symbiosis liberal arts
symbiosis liberal arts
  • Home
  • About us
    • Vision and Mission
    • About SSLA
    • Director’s Note
    • Advisor’s Note
    • Leadership
    • SIU Committee
    • News and Events
    • E-Brochure
    • Analytics
  • ADMISSIONS
    • Programme Details
    • SET Registration Process
    • Eligibility
    • International Students
    • Financials
    • Webinars
    • Education loan
    • Career options
    • Induction & Orientation 2025
  • Academics
    • Programme Details
    • Programme Structure
    • Courses
    • Evaluation
    • Credit Information
    • Academic Bank of Credits (ABC)
    • Additional Academic Requirements
    • SSLA Library
    • Workshops & Seminars
    • Semester Exchange Programme
    • Confluence: Journal of Interdisciplinary Studies
    • Academic Calendar
    • SCHOLARSHIPS
    • Best Practices
  • bachelor of computer management Research
  • COMMUNITY
    • Faculty
    • Staff
    • Student Council
    • Alumni
    • Anti-Ragging Policy
    • SIU Committees
    • Committees
    • Cells
    • Clubs
    • Publications
    • Sports Teams
    • Student Life
    • Infrastructure
    • Collaboration
    • AALAU
    • Achievements
    • Awards
  • Careers
  • Volume Icon
    SSLA Speaks
  • Contact
    Us
  • Health
    Promoting
    Initiatives
    • Health Promoting Initiatives
    • Impact of OMPI
Visit SIU Website
bestpractices
Academics
  • Programme Details
    • Programme Details
    • SIU Graduate Attributes
    • Programme Outcomes
    • Course Outcomes
    • Student Handbook
    • Stakeholder Feedback
  • Programme Structure
  • Courses
  • Evaluations
  • Credit Information
  • Academic Bank of Credits (ABC)
  • Additional Academic Requirements
  • Research
  • Workshops & Seminars
  • SSLA Library
  • Semester Exchange Programme
    • Semester Exchange
    • Semester Abroad
    • Symbiosis Centre for International Education (SCIE)
  • Academic Calendar
  • Best Practices

Internationalisation

Turing Program 2023

The Turing Program is a collaboration between Symbiosis School For Liberal Arts and Bournemouth University U.K since 2022.As part of this programme , three UK students from Bournemouth University received grants to support their India mobility and research under the Turing scheme(https://www.turing-scheme.org.uk/). The delegation was led by Dr Shanti Shanker (Psychology Dept. Bournemouth University UK) in collaboration with Symbiosis School Of Liberal Arts (SSLA), Pune and the Charity (NGO) Sheetal Astitva, Pune.
The UK students were in Pune from 12th June to 7th July 2023. During their visit three psychology students from SSLA worked closely with the UK students as their buddies.This has been a great learning opportunity for both UK and India Students. During their stay in Pune the students visited different mental health institutions and NGOs, and got an opportunity to interact with practitioners as well as academicians in the field of mental health, to apply Psychology and understanding not only academically, but also learn across cultures. The students also got an opportunity to think about their experience and reflect on their experiences from an emotional, sociological, cultural learning at a personal level as well as growing their understanding of working with people from different cultures at a professional level.

Details of the Students Visit-

Date Day Visit/ Planned work Expectations

26/06/2023

Monday

SSLA- Reflections

Reflections and Discussions /Review

27/06/2023

Tuesday

Regional mental Hospital visit

Field visit and reflections

28/06/2023

Wednesday

SCEW Viman Nagar Counsellors (9:45 am) and Dr Girija at SB road

Morning meet the counselors. Noon meet Dr Girija, Head of SCEW at SB Road.

