University of North Carolina Wilmington (UNCW)
PLS 494/593 Study Abroad India
Course Focus: Development and Globalization
Professor Paige Johnson Tan, Ph.D.
Course Day and Time: Fridays 12:00pm-2:30pm
Location: LH 138
REQUIRED: Additional Travel to India May 9-24, 2010
Online Syllabus: http://people.uncw.edu/tanp/PLS494593StudyAbroadIndiaSyllabus3.html
Trip Homepage: http://people.uncw.edu/tanp/StudyAbroadIndia.html
2009 Trip slideshow: http://www.uncw.edu/pls/images/Event_Slideshows/May%202009%20India%20Study%20Abroad/html/0.htm
Contact Dr. Tan: Phone: (o) 910-962-3221
Office: 257 Leutze Hall (Office hours T/R 12:30-1:45pm and by appointment)
India. The word conjures a cacophony of images: colorful fabrics, aromatic spices, prowling tigers, ethereal monuments, elegant dancers, and activist gods. Less exotic images also come to mind: extreme poverty, disease, discrimination, and slums. Ramachandra Guha cites Harold Isaac's observation: "For Americans in the postwar years there were just four kinds of Indians 1) fabulous Indians, the maharajas and magicians coupled with exotic animals like tigers and elephants; 2) mystical Indians, a people who were deep, contemplative, tranquil, profound; 3) benighted Indians, who worshipped animals and many-headed gods and lived in a country that was even more heathen than China; and 4) pathetic Indians, plagued by poverty and crippled by disease." The purpose of this course is to take students behind the stereotypes to learn more about the transformations currently underway in this ancient civilization and 21st century global power.
This course involves a classroom component and a travel component. It is impossible to get credit for the class without making the trip to India, as students would simply miss too much educational content.
The focus of the course and trip is India’s economic development. Subsidiary emphases are placed on gender, the environment, and globalization. To tackle these topics, we will begin our study with an introduction to India’s geography, peoples, religion, and politics. We will explore development policy at the national level and in one of the states which we will be visiting, Kerala. We will stay with the development topic and tackle India’s fame as a hub of outsourcing and new high-technology development, particularly focusing on Bangalore, a city we will visit and ground zero of India’s Silicon Valley. We will spend a session learning about the most important gender issues India faces, and we will return to these throughout the course. Beyond the study of development and globalization, we will learn how one engages in development work; this will help prepare us for our visit to development NGOs, universities, and research institutes in India. Finally, South Asians from the campus/Wilmington community are invited to speak to us to round out our introduction to India and to help us get ready for our trip.
In our two weeks of travel, we visit dynamic Karnataka in South India and meet with representatives of a high-tech firm and workers in outsourced industries. We spend a day at an NGO working in empowerment, vocational training, and education for urban slum dwellers. We visit a bio-fuel research park and two important temple complexes. There is also a mini-academic program at the University of Mysore on development issues. In the neighboring coastal state of Kerala, we visit a girls’ orphanage, an ancient seaport city, and take a boat trip through a region known as “the Venice of India,” also one of India’s ricebaskets. We visit a national park to learn about the challenging nexus of tribal peoples, animal welfare, development, and environment. On our itinerary items, please keep in mind that arrangements in India are rarely written in stone. Some activities may be cancelled despite the instructors’ best efforts. We might also have to be flexible during the itinerary to meet course objectives and student needs.
Student Learning Outcomes:
By the end of this course:
Monkeys, Karnataka (Bullers)
Readings and Materials:
Recommended for now and in the future:
Kathakali Dance Performance, Cochin (Bullers)
494/undergraduate students. Please note that this is a "real course" and not an expensive way of getting a guaranteed "A." The course grade will be determined in the following way:
Class participation 35%: This is an experiential course, so students have to be physically and intellectually present in order to learn. The professor expects students to be in class during the UNCW portion of the course and ready to participate in discussion of the assigned readings. During our time in India, students are expected to be ON TIME for scheduled departures. Lateness may see students left out of required educational activities, thus damaging both their learning and class participation. As we participate in educational content in India, including temple and NGO visits and the like, students are expected to be avidly engaged, taking an interest and asking questions. Finally, students are expected to participate in impromptu hotel and bus discussions on what we are seeing and learning. Quieter students must find a way to communicate their engagement to the instructor in order to score well in class participation.
