SEMESTER – V

DEPARTMENT OF HISTORY
COURSES OFFERED BY DEPARTMENT OF HISTORY
Category I
[UG Programme for Bachelor in History (Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) – : History of India – V: c. 1500 – 1600

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – V: 4 3 1 0 12 th Pass Should have
c. 1500 – 1600 studied History
of India
– IV: c. 1200 –
1500

Learning Objectives
The course is intended to engage students into a critical discussion of political, institutional and
cultural processes that led to the establishment and consolidation of theMughal state in India. It
also provides a basic understanding of major developments in other regions of the Indian sub-
continent not ruled by the Mughals in the sixteenth century. The students would familiarise
themselves with the nature and variety of sources as well as the diverse and uneven ways in which
historians have treated and interpreted them

Learning outcomes
Upon completion of this course the student shall be able to:
• Critically evaluate major sources available in Persian and vernacular languages forthe
period under study
• Compare, discuss and examine the varied scholarly perspectives on the issues ofthe
establishment and consolidation of the Mughal state.
• Explain the religious milieu of the time by engaging with some prominent religious
traditions.
• Discuss how different means such as visual culture was used to articulate authorityby the
rulers
• Discern the nuances of the process of state formation in the areas beyond thedirect
control of the Mughal state.

SYLLABUS OF DSC
Unit I: Sources and Historiography
1. An overview of Persian Literary Traditions
2. Vernacular Literature- Brajbhasha and Telugu/Tamil

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Unit II: Political Formations and Institutions
1. Mughal state- Role of Military tactics and technology; Changing notions ofKingship
; Institutions (Evolution of Mansab, Jagir and land revenue system)
2. Rajput and Ahom Political culture
3. Formation of Nayaka states of Madurai, Thanjavur and Jinji

Unit III: Political and Religious Ideas

1. Sulh-i-kul and Akhlaqi tradition; Ideological challenges
2. Vaishnava Bhakti Traditions of North India
3. Shaivite traditions

Unit IV: Visual culture and articulation of Authority

1. Fatehpur Sikri.
2. Chittor Fort.
3. Temples and Gopurams of the Nayakas: Meenakshi temple

Practical component (if any) – NIL

Essential/recommended readings

Unit I. This unit introduces students to the available Persian and vernacular literary sources
for the study of the period under study. It also provides an opportunity to the students
to critically analyse these sources based on their modern historiographical
interpretations. (Teaching Time: 9 hrs. approx.)
Essential Readings:
• Rizvi, S. A. A. (1975)- Religious and Intellectual History of the Muslims During the Reign
of Akbar (1556-1605), Delhi: Munshiram Manoharlal
• Truschke, Audrey (2016). Culture of Encounters, New Delhi: Penguin Allen Lane,
(Chapter 4 ‘Abul Fazl Redefines Islamicate Knowledge and Akbar’s Sovereignty’, pp.
142- 165)
• Alam, Muzaffar (2004). Languages of Political Islam, Delhi: Permanent Black, (Chapter
4, ‘Language and Power’, pp. 115-140)
• Ali, S Athar. (1992). “Translations of Sanskrit Works at Akbar’s Court” Social Scientist,
vol. 20 no.9, pp, 38-45
• Busch, Allison (2005), “Literary Responses to the Mughal Imperium: the Historical
Poems of Kesavdas” in South Asia Research, Vol. 25, No.1, pp 31-54
• Busch, Allison (2010) “Hidden in Plain view: Brajbhasha poets at the MughalCourt”
• Modern Asian Studies. Vol. 44, No.2, pp 267-309
• Sharma, Sandhya (2011). Literature, Culture and History in Mughal NorthIndia,
1550- 1800, Delhi: Primus (Introduction and Chapter 5)
• Rao, V N, David Shulman, and Sanjay Subrahmanyam (eds.) (2001). Textures ofTime:
Writing History in South India 1600-1800, Delhi: Permanent Black
• Sreenivasan, Ramya (2014) “Rethinking Kingship and Authority in South Asia: Amber
(Rajasthan), Ca. 1560-1615.” Journal of the Economic and Social History of the Orient
57, no. 4, pp 549–86

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Unit II. This unit enables students to understand the various contexts and processes involved
in the establishment and consolidation of the Mughal state encompassing such
themes as the role of military tactics and technology,legitimacy through innovative
notions of kingship and administrative institutions. Besides the Mughal state, it also
discusses other political formations, some of considerable resilience and importance
that complicated the processes of imperial integration. To provide a rounded picture
of these developments the unit also discusses the histories of the emerging Rajput
regimes. To underline the variegated nature of politics of this period, the unit also
studies the Nayaka state formation in South India. (Teaching Time- 15 hrs. approx.)
• Gommans, Jos J L. (2002). Mughal Warfare: Indian Frontiers and Highroads to
Empire, 1500-1700, London and New York: Routledge
• Gommans, Jos J L & Dirk H A Kolff, eds. (2001). Warfare and Weaponry inSouth
Asia 1000-1800, New Delhi: OUP, (Introduction)
• Streusand, Douglas E. (1989). The Formation of the Mughal Empire, Delhi:
Oxford University Press
• Tripathi, R P. (1959). Some Aspects of Muslim Administration. Allahabad: TheIndian
Press. (Chapter on ‘Turko-Mongol Theory of Kingship’)
• Khan, I.A. (1972). “The Turko-Mongol Theory of Kingship”, in K A Nizami (Ed.).
• Medieval India-A Miscellany, Vol. II, London: Asia Publishing House.
• Richards, J F. (1996). The Mughal Empire, Cambridge, Cambridge University Press.
(Introduction & Chapters 1-4)
• Alam, M and S Subrahmanyam (eds.) (1998). The Mughal State, 1526-1750, Delhi:
OUP, (Introduction)
• Ali, S Athar (Revised 1997) -The Mughal Nobility Under Aurangzeb, Delhi: Oxford
University Press (Chapter 2)
• Moosvi, Shireen. (1981). “The Evolution of the Mansab System under Akbar until
1596- 97”, Journal of the Royal Asiatic Society of Great Britain & Ireland, Vol. 113 No.
2, pp. 173-85,
• Habib, Irfan (1999), The Agrarian System of Mughal India (1556-1707), OUP, New Delhi
(Chapter 6)
• Khan, IqtidarAlam (1968). “The Nobility Under Akbar and the Development of his
Religious Policy ,1560-80”, Journal of Royal Asiatic Society, No 1-2 , pp.29- 36
• Ziegler, Norman P (1998)- “Some Notes on Rajput Loyalties During the MughalPeriod”
in John F. Richards, (Ed.). Kingship and Authority in South Asia, Delhi: Oxford University
Press, pp. 242-284.
• Zaidi, S Inayat A. (1997). “Akbar and Rajput Principalities- Integration into Empire” in
Irfan Habib (ed.) Akbar and His India, Delhi: Oxford University Press
• Chandra, Satish. (1993). Mughal Religious Policies, The Rajputs and The Deccan, Delhi:
Vikas Publishing House.
• Balabanlilar, Lisa (2013). Imperial Identity in the Mughal Empire, New Delhi: Viva
Books. (Introduction and Chapters 1 and 2)
• Rao, V N, David Shulman, and S. Subrahmanyam (1992). Symbols ofSubstance: Court
and State in Nayaka Period Tamilnadu, Delhi: Oxford University Press
• Rao, V, & Subrahmanyam, S. (2012). ‘Ideologies of state building in Vijayanagara and
post-Vijayanagara south India: Some reflections’ In P. Bang& D. Kolodziejczyk (Eds.),
Universal Empire: A Comparative Approach to Imperial Culture and Representation in
Eurasian History, Cambridge,Cambridge University Press, pp 210-232