29/06/2023

Thursday

Visit to KEM hospital and Dr. Paralikar's clinic- 9:15 am

Field visit and reflections

30/06/2023

Friday

Visit to Dr. Paralikar's clinic- 10:00 am

Field visit and reflections

01/07/2023

Saturday

Documentation

Work at SSLA half day- all six students

03/07/2023

Monday

Meeting with Dr Nabi Bostan, Assistant Professor, BSc in Mental Health. Location: Hill base, Lavale Campus./SCEW Lavale Visit

Meeting with Dr Ajit Naik, Psychiatry Department, Symbiosis Medical College and Campus Tour

04/07/2023

Tuesday

Visit to Pratiti Rehabilitation Center

Field visit and reflections

05/07/2023

Wednesday

Visit to Muskaan Ngo- 2:30pm

Field visit and reflections

06/07/2023

Thursday

Sheetal Astitva

Submit final work sheet

07/07/2023

Friday

BU students leave for Mumbai/ SSLA students work at SSLA

Conglomeration of work and creating blogs

10/07/2023

Monday

TISS, Mumbai

Field visit and reflections

11/07/2023

Tuesday

SSLA Students

Work at SSLA- Documentation of all deliverables

12/07/2023

Wednesday

SSLA Students

Work at SSLA- Documentation of all deliverables


Link to the Student Reflections-

https://drive.google.com/drive/folders/15CI96tdc1ndDtdYF9T8EoXpQB1YawEk2?usp=drive_link


Faculty Exchange: Dr. Richa Minocha and Dr. Howard Rosing

Imge 1

Scholar in Residence: Dr Jeremy Rinker

Imge 1
Imge 1

Faculty Exchange- Dr. Sulakshana Sen and Dr. Kathryn Ibata Arens

Imge 1

Community Collaborations and Partnerships
Community Outreach Programme
Community Outreach Project Summary of Service Learning Activities 2023 - 2024 Compiled at Symbiosis School for Liberal Arts (SSLA)

Index

  1. Introduction
  2. Student Details
  3. Activities conducted under each domain
  4. Photo Proof

I. Introduction

The Community Outreach Project (COP) is a service learning project and a mandatory component of the curriculum at SSLA. The outreach project aims at initiating student contributions towards social justice to nurture students into sensitive, ethical, and critically conscious citizens who will contribute responsibly to communities and society. The outreach project acts as a vital opportunity for students to actively engage with real-world issues and make a positive impact on the community. Through this service learning project, students apply their academic knowledge in practical ways and develop essential skills such as empathy, teamwork, and problem-solving. The COP helps in fostering a deep understanding of social justice issues and cultivating a sense of social responsibility and a commitment to making a difference in the world.
The COP carries 4 credits and a total of 100 marks. It is designed to be a full-time project with a time commitment of a minimum of 100 hours of work at the organization, recommended to the students to be completed over the summer break. Given that most students choose to undertake their COP in their home regions during the summer break, the reach of the project extends far beyond the campus borders. Students have had the opportunity to work with a diverse array of organizations across various towns and cities, both within and outside India, broadening their perspectives and exposure to different social contexts and challenges.
The students have worked under the domains of Animal Welfare, Anti-trafficking, Community health, Civic Education, Child & Youth Social Work, Environmental Protection, Disabilities, Urban Development, Rural Development, Heritage & Handicrafts, Geriatric Social Work, Mental Health and Gender Issues.


