Doctoral Programmes

Disputes in the maritime domain are almost as old as the history of the civilizations. Ever since the Hittites used their navy to defeat the kingdom of Alashiya in 1275 BC, the history of the maritime domain has added conflicts in its realm. Added to this inheritance of conflicts, the higher consumption rate of the world due to an increased population, its dwindling natural resources, slow economic growth, environmental challenges, and several associated reasons are all hastening the approach towards the ocean’s resources for sustenance. This sustenance would require replenishment of its economic and consumable resources. Here, the maritime contribution constitutes around 5 percent GDP of the total world economy. The global trade shipment estimates have reached 80 to 90 percent by volume and 70 percent by value. The maritime industry is worth trillions of dollars and supports more than 30 million active employments and more than 350 million lives. These figures will increase in the upcoming decades. Under the above-mentioned conditions, the pursuit to secure interests and resources from the maritime source would become paramount. It would lead to competition and conflicts. Such competitive pursuits for resources would add to the legacy of disputes from historical to concurrent sources to become the primary raison d'être for (maritime) conflicts soon. Geography and geopolitics play a decisive role in the protraction and settlement of such disputes. The use of GIS to map all earthly activities acquires multiple dimensions’ maritime activities. The integration of geospatial technology in the realm of Maritime Studies provides a scope for understanding, analyzing and presenting the fast-changing dimensions of modern-day maritime environment. This course gives fundamental knowledge and orientation for integrating Maritime (Security) Studies and GIS. 

Course Objectives and Outcomes: 

The class would focus on applying principles of GIS and remote sensing techniques to the maritime domain with an academic perspective. It will enable scholars to learn and understand the basics of maritime concepts and the applications of Geographic Information System in this domain. Knowledge and understanding of GIS, spatial data, raster, and vector data models for maritime domains will be delivered. 

Course Pre-Requisites: 

Interest in maritime studies and some elementary ideas about world history would be beneficial. Online reference material and other notes shall be provided by the Course Instructor, as per requirement. Familiarity with GIS would be beneficial, though not compulsory. Dexterity in the use of computers is essential. For GIS, free and open-source software and data will be used. Access to personal PC / laptop for practical exercises is essential. 

Course Structure: 

Module I. Maritime (Security) Studies Concepts: An Introduction 

Module II. Practical GIS Lessons, using Open-Source GIS Tools 

Course Evaluation:  

In class participation: 50% 

Project work: 40% 

Class assignments: 10% 

Reference Materials / General Readings: 

1. Dwain D Wright, Under Sea with GIS, ESRI Publications, 2002 

2. Joe Breman, Marine Geography: GIS for the Oceans and Seas, ESRI Publications, 2002 

3. Jacek Zaucha, Jacek and Kira Gee (eds.), Maritime Spatial Planning: Past, Present, Future, Springer Nature, Cham, 2019 

4. James Kraska, Contemporary Maritime Piracy: International Law, Strategy, and Diplomacy at Sea, Praeger Publications, 2011 

5. Min Gyo Koo, Island Disputes and Maritime Regime Building in East Asia: Between a Rock and a Hard Place, Springer-Verlag, New York, 2010 

6. Maximo Q. Mejia Jr., Chie Kojima, Mark Sawyer (eds.), Piracy at Sea, Springer-Verlag, Berlin and Heidelberg, 2013 

7. Geoffrey Till, Sea power: A Guide for the Twenty-First Century, Routledge, Oxfordshire, UK, 2009 

8. K Sridharan, A Maritime History of India, Ministry of Information and Broadcasting, Government of India, 1965 

9. Christian Le Mière, Maritime Diplomacy in the 21st Century: Drivers and Challenges, Routledge, Oxfordshire, UK, 2014 

10. Committee on Environmental Information For Naval Use, Environmental Information for Naval Warfare, National Research Council, Ocean Studies Board, Division on Earth and Life Studies, National Research Council of the National Academies, National Academies Press, Washington, D.C., 2003 

11. Carolin Liss, Oceans of Crime: Maritime Piracy and Transnational Security in Southeast Asia and Bangladesh, Institute of Southeast Asian Studies, Singapore, 2010 

12. Palanisamy Shanmugam A., Theenathayalan Varunan, S. N. Nagendra Jaiganesh, Arvind Sahay, Prakash Chauhan, Optical Assessment of Colored Dissolved Organic Matter and its Related Parameters in Dynamic Coastal Water Systems, Estuarine, Coastal and Shelf Science, 175, 126–145, 2016 