82
 • Dirks, Nicholas B (2007). The Hollow Crown. Ethnohistory of an Indian Kingdom,
• Cambridge: Cambridge University Press (Introduction)
• Howes, Jennifer (2003). The Courts of Pre-colonial South India, London: Routledge.
(Introduction and Chapter 3)
• Karashima, Noboru (1985). “Nayaka Rule in North and South Arcot Districts in South
India During the 16th Century”, Acta Asiatica, Vol. 48, pp. 1-25

UNIT III: This unit seeks to capture the political and religious milieu of the times focussing on
developments in Indian Islam as well as more generally on cross- cutting ideas in
circulation in north India manifested in the teachings of Vaishnava Bhakti saints.
(Teaching Time: 12 hrs. approx.)
• Rizvi, S.A.A. (1975). Religious and Intellectual History of the Muslims During the Reign
of Akbar (1556-1605). New Delhi: Munshiram Manoharlal
• Alam, Muzaffar (2004). The Languages of Political Islam: India (1200-1800), Delhi:
Permanent Black (Introduction, Chapters 2 and 5)
• Ali, S Athar (2008), “Sulh-i-Kul and Religious Ideas of Akbar” in Mughal India: Studies
in Polity, Ideas, Society and Culture, Delhi: Oxford University Press
• Moosvi, Shireen (2007). “The Road to Sulh-i-Kul: Akbar’s Alienation from Theological
Islam” in Irfan Habib (ed.) Religion in History, Delhi: Tulika
• Friedman, Yohanan (1971), Shaykh Ahmad Sirhindi: An Outline of His Thought and a
Study of His Image in the Eyes of Posterity, McGill- Queen’s University Press, Montreal
(Introduction)
• Lorenzen, David N. (1995). Bhakti Religion in North India: Community Identity and
Political Action, New York: State University of New York Press (Introduction)
• Chatterjee, K. (2009). “Cultural Flows and Cosmopolitanism in Mughal India: The
Bishnupur Kingdom”, Indian Economic and Social History Review, vol. 46, No. 2, pp.
147- 82.
• Dalmia, Vasudha (2015), ‘Hagiography and the “other” in the Vallabha Sampradaya’
in Vasudha Dalmia and Munis D Faruqi (eds), Religious Interactions in Mughal India,
New Delhi, OUP.
• Stewart, Tony K (2013), ‘Religion in Subjunctive: Vaishnava Narrative Sufi Counter-
Narrative in Early Modern Bengal’, The Journal of Hindu Studies, Vol 6, pp 52-72

Unit IV: This unit focuses on the nuanced usage of visual culture (particularly architecture) an
effective means to articulate authority by rulers of different backgrounds and political
ambitions. (Teaching Time: 9 hrs. approx.)
• Asher, Catherine B. (1992). Architecture of Mughal India, Cambridge: Cambridge
University Press (PP 51-74)
• Brand, Michael, and Glen D Lowry (Eds.). (1987). Fatehpur Sikri, Bombay: Marg
Publications (Chapters 2-7)
• Koch, Ebba. (2002). Mughal Architecture: An Outline of its History and Development,
1526-1858, New Delhi, New York: Oxford University Press (Introduction, Chapter on
Akbar)
• Sharma, Rita and Sharma, Vijay (2020), Forts of Rajasthan, Rupa Publications
• Jaweed, Md Salim (2012), ‘Rajput Architecture of Mewar From 13th to 18th
Centuries”,
• PIHC, Vol 73, pp 400-407

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 • Asher, Catherine B (2020), ‘Making Sense of Temples and Tirthas: Rajput Construction
Under Mughal Rule’, The Medieval History Journal, Vol 23, Part1, pp 9-49
• Tillotson, Giles Henry Rupert (1987). The Rajput Palaces: The development of an
architectural style, 1450-1750. Yale Univ. Press, (Chapters 1-3)
• Mitchell, George. (1995). Architecture and Art of Southern India: Vijayanagara and the
Successor States 1350-1750, Cambridge: Cambridge University Press
• Eaton, Richard M. And Phillip B. Wagoner. (2014). Power, Memory, Architecture:
Contested Sites on India's Deccan Plateau, 1300-1600. New Delhi:Oxford University
Press. (Chapters 2 and 3)
• Karashima, Noboru (2014). A Concise History of South India: Issues and
Interpretations,
• New Delhi,Oxford University Press. (Section 6.1-6.6)
• Rao, V N, David Shulman, and S. Subrahmanyam. (1992). Symbols of Substance: Court
and State in Nayaka Period Tamilnadu, Delhi: Oxford University Press

Suggestive readings
• Eaton, Richard (2019). India in the Persianate Age, 1000-1765, New Delhi, Penguin
Allen Lane (Chapter 5).
• Kolff, Dirk H.A. (1990). Naukar, Rajput and Sepoy: the Ethnohistory of the military
labour market in Hindustan, 1450-1850. Cambridge: Cambridge University Press, pp.
1-116 (valuable for the social contexts of political and military expansion in the 16th
century).
• Talbot, Cynthia (2013), ‘Becoming Turk the Rajput Way: Conversion & Identity in an
Indian Warrior Narrative’, Richard Eaton et al, Expanding Frontiers in South Asian and
World History, Essays in Honour of JF Richards, Cambridge University Press
• RaziuddinAquil. (2007). Sufism, Culture and Politics: Afghans and Islam in Medieval
North India, Oxford: Oxford University Press.
• Richards, J F. (1998). “The Formulation of Imperial Authority under Akbar and
Jahangir” in Kingship and Authority in South Asia, Delhi: Oxford University Press, pp.
285-326.
• Sharma, Krishna (2003). Bhakti and Bhakti Movement, Delhi: Munshiram Manoharlal
Publishers
• Habib, Irfan (ed.1997) Akbar and His India, Delhi: Oxford University Press
• Siddiqui, N A. (reprint 1989). Land Revenue Administration under the Mughals(1700-
1750). New Delhi: Munshiram Manoharlal Publishers
• Chandra, Satish. (Ed.) (2005). Religion, State and Society in Medieval India: Collected
Works of Nurul Hasan, Delhi: Oxford University Press
• Aquil, Raziuddin and Kaushik Roy (2012)- Warfare, Religion and Society in Indian
History, Delhi: Manohar publishers and Distributors (Chapters 3 and 4)
• Nizami, K A (1983). On History and Historians of Medieval India, New Delhi: Vedic
Books
• Spear, Percival (2009). “The Mughal Mansabdari System” in Edmund Leechand S
N Mukherjee (eds.) Elites in South Asia, Cambridge: Cambridge University Press
• Alam, Muzaffar (2021). The Mughal and the Sufis: Islam and Political Imagination in
India, Ranikhet: Permanent Black, pp 1-93 (Chapters 1 and 2)
• Talbot, Cynthia, and Catherine B Asher (2006). India Before Europe, Cambridge:
Cambridge University Press