Group issues presentation 5%: Students will be assigned to issues on which they will present. Topics of the 10-15 minute presentations include: Bollywood movies (1/15), transportation (1/22), child labor (2/5), marriage websites (2/12), Tata Nano and implications (2/19), environmental issues: people v. animals (2/26), Indian religions (3/19), corporate titans (3/26), and slums (4/16). Consider being creative and getting the class involved in your presentation with YouTube videos, websites, poetry, music, and other media. Bring in the additional newspaper articles for your assigned day, if possible. Don't abandon your whole presentation to discussion, however. You should have something coherent to "teach" the class on your subject.
University of Mysore presentation 5%: Our group will make a presentation to students and faculty at the University of Mysore on what it's like to be a woman in the United States. Students will be graded on their contribution to the April 23 in-class practice presentation. Students should be prepared, thoughtful, creative, and persuasive.
Test 20%: A test on the material covered in the UNCW-based portion of the course will cap the domestic portion of our learning. Students will be asked both short-answer and essay questions.
Journal 35%: You should plan on writing about 500 words per travel day. It is helpful if you group your observations each day under the broad headings of "what happened," development, women, environment, and globalization. In addition, it would work well if you had summation sections at the end of the journal on the broad course themes that enabled you to put together what you learned over the course of the class and during the trip. The journal is due to the instructor before she boards the plane for the return journey to the US.
Beyond your daily journaling, part of the journal assignment is a requirement that students interview AT LEAST five Indians they meet during the trip (these can include passersby on the street, hotel employees, or fellow nightclubbers). Questions should deal at some level with the focal areas of our course, though students may feel free to branch out if they have other interests they want to learn more about. Interviews will be evaluated on the probative nature of the questions and the depth of information gleaned from the informant.
In addition to the requirements above, graduate students must complete and present a 20-25 page paper before departure (The presentation should be a maximum of 15 minutes). The topic of the paper should deal with India and the focal areas of the course. Beyond that, students are quite free to follow their interests to develop a piece of research that is useful to them as they move forward.
The distribution of grades for graduate students is as follows: class participation (25%), issues presentation (5%), University of Mysore presentation (5%), test (10%), journal (30%), and paper and presentation (25%).
For full-time UNCW students, the cost of student tuition for the program is encompassed in students’ Spring 2009 regular UNCW tuition.
In addition to tuition, students must purchase a roundtrip air ticket to India (currently @$1,600), with refund insurance (@$100). We hope the group will travel together and purchase the tickets through Ms. Birgit Allen, Travel Divas, Wilmington at (910) 256-5788.
There is an additional program fee ($2,199 in 2009; expect it to be slightly more in 2010 due to inflation in India) which pays for on-the-ground transport in India by air-conditioned coach, 12 nights accommodation on twin/tri-share basis, academic programs/visits described in the syllabus (Bangalore NGO, Mysore University, high-tech company, workers in offshored industries, biofuel facility and village, orphanage, temples), city tours in Mysore and Cochin, trek in Periyar park, Backwaters boat tour in Alleppey, some meals, UNCW-mandated travel health insurance, and Office of International Programs administration fee.
Please note that the program fee does not include the cost of obtaining a US passport (@$100) or visa for India (@$75), some meals, personal expenses (laundry, drinking water, souvenirs, tips), optional itinerary items like city tour in Bangalore and Kathakali dance performance in Cochin, and pre-departure shots and medical precautions.
Also, India requires a great deal of flexibility. Some visits, despite the instructors' best efforts, may be re-organized or cancelled. Students are requested to meet these inevitable changes with a learning heart.
Travel in India is challenging. Many students embrace the differences, but other students can at times be overwhelmed by them, leading to irritability and dissatisfaction. On the trip, be constantly attuned to your state of mind and when you've had enough. Be aware of when/how you re-group and re-collect yourself (do you need to be alone, talk it out, have a meal, stop for the day? do you blame others when you are stressed? do you lash out?).
