Beyond Reflexivity? On the Enactments of Sociology in India

Hegde, Sasheej

doi:10.1177/0038022920110107

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…In a review essay of Maitreyee Chaudhuri’s edited work Sociology in India: Intellectual and Institutional Practices , Sasheej Hegde refers to the ‘bottom-up’ perspective offered by a set of sociologists to emphasise the need for reflexive exercise in sociology teaching and research-informed by personal space of knowledge and experience (Hegde, 2011). Moreover, Hegde also refers to the changing context in which sociology is practised in India, shifting from a nationalist framework to ‘global capital’.…”

Section: Skill Based Sociology Vs Critical Sociology—generating New Q...mentioning

confidence: 99%

“…It will occupy the centre space in debates in the sociology of sociology in India in the coming times. This academic attention can derive motivation from Hegde’s argument that the nationalist framework and globalising tendencies in India have enabled the undertaking of an empirical intellectual history of practices in sociology in India (Hegde, 2011). This observation still finds resonance with the emerging new space of liberal arts for sociology teaching and research in India.…”

Section: Skill Based Sociology Vs Critical Sociology—generating New Q...mentioning

confidence: 99%

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Confronting Reflexivity: Sociological Trajectories of Teaching Sociology in Liberal Arts Spaces

Tripathi

2023

Sociological Bulletin

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This article invites the reader to reflect on the practice and teaching of sociology through reflexivity in India in a new emerging space of liberal arts in private universities. These spaces can be considered as the fringe of sociology teaching. I argue that students in private universities grapple with a ‘crisis of relatedness’ regarding sociological discourse, and the debates they study leave them with different questions. I suggest that the understanding of social facts and issues is different and distant from those studying in public universities. The different lived experiences produce different sociological imaginations with the engagement of the same sociological texts. Teaching sociology in liberal arts spaces could mark the emergence of a generation of sociologists in India who have their training rooted in private universities. This new location of sociology students asks us to revisit the ongoing debate of skill-based sociology versus critical sociology that generates new questions for reflexivity and social location of both practitioner and student of sociology.

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Section: Skill Based Sociology Vs Critical Sociology—generating New Q...mentioning

confidence: 99%

Section: Skill Based Sociology Vs Critical Sociology—generating New Q...mentioning

confidence: 99%

Confronting Reflexivity: Sociological Trajectories of Teaching Sociology in Liberal Arts Spaces

Tripathi

2023

Sociological Bulletin

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Invoking sociology at University of Lucknow (1921–75)

Hegde¹

2014

Contributions to Indian Sociology

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Invoking sociology at University of Lucknow (1921-75):Framing considerations 1 Sasheej HegdeTo understand the text just is to relate it helpfully to something else. The only question is what that something else will be. Rorty et al. (1984: 11) I An interpretive analytics in and through SULHow to think about 'sociology' at the University of Lucknow is certainly a problem, accentuated not just by the fact that the trajectory indicated by Sociology at the University of Lucknow: The First Half Century (SUL, hereafter) has an extended time frame (or chronology)-1921-75, to be precise-but also marking a practice whose specificities cannot be rendered exclusively 'Indian' and/or 'colonial'. To be sure, as Professor T.N. Madan (hereafter, TNM) has admitted, a central purpose in assembling the writings of the 'Lucknow Quartet' and the commentaries Contributions to Indian Sociology 48, 3 (2014): 409-417

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Sociological traditions

Thakur¹

2014

Contributions to Indian Sociology

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The sociological traditions in India have yet to find their historian. T.N. Madan (2011b: xiii) Students of sociology are likely to come across synoptic accounts of the 'Lucknow School' in courses relating to the growth and development of sociology in India. Most, if not all, may find names such as Radhakamal Mukerjee, D.P. Mukerji and D.N. Majumdar, the 'three Ms' as T.N. Madan (2013: 3) calls them in his recently edited volume entitled Sociology at the University of Lucknow: The First Half Century (1921-1975, 1 somehow familiar. This familiarity, though, does not presuppose any serious understanding on their part of the substantive works of the Lucknow sociologists. Preliminary ideas about Radhakamal Mukerjee's work in the field of social ecology, or D.P. Mukerji's stress on the study of tradition, or D.N. Majumdar's ethnographic work among tribes, or A.K. Saran's repartee to Louis Dumont, is all that one can generally expect. Given the general amnesia surrounding the works of the pioneers at Lucknow, Madan's volume is a noteworthy contribution to the recent attempts at retrieving

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Beyond Reflexivity? On the Enactments of Sociology in India

Cited by 3 publications

References 9 publications

Confronting Reflexivity: Sociological Trajectories of Teaching Sociology in Liberal Arts Spaces

Confronting Reflexivity: Sociological Trajectories of Teaching Sociology in Liberal Arts Spaces

Invoking sociology at University of Lucknow (1921–75)

Sociological traditions

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