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 • Bahugana, R.P. (2008). “Kabir and other Medieval Saints in Vaishnava Tradition”, PIHC,
Vol. 69, pp 373-383
• Rezavi, Nadeem, (2013) Fatehpur Sikri Revisited, OUP. Readings in Hindi Medium
• Chandra, Satish (2018). Madhyakalin Bharat (Part II), Sultanat se Mughal Ka lTak, New
Delhi: Jawahar Publishers & Distributors
• Habib, Irfan (Ed.).(2000). Madhyakalin Bharat, (Vols. 1-8, relevant articles), New Delhi:
Rajkamal Prakashan
• Habib, Irfan (Ed.). (2016). Akbar Aur Tatkaleen Bharat, New Delhi: Rajkamal Prakashan
• Habib, Irfan. (2017). Madhyakalin Bharat ka ArthikItihas: Ek Sarvekshan, NewDelhi:
Rajkamal Prakashan
• Verma H C. (Ed.) (2017). Madhyakalin Bharat (Vol. II) 1540-1761, HindiMadhyam
Karyanvan Nideshalaya, Delhi University
• Mukhia Harbans (2008), Bhartiya Mughal, Urdu Bazaar, New Delhi

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

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 DISCIPLINE SPECIFIC CORE COURSE – 2 (DSC-2): History of India – VI: c. 1750 – 1857

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – 4 3 1 0 12 th Pass Should have
VI: c. 1750 – 1857 studied History
of India
– IV: c. 1200 –
1500

Learning Objectives
The paper introduces students to key features of the 18th century in the Indian subcontinent. It
analyses the interface between the 18th century kingdoms and the early colonial state. The pa-per
also discusses the processes by which the British East India Company transformed itself into a state
and gradually consolidated its position over a vast expanse. Apart from the evolution of colonial
institutions of governance and developing forms of colonial exploitation, the paper also highlights
the interface between Company Raj and indigenous elite on various social issues. The paper
concludes with a critical survey of peasant resistance to colonial agrarian policies, and the 1857
revolt against the Company Raj.

Learning outcomes
Upon completion of this course the student shall be able to:
• Outline key developments of the 18th century in the Indian subcontinent.
• Explain the establishment of Company rule and important features of theearly
colonial regime.
• Explain the peculiarities of evolving colonial institutions and their impact.
• Elucidate the impact of colonial rule on the economy.
• Discuss the social churning on questions of tradition, reform, etc. during thefirst
century of British colonial rule.
• Assess the issues of landed elites, and those of struggling peasants, tribals and
artisans during the Company Raj.

SYLLABUS OF DSC
Unit I: India in the mid-18th Century: society, economy, polity and culture

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 1. Issues and Debates
2. Continuity and change

Unit II: Colonial expansion: policies and methods with reference to any two of the following
Bengal, Mysore, Marathas, Awadh, Punjab and the North- East

Unit III: Colonial state and ideology

1. Imperial ideologies: Orientalism, Utilitarianism, and Evangelicalism
2. Indigenous and colonial education

Unit IV: Economy and Society

1. Land revenue systems and its impact
2. Commercialization of agriculture
3. De-industrialization

Unit V: 19th Century: Reforms and Revival

1. Young Bengal, Brahmo Samaj, Prathana Samaj, Faraizis and Wahabis, AryaSamaj
2. Discourse on Gender and Caste in Reform and revival movement

Unit VI: Popular resistance

1. The Uprising of 1857
2. Peasant resistance to colonial rule: Santhal Uprising (1856); Indigo Rebellion(1860).
Kol Uprising (1830-32)

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: This Unit enables the students to outline key developments of the 18th
century in the Indian subcontinent. These developments are discussed through key debates
on the varied historical evidence used by historians when examining the weakening Mughal
state, growth of regional kingdoms, changing dynamics of the economy, evolving social
structures, cultural patterns, etc. (Teaching Time: 9 hrs. approx.)
• Alavi, Seema(ed.). (2002). The Eighteenth Century in India. New Delhi: OUP
(Introduction).
• Bayly, C.A. 1988. Indian Society and the making of the British Empire. Cambridge: CUP
(Chapter1, pp. 7- 44).
• Parthasarathi, Prasannan. 2011. Why Europe Grew Rich and Asia Did Not: Global
Economic Divergence, 1600- 1850. Cambridge: CUP (Introduction and Part I, pp. 1-88;
Part III, pp. 185- 269).
• Faruqui, Munis D. 2013. “At Empire’s End: The Nizam, Hyderabad and Eighteenth
Century India,” In Richard M. Eaton, Munis D. Faruqui, David Gilmartin and Sunil
Kumar (Eds.), Expanding Frontiers in South Asian andWorld History: Essays in Honour
of John

87
 • F. Richards (pp. 1- 38).

Unit- II: This Unit introduces the students to the political process by which Company rules was
established in the Indian subcontinent. The unit shall also acquaint students with the
important features of the 18th century states and how they came to be positioned vis-à-vis
an expanding Company state. (Teaching Time: 6 hrs. approx.)
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern India.
New Delhi: Orient Blackswan (Chapter 1, ‘Transition to the Eighteenth Century’, pp.
37- 62).
• Bayly, C. A. (2008). Indian Society and the making of the British Empire. Cambridge:
CUP (Chapter 2, ‘Indian Capital and the Emergence of Colonial Society’ pp. 45- 78;
Chapter 3, ‘The Crisis of the Indian State’, pp. 79- 105).
• Fisher, Michael H. (1996).The Politics of British Annexation of India 1757- 1857.
Oxford: OUP (Introduction).
• Marshall, P.J. (1990). Bengal: The British Bridgehead. Cambridge: CUP.
• Cederlof, Gunnel. (2014). Founding an Empire on India’s North- Eastern Frontiers
1790- 1840: Climate, Commerce, Polity. OUP.
• Farooqui, Amar, (2013), Zafar and The Raj: Anglo- Mughal Delhi c. 1800-1850, Primus
Books, Delhi.

