Second Semester

This course is going to be conducted akin to a Writing Seminar Series over the course of time. 

We begin with one of the banes of Academic Writing - Literature Review. Most students struggle with this, so we hope to get you cracking on this. 

We will go into citations and rewriting others' opinions without necessarily quoting them and yet acknowledging their contribution of the idea. 

We will over a period of time focus on core writing tasks and these will be woven in with grammar based discussions, so beware :) 

Happy Writing :) 

This course focuses on Teaching of English. 

In India, English is one of the scheduled languages and is used for official purposes across the nation. However, this language is also a foreign tongue. It belonged to our colonisers. In this course we will probe into the following questions and more: 

  • How did English come to be a part of the Indian ethos? 
  • What role does it play in education today? 
  • Is there a tension between the adoption of English in India and the culture of Indianness the country ascribes to? 
  • What does policy say about English Studies (Teaching of English and Teaching in English)?
  • What kinds of approaches/methods are suitable to teach Indians of different ages this language?
  • What levels of English proficiency are there and how do Indians compare to others?
  • What kinds of curriculum, methods and materials can be used to teach English?
  • What really does need to be taught in an English classroom? 
  • Does critical literacy need to be a focus in the English classroom? If yes, then how can this be taught?
  • What and how do we teach adults in Higher Education? 
  • How do teacher ability, learner abilities and needs and the learning situations? 
  • What is the future of English Studies (Teaching of English and Teaching in English) in India?


Research has increasingly becoming the key driving force behind changes in educational policies and practices at all levels. These mainly include large-scale studies across countries, or at the national and sub-national levels. Concurrent research at a relatively smaller scale carried out by educationists, teachers, teacher educators and students of education continue to provide deep insights into different aspects of education. MA Education students, therefore, need to understand how to critically use existing research, as well as learn to design new research.  

This course will introduce you to different research methodologies, methods and debates with a focus on educational research in particular (and social research in general) through the four units of the course: (1) Introduction to Research in Education (2) Quantitative Research Designs and Methods (3) Qualitative Research Designs and Methods (4) Developing a Research Project.

By the end of this course students will be able to design and undertake small-scale research projects independently. They will be able to recognise different sites and types of educational research and critically examine the appropriate rationale for the kinds of inquiry undertaken. The course will equip students to critically engage with extant research in education.

The objectives of the course are as follows:

  • To understand the nature of social research in general and research methods in education more specifically.

  • To acquire a basic understanding of different research designs, research methods, and debates around these differences.

  • To understand the processes of research by writing a research proposal.

  • To develop a reflective and critical approach to educational research.

Teaching will be through class discussions, hands-on activities and presentations by students. Besides the reading list provided below, students will be provided papers in contemporary education research to critically examine to understand the design, methodology, perspectives and implications in educational research. Under each unit, the titles of reference books used in educational research are given. For each topic, students will be expected to engage with readings from educational research that will be used to examine and discuss pertinent issues.

This course will introduce and examine a range of ideas and concepts that are central in education and on which prospective education professionals needs to have understanding, clarity and a perspective. The concepts that have been selected relate to key domains of education, including schools as institutions, teachers' work and their concerns. The course will broaden students' perspectives on education and help think critically of key issues. Students are expected to connect these concepts to other courses and their own schooling experience. The course draws on work in philosophy of education and on teacher education.