Some things students will be confronted with include: bargaining rather than fixed prices in some shops; leeches on hikes; Indians wanting to take pictures with you, to touch you, to smell you, to grab your hair; aggressive shopkeepers and touts; beggars of all shapes and sizes (disabled, with babies, transvestites); driving and roads that appear without rules; and occasional physical inconveniences (oppressive heat, cold showers, power outages, and extremely basic toilet facilties). There are more serious challenges as well. In India as elsewhere, female travelers in particular must be aware of the possibility of predatory behavior by males and be constantly mindful and aware of their surroundings. It is best always to be with a buddy from the group.
Talk of the buddy system raises the issue of students' perceptions of their physical security during the trip. There is not one absolute perception of security that will apply uniformly to the instructor and to every student. Some students will be eager to explore new situations. Others will feel threatened outside the comfort zone of our chosen hotels and academic visits. Your job as students in this course is to think about where you fit in this spectrum of perception of security and to communicate this effectively with the instructor. Joining in the trip, further, indicates your acknowledgment that there will likely be situations that make some students uncomfortable at least some of the time.
None of the difficulties ranging from inconvenience to genuine hardship should be enough to prevent students from having an amazing trip to India. However, how we handle challenges determines how they impact the group. Any students who become disruptive for any reason and interfere with other students' learning will be sent home. Any students so dismissed from the course will not have any monies refunded to them. Disruptive or disrespectful behavior unacceptable in a classroom in Wilmington is also unacceptable in India, whatever the cause: tiredness, cultural adjustment, etc.
Application and $400 deposit due: December 1, 2009
Program fee due: January 18, 2010
International air tickets (and insurance), purchased by: February 19, 2010
Copy of passport (picture and information page) to instructor: February 26, 2010
Copy of Indian visa to instructor: March 26, 2010
Receipt from Health Department or doctor regarding pre-trip medical precautions: April 9, 2010
Note: If you do not wish to get any pre-departure medical precautions, please write a formal, dated, and signed letter to Dr. Tan stating that you have been advised to get these precautions and that you have ignored this advice.
This instructor believes academic honesty is the foundation of the entire enterprise of a university. Only in an environment of honesty can genuine learning occur and good citizenship be fostered. For further information, students should consult the online UNCW Code of Student Life at http://www.uncw.edu/stuaff/odos/documents/0910CodeofStudentLife_FINAL.pdf (The Honor Code begins on page 6 in the 2010 version). Students should also feel free to ask the instructor any questions they may have about academic honesty. Because academic honesty is treated as a serious matter, the course policy is one of zero tolerance for academic DIShonesty.
The core principle of the Academic Honor Code is that student work represents the original work of the student. For this reason, plagiarism, using the work of another without proper citation, and cheating, the unauthorized use of information during an examination, are prohibited.
The Academic Honor Code works for both students and teachers. Students can expect that the instructor will treat them in a fair, honest, and impartial manner. The instructor also expects students to deal with her and with one another honestly. Plagiarism and cheating are violations of academic honesty because they steal from the original creator of the work. In addition, they violate the relationship of honesty between student and teacher as the student attempts to pass off work as his or her own which was produced by another. Further, plagiarism and cheating violate the bond of honesty among students themselves. Students who produce their assignments through long, hard work are being violated by those taking a shortcut through the misappropriation of another’s work or knowledge. Most sadly, students who violate academic honesty cheat themselves of the chance to learn.
Please note two particular policies the instructor follows:
1) Work for this course must be yours, and it must be original. If you wish to work on a project you have previously worked on for another class, you must add at least as much content as the assignment requires that is new and original for this class.
2) You may receive help on your written assignments (not tests) from your roommate, significant other, parents, the University Learning Center, or a passerby on the street. The process of reading and revising your work based on the comments of others is an important part of how we learn and improve.
Contacting the Instructor
Students are encouraged to call or e-mail with questions, or stop by office hours (listed above). I endeavor to be available to assist you with your course work. It’s my job. As a hint, e-mails are likely to guarantee a quicker response than phone messages. I am most happy to set up an appointment for a meeting in addition to those times listed as office hours. However, because I have a young child at home, students must understand that there are limits on my time. A note on courtesy: When students receive assistance through any one of these extra-class channels, they should be sure to thank the instructor for her time, thought, and effort. This little trick will serve you well in the future. It is an expected part of social etiquette.
Please note that no late work will be accepted.