II. Student Details

SR no Student PRN Name of Student Name of Organisation
1 21060322003 Aarushi Kheterpal National Organisation for Social Empowerment
2 21060322004 Aarushi Pawar Desh Apnayen Sahayog Foundation
3 21060322005 Aashna Hattiholi Kai. Wamanrao Oka Blood Centre
4 21060322008 Adithi Bhat JeevitNadi
5 21060322011 Adya Sharma Friendicoes-seca
6 21060322012 Ahaanaa Singh Women Entrepreneurship and Empowerment (WEE) Foundation
7 21060322013 Aishwarya Ghule Desh Apnayen
8 21060322014 Alexaryan Singh Sulabh International Social Service Organisation
9 21060322015 Amara Vishal Kamra Desh Apnayen Sahayog Foundation
10 21060322016 Ambrita Sangam Ramchiary North East Research & Social Work Networking (NERSWN)
11 21060322017 Amritha Rath Deep Griha Society
12 21060322018 Anandita Singh Kitaab aur Kalam Foundation
13 21060322019 Ananya Bhagwat Tamarind Tree
14 21060322020 Ananya Nahar Ashwini Charitable Trust
15 21060322021 Ananya Ray Charlie's Animal Rescue Centre
16 21060322022 Ananya Arakkal TRAIN: trust for retailers and retail associates of India
17 21060322023 Anika Arora Mobile Creches
18 21060322024 Anika Sriram Vanarai
19 21060322025 Aniya Kulkarni Sare Jahan Se Acha
20 21060322026 Annapurna Singh Ek Anek
21 21060322027 Anshula Mantena Desh apnayen sahayog foundation
22 21060322028 Anukriti Bhagat ASMITA- Association for the Socially Marginalized Integrated Therapeutic Action
23 21060322029 Anvi Goyal ReCharkha EcoSocial Pvt. Ltd.
24 21060322032 ARYAN ARORA National NGO
25 21060322035 Atithi Nair Madat Charitable Trust
26 21060322036 Avani Jaiswal Nav Astitwa Foundation
27 21060322037 Avni Toshniwal Akanksha Foundation
28 21060322041 Shruti Borade KSHAMATA
29 21060322042 Charmi Soni Yasham foundation
30 21060322043 Chiranshie Vyas Indian Collegiate Athletic Program
31 21060322048 Dushyant Bishnoi Akanksha Foundation
32 21060322049 Ellion Stephen Dsilva MANAV Foundation
33 21060322050 Esha Rana Lhak-Sam
34 21060322051 Eshita Singh Muskurahat Foundation
35 21060322053 Gauri Dhote Natural Is Beautiful Foundation
36 21060322055 Gaurie Rautela Kailash Pushp Educational Trust
37 21060322058 Gunjan Kanoje The Akanksha Foundation, Pune
38 21060322059 Gunreet Marwah Women Entrepreneurship and Empowerment FOundation
39 21060322061 Gunreet Marwah Women Entrepreneurship and Empowerment FOundation Harshita Dandamudi Institute of Social Research and Development
40 21060322062 Idhaa Tripathi Saahas for Animals
41 21060322063 Ipshita Roy DESIRE Society
42 21060322068 Mahika Arun Jagtiani Public Concern for Governance Trust
43 21060322069 Jai Bakshi Mobile Creches
44 21060322070 Jai Hirawat Hope Kolkata Foundation
45 21060322073 Jui Vijay Gaikwad Spread Happiness Foundation
46 21060322075 Karen Kristen Misquitta Vanarai Organisation
47 21060322076 Kaushal Balaji Child Rights and You
48 21060322077 Kavisha SunaSSLA Collaborative for Asian Anthropology
49 21060322079 Keerthana Menon RESQ Charitable Trust
50 21060322080 Kesang Dolkar Bhutia 17000ft Foundation
51 21060322081 Khushi Tulsyan The Akanksha Foundation
52 21060322082 Kirti Bansal Sewa Bharti Haryana Pradesh, Panipat
53 21060322083 Kompal Zinta Doers
54 21060322084 Krisha Amish Shah Child Rights and You
55 21060322085 Krishali Patel Neev Shikshan Sanstha
56 21060322087 Lalithaa Papolu U and I Trust
57 21060322088 Lavanya Joshi NeeV- A Learning Centre
58 21060322092 Magdalene Lamin Bethany society
59 21060322093 Mahalakshmi R Bhoomika Centre (PEAL)
60 21060322094 Mahek Mehta Hope Kolkata Foundation
61 21060322095 Mahika Padmanabha Gowda Vidya Centre of Excellence
62 21060322097 mantavya khurana Join Together Trust
63 21060322098 Mridu Nagori Heritage Foundation
64 21060322099 Mukti Bari Wockhardt Foundation
65 21060322100 Muskaan Bhajanka Surat ROund Table India
66 21060322102 135 Muskan Verma Purnkuti
