(SoHSS) School of Humanities and Social Sciences

Shiv Nadar University is a comprehensive, multidisciplinary, research-focused, and student-centric University offering a full range of academic programs at the undergraduate, postgraduate and doctoral level. With state-of-the-art infrastructure, the University comprises of academic wings, sophisticated labs, international standard sports facilities, amphitheaters, auditorium, conference rooms and smart classrooms. The University&rsquo;s goal is to become internationally recognized for the quality of its research and creative endeavors and their applicability to improving quality of life, generating new insights and expanding the boundaries of human knowledge creativity. Committed to excellence in teaching, research and service, the University aims to serve the higher education needs of India and the world beyond.

Shiv Nadar University

International Relations and Governance Studies

Doeguling: A Wish-Fulfilling Land. Re-imagining Doeguling Tibetan Settlement Magazine. July 2021

‘The Informal Waste Sector: ‘Surplus’ Labour, Detritus, and the Right to the Post-colonial City’ in Philippe Cullet and Sujith Koonan (eds.) Research Handbook on Law, Environment and the Global South (Cheltenham: Edward Elgar, 2019), pp.452-476

‘The Commodification of India’s Health Care Services: Public Interest, Policy and Costly Choices’ in Keshav Desiraju, Sanjay Nagral and Samiran Nundy (eds.) Healers or Predators? Healthcare Corruption in India (Delhi: Oxford University Press India, 2018), pp.61-85

‘Assessing the Inclusiveness of Government Flagship Programmes: The Case of the National Rural Health Mission (NRHM)’ in A. K. Shiva Kumar, P. Rustagi and R. Subrahmanian (eds.) India’s Children: Essays on Social Policy (New Delhi: Oxford University Press India, 2015), pp. 350-373

‘The Political Economy of Capitalism, ‘Development’ and Resistance: The State and Adivasis of Mainland India’, co-authored with Rajesh Bhattacharya and Snehashish Bhattacharya, Oxfam India Commissioned Report, 2015, pp.1-62.

Poverty Invisibility Litigation? Indian Express Op-ed, 13 March 2010

The Dalai Lama and Social Media, Lost in Mistranslation. The Wire, 22 July 2019

This article is an ethnographic account of a course I designed and taught in my university to mostly non-humanities, engineering and science undergraduate students from diverse backgrounds. In it, I consider the possibility of a pedagogical approach to teach what it means to construct a field in anthropological terms during a classroom based teaching module. I suggest that one can approach the construction of a field within the classroom by using disturbance as a pedagogical tool. Drawing from Anna Tsing’s formulation of “disturbance as an analytical tool” I demonstrate how we can construct a field pedagogically by disturbing the certitude of the known and by reimagining the modes of seeing and hearing the familiar. The ethnographic elucidation of this paper is essentially work produced from this class – images created from within the university, influenced by a question asked by students and accompanying soundscapes produced by students’ themselves – which demonstrates the possibility of constructing a field by, in a sense, hearing images and seeing sounds. &nbsp;

Sociology

Fulltext

Teaching Anthropology

Hearing Images, Seeing Sounds: Disturbance as Pedagogy

Economics

Journal of Economic Dynamics and Control

Expected utility versus cumulative prospect theory in an evolutionary model of bargaining

Why the Indian Media’s Leading Ladakh Expert Doesn’t Live up to the Billing. Newslaundry, 30 June 2020