Wednesday, 30 March 2016

Report on a Presentation in Research Pursuit: Samvad – A Faculty Forum

Samvad – A Faculty Forum

Report on a Presentation in Research Pursuit

Date: 19rd March, 2016 | Venue: Board Room, MC301

Organized by   Department of Communication Skills,

      Marwadi Education Foundation's Group of Institutions - Rajkot 



Samvad – A Faculty Forum, Department of Communication Skills, MEFGI organized A Presentation in Research Pursuit on Dr. Vishal Bhadani’s Ph.D.: “Violence’ and ‘Space’: Perspectives on Post 1970 Indian Novels on Communal Riots. ‘A Presentation in Research Pursuit’ is a platform provided to the faculties for discussion of the research they are pursuing. In today’s era, research is the most vital requirement and valued achievement. Higher education institutes are expected to be the platform for engaging oneself into research. Keeping in mind the need of the time and objectives of higher education, such platform has been formed to delve in to the research being pursued.
 
The above said session has been organized as per the below details.
Theme:
PhD Topic
‘Violence’ and ‘Space’: Perspectives on Post 1970 Indian Novels on Communal Riots
Speaker:
Dr. Vishal Bhadani
Department of Communication Skills, MEFGI

The presentation session is structured into two parts. In the first part, the research gives detailed presentation while Q&A and discussion takes place between the presenter and the audience in the later part. In the first part of this presentation, Dr. Vishal Bhadani made his presentation defining the title of his research and introducing the select literary works he has studied as a part of his research. He then defined the terms ‘violence’ and ‘space’ and located these ideas into the select five novels: 1) Tamas (1972) by Bhishm Sahani, 2) Curfew in the City (1988) by Vibhuti Narayan Rai, 3) Lajja (1993) by Taslima Nasreen, 4) Riot (2001) by Shashi Tharoor, 5) Partition (2004) by Kamleshwar.

He explained the term talked about ‘communal violence’, its history, nature and its sudden eruptions at times. Then, explaining the term ‘space’, he talked about ‘Physical Space’, ‘Sacred Space’, ‘Historical Space’, ‘Heterotopia’, ‘Political Space’, ‘Socio-Psychological Space’, and ‘Curfew as Controlling Space’. He contextualized these terms/themes in the select novels set and written after 1970. Further, sharing his observations, he illustrated the way communal violence in India, specifically after 1970, has been depicted in the literary works.

After his presentation, the session was left open for Q&A and discussion. In the latter part, few questions were asked by the audience and answered by the speaker. Then, Dr. Sunil Sagar, Head of the Department, gave his prominent remarks on the presentation. He also questioned the research and asked questions about the condition of research in English Studies now. His questions and doubts have also instigated another session specifically on the quality of research in English Studies which may be panned soon.

The session was completed with some important take-home points for research.
 

Monday, 15 February 2016

ELT and Caste, for example

ELT and Caste, for example

Some questions

The gamut of research on ELT looks at language learning and teaching in isolation which adversely affects the objective of ELT. No discipline can afford to operate itself cut off from the rest which is why there has to be an agreement among the educationists from all the other spheres as well on what they call language learning. Otherwise, no matter what efforts ELT practitioners lend their hands to, the desired result is likely to be an early morning dream; you pull yourself to catch it and there you wake up amusingly building castles in the air. Take a look at the following questions:

1. What is the relationship between students' existing worldview with your language teaching strategies?

2. Do various caste-practices affect students language learning capacities?

3. Does the current political system support your ideals of language teaching?

4. Is there a clash between the cultural expectations and what you teach under the pretext of English?

5. Have you ever questioned the promises that technology has made about ELT?

6. Have your ever tried to measure the increasing decline in the overall curiosity among the language learners?

7. Do you think the number of hours you spend with your language learners affects their language learning capacity?

8. Where does ELT stand in the list of institutional priority?

9. Do you contemplate on your own teaching impact? 

10. What if some day you realize that all the theories, methods and approaches of language teaching are not working at all?