Unit-III: The unit shall discuss in detail and familiarise students with the evolving ideological
underpinnings of the Company state, the idea of difference which developed within the
imperial discourse and the manner in which colonial education policy and system evolved.
(Teaching Time: 6 hrs. approx.)
• Metcalf, Thomas R. (2007 reprint). Ideologies of the Raj, Cambridge: CUP(Chapters 1,2
& 3).
• Wagoner, Phillip B. (October 2003). “Pre- colonial Intellectuals and the Production of
Colonial Knowledge”. Comparative Studies in Society and History, 45 (4), pp. 783- 814.
• Stokes, Eric. (1982 reprint). The English Utilitarians and India. Oxford: OUP (Chapter
‘Doctrine and its Setting’)
• Rocher, Rosanne. (1993). “British Orientalism in the Eighteenth Century: The Dialectics
of Knowledge and Government”, in Peter van der Veer and Carol Breckenridge eds.
Oriental- ism and the Post- colonial Predicament: Perspectives on South Asia.
University of Pennsylvania Press, pp. 215-250.
• Viswanathan, Gauri. (2014 reprint). Masks of Conquest: Literary Study and British Rule
in India. New York: Columbia University Press (Introduction and Chapters 1 to 4).
• Copland, Ian. (2007). “The Limits of Hegemony: Elite Responses to Nineteenth-
Century Imperial and Missionary Acculturation Strategies in India”. Comparative
Studies in Society and History. Vol. 49. No. 3. (637- 665).
• Bhattacharya, Sabyasachi (ed.). (1998). The Contested Terrain: Perspectives on
Education in India. New Delhi: Orient Blackswan (“Introduction”).
• Dharampal. The Beautiful Tree: Indigenous Indian Education in the Eighteenth
Century. Vol III, Goa, Other India Press

88
Unit-IV: This Unit shall familiarise students with the key debates on the economic impact of
Company Raj. Students shall assess this impact by looking at changing agrarian relations, crop
cultivation, and handicraft production. (Teaching Time: 9 hrs.approx.)
• Stein, Burton. (ed.). (1992).The Making of Agrarian Policy in British India 1770-1900.
Ox- ford: OUP (Introduction (pp.1-32)& Chapter 4(pp.113-149)).
• Tomlinson, B.R. (2005).The Economy of Modern India 1860-1970. Cambridge: CUP
(Chapter 2, pp.47- 67)
• Bose, Sugata. (Ed.). (1994).Credit, Markets and the Agrarian Economy of Colonial
India. New Delhi: Oxford University Press (Introduction (pp. 1-28) & Chapter 2 (pp. 57-
79)).
• Chandra, Bipan. (1999). “Colonialism, Stages of Colonialism and the Colonial State”,
in- Bipan Chandra, Essays on Colonialism, New Delhi: Orient Longman, pp. 58-78.
• Ray, Indrajit. (2016). “The Myth and Reality of Deindustrialization in Early Modern
India”, in LatikaChaudhary et al. (Eds.) A New Economic History of Colonial India. New
York: Routledge. (52- 66).
• Sumit Sarkar (2014) Modern Times, India 1880s – 1950s, Permanent Black, New Delhi.
Chapters 3 & 4
• Shrivastava, Sharmila, Slopes of struggle: Coffee on Baba Budan hills, Indian Economic
and Social History Review, Volume LVII, Number 2, (April – June 2020) pp. 199 - 228

Unit-V: This Unit shall acquaint students with the social churning on questions of tradition,
modernity, reform, etc. that unfolded during first century of British colonialrule. Through
special focus on gender concerns, gender roles in the household and ideas of ‘ideal
womanhood’, the unit shall enable students to contextualize theendeavours of nineteenth-
century social reformers and nationalists. (Teaching Time: 9 hrs. approx.)
• Jones, Kenneth. (2003). Socio-Religious Reform Movements in British India(pp. 15-
47; pp. 122- 131).
• Joshi, V.C. (ed.). (1975).Rammohun Roy and the Process of Modernization in India.
Vikas Publishing House (essays by A.K. Majumdar and Sumit Sarkar).
• Singh, Hulas. (2015). Rise of Reason: Intellectual History of 19th-century Maharashtra.
Taylor and Francis (pp. 1- 197).
• Sarkar, Sumit and Tanika Sarkar (eds.).(2008). Women and Social Reform in India: A
Reader. Bloomington and Indianapolis: Indiana University Press (Chapters 1, 2 and 4).
• Loomba, Ania. (Autumn 1993). “Dead Women Tell No Tales: Issues of Female
Subjectivity, Subaltern Agency and Tradition in Colonial and Post- Colonial Writings on
Widow Immola- tion in India”.History Workshop, 36, pp.209–227.
• Kopf, David. (1969). British Orientalism and the Bengal Renaissance: The Dynamics of
Modernization. Berkeley, Los Angeles: University of California Press (Introduction).

89
 • Panikkar, K.N. (1995). Culture, Ideology, Hegemony: Intellectuals
and Social Consciousness in Colonial India. New Delhi:
Tulika(pp. 1-26 & pp. 47-53).
• Chakravarti, Uma. (1998). Rewriting History: The Life and Times of Pandita Ramabai.
New Delhi: Kali for Women (Chapter, ‘Caste, Gender and the State in Eighteenth
Century Maha- rashtra’, pp. 3-42).

Unit-VI: This Unit shall enable students to identify and discuss the issues reflected in the
major uprisings of the nineteenth century. In the context of heavy revenue assessment,
changing land rights, deepening stratification within the rural society, emergence of new
social forces in agrarian economy, etc., students shall discuss the discontent of the landed
elite, and those of struggling peasants and tribals during theCompany Raj. (Teaching Time: 6
hrs. approx.)
• Stokes, Eric and C.A. Bayly. (1986). The Peasant Armed: the Indian Revolt of1857.
Claren- don Press (Introduction).
• Mukherjee, Rudrangshu. (1993). “The Sepoy Mutinies Revisited”, in MushirulHasan
and
• Narayani Gupta (Eds.), India’s Colonial Encounter, New Delhi: Manohar
• David, Saul. (2010). “Greased Cartridges and the Great Mutiny of 1857: A Pretext to
Rebel or the Final Straw”, In Kaushik Roy (ed.)War and Society in Colonial India(82-
113).
• Hardiman, David. (1993). Peasant Resistance in India, 1858- 1914. New Delhi: OUP.
Introduction & pp. 1-125.
• Desai, A.R. (ed.) (1979). Peasant Struggles in India. Bombay: UP.(136- 158)
• Mukherjee, Rudrangshu. (1984) Awadh in Revolt 1857-1858. New Delhi: Oxford
University Press.