Students are invited to attend lectures, panels, and movies on campus that deal with international affairs. Just check with the instructor beforehand as to whether you've picked a good event. After the event, submit a one- to two-page single-space write-up that deals with your reactions to the presentation. How does it relate to what we are doing in class? How does it relate to other things you've studied? Did you agree or disagree with the speaker/s argument? What did the presentation make you think about? This extra credit will be used toward class participation or in the calculation of final grades in borderline cases.
Students are strongly encouraged to show respect for fellow students and the instructor by arriving for class on time. Late arrivals disturb fellow students and disrupt the learning process. It is better to come in late than not to come at all, but try to be respectful of classmates by making arrangements to be in class and in your seat at the start of class.
An excused absence is one that is discussed with the professor IN ADVANCE and for which documentation can be provided. Only for excused absences will the professor allow work to be made up. All make-up work will be done at the instructor’s convenience.
The instructor understands that some students may have need of accommodation (for example, extended testing time or a quiet testing locale) due to a disability. If you feel that you are in need of an accommodation, please contact Disability Services in Westside Hall to make the appropriate arrangements. The phone number is 910-962-7555.
Students are permitted to use laptop computers during class to access PowerPoints, online notes, or to type their own course notes. Laptops are not to be used for surfing the internet or checking e-mail. Students with computers are encouraged to sit in the back of the classroom to avoid disturbing fellow students. During periods of class discussion, computers should be closed to ensure adequate attention and participation. Obviously, when tests and quizzes are being administered, laptops are not permitted. Use of cellphones, including texting, is never permitted. PLEASE NOTE: If students are found to be using electronic devices in a manner inconsistent with the professor’s assessment of the best environment for group learning, they may be penalized with a one-letter grade reduction in their final course grade.
Mysore Palace, Mysore (Bullers)
Bharatiya Janata Party http://www.bjp.org/
Chetan Bhagat http://www.chetanbhagat.com/index.html
Congress Party India http://www.congress.org.in/
Constitution of India http://lawmin.nic.in/coi.htm
Information Technology (Government of India)
Embassy of India (Washington, DC) http://www.indianembassy.org/newsite/default.asp
The Hindu http://www.thehindu.com/
Hindustan Times http://www.hindustantimes.com/Homepage/Homepage.aspx
Incredible India http://www.incredibleindia.org
Indian Economy (Blog) http://indianeconomy.org/
India Uncut (Blog) http://indiauncut.com/
National anthem, Jana Gana Mana: http://video.google.com/videoplay?docid=7399792002477900458
National song, Vande Mataram (two versions): http://www.youtube.com/watch?v=BJ399KOoNRA
Karnataka (Indian state) http://www.karnataka.gov.in/
Kerala (Indian state) http://www.kerala.gov.in/
Library of Congress, India a Country Study http://memory.loc.gov/frd/cs/intoc.html
Ministry of External Affairs (Government of India) http://www.mea.gov.in/
Ministry of Rural Development (Government of India) http://rural.nic.in/
National Commission for Women (Government of India) http://ncw.nic.in/
Nehru speech at India’s independence http://www.fordham.edu/halsall/mod/1947nehru1.html
Parliament of India. http://parliamentofindia.nic.in/
PBS, The Story of India, http://www.pbs.org/thestoryofindia/
Prime Minister’s office. http://pmindia.nic.in/
Shashi Tharoor. http://www.shashitharoor.com/index.shtml
Simply Marry. Marriage classifieds http://simplymarry.com.
Tehelka magazine http://www.tehelka.com/
Times of India http://timesofindia.indiatimes.com/
World Bank http://www.worldbank.org
World Bank South Asia Blog http://endpovertyinsouthasia.worldbank.org/
To find more information on India in regard to the focal areas of our course, you May consult the following library databases (accessible via the library homepage at http://library.uncwil.edu/).
Wild Elephant, Periyar (Tan)
Jan 8 Course Introduction (1 hour)
Jan 15 Introduction to India: People, Religions, Politics, and History (1.5 hours)
Lecture: People, Religions, Politics, and History
Discussion: Brainstorming afternoon activity with Home of Hope Orphanage girls. See Home of Hope website at http://www.homeofhopeindia.org/
Reading: Atul Kohli and Amrita Basu, “India,” Mark Kesselman, et. al. eds. Introduction to Comparative Politics, Boston: Houghton Mifflin, 2005, 154-199 (this file is really large; give it time to download). “Battling the Babu Raj,” Economist, March 8, 2008. Somini Sengupta, “In World’s Largest Democracy, Tolerance is a Weak Pillar,” New York Times, October 29, 2008.
