Teaching Workshop: Ecology and Environmental Movements in India: Assumptions, Specificities and Representations

A.Y. 2022/2023
3
Max ECTS
20
Overall hours
Language
Italian
Learning objectives
The workshop aims to develop students' awareness of perspectives other than the European through which the relationship between humans and the environment and the environmentalist discourse can be articulated. Furthermore, through the presentation of the contents, assumptions and prerogatives of the Indian environmental movement, the aim is to bring to the students' attention the extent of the influence of the concepts underlying philosophical, religious and spiritual thought in defining the behavioural models adopted by the members of a society. Finally, the aim is to enable students to use newly acquired concepts, doctrines and contents for the purpose of reading and critically interpreting a narrative text and to support and argue the validity of their own point of view in the discussion of one or more themes promoted by the workshop.
Expected learning outcomes
At the end of the workshop, students should acquire a certain amount of knowledge inherent both to Indian philosophical-religious-spiritual thought and, specifically, Hindu and Jaina, and to the history and specificities of the Indian environmental movement. Furthermore, the didactic structure and contents of the workshop are functional to the development, or increase, of the ability to contextualise historically and culturally both the characteristics of the relationship between man and the environment, and the value and significance of ecological theory and practice. It is expected that, at the end of the classes, students will have demonstrated their ability to interact fruitfully within a peer group for the purposes, firstly, of analysing the ecological and environmental content of a text of their choice and, secondly, of the concerted presentation of the results of the examination, preferably through the creation of a power point presentation. In addition, students are expected to be able to discuss the topics addressed using newly acquired notions while demonstrating adequate autonomy of judgement in gathering and interpreting the elements useful for the convincing and coherent formulation of their own point of view. Finally, students are expected to develop communication skills that allow for both constructive interaction with members of their work group and broader discussion within the class, as well as the effective collective presentation of the group work results.
Single course

This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.

Course syllabus and organization

Single session

Lesson period
Second semester
Course syllabus
The workshop aims to introduce students to the specificities of the Indian environmental movement, a term generally used to describe and account for the different modes of socio-political action adopted to address issues of access to livelihoods and natural resources and ecological security within the broader debate on development. We shall introduce the historical, social and cultural elements that typify the Indian environmental movement through a plurality of textual and filmic sources. Emphasis will be given to the Indian relationship between environment and humans, reflecting on the characteristics that define its distinctiveness, and distinguishing it from non-Indian variants of the environmentalist discourse. We shall see, therefore, how Indian environmentalism, on the one hand, places local communities at the centre of its reform efforts while, on the other, opposes state-sponsored environmental policies aimed at preserving and defending the biodiversity of flora and fauna regardless of—and often to the detriment to—human communities. We shall see, therefore, how the notion of the State as guardian and protector of natural resources is countered by the environmental movement with the so-called ideology of the "environmentalism of the poor", according to which the historically, socially, economically and culturally disadvantaged groups are placed at the center of ecological action and narration, that is, all those who are most directly affected by environmental degradation, configuring themselves as its first and principal victims. The presentation of some voices of contemporary Indian environmentalism (Chipko Movement; Narmada Bachao Andolan; Appiko Movement) will follow an examination of the philosophical-religious roots and precursors of the contemporary Indian environmentalist discourse. We shall then reflect on the role of two of the most influential schools of the Brahmanical speculative tradition, Sāṃkhya darśana and Vedānta darśana, in shaping the relationship between humans and the environment; on the influence exerted by Jain metaphysics and praxis on Gandhian-inspired environmental movements and, finally, on the role attributable to the Bishnoi—nowadays members of a caste, but originally born as a religious sect—as ante-litteram environmentalists and forerunners of contemporary Indian environmental movements. The introduction to the themes, socio-cultural specificities and aims of Indian environmentalism will be completed with the analysis of some case studies featuring local communities at the center of ecological dynamics and tensions.
Prerequisites for admission
With regard to previous theoretical knowledge, no prerequisites are required. However, participation in the workshop is subject to registration by 5 February 2023 by sending an e-mail to [email protected]. In the message text, please specify your: name, surname, matriculation number, degree course, year of enrolment.
Teaching methods
1. Lectures: to introduce the themes, doctrines and perspectives considered
2. Teamwork: students will be asked to form groups, each of which will be asked to prepare a class presentation, preferably using a power point, on the identification, analysis and discussion of the ecological/environmentalist themes deployed in a text chosen from the reading list. During the first lesson of the workshop, the content and outline of each literary work will be briefly presented so that the students can choose what they want to work on.
3. Individual exercise: discussing the interpretation of the human-environment relationship in each of the four films listed.
Teaching Resources
A selection of films and works listed below will be shown and read during the workshop:
FILMS:
- Jal (2013), director: Girish Malik
- Sherni (2021), director: Amit V. Masurkar
- Bhopal Express (1999), director: Mahesh Mathai
- Videsh (2008), director: Deepa Mehta

READINGS:
- Il racconto della monaca, in W. Dalrymple, Nove vite, Adelphi, Milano, 2011.
- Byadhkhanda (The Book of the Hunter), Mahasweta Devi, 1994.
- Fire on the Mountains, Anita Desai (trad. Fuoco sulla montagna)
- Muktadhara, Rabindranath Tagore
- All Creatures Great and Small, Ruskin Bond
- The Inheritance of Loss, Kiran Desai (trad. Eredi della sconfitta)
- Animal's People, Indra Sinha (trad. Animal, Neri Pozza, 2009)
- Hansuli Banker Upakatha, Tara Shankar Bandopadhyay (trad. The Tale of Hansuli Turn)
- The God of Small Things, Arundhati Roy (trad. Il Dio delle piccole cose, Guanda, 1997)
- Butterfly Effect, Rajat Chaudhuri
- Nectar in Sieve, Kamala Markandaya (trad. Nettare in un setaccio, Feltrinelli, 2004)
- Last Man in Tower, Aravind Adiga (trad. L'ultimo uomo nella torre, Einaudi, 2013)
- Chinnamastar Manuhto, Indira Goswami (trad. The Man from Chinnamasta, Katha Books, 2005)
- D. Lapierre - J. Moro, Five Past Midnight in Bhopal, Grand Central Pub, 2002.

GRAPHIC NOVEL:
- All Quiet in Vikaspuri, Sarnath Banerjee

ESSAYS:
- The Evolution, Structure, and Impact of the Chipko Movement, Vandana Shiva-J. Bandyopadhyay, "Mountain Research and Development", vol. 6, No. 2, 1986, pp. 133-142.
- The Unquiet Woods, Ramachandra Guha, University of California Press, 2000
Assessment methods and Criteria
Active participation in the lectures and, through group presentations and individual discussions, understanding of the concepts and doctrines introduced, the ability to trace their presence in the textual and film production considered and the argumentative and communicative skill to present the result of one's own analyses, both individual and group, are positively assessed.
- University credits: 3
Humanities workshops: 20 hours