Suggestive readings (if any)

• Alavi, Seema ed. (2002).The Eighteenth Century in India. New Delhi: OUP. Bara, Joseph
(2002) “Tribal Education, the Colonial State and Christian Missionaries: Chotanagpur
1839-1870.” In Education and the Disprivileged : Nineteenth and Twentieth Century
India, edited by Sabyasachi Bhattacharya. New Delhi: Orient Longman, pp. 123-152.
• Bayly, Susan. (1999). “Chapter 2: Kings and Service People 1700-1830.” Caste, Society
andPolitics in India from the 18th Century to the Modern Age. Cambridge: Cambridge
University Press. The New Cambridge History of India Series, pp. 64-79.
• Bhattacharya, Sabyasachi ed. (2007).Rethinking 1857. Delhi: Orient Longman.
Chaudhury, Sushil. (2000). The Prelude to Empire: Plassey Revolution of 1757. Delhi:
Man- ohar.
• Constable, Philip. (2001). “The Marginalization of a Dalit Martial Race in the Late
Nineteenth and Early Twentieth Century Western India”.Journal of Asian Studies, 60
(2), pp. 439- 78.
• Dirks, Nicholas B. (2001).Castes of Mind.Princeton, New Jersey: Princeton University
Press,

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• Green, William A. et al.(Spring 1985). “Unifying Themes in the History ofBritish India,
1757-1857: An Historiographical Analysis”Albion: A QuarterlyJournal Concerned with
British Studies, 17 (1), pp. 15-45. [pp. 20-24 is a surveyof British strategy/calculations
during its territorial expansion]
• Guha, Ranajit.(1983) Elementary Aspects of Peasant Insurgency in Colonial India. New
Delhi: Oxford University Press (Introduction & Chapter ‘Territoriality’).
• Hutchins, Francis. (1967). The Illusion of Permanence. Princeton, New Jersey:
Princeton University Press.
• Jones, Kenneth. (2003)Socio-Religious Reform Movements in British India. New
Cambridge
• History of India, Vol.3.1. Cambridge: Cambridge University Press.
• Kapila, Shruti ed. (2010). An Intellectual History for India.Delhi: Cambridge University
Press.
• Ludden, David ed. (2005). Agricultural Production and South Asian History. New Delhi:
Oxford University Press.
• Metcalf, Thomas. (1995). Ideologies of the Raj. Cambridge: Cambridge University
Press (Chapter 4, Ordering Difference, pp. 92-.128).
• Mukherjee, Mithi. (2010) India in the Shadows of Empire: A Legal and Political History
1774- 1950. New Delhi: Oxford University Press (Introduction and Chapter 1, ‘The
Colonial and the Imperial’, pp. 1- 44).
• Mukherjee, Rudrangshu. (2018). “The Azimgarh Proclamation and Some Questions on
the Revolt of 1857 in the North western Provinces”. The Year of Blood: Essays on the
Revolt of 1857. New Delhi: Social Science Press and Routledge.
• Pollock, Sheldon ed. (2011). Forms of Knowledge in Early Modern Asia. Delhi:
Manohar. Introduction (1- 16).
• Parthasarathi, Prasannan. (2001). The Transition to a Colonial Economy: Weavers,
Mer- chants and Kings in South India, 1720-1800. Cambridge: Cambridge University
Press.
• Raj, K N. et al ed. (1985). Essays on the Commercialization of Indian Agriculture. New
Delhi: Oxford University Press.
• Robb, Peter, ed. (1993). Dalit movements and the meanings of labour in India. New
Delhi: Oxford University Press.
• Roy, Tirthankar. (2010). Company of Kinsmen: Enterprise and Community in South
Asian History 1700-1940. New Delhi: OUP (Chapter 6, pp. 190- 219).
• Skuy, David. (July 1998). “Macaulay and the Indian Penal Code of 1862: The Myth of
the Inherent Superiority and Modernity of the English Legal System Compared to
India's Legal System in the Nineteenth Century”, Modern Asian Studies, 32 (3), pp.
513-557.
• Stein, Burton (ed.) (1992). The Making of Agrarian Policy in British India, 1770-1900.
Delhi: Oxford University Press.
• Stern, Phillip. (2011). The Company-State: Corporate Sovereignty and the Early
Modern Foundations of the British Empire in India. New York: Oxford University Press.

91
 • Stokes, Eric. (1986). The Peasant Armed: The Indian Rebellion of 1857 InC.A. Bayly
(ed.). New Delhi: Oxford University Press.
• Tilak, Lakshmibai. (2017, 1973). Smritichitre: The Memoirs of a Spirited Wife. New
Delhi: Speaking Tiger. (Translated by Shanta Gokhale).
• Rosanne Rocher, “British Orientalism in the Eighteenth century: The Dialectics of
Know-
• ledge and Government”, in Peter van der Veer and Carol Breckenridge eds.
Orientalism and the Postcolonial Predicament: Perspectives on South Asia, University
of Pennsylvania Press, 1993.
• Books in Hindi:
• Bandyopadhyay, Sekhar, (2007), Plassey se vibhajan tak aur uske baad, Orient
Blackswan, New Delhi
• Shukla, R. L. (ed). Adhunik Bharat Ka Itihas, Hindi Madhyam KaryanvayanNideshalay,
Delhi University
• Bipan Chandra, Mridula Mukherjee, Aditya Mukherjee, K. N. Panikkar, Sucheta
Mahajan, Bharat ka Swatantrata Sangharsh Hindi Madhyam Karyanvayan Nideshalay,
Delhi University
• Sumit Sarkar, Adhunik Bharat (1885 – 1947) Rajkamal Prakashan
• Sumit Sarkar, Adhunik Kaal (1880 – 1950), Rajkamal Prakashan
• Bipan Chandra, Adhunik Bharat Ka Itihas, Orient Blackswan
• Bipan Chandra, Adhunik Bharat Mein Upniveshvad aur Rashtravad, Medha
Publishing House
• B. L. Grover, Alka Mehta, Yashpal, Adhunik Bharat Ka Itihas, S. Chand
• Lakshami Subramanian, Bharat Ka Itihas: 1707 – 1857, Orient Blackswan

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

92
 DISCIPLINE SPECIFIC CORE COURSE– 3 (DSC-3): History of Modern Europe – I

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
History of Modern 4 3 1 0 12 th Pass Nil
Europe – I

Learning Objectives
This paper shall provide a critical overview of the French Revolution, and acquaint the students
with the repercussions of the revolution, both within and beyond France. It shallalso trace the
patterns and outcomes of social upheaval throughout Europe in the first half of the 19th century.
The debates on the development and impact of industrialcapitalism shall be discussed. The birth
of new social movements, political ideas and structures shall be contextualised within developing
capitalism of the nineteenth century.

Learning outcomes
On completing this course, the students will be able to:
• Identify what is meant by the French Revolution.
• Trace short-term and long-term repercussions of revolutionary regimes andEmpire-
building by France.
• Explain features of revolutionary actions and reactionary politics of threatened
monarchical regimes.
• Delineate diverse patterns of industrialization in Europe and assess the socialimpact of
capitalist industrialization.
• Analyse patterns of resistance to industrial capital and the emerging politicalassertions
by new social classes.

