डॉ. बी. आर. अम्बेडकर विश्‍वविद्यालय दिल्ली
Dr. B. R. Ambedkar University Delhi
Established by The Government of NCT of Delhi

1. Course Details:
   1. Summary: This course provides an opportunity to the students to engage with the community and enables them to understand ground realities like education, health, agriculture, livelihood of labourers etc. It creates a platform for exchange of ideas, choice of appropriate interventions and action learning.
   2. Objectives:

The objectives of the course are to:

1. To help students to develop an understanding of the centrality of community in the experience of society, economy and polity and hence, of the significance of community mobilizing and organizing.
2. To equip students with the knowledge base, skills and techniques for becoming an effective community service professional
3. To produce members of a trained workforce who can act as catalysts to bring about positive change in society using enterprise and an in depth understanding of communities and their environment within a framework of social work and community service values
4. To inculcate the importance of community services as a responsible citizen of the country

1. 3. Expected learning outcomes:

After this course the participants will be able to:

1. 3. 1. Analyse the significance of interacting with and assessing the needs of the community
      2. Examine an environmental or social justice issue, including its root causes, impacts, intersections with other issues
      3. Engage in community based action and sustainable resolution
   4. Overall structure (course organisation; rationale of organisation; brief module outlines):

This course maybe transacted in the full 4 credits mode in either the second or fourth semester or in 2+2 credit mode when it is suitable for different Schools.

0. 5. Course contents:
1. Module-wise Format:

Module 1: Knowing the community

This module will introduce the students to the concept of community, what does it mean sociologically and what are the diversities that are present in any community. Differences between group, neighbourhood and community will be discussed. Community as a concept has also undergone a transformation towards the virtual—students will understand what is a virtual community also

Readings:

Collins,C.S. (ed) (2017). University-Community Engagement in the Asia Pacific: Public Benefits Beyond Individual Degrees. Palgrave Macmillan.

Evans, S.Y. et. al. (eds.) (2009). African Americans and Community Engagement in Higher Education Community Service, Service-Learning, and Community-Based Research. Suny Press.

Jodhka, Surinder

Tonnies, Ferdinand (2002) Community and Society (translation), Dover Publications

Module 2: Meanings of service/seva

This module will introduce the students to the concept of service or seva. Indian tradition is rich in this concept/action. In all religious traditions in India—Hinduism, Sikhism, Buddhism, Islam and Christianity seva or community service is part of the religious tradition. Similarly, Vivekananda’s notion of seva and Gandhi’s principles and Christian missionary constructive work all foreground that historically there has been a richness of service/seva as a society and nation

Readings:

Khanna, J. M. (2021). Seva: Sikh Secrets on How to Be Good in the Real World. Juggernaut.

Vivekanada, Swami (1900) Work and its Secrets in Complete Works of Swami Vivekananda

Module 3: Examples of Community Service based organisations in India

This module will familiarise the students with certain organisational examples which have played a pivotal role in community engagement and services in India.

Case studies from Gandhi Sewagram Wardha, SEWA (Self Employed Women’s Association), langars or community kitchens as practiced by Bangla Sahib Gurudwara, or services of the Missionaries of Charity

 

Readings:

Bhatt, Ela (2005) We are Poor, but So Many: The Story of Self Employed Women in India, New York: Oxford University Press

Bang, Abhay (2019) Growing up in Mahatma Gandhi’s Sevagram Ashram, available                                                     online                                                     at https://www.hindustantimes.com/india-news/growing-up-in-mahatma-gandhi-s-se vagram-ashram/story-vnzldLXpRxwvvPfQrRUrLL.html

Rao, R.V. (1969) Sevagram: Gandhi’s Ashram and other institutions in Wardha, University of California Press

Module 4. Going to the community

Students from each campus will visit the community through organisations and/or government departments. These will act as exposure visits. At least 3 exposure visits to the community need to be conducted in a semester. Through these visits, listening from members of the community, understanding their histories and local/contemporary needs, their educational and livelihood conditions, amenities and challenges of urban living, health and hygiene will be comprehensively understood by the students.

Module 5: Working with the community

The students would work in participation with the community. This could range from preparing a theatre with the members of the community on some community-specific social awareness issue (for e.g. importance of health and nutrition, sanitation, prevention of child marriage, taking care of the elderly, etc) or helping students with some school project, or imagining an entrepreneurial venture of tailoring among some adult men or women etc. Student groups of 4-5 would write a project report.

Readings:

Clinical and Translational Science Awards Consortium Community Engagement Key Function Committee Task Force on the Principles of Community Engagement (2011)                 Principles       of      Community      Engagement,      NIH      Publication https://www.atsdr.cdc.gov/communityengagement/pdf/PCE_Report_508_FINAL. pdf

2. Assessment Plan (weight, mode, scheduling) for the course:
   1. Diary entry and reflection for each of the exposure visits to the community: 30%
   2. Group presentation and project: 30%+30%
   3. Participation and Attendance: 10%

2. Pedagogy:
   1. Instructional strategies:

The modality of course transaction will be largely based on reflection and group discussions, and presentations in a workshop modality.