13. Steve Chan, China's Troubled Waters: Maritime Disputes in Theoretical Perspective, Cambridge University Press, Cambridge, 201

The Sustainable Development Goals (SDGs) are a set of 17 global goals, with 169 specific targets meant to provide the blueprint for achieving sustainable development. As progressional heirs to the United Nations (UN) Millennium Development Goals, the SDGs came into force in 2016 and are being pursued with differential success rates. The present “primer” course aims to provide a background to understand the SDGs and their targets. The main objective is to understand the SDG framework through which the social, economic, and environmental dimensions of human development can be integrated with the natural resources. The elective course would hence provide a means for diverse streams of researchers to understand the SDGs from the perspective of the existing global issues, and the need for scientific monitoring efforts to support the achievement of the targets apart from exploring the relevance of the SDGs to their research. 

Course Evaluation: One mid-semester quiz (50%) and one end-term paper (50%) 

Course Readings: 

1. Sustainable Development Goals for Society Vol. 1, Editors: Godwell Nhamo, Muchaiteyi Togo, Kaitano Dube, Hardcover ISBN : 978-3-030-70947-1; Softcover ISBN : 978-3-030- 70950-1; eBook ISBN : 978-3-030-70948-8, Series ISSN 2523-3084; Edition Number 1, Number of Pages XXII, 301. DOI https://doi.org/10.1007/978-3-030-70948-8 

2. Sustainable Development Goals for Society Vol. 2, Editors: Godwell Nhamo, Muchaiteyi Togo, Kaitano Dube, Hardcover ISBN : 978-3-030-70951-8; Softcover ISBN : 978-3-030-70954-9; eBook ISBN : 978-3-030-70952-5, Series ISSN 2523-3084; Edition Number 1, Number of Pages XXIII, 312. DOI https://doi.org/10.1007/978-3-030-70952-5 

3. https://www.un.org/development/desa/dspd/2030agenda-sdgs.html 

4.http://mospi.nic.in/sites/default/files/publication_reports/SDG-NIF- Progress2021_March%2031.pdf 

Module I: Basics of Energy Systems (three lectures, six contact hours) 

Principles of Conservation of Energy and Demonstration of Concept through Practical Systems General Philosophy of Energy Systems: Components and System Architecture 

Module II: Advanced Baseload Generation Pathways (three lectures, six contact hours) High Efficiency Conventional Energy Conversion Systems, Ultra Supercritical (USC) and 

Advanced Ultra-Supercritical (AUSC) Thermal Power Plants, Integrated Gasification Combined Cycles (IGCC) 

Seminar I: Evaluation of Students (One lecture, 2 h) 

Module III: Hybrid and Futuristic Energy Systems (four lectures, eight contact hours) Solar–Wind Hybrid Systems 

Coal–Concentrated Solar Power (CSP) Hybrid Systems Nuclear–Variable Renewable Energy (Solar) Hybrid Systems 

a) Nuclear Power Plant (NPP) with Arrangement of Green Hydrogen Production 

b) Cost Comparisons between Green, Blue and Grey Hydrogen Generation Pathways Seminar II: Evaluation of Students (One lecture, 2 h) 

Module IV: Economics and Implications of Advanced Energy Systems (four lectures, eight contact hours) 

Economics and Implications of Advanced Energy Systems 

Costs associated with Decommissioning of Coal-based Power Plants Reuse and Recycling of Materials Discarded from Energy Installations 

Final Examination 

Course Readings: 

1. Hydrogen Production and Distribution, Alternative Fuels Data Center        https://afdc.energy.gov/fuels/hydrogen_production.html 

2. Grey, blue, green – why are there so many colours of hydrogen? https://www.weforum.org/agenda/2021/07/clean-energy-green-hydrogen/  

3. Gabrielli et al. (2020) The Role of Carbon Capture and Utilization, Carbon Capture and Storage, and Biomass to Enable a Net-Zero-CO2 Emissions Chemical Industry. https://pubs.acs.org/doi/10.1021/acs.iecr.9b06579 

4. Could Hydrogen Help Save Nuclear? https://www.energy.gov/ne/articles/could-hydrogen- help-save-nuclear 

Course Objectives: 

• To introduce the concepts and developments in relation to identity and culture 

• To explore the process of formation of social, psychological and gender identities among adolescents 

• To understand the inter-relation of formal education, identity, culture. 