SYLLABUS OF DSC-3

Unit I: The French Revolution

1. The Enlightenment, political and economic crisis of the Ancien Regime
2. A new political culture and transformations: Democratisation of polity and
academies, changing social relations
3. Historiographical Perspectives on the French Revolution

Unit II: Continuity and change in the early nineteenth century

93
 1. First French empire and monarchical consolidation
2. Revolutions 1830s-1850s

Unit III: Industrial Revolution and Social Transformation (the 19th century)
1. Experience of Industrialisation France, Germany and Eastern / SouthernEurope
2. Impact of the Industrial Revolution: Work, Family and Gender

Unit IV: Political movements in the 19th century

1. Parliamentary and institutional reforms in Britain, chartists & suffragettes
2. Industrial unrest, development of socialism: Utopians, Marxism, the
International working class movement and social democracy

Unit V: Culture and Society: 1789-1850s

1. Popular Consumption of Culture: Neo Classical Art, Romanticism and Realism in art
and literature
2. The City in the age of Industrialization

Practical component (if any) - NIL

Essential/recommended readings
Unit 1: In this rubric the students would have learnt about the origins of the French Revolution
and political transformation in late eighteenth century France. They would have explored
various themes linking the phases of the revolution with various key developments during
the revolutionary years, transformation of institutions and social relations. (Teaching time:
15 hrs. approx.)
• McPhee, Peter. (2002).The French Revolution 1789-1799. New York: Oxford University
Press (Chs.1 -- 9) E book by Peter Mc. Phee
• Campbell, Peter R. (Ed.).(2006). The Origins of the Revolution. New York: Palgrave
Macmillan, pp. 1-34, 139-159 (Introduction and Ch.5).
• Rude, George (2000).Revolutionary Europe1783-1815. Somerset, New Jersey, U.S.A.:
Wiley-Blackwell (Ch.1).
• Furet, Francois, (1988). The French Revolution 1770-1814. Oxford: Blackwell, pp.3-100
and 211-66.
• Landes, Joan B. (1988). Women and the Public Sphere in the Age of the French
Revolution. Ithaca, London: Cornell University Press,
• Darnton, Robert. (1996). “What was Revolutionary About the French Revolution.” in
Peter Jones, (Ed.).The French Revolution in Social and Political Perspective. London:
Edward Arnold, pp. 18-29.
• Kates, Gary. (Ed.).(1998).The French Revolution: Recent debates and Controver- sies.
London and New York: Routledge.
• Frey, Linda S. and Marsha S. Frey.(2004). The French Revolution, Westport, CT:
Greenwood Press, pp. 37-46 (“A New Political Culture”).
• Kennedy, Emmet. (1989).A Cultural History of the French Revolution. New Haven and
London: Yale University Press. Chapter 9

94
 • Hunt, Lynn.(2004).Politics, Culture, and Class in the French Revolution. Oakland:
University of California Press.
• Hunt, Lynn.(1989). “Introduction: The French Revolution in Culture, New Ap- proaches
and Perspectives.”Eighteenth-Century Studies 22(3), Special Issue: The French
Revolution in Culture, Spring.
• लालबहाि◌ रवम◌ाि◌ ।यर◌ू ◌ोपक◌ाइर◌्ह◌ास: फ◌ ् ◌ास◌ीस◌ं ◌ीक्र◌ार◌्◌ं स◌े रि◌◌् र्◌ीय रव् तय◌ुद्धकर् ।

• पा�थस◌ा�र� ग◌ुपर् ◌् ा (संप◌ाि◌ क)। यर◌ू ◌ोप क◌ा इर◌्ह ◌ास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

At the end of this rubric students would have developed an understanding of the significant
transformations in European polity and society till the mid nineteenth century. They would
have studied about the establishment of Napoleonic Empire, its impact on France and Europe.
They would have read about the consolidation of monarchical power and about events
leading up to the revolutions 1848. (Teaching time: 6 hrs. approx.)
• Grabb, Alexander.(2003).Napoleon and the Transformation of Europe. NewYork:
Palgrave Macmillan (Ch. 2 &Ch.3).
• Lyons, Martin. (2006).Post-Revolutionary Europe, 1815-1856, New York:Palgrave
Macmillan.
• Price, Roger (1988).The Revolutions of 1848. London: Macmillan.
• David Thomson, Europe since Napoleon, 1957, Part-II Chapter 6 and 7
• Sperber, Jonathan (2005). The European Revolutions, 1848-1851. Cambridge:Cam-
bridge University Press.
• लाल बहाि◌ र वमाि◌ । यरू ◌ोप का इहार्स: फ् ◌ासीसं ◌ी क्रार्ं से �र् र्◌ीय वर्त युद्ध कर्।
• पा�थसा�र� गुप्र ्◌ा (संपाि◌ क)। यरू ◌ोप का इहार्स। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

Unit III: In this Unit the student would learn about the social and economic changesin
Europe during the nineteenth century. The student would be expected to develop on
her/his understand- ing of the social and economic dimensions of the Industrial
revolution in eighteenth century Britain to compare and understand the specific case
studies of France, Germany and Russia in the nineteenth century. (Teaching time: 9
hrs. approx.)
• Stearns, Peter N.(2013).The Industrial Revolution in World History. Boulder: West-
view Press.
• Trebilcock, Clive. (2000). “Industrialization of Modern Europe 1750-1914.” in
T.C.W. Blanning (Ed.).The Oxford History of Modern Europe. Oxford: OxfordUni-
versity Press, pp. 46-75.
• Cameron, Rondo. (1985). “A New View of European Industrialization.”Economic
History Review 38 (1), pp. 1-23.
• Beaudoin, Steven M.(2003).The Industrial Revolution. Boston, New York:Houghton
Mifflin Company (Ch.4 & Ch.5)
• Simonton, Deborah. (1998).The Routledge History of Women in Europe since1700,
London and New York: Routledge, pp.134-176 (Ch.5).
• Louise Tilly and Joan Scott, Women, Work and Family, 1978 Routledge,London and
New York

95
 • Tom Kemp, Industrialisation in Nineteenth Century Europe, 1974, Routledge
• लाल बहाि◌ र वमाि◌ । यरू ◌ोप का इहार्स: फ् ◌ासीसं ◌ी क्रार्ं से �र् र्◌ीय वर्त यद्
ु ध कर्।
• पा�थसा�र� गुप्र ्◌ा (संपाि◌ क)। यरू ◌ोप का इहर् Nideshalaya, DU. ◌ास। Hindi Madhyam Karyanvaya
• �र् वेश वजय, मीना भारराज, वंि◌ ना चौधर� (संपाि◌ क)। आधर ◌ु नक यरू ◌ोप का इहार्स: आयाम और
�र् शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit IV: At the end of this rubric the student will be expected to demonstrate an
understanding of the transformations of the political systems in nineteenth century Europe.
Taking up the case study of nineteenth century Britain the student will study the development
of parliamentary institutions alongside a new politically assertive working class. The student
will also be expected to bring together her/his understanding of the economic and political
transformations in this period when exploring the emergence of socialist thought and critique
of capitalism. (Teaching time: 9 hrs. approx.)
• Lang, Sean (2005).Parliamentary Reform, 1785-1928. London and New York:
Routledge.
• Willis, Michael. (1999). Democracy and the State, 1830-1945.Cambridge: Cam-bridge
University Press.
• Walton, John K.(1999).Chartism, London and New York: Routledge.
• Geary, Dick (1981).European Labour Protest 1848-1939. London: Croom Helm
London
• Kolakowski, Leszec. (1978).Main Currents of Marxism. Volume I. Oxford:Claren-
don Press.
• Lichthem, George. (1970). A Short History of Socialism. London: Weidenfieldand
Nicolson.
• Joll, James. (1990).Europe Since1870.New York: Penguin Books, pp. 49-77
• लालबहाि◌ रवम◌ाि◌ ।यर◌ू ◌ोपक◌ाइर◌्ह◌ास: फ◌ ् ◌ास◌ीस◌ं ◌ीक्र◌ार◌्◌ं स◌े रि◌◌् र्◌ीय र्वत य◌ुद्धकर् ।