Note: Graduate students should be thinking about paper topics. Should be approved by 2/5.
Student presentation on Bollywood movies.
JAN 18--NO CLASS: PROGRAM FEE DUE.
Jan 22 Story of India DVD, Part I (2 hours)
Visit from Home of Hope Orphanage, Cochin, India, local representative, Wilmington author Paul Wilkes.
HOW TO GET A VISA Go to https://indiavisa.travisaoutsourcing.com/select-application. Start a new application and fill it out online. Select a tourist visa (if you plan multiple visits to India, get a multiple entry visa). Print, sign, and send with your passport, fee, and other required materials. You should have your visa back in just a few days.
Jan 29 Development and the Indian Context, with a special focus on Kerala (1.5 hours)
Lectures: Development in India, Regional Development Strategies
Reading: Gurcharan Das, India Unbound, Anchor, 2002, Chs. Introduction, 4-5, 7, 10-11. Somini Sengupta, “Inside Gate, India’s Good life; Outside, the Slums,” New York Times, June 9, 2008. Somini Sengupta, “India Grapples with How to Convert Its Farmland into Factories,” New York Times, September 17, 2008. Akash Kapur, “Poor but Prosperous,” The Atlantic Online, September 1998, http://www.theatlantic.com/issues/98sep/kerala.htm (free online via this link).
Student presentation on transportation in India.
Feb 5 Story of India DVD, Part II (1.5 hours)
Student presentation on child labor.
Graduate student paper topics to be approved by today.
Comment cards: How is class going so far?
Feb 12 Gender Issues (2 hours)
Reading: Elisabeth Bumiller, May You Be the Mother of a Hundred Sons, New York, Fawcett, 1990, 125-146. Suvarna Sen and Ishita Mukherjee, “The Changing Status of Women in India: The Challenges Ahead,” Undated conference/working paper. Somini Sengupta, “Careers Give India’s Women New Independence,” New York Times, November 23, 2007. Ben Arnoldy, "India Listens after a Child Bride Says I Won't," Christian Science Monitor, April 24, 2009. http://www.csmonitor.com/2009/0424/p06s07-wosc.html.
Recommended: Search the Indian matrimonial websites (try http://www.bharatmatrimony.com and http://www.shaadi.com). What features are desirable in a mate? How do caste and career play a role?
Also recommended: Watch a twelve-minute talk on sex trafficking in India at TED: Sunitha Krishnan (December 2009) at http://www.ted.com/talks/sunitha_krishnan_tedindia.html. Ms. Krishnan claims to have rescued more than 3,200 girls and women from violent circumstances.
Student presentation on Indian marriage websites.
Dr. Bullers' lecture on gender issues in India.
After learning about women in India, start thinking about how you would tell Indian professors and students about what it's like to be a woman in the US. We'll have to make a presentation on this topic to the University of Mysore on May 17th. How shall we divide it up? How will we divide the load of presenting? Content due April 23rd. That's when you'll be graded on this.
Feb 19 Story of India DVD, Part III (1.5 hours)
Student presentation on Tata Nano and Implications.
Lunch today at India Mahal (optional).
Air tickets purchased by today.
Feb 26 Environment and Cultural Heritage (2 hours)
Lecture: Development and the Environment in the Third World
Discuss: Dams and development in India.
Introduce: Indian art and preview of temples.
Finish brainstorming Home of Hope service idea.
Reading: Arundhati Roy, “The Greater Common Good,” 1999 [ONLINE] Available from http://www.narmada.org/gcg/gcg.html [accessed July 7, 2008]. Somini Sengupta, “At Indian Preserves, Tigers Remain King as People are Coaxed Out,” New York Times, April 16, 2008. M.G. Radhakrishnan, “Kerala: God’s Disowned Country,” India Today, November 8, 2007. Available free online at http://indiatoday.digitaltoday.in/index.php?option=com_content&Itemid=1&task=view&id=1848§ionid=21&issueid=26&page=archieve.
