People

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Ambedkar University Delhi (AUD) is a public funded university established by the Government of Delhi dedicated to the teaching and research in social sciences and humanities. Gender is an important lens through which this interrogation and study of society and the human condition can be undertaken very effectively.  Feminism understands gender to mean complex varied and unequal identities and relationships. A critique of society from this perspective provides an effective and sharp tool to challenge the existing structures, and makes feminist politics and activism possible. Democratic and mindful engagement with society is one of the cardinal principles that inspire the academic community at Ambedkar University Delhi. This calls for a great degree of introspection and the faculty members from AUD who are part of this research group have demonstrated their commitment to these principles through their teaching, research, publications and community engagement. This group of teachers and scholars from AUD bring together the special energy attributed to higher education in a country like India.  Higher education much more than many other aspects of society is expected to bring about democratic transformation in India and pioneer the process of dismantling unequal structures and relations. Faculty members at AUD are acutely aware of this role and purpose of the university in a society such as India, and take great pride in harnessing their tremendous intellectual acumen with the democratic aspirations of the people. This makes the group of people listed as participants in this proposed project eminently suitable for carrying out a study of not only the development of the academic trajectory of feminist politics in India but also the possibilities of keeping the link with feminist politics dynamic and alive. The faculty members have varying degrees of experience not only within the academia, but also of working with independent research groups and non governmental organizations engaged with feminist politics. Most of them have been part of curriculum development in various universities and have eve loved and put together study material for undergraduate and post-graduate classes. Team members also have experience of using television and film and other media for exchanging ideas and evolving new courses.  The inter-disciplinary background of the team members is of course an additional asset- ranging from Economic Sociology, Development Economics, Protest Music, Literature and the politics of translation, Psychology and its gendered nature, Sociology, women’s movement and the specialized area of socio-legal studies as well as Political Science and feminist theory and its adaptation to the Indian society are some of the areas of expertise that this team possesses. Team members are popular academics who are invited by various forums to deliver lectures and present seminars and talks as well as experts on government bodies and research groups. Such a team of scholars with a proven track record would surely be able to infuse the proposed project with deep insight and understanding.


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Edinburgh is one of the world’s leading research universities, ranked fourth in the UK for research power. It is also one of a select group of British universities to achieve outstanding results when demonstrating the impact of its research on wider society. The latest report from the Quality Assurance Agency awarded us the highest rating possible for the quality of the student learning experience. The project team from the University of Edinburgh embodies this commitment to research and teaching excellence when it comes to the field of gender studies. Even though they have not previously researched or published on feminist pedagogical practice, their strong track record of involvement in research, strategic planning, teaching and curriculum development, programme management, and course delivery, including doctoral research skills training means that they are ideally placed to undertake the proposed project on teaching feminisms. The interdisciplinary focus of the team cutting across traditional social scientific boundaries offers a unique vantage point from which to reflect on issues of identity, pedagogy and violence within feminist classrooms. The team members’ commitment to feminist praxis goes beyond research and classrooms spaces; several of them have strong ties with national and international activist groups and development organisations.