• पा�थस◌ा�र� ग◌ुपर् ◌् ा (संप◌ाि◌ क)। यर◌ू ◌ोप क◌ा इर◌्ह ◌ास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

• रि◌◌् व◌ेशवज य, मीन◌ा भारर◌ाज, वंि◌ न◌ा चौधर◌ी (संप◌ाि◌ क)। आधर ◌ु नक यर◌ू ◌ोप का

इर◌्ह◌ास: आय◌ामऔररि◌◌् श◌ाए◌ं।Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit V: Culture and Society: 1789-1850s: Approx. In this Unit the student will be expected to
link various themes from the earlier rubrics and develop an understanding of the cultural,
artistic and urban transformations in nineteenth century Europe. The student will be
expected to develop a competent understanding of the emergence of new art forms,
reformation of various art and cultural academies, the developing notions of consumption of
culture and the changing patterns of urbanism. (Teaching time: 6 hrs. approx.)
• Blanning, T.C.W. (2000). “The Commercialization and Sacralization of European
Culture in the Nineteenth Century.” in T.C.W. Blanning, (ed.).The Oxford History of
Modern Europe. Oxford: Oxford University Press, pp. 101- 125 &126-152.
• Blanning, T.C.W. (2010). The Romantic Revolution: A History. London: George
Weidenfeld & Nicholson.
• Blanning, T.C.W. (ed.) (2000). Nineteenth Century Europe, Short Oxford History of
Europe, Oxford: Oxford University Press (Chapter 4)

96
 • Schneider, Joan, (2007) The Age of Romanticism, Greenwood Guides to Historical
Events 1500-1900, Greenwood Press, London
• Lees, Andrew and Lynn Hollen Lees.(2007).Cities and the Making of Modern Europe
1750-1914. Cambridge: Cambridge University Press.
• लालबहाि◌ रवम◌ाि◌ ।यर◌ू ◌ोपक◌ाइर◌्ह◌ास: फ◌ ् ◌ास◌ीस◌ं ◌ीक्रार◌ं् स◌े रि◌◌् र्◌ीय रव् तय◌ुद्धकर् ।

• पा�थस◌ा�र� ग◌ुपर् ◌् ा (संप◌ाि◌ क)। यर◌ू ◌ोप क◌ा इर◌्ह ◌ास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.

• रि◌◌् व◌ेशवज
य, मीन◌ा भारर◌ाज, वंि◌ न◌ा चौधर◌ी (संप◌ाि◌ क)। आधर◌ु नक यर◌ू ◌ोप का इहार्स: आयाम और �र् शाएं। Hindi Madhyam Karyanvaya Nideshalaya,
DU

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

97
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 1 (DSE): Gender in Indian History upto 1500

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
Gender in Indian 4 3 1 0 12th Pass NIL
History up to 1500

Learning Objectives
The course teaches how ‘Gender’ is not a ‘value free’ term denoting biological differences but
indicates social and culturally constructed unequal relationships that need careful historical
analysis in the context of Indian history. The focus is not merely on studying ‘women’s history’
but to go beyond and explore aspect of masculinities as well as alternative sexualities,
spanning temporal frames from earliest times to 1500 CE. There is an added emphasis on
learning inter- disciplinary analytical tools and frames of analysis concerning familiar topics
such as class, caste and patronage that enriches an understanding of historical processes.

Learning outcomes
On completion of this course students shall be able to
• Explain critical concepts such as gender and patriarchy and demonstrate their use as
tools for historical analysis
• Examine the role and functioning of power equations within social contexts in Indian
history during the ancient and medieval period, in the construction of gender
identities
• Critically examine representations of gender in literature, art, focusing on ideas of
love, manliness and religiosity

SYLLABUS OF DSE
Unit I: Gender in Context of historical analyatis: Theories and concepts
1. Understanding Structures of Patriarchy, Patrilocality Patriliny and Matriarchy, Matrilocality
and Matriliny
2. Gender: a tool of Historical Analysis

Unit II: Aspects of Gender: Socio-Economic and Political Ramifications

1. Types of households, property and patronage

103
 2. Women and exercise of Power, with special reference to Rudrama-Deviand
Razia Sultan
3. Questions of Sexualities including masculinities and alternative gender

Unit III: Gendered Representations in the World of Divinity and Art

1. Vedic-Puranic, Buddhist, Korravai-Durga, Shakta and Warkari Panths
2. Visual Representation at Mathura and Khajurao

Practical component (if any) - NIL

Essential/recommended readings
Unit -I: The unit should familiarise students with theoretical frames of patriarchy andgender
and how these concepts provide tools for historical analysis. (Teaching time: 12 hrs. approx.)
• Geetha, V. (2002). Gender. Calcutta: Stree.
• Kent, Susan Kingley. (2012). Gender and History. New York: PalgraveMcMillan. pp.
49-75.
• Scott, J. W. (1986). “Gender a useful Category of Historical Analysis”. The
American Historical Review vol.91/9, pp.1056-1075.
• Rose, Sonya, (2018). What is Gender History?. Jaipur; Rawat Publication(Indian
Reprint).pp1-35.
• Walby, S. (1990). Theorizing Patriarchy. Oxford: Basil Blackwell. pp.1-24, 109-127.
• Vinita, Ruth. .(2003). The self is not Gendered: Sulabha’s debate with King Janaka.
NWSA Journal , Summer, 2003, Vol. 15, No. 2 (Summer, 2003), pp. 76-93

Unit II: This section should equip students to locate fluctuating gender relations within
households, court and also explore linkages between gender, power andpolitics. Additionally,
discussion on the question of sexualities would open up vistas for a nuanced historical
learning of normative and alternative sexualities as well as issues of masculinities. (Teaching
time: 18 hrs. approx.)
• Chakravarti, U. (2006). Everyday Lives Every Day Histories: Beyond the Kings and
Brahmans of ‘Ancient’ India. Tulika Books: New Delhi. pp.253-274.
• Gabbay, Alyssa. (2011).“In Reality a Man: Sultan Iltutmish, His Daughter, Raziya, and
Gender Ambiguity in Thirteenth Century Northern India”. Journal of Persianate
Studies, vol. 4, 45-63.
• Jha, Pankaj. (2019). ‘Political Ethics and the Art of Being a Man’. Pankaj Jha, A political
History of Literature: Vidyapati and the Fifteenth Century. Delhi: Oxford University
Press, pp.133-183.
• Roy, K. (2010). The Power of Gender and the Gender of Power, Explorations inEarly
Indian History, New Delhi: Oxford University Press, pp.70-87 and pp.271
-289.
• Sahgal, Smita. (2017). Niyoga: Alternative Mechanism to Lineage Perpetuationin Early
India; A Socio-Historical Enquiry, Delhi: ICHR and Primus Books, pp.126-175.