• To analyze the role of schooling on identity formation among marginalized groups 

• To explore the role of the hidden curriculum in developing identity of adolescent children in school 

Course Outline: 

The course will explore current research work in relation to identity formation among adolescents from a sociological and psychological perspective. Theoretical frameworks used to study identity among adolescents will be critically evaluated to formulate a robust framework to study adolescents' identity.

The role of family, community, and school in fostering identities among adolescents will be examined to understand the children's experiences as they negotiate their own identities. In the process, the course will explore the analytical tools used to study student identity among marginalized communities. 

Select References: 

Baysu, Gulseli, Karen Phalet and Rupert Brown. (2011). Dual Identity as a Two-Edged Sword: Identity Threat and Minority School Performance. Social Psychology Quarterly. American Sociological Association. 

Gracia, Gina A. (2017). Defined by Outcomes or Culture? Constructing an Organizational Identity for Hispanic Serving Institutions. American Educational Research Journal. American Educational Research Journal. 

Lall, Marie. (2021). Ethnic education: Language and local curriculum issues. Myanmar’s Education Reforms: A pathway to social justice. UCL Press. 

Langer-Osuna, Jennifer M. and Na’ilah Suad Nasir. (2016). Rehumanizing the “Other”: Race, Culture, and Identity in Education Research. Review of Research in Education. American Educational Researh Association. 

Levitan, Joseph and Davin Carr-Chellman. (2018). Learning, Selfhood, and Pragmatic Identity Theory. The Journal of Educational Thought. Werklund School of Education, University of Calgary. 

Nagel, Joane. (1994). Constructing Ethnicity: Creating and Recreating Ethnic Identity and Culture. Social Problems. Oxford University Press on behalf of the Society for the study of Social Problems. 

Rogers, Leoandra Onnie, Marc A. Scott and Niobe Way. (2015). Racial and Gender Identity Among Black Adolescent Males: An Intersectionality Perspective. Child Development. Wiley on behalf of the Society for Research in Child Development. 

Vaghela, Preeti and Koji Ueno. (2017). Racial-ethnic Identity Pairings and Mental Health of Second-generation Asian Adolescents. Sociological Perspectives. Sage Publications, Inc. 

Verhoeven, Monique, Astrid M. G. Poorthuis and Monique Volman. (2018).The Role of School in Adolescents’ Identity Development. A literature Review. Educational Psychology Review. 

This course familiarizes the students with the central role of technology in development and technological change as a controlled, evolving, and often socially constructed process. 

The role of technology and technological change in human development and well-being cannot be understated. This is not restricted to only local, regional, and national contexts, but also as enshrined in broader targets such as the Millennium Development Goals. However, technology and technological change are not straightforward but complex processes, often deeply embedded in sociological processes. Social structures, social processes, power, norms and values, politics, culture, and so on, significantly influence processes of technological change and the nature of technology itself. This course understands these dynamics and individual/social decision-making processes around technology. 

The entire course rests on two conceptual frameworks – (a) systems of innovation and (b) the social construction of technological systems. A recipient of this course will emerge as more informed on technology and technological processes contributing to scholarly research, development intervention, critique, commentary, and policy building on this area. 

Units 

The course is comprised of six broad units. 

(1) Introduction and Basic Concepts: This introduces the role of technology and technological change in the development process and realizing development goals. We analyze the fundamental nature of technological change, including technological paradigms and trajectories, and see how it has evolved over time. Basic terms in technology studies are also introduced. 

(2) The Systems of Innovation (SI) Approach: This unit introduces the first theoretical framework of this course – Systems of Innovation. We understand how innovation is a systemic process at national, regional, sectoral, and local levels; and who the actors and processes involved in technological change and innovation are. We also study technological infrastructure, and how innovation and diffusion are measured. 

(3) The Diffusion of Innovations: In this unit, we understand how knowledge and technologies spread. We analyze the fundamentals of networks, the innovation-decision process, and attributes of the agents of diffusion. The importance of social networks in the diffusion and development process is a dominant issue in this unit. 

(4) The Social Construction of Innovation and Diffusion: This unit presents the Social Construction of Technological Systems (SCOT) theory as the second core framework of this course. It demonstrates how sociological and cultural variables shape technologies and their diffusion. We also discuss the feminist understanding of technological change, and the lived experience of gender and technology. 

(5) Technology and Inequality: This unit is about the relationship between technology and inequality in terms of its relationship to modernity, agency, technological inequalities, and mitigation of inequality. 