Copy of passport picture and information page due to Dr. Tan. Fill out passport information sheet.
Student presentation on debate between the rights of tribal peoples and animals.
Mar 5 Story of India DVD, Part IV (1 hour)
Mar 12 No Class. Spring Break
Mar 19 Story of India DVD, Part V (1.5 hours)
Talk about roommates, cliques and responsibilities of traveling as a group. Discuss behavior and safety in professional meetings, public settings, markets, on the roadside, on transport.
For next time, everybody bring 3-4 candidate pop/kids' songs we can sing as a group.
Student presentation on Indian religions.
Mar 26 Development and Globalization/Technology (2 1/2 hours)
Watch video: “Thomas L. Friedman Reporting: The Other Side of Outsourcing,” Discovery, 2004.
Discuss: Wipro, Infosys, Outsourcing
Reading: Steve Hamm, Bangalore Tiger, New York: McGraw Hill, 2007, 1-29. Arundhati Roy, “Globalization is Ripping through People’s Lives,” Socialist Worker.org, September 27, 2002. Available free online at http://socialistworker.org/2002-2/423/423_06_Roy.shtml. G.V. Dasarathi, “Bangalore: Silicon Valley or Coolie Valley?” Rediff.com, March 1, 2004. Available free online at http://www.rediff.com/money/2004/mar/03guest1.htm.
For fun: Maureen Dowd, “A Penny for My Thoughts?” New York Times, November 30, 2008. Available from http://www.nytimes.com/2008/11/30/opinion/30dowd.html. Watch Infosys founder Nandan Nilekani on the Daily Show, http://www.thedailyshow.com/video/index.jhtml?videoId=220595&title=Nandan-Nilekani, March 18, 2009. A recent story on high tech coming to the rural areas: Lydia Polgreen, "Rural India Gets Chance at Piece of Jobs Boom," New York Times, November 13, 2009, http://www.nytimes.com/2009/11/13/world/asia/13india.html?hpw.
Bring the instructor a copy of your Indian visa. Instructor should provide pictures and passport page info to a student representative to carry as well.
Work on our songs.
Student presentation on Indian corporate titans.
Apr 2 No Class: Good Friday State Holiday
Apr 9 Story of India DVD, Part VI (2 hours)
Visit by Mr. Mark Gallovic, Director, Education Abroad, Office of International Programs, UNCW.
Talk about what to bring (handout), languages in the areas we will visit. Receipt from Health Department due.
Bring names and e-mails of anyone you want to receive updates while we are on our trip.
Graduate student paper drafts due today.
Graduate student presentation 1.
Quick discussion of U Mysore Women in the US presentation. Be ready to discuss where you are in your presentations and what you've learned/prepared.
Apr 16 Doing Development (2.5 hours)
Lecture: Introduction to a Selection of Development Organizations and Approaches. Consider: APSA and empowerment, participatory development rural livelihoods projects in South Asia, microfinance, Fortune at the Bottom of the Pyramid.
Introduce journaling and interviewing. Be ready to take charge of interviewing our panelists next time.
Reading: Deepa Narayan and Elena Glinskaya, Ending Poverty in South Asia: Ideas that Work, Washington, DC: World Bank, 2007, 1-36 and 68-103. Somini Sengupta, “Crusader Sees Wealth as Cure for Caste Bias,” New York Times, August 30, 2008. http://www.nytimes.com/2008/08/30/world/asia/30caste.html?fta=y. Akash Kapur, "The Problem of Working with Men," new York Times, June 3, 2010. http://www.nytimes.com/2010/06/04/world/asia/04iht-letter.html
Recommended: The New York Times has a slideshow on SEWA at http://www.nytimes.com/slideshow/2009/03/07/world/asia/0307-BHATT_index.html?ref=world. There is also a slide show on Dalits (untouchables). http://www.nytimes.com/slideshow/2008/08/30/world/20080829CASTE_index.html. Chandra Bhan Prasad featured in the slidshow and article above has his own website: http://www.chandrabhanprasad.com/index.aspx in which he discussed caste issues and his promotion of English as a the Dalit Goddess.
Graduate student presentation 2.