104
 • Shah, Shalini.(2019).‘‘Engendering the Material Body: A Study of Sanskrit
Literature’’.
• Social Scientist vol. 47,no 7-8, pp.31-52.
• Singh, Snigdha. (2022). Inscribing Identities Proclaiming Piety
• Exploring Recording Practices In Early Historic India, Delhi: Primus, pp 53- 81.
• Talbot, Cynthia. (1995). “Rudrama Devi The Female King: Gender and Political
authority in medieval India”. David Shulman(Ed.), Syllables of the Sky: Studies in South
Indian Civilisation. OUP: New Delhi, pp.391-428.
• Tyagi, Jaya, (2015). 'The Dynamics of Early Indian Household: Domesticity, Patronage
and Propriety in Textual Traditions', in Kumkum Roy, ed. Looking Within Looking
Without; Exploring Households in Subcontinent Through Time.Delhi; Primus Books
pp.137-172.

Unit III: The focus is on studying gender representation in in the world of divinity andart.
(Teaching time: 15 hrs. approx.)
• Bawa, Seema. (2021). ‘Idyllic, Intimate, Beautiful Pleasures in Visual Culture at
Mathura in Locating Pleasure’, in Seema Bawa (ed.). Locating Pleasure in Indian
History: Prescribed and Proscribed Desires in Visual and Literary Cultures, Bloomsbury
Academic India, pp. 54-93.
• Blackstone, R. K. (1998). Women in the Footsteps of Buddha: Struggle for Liberation
in the Therigathas. Britain: Curzon Press. pp. 37-58.
• Desai, Devangana. (1975). Erotic Sculpture of India: A Socio-Cultural Study. New Delhi:
Tata McGraw Hill, pp. 40-70.
• Mahalaksmi, R. (2011). “Inscribing the Goddess: Female Deities in Early Medieval
Inscriptions from Tamil Region”, R., Mahalakshmi. The Making of the Goddess:
Korravai-Durga in Tamil Traditions. New Delhi: Penguin Books India, pp. 1-39.
• Roy, Kumkum. (2002). “Goddess in the Rgveda-An Investigation” in Nilima Chitgopekar
(ed.). Invoking Goddess, Gender Politics in Indian Religion. Delhi: Shakti Books, pp.11-
61.
• Saxena, Monika. (2019). Women and the Puranic tradition in India. New York:
Routledge, pp.96-157.
• Zelliot, Eleanor and Mokashi Punekar, Rohini. (eds.). (2005). Untouchable Saints ..an
Indian Phenomenon. Delhi: Manohar Publications.pp157-167.

Suggested Readings:
• Abbott, E. Justin.(1985). Bahina Bai A Translation of Her Autobiography and
Verses.Delhi: Motilal Banarasidass.(Reprint).
• Ali, A. (2013). “Women in Delhi Sultanate”. The Oxford Encyclopaedia of Islamand
Women, vol. 1. New York: Oxford University Press, pp.197-200.
• Bawa, Seema. (2013). Gods, Men and Women Gender and Sexuality in EarlyIndian
Art. Delhi: D.K. Print World Ltd.
• Bhattacharya, N.N. (1999). “Proprietary Rights of Women in Ancient India”, Kumkum,
Roy (ed.). Women in Early Indian Societies. Delhi: Manohar, pp.113- 122.
• Bhattacharya, S. (2014). “Issues of Power and Identity: Probing the absence of
Maharani- A survey of the Vakataka inscription”. Indian Historical Reviewvol.41/1, pp.
19-34.
• ------------------------(2019). “Access to Political Spaces and Bhauma-Kara Queens:

105
 Symbols of Power and Authority in Early Medieval Odisha” in Sadananda Nayak and
Sankarshan Malik ed. Reconstruction of Indian History: Society and Religion.
Ghaziabad: N B Publications. pp.131-144.
• Cabezon, J. I. (ed.).(1992). Buddhism, Sexuality and Gender, Albany: StateUniversity
of New York Press.
• Chakravarti, Uma. (2018). Gendering Caste through Feminist Lens. New Delhi: Sage.
Revised Edition.
• Dehejia, Vidya. (2009). The Body Adorned: Dissolving Boundaries Between Sacred and
Profane in India’s Art, New York: Columbia University Press, pp.1- 23.
• Jaiswal, Suvira. (2008). “Caste, Gender and Ideology in the making of India”. Social
Scientist vol. 36, no. 1-2. pp. 3-39.
• Orr, Leslie, (2000). “Women’s Wealth and Worship: Female Patronage of Hinduism,
Jainism and Buddhism in Medieval Tamil Nadu”. Mandaktranta Bose (ed.). Faces of
the Feminine in Ancient Medieval and Modern India. New Delhi: Oxford University
Press, pp. 124-146.
• Rangachari, Devika. (2013). Exploring Spaces for Women in Early Medieval Kashmir,
NMML Occasional Papers.
• Roy, Kumkum.(1994). Emergence of Monarchy in North India, Eighth-Fourth Centuries
BC: As Reflected in the Brahmanical Tradition. Delhi: Oxford University Press.
• Sahgal, Smita. (2022). ‘‘Locating Non-Normative Gender Constructions within Early
Textual Traditions of India’’, in Vasundhara Mahajan et al (ed.) Gender Equity:
Challenges and Opportunities, Proceedings of 2nd International Conference of Sardar
Vallabhbhai National Institute of Technology, Singapore:Springer Nature Singapore
Pte Ltd. pp. 441-450
• -------- (2019). ‘‘Goddess Worship and Mutating Gender Relations within Hindu
Pantheon: From Vedic to Puranic’’. Veenus Jain and Pushpraj Singh (eds.), Women: A
Journey Through The Ages, New Delhi: New Delhi Publishers, pp.23-32.
• Shah, S. (2012). The Making of Womanhood; Gender Relations in the Mahabharata.
Revised Edition, Delhi: Manohar. (Also available in Hindi, Granthshilpi, 2016).
• -------- (2009). Love, Eroticism and Female Sexuality in Classical Sanskrit literature 7-
13 centuries. Delhi : Manohar Publishers.
• --------- (2017). “Articulation ,Dissent and Subversion: Voices of female emancipation
in Sanskrit literature”. Social Scientist vol. 45, no. 9 -10, pp. 79- 86.
• Singh, Snigdha. (2022). “Women in transition at Mathura Sanctuaries”. VeenusJain and
Pushpraj Singh (eds.), Women: A Journey Through The Ages, New Delhi: New Delhi
Publishers, pp.72-96.
• Tyagi, Jaya. (2014). Contestation and Compliance :Retrieving Women Agency from
Puranic traditions. Delhi: OUP.
• -------- (2008). Engendering the Early Households, Brahmanical Precepts in early
Grhyasutras, middle of the First millennium BCE, Delhi: Orient Longman.
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Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch, University
of Delhi, from time to time.

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