(6) Innovation and Technological Change in India and the Developing World: The last module takes a vast sweep at critical themes such as building technological capabilities, the digital divide, innovation in the ‘South,’ and finally, innovation policy. 

Course Assessment: 

There are two assessments for this course. 

The response paper component, where the student would be required to submit a critique of an important science, technology, innovation policy measure. This constitutes 40% of the total assessment and is conducted at the course's halfway point. 

The term paper is a written assessment of about 2500 words. The objective here is to explore, disentangle, analyze, and understand the selected technology's institutional, diffusional, and contextual making (with the course instructor’s approval). This is an exercise in applying the concepts, perspectives, and tools discussed in this course conceptualizing technology. It, therefore, requires some theoretical reflection with the empirical and is a great opportunity to think creatively and “inter-disciplinarily” about what technology is. This constitutes 60% of the total assessment and is worked through the entire course, submitted at the end. 

Course Readings: 

Unit I: Introduction and Basic Concepts 

1. David and Foray (2002) ‘An Introduction to the Economy of the Knowledge Society’, UNESCO, [pp.9-21] 

2. UN Millennium Project (2005) Innovation: Applying Knowledge in Development, Task Force on Science, Technology, and Innovation, United Nations, [chap 2,3; pp.20-44] 

Unit II: The Systems of Innovation (SI) Approach 

1. Cowan, David, and Foray (2000) ‘The Explicit Economics of Knowledge Codification and Tacitness’, Industrial and Corporate Change, 9(2): 211-253 

2. Edquist, C. (2005) ‘Systems of Innovation: Perspectives and Challenges’, in Fagerberg et al. (eds.) 

Unit III: The Diffusion of Innovations 

1. Rogers, E. (1995) The Diffusion of Innovations, The Free Press, Macmillan, New York, chapters 2 (pp.2-35), 4 (pp.136-157), 5 (pp.168-219) and 8 and 9 (excerpts) 

2. Barabasi (2002) Linked: The New Science of Networks, Perseus 

Unit IV: The Social Construction of Innovation and Technological Change 

1. Bijker, W.E., and Pinch, T. (1987) ‘The Social Construction of Facts and Artifacts: Or How the Sociology of Science and the Sociology of Technology Might Benefit Each Other’, in Bijker et al. (eds.) The Social Construction of Technological Systems, The MIT Press, Cambridge, MA 

2. Pfaffenberger, B. (1992) ‘Social Anthropology of Technology’, Annual Review of Anthropology, 21: 491-516 

3. Schwartz Cowan, R. (1976) ‘The “Industrial Revolution” in the Home: Household Technology and Social Change in the 20th Century’, Technology and Culture, 17(1):1-23 

4. Webster, F. (2006) Theories of the Information Society, Third Edition, Routledge, London and New York 

Unit V: Technology and Inequality 

1. Halford, S., and Savage, M. (2010) ‘Reconceptualising Digital Social   Inequality’, 

Information, Communication, and Society, 13(7): 937-955 

2. Kamath, A. (2021) ‘A Technological Enquiry into Inequality,’ Working Paper NIAS/SSc/IHD/U/WP/11/2021, National Institute of Advanced Studies (NIAS), Bangalore 

3. Qiu, J.L. (2009) Working-Class Network Society: Communication Technology and the Information Have-Less in Urban China, MIT Press, Cambridge MA, London 

Unit VI: Innovation and Technological Change in India and the Developing World 

4. Mani, S. (2009) ‘Has India become more Innovative since 1991? Analysis of Evidence and Some Disquieting Features’, Working Paper 415, Centre for Development Studies, Trivandrum 

5. Nayyar, D. (2010), ‘Economic Growth and Technological Capabilities in BRICS’, in Fu and Soete (eds.) The Rise of Technological Power in the South, Palgrave [pp.49-67] 

6. Fu and Soete (2010) ‘Introduction’, in Fu and Soete (eds.) The Rise of Technological Power in the South, Palgrave [pp.1-12] 

This course offers a sociological reading of the key themes and perspectives in the classical and contemporary scholarship from the global and the South Asian context. Moving beyond a colonial and western imagination of the urban, this course examines urban processes in the non-west/third world/South Asian regions through its historical specificities. India's urban processes will be explored through a class, caste, gender, and sexuality perspective. It also brings under its purview the environmental issues, communal violence, displacement, patterns of migration, and the emergence of the middle class and the informal sector in contemporary India. 