Graduate student presentation 3.
Make sure you've ordered Chetan Bhagat's One Night @ the Call Center for the plane ride to India. Please send Dr. Tan an e-mail about how you'd like the roommate issue to be handled.
Student presentation on slums in India.
U Mysore presentation on women in India due next time. Is everybody ready?
Apr 23 Visit from South Asians in the Wilmington Community (2 hours)
Interview panel members re: development, women, environment, globalization.
After panel leaves, debrief on interviewing: what worked and what didn’t
Be aware: Test next time. Review for the test.
Last minute logistics? Talk about health issues.
Reading: Shashi Tharoor, “An A to Z of being Indian,” The Elephant, the Tiger, and the Cellphone, New York: Arcade, 2007.
Graduate student presentation 4.
Graduate student presentation 5.
Work on U Mysore presentation on women in India. Compile and practice.
Apr 30 11:30am Test (1 hour)
Any last minute logistics? Talk about health issues, need for communication between faculty and students on the trip.
Please bring your own paper for writing your response to the essay question.
Note: liquids carried on the plane must be in small packages, no more than 3 oz. each. All liquids must be fit within a quart-sized bag. Good things to bring: toothbrush, toothpaste, deodorant, mouthwash, body cream, socks, reading materials.
Graduate student papers due.
Lunch today at India Mahal (optional).
Our houseboat, the Ayurnauka (Lowda)
May 9: Travel to India Sunday
BE SURE TO BRING: YOUR PASSPORT, WITH VISA. YOUR PRINTED PLANE ITINERARY. A COPY OF YOUR PASSPORT PICTURE/INFORMATION PAGE. SEVERAL MEANS OF MONEY (CASH, ATM CARD, CREDIT CARD, TRAVELLERS' CHEQUES).
Gifts to give to kids include: glo-sticks, beanie babies, pens, stickers, sidewalk chalk, hair bows, matchbox cars.
Plane reading: Chetan Bhagat, One Night @ the Call Center. We will discuss this during the trip.
Idea: Interview one of the stewardesses or stewards?
May 11 Day 1: Bangalore Tuesday (arrive just before midnight on the 10th)
AM Arrive and recover.
Van pick-up at airport, take to hotel.
Official welcome at hotel with flowers.
2:00pm driving tour of Bangalore sights. See: Vidhana Souda, Attara Kacheri, Cubbon Park, Lal Bagh Gardens, Tipu Sultan’s Palace and temple next door, Government Museum, fish spa.
Shopping on MG/Brigade Roads. Meet at Cauvery at the corner of Brigade and MG. Up MG Road, Gangaram's for beautful note cards and papers, books. Take the opportunity to talk with our tour organizer about her life, being a woman in India today.
Consider Leela Palace Galleria for dinner, turn left on Airport Road. Turn right on Airport Road, find TGIFs.
Overnight: Classic Inn
Meals: Breakfast at hotel, lunch at Shelton Grand/Church Street off Brigade Road. Dinner at Royal Orchid.
Idea: Remember hotel staff, bus drivers, and tour guides as potential interviewees.
Students at the APSA Dream School (Tan)
MAY 12 Day 2: Bangalore Wednesday
10-1: Centre for Sustainable Development re: e-waste recycling
3pm: Visit Narayana Hrudayalaya Hospital
Early evening: shopping at Fab/India and/or Forum Mall (2 hrs).
Overnight: Classic Inn
Meals: Breakfast at hotel. Lunch with group TBD. Dinner on own.
May 13 Day 3: Bangalore Thursday
Early morning: Bull Temple
Lunch at Royal Orchid.
2:00pm: Greenpeace India.
Visit FabIndia and Forum Mall.
7:00-7:30pm arrival: Travel to Nirmal Jyoti working girls’ hostel to see the technical training center and meet with working girls at the hostel.
Overnight: Classic Inn.
Meals: Breakfast at hotel. Lunch at Royal Orchid. Dinner together on the road.
Idea: Interview one or more of the “working girls” at the institute.
May 14 Day 4: Bangalore to Hassan Friday
Leave by 6:45am: Breakfast packed by hotel for bus. Drive 3+ hours.
Hassan: Visit bio-fuel station (maximum two hours).
