Best Student in
Ananya Debashish Chatterji
Prize to the Best Research Project in “Education”
Ananya Debashish Chatterji
Institute Gold Medal to the Best student in “B.A Social
Shwetha Govindan
Institute Silver Medal to the Second Best student in “B.A
Social Sciences”
Kulkarni Pranjali Shrikant
Prize to the Best Research Project in “B.A Social Sciences”
Mr.Aditya & Mr.Amrit Pande
Tata Institute of Social Sciences,
S.R Sankaran Block,
TSIPRD Campus,
Telangana – 500030
Tata Institute of Social Sciences,
Roda Mistry College of
Social Work & Research Center,
Opposite to BioDiversity Park,
Telangana – 500008
(040) 24017701/02/03