Course Date, Schedule and Duration: 12 January 2022; One lecture (2 h) per week, for 16 weeks; January–March 2022 

Lecture Topics and Discussion: 

The main topics of the lectures are as follows: 

1. The Chicago School Tradition in urban sociology (Ernest Burgess, Robert Park, Louis Wirth, William Ogburn) 

2. Key concepts and theories (Manuel Castells, David Harvey, Henry Lefebvre, Saskia Sassen) 

3. The turn of new urban sociology 

4. Colonialism, postcolonialism, decolonialism and urbanization in the third world 

5. Indian urban experience and formation of Indian cities 

6. Globalization, Indian cities, and the global women 

7. The middle class in urban India 

8. Popular culture and urban lifestyles 

9. City, caste and communal assertions and violence 

10. State, displacement, and urban politics 

11. Changing patterns of migration and the rise of informal economy 

12. Contemporary urban problems in India (water, housing, sanitation, and environmental perspectives) 

13. Communities and marginalization in Indian cities (an intersectional perspective) 

14. Urban planning: Key concerns 

15. Urban policy and governance 

16. Right to city and the new LGBTQ movements in India 

Course Evaluation: One assignment and one examination 

Course Readings: 

1. Bhan, G. 2016. In the public’s interest: Evictions, citizenship, and inequality in contemporary Delhi. University of Georgia Press. 

2. Castells, M. 2002. The Castells reader on cities and social theory. Edited by Ida Susser. Malden, MA: Blackwell Publishing Limited, 2002. ISBN: 9780631219330. 

3. Castells, M. 1976. 'Is there an Urban Sociology?' in C.G.Pickvance (ed.) Urban Sociology. London: Methuen & Co. Ltd. 

4. Gugler, J. 1996. World cities beyond the west. Issues, theory, and policy. New York: OUP. 

5. Hansen, T. B. 2001. Urban violence in India. Identity, politics, 'Mumbai' and the postcolonial city. Delhi: Permanent Black. 

6. Harvey, D. 1989 The Urban experience. Baltimore, John Hopkins Press 

7. Jodhka, S., & Prakash, A. (eds). 2016. The Indian middle class. New Delhi: OUP. 

8. Kundu, A. 2007. ‘Migration, employment status and poverty: An analysis across urban centres’, EPW. 

9. Naidu, R. and J Kamalakar. 1988. 'Communal conflict in the Old City of Hyderabad'. Social Action, 38(4). 

10. Naidu, Ratna. 2006. ‘Dilapidation and slum formation’, Chapter 9 in Urban Studies (ed. by Sujata Patel and Kushal Deb) 

11. Nair, J. 2005. The Promise of the metropolis: Bangalore’s twentieth century, Delhi, Oxford 

12. Narrian, A., & Bhan, G. (eds). 2006. Because I have a voice: Queer politics. New Delhi: Yoda Press. 

13. Patel, S., and Deb, K. (eds). 2006. Urban Studies. Delhi: OUP. 

14. Patel, S. and A Thorner. (eds). 1995. Bombay. Metaphor for Modern India. Delhi: OUP. 

15. Pickvans, C.G. (ed). 1976. Urban Sociology. London: Methuen & Co. Ltd. 

16. Ramachandran, R. 1989. Urbanization and urban systems in India: Their origins under the impact of the British colonial policy. Stockholm: SAREC 

17. Rao, M.S.A., Bhatt, C. and L.N. Kadekar. 1991. A Reader in Urban Sociology. New Delhi: Orient Longman. 

18. Safa, Helen (ed). 1986. Towards the political economy of urbanization in the Third world countries, New Delhi: Oxford University Press. 

19.Sassen, Saskia. 2001. The Global City: New York, London, Tokyo. Princeton, NJ: Princeton University. 

20. Shaw, A. 1999. ‘Emerging patterns of urban growth in India’, EPW. 

21. Sivaramakrishnan, K.C., A'Kundu and B. N. Singh. 2005. Handbook of Urbanization in India. Delhi: Oxford University Press 

22. Upadhya, Carol. 2009. ‘India’s new middle class and the globalizing city: Software professionals in Bangalore, India’. The New Middle Classes. 

The social scientific study of culture has traditionally focused almost exclusively on human communities. Non-human animal behaviour has been considered the domain of ethology, which usually looks for species-wide behaviour patterns explicable in terms of evolutionary biology, rather than the particularities characteristic of cultural diversity. 