Lunch at Hoysala Resort, Hassan.
Afternoon visit to 12th century Hindu temple at Belur (1 hour for tour). BRING SOCKS IF YOU WANT TO KEEP YOUR FEET CLEAN!
Overnight: Hoysala Village Resort, Hassan
Meals: Breakfast from hotel, lunch at Hotel Ashhok, Hassan. Dinner on own.
Idea: Interview farmers.
Our Student Getting a Blessing from a Jain Priest at the foot of the colossal Bahubali, Sravana Belgola (Tan)
May 15 Day 5: Temples and Mysore Saturday
Stop at Gomateshvara Temple (Jain, 981AD) on the way to Mysore (2 hours for climb/shopping). BRING SOCKS IF YOU WANT TO KEEP YOUR FEET CLEAN! If you pass him 50-100 rupees, the Jain priest will give you a blessing (as in the picture above).
[LATE AFTERNOON AND EVENING FREE TO EXPLORE TOWN, MARKETS, including Mysore FabIndia]
Meals: Breakfast at Hassan Resort. Late lunch in Mysore at Hotel Regaalis. Dinner on own.
May 16 Day 6: Mysore Sunday
8:30am: See the city (Chamundi Hill, Nandi, Mysore Palace, St. Philomena's Church, Devaraja Market, incense and oil shop) with guide Joseph. BRING SOCKS FOR PALACE IF YOU WANT TO KEEP YOUR FEET CLEAN!
Meals: Breakfast at hotel, lunch at Metropole. Dinner on own.
Idea: We've got some free time in Mysore. Find some passers-by to interview. Or take a walk/run at the lake at the University of Mysore.
Shopkeeper, Devaraja Market, Mysore (Tan)
May 17 Day 7: Mysore Monday
10-1Visit Infosys, India's flagship high-tech company.
2-5 Visit University of Mysore Centre for Women's Studies. Includes visit to Jayalakshmi Vilas museum (a former palace of the maharajas of Mysore) on the campus. UNCW students will present on being a woman in the US to Mysore faculty/students.
Meals: Breakfast at hotel. Lunch at Infosys. Dinner on own.
May 18 Day 8: Cochin Tuesday
Drive to Bangalore for flight to Cochin
Optional: Evening Kathakali dance performance. 7pm at Cochin Cultural Centre, Manikath Road, near Medical Trust Hospital.
Overnight: Fort House, Cochin
Meals: Breakfast at hotel, lunch
Visiting with the girls at Home of Hope, Cochin (Tan)
May 19 Day 9: Cochin Wednesday
8:30am-1: Tour of Cochin with Stanly. 3 hours, plus 1 hour for Jew Town shopping and lunch.
2:30-5: Home of Hope Orphanage visit.
Overnight: Fort House, Cochin
Meals: Breakfast at hotel. Lunch at Fort Queen. Dinner on own.
Idea: Interview one of the older girls at Home of Hope.
May 20 Day 10: Thekkady Thursday
AM: Drive to Thekkady. Discuss One Night at the Call Center on the way.
Afternoon spice farm, elephant ride.
Overnight: Hotel Ambadi.
Meals: Breakfast at hotel, lunch at Hotel Ambadi. Dinner on own.
May 21 Day 11: Thekkady Friday
AM: Hike or jeep safari in Periyar Park. Periyar means "great man" and is the appellation of a towering figure in South India, E.V. Ramaswami. He was an activist on behalf of South India and untouchables.
Overnight: Hotel Ambadi.
Meals: Breakfast at hotel, lunch on own, dinner at Hotel Ambadi.
May 22 Day 12: Alleppey Saturday
AM: Drive to Alleppey
PM: Cruise on the Kerala Backwaters.
Meals: Breakfast at hotel, lunch at hotel. Dinner on own.
Our ship's captain (McTigue)
May 23 Day 13: Cochin Sunday
AM: Drive to Cochin for flight home.
Meals: Breakfast at hotel, lunch on the road. Other meals airport/plane on own.
On or before boarding the plane in Cochin, journals due.
Life on the canals, Alleppey, Kerala (Tan)
Updated: January 15, 2010
Author: Paige Tan email@example.com
Return to Dr. Tan's homepage: http://people.uncw.edu/tanp/