Several reasons are underlying this asymmetry. One is ontological: Nonhuman beings are often assumed to lack the cognitive traits required for the social learning characteristic of culture. Another reason is epistemological: Even if animals are capable of cultural organization, how can human researchers hope to access the associated matrix of meanings, given our cognitive differences and the difficulty of cross-species communication? There is also an axiological reason: As humans, an understanding of the cultural behaviour of our conspecifics is of great value to us, and perhaps the details of non-human culture are not. 

Each of these justifications for ignoring animal culture in social science has been challenged, and in this course, we will explore these challenges. We will look at philosophical debates about animal culture's possibility possibility and epistemic accessibility. We will also examine whether the ethnographic tools used in social science to study human culture can be fruitfully extended to the domain of the nonhuman. 

The course is designed as a seminar focused on reading and discussion rather than lectures. The schedule of topics and readings is below. 

Unit 1: The Problem of Language and Meaning 

An immediate challenge in any attempt to extend qualitative social science methods to the study of non-human animals is that these methods cannot be fruitfully applied to non-linguistic communities, as they rely crucially on examining linguistically embedded meanings. In this unit, we explore some of the philosophical foundations of this worry. Is it possible that some of the basic requirements of ethnographic analysis – the existence of meaningful thought, the possibility of communication, the ability to understand social interaction – can be satisfied without language? 

Ludwig Wittgenstein: Philosophical Investigations, extracts Donald Davidson: “Rational Animals” 

Daniel Dennett: “Intentional Systems in Cognitive Ethology” Colin Allen: “The Geometry of Partial Understanding” 

Dale Jamieson: “Science, Knowledge, and Animal Minds” 

Dorit Bar-On: “Crude Meaning, Brute Thought (Or: What Are They Thinking?!)” Eva Meijer: When Animals Speak: Towards an Inter-Species Democracy, extracts Grant Ramsey: “Culture in Humans and Other Animals” 

Unit 2: The Foundations of Social Science Methodology 

In this unit, we look at philosophical discussions about the appropriate methodology for studying culture, with an eye towards whether standard conceptions of the foundations of social science methodology can be adapted to the study of non-human communities. We also discuss the divergence between cultural and biological anthropology and attempts at rapprochement between the two. 

Martin Packer: The Science of Qualitative Research, extracts 

Peter Winch: The Idea of Social Science and Its Relation to Philosophy, Chapter 2 Clifford Geertz: “Thick Description: Towards an Interpretive Theory of Culture” John Tooby and Leda Cosmides: “The Psychological Foundations of Culture” 

Thomas Lawson and Robert McCauley: Rethinking Religion: Connecting Cognition and Culture, extracts 

Unit 3: Posthumanism 

The default perspective of modernity centres the human as both the primary subject and object of social knowledge. In this unit, we look at some seminal attempts to chart a course beyond the humanism characteristic of modernity and expand our conception of the social to incorporate a wider range of agents. 

John Berger: “Why Look at Animals?” 

Gilles Deleuze and Felix Guattari: A Thousand Plateaus, extracts from Chapter 10 

Bruno Latour: Reassembling the Social: An Introduction to Actor-Network Theory, extracts Donna Haraway: When Species Meet, extracts 

Unit 4: More Than Human Ethnographies 

Armed with the conceptual arsenal developed in the previous units, we discuss extending the ethnographic methodology to the non-human domain. This unit will examine the scope and limitations of the multi-species ethnographic research tradition and the extent to which researchers can (or need to) avoid anthropomorphism in their study of non-human cultures. 

Eduardo Kohn: How Forests Think: Towards and Anthropology Beyond the Human, extracts  

Kristin Andrews and Brian Huss: “Anthropomorphism, Anthropectomy, and the Null Hypothesis” Raymond Madden: “Animals and the Limits of Ethnography” 

Lindsay Hamilton and Nik Taylor: Ethnography After Humanism, extracts Henry Buller: “Animal Geographies II: Methods” 

John Hartigan Jr: “Knowing Animals – Multispecies Ethnography and the Scope of Anthropology” 

Matthew Adams et al: “Notes from a Field: A Qualitative Exploration of Human-Animal Relations in a Volunteer Shepherding Project” 

Harry Wels: “Multi-Species Ethnography: Methodological Training in the Field in South Africa” Anindya Sinha et al: “Affective Ethnographies of Animal Lives”