67 21060322104 Nandini Garimella Sneh foundation
68 21060322105 Nandini ginodia Fix my life
69 21060322106 Nayana Sajith Irrawaddy Green Towers Ltd.
70 21060322107 Nidhi Kondejkar Seva Sahayog Foundation
71 21060322108 Nishtha Sahdev Jaya Prayas Help Foundation
72 21060322110 Norbu ZangmoLhak-sam(Bhutan Network of People living with HIV)
73 21060322111 Ojaswee Das Lele Community Development Center
74 21060322113 Paarvani SrivastavaNational Organisation for Social Empowerment
75 21060322114 Pragati Vasudeo The Akanksha Foundation
76 21060322115 Pranami Keyoor Oza Light of Life Trust
77 21060322117 Pravit Maganti Khushiyaan Foundation
78 21060322121 Riddhi Kelkar Jeevitnadi - Living River Foundation
79 21060322123 Rishika Chatterjee Naata Foundation
80 21060322124 Riya Banthia Rakshak Foundation
81 21060322126 Rudraksha Kenge Dilasa Care Center
82 21060322127 Sai Srujan Reddy Medlife Foundation
83 21060322128 Saima Singh EPIC- Talent Enablers
84 21060322130 Samikshya Panda Urjavya Foundation
85 21060322131 Sandra Debiswas Samarthanam Trust for the Disabled
86 21060322132 Sanika Kalbhor Y4D Foundation
87 21060322134 Sanjana Rajesh The Spastics Society of Tamilnadu
88 21060322137 Sejal Jha Jeevitnadi- Living River Foundation
89 21060322138 Reva Shah People for Animals - Ashari
90 21060322140 Sheuli BanerjeeAll India Artisans and Craftworkers Welfare Association (AIACA)
91 21060322142 Shreya BansalMaa Madhuri Brij Varis Sewa Sadan, Apna Ghar Ashram
92 21060322143 Shreya IyerWomen Entrepreneurship and Empowerment Foundation
93 21060322144 Shreyashi Gope Bharatiya Samaj Seva Kendra Shruti
94 21060322145 Shreyashi Gope Bharatiya Samaj Seva Kendra Shruti Korde Hope for the Children Foundation Shruti Niyogi
95 21060322146
96 21060322149 Simran BhasinNational organisation for social empowerment
97 21060322150 simran minglani mendlife foundation
98 21060322153 Sneha Rath Child Rights and You (CRY) Sneha
99 21060322154 Sridharan DEAN Foundation
100 21060322155 Snehal Dasgupta The Akanksha Foundation
101 21060322156 Souraja Ain People For Animals, Kolkata (Ashari)
102 21060322157 Srishti Tanwar Shuruaat
103 21060322159 Subarna Maitra Speak Up World Foundation
104 21060322160 Suhana KhanINTACH (Indian National Trust for Art And Cultural Heritage)
105 21060322162 Suryansh Pratap Kapoor Sethu Sanstha
106 21060322163 Taniya Chordia The Yug foundation Pune
107 21060322169 Urvi Shravan GanjooNational Organization for Social Empowerment
108 21060322170 Usri Banerjee The Refuge
109 21060322171 Vaidehi Rajput Aasraa Adroit Foundation
110 21060322174 Vedika Rakshita Bihar Agricultural University, Sabour
111 21060322177 yakeen jain purnkuti
112 21060322179 Yashit Jain The Society for DoorStep Schools
113 21060322180 Yashna Melwani Desh Apnayen Sahayog Foundation
114 21060322181 Yashwin JainUnderprivileged Advancement by Youth (UPAY)
115 21060322182 Yayathi KP U&I TRUST
116 21060322185 Anahita Hemank
117 21060322186 Ritaza Paudel Lele Community Development Center
118 21060322187 Prachi singhaghore vidyapeeth abhed jansewa ashram trust
119 21060322188 Harshita Jindal RESQ Charitable trust

III. Activities conducted under each domain

1. Animal Welfare

Organizations under the domain of Animal Welfare work with animals to increase their lifespan and to provide care for them. They work hand in hand with various law enforcement agencies and other community-based organizations. Students who volunteered under the organizations working in this domain helped with the medical treatment of animals and were a part of medicine tallying, puppy physiotherapy, cage-wise orientation, animal grooming, and proposal formulation. Under proposal formation, students were responsible for formulating proposals to raise awareness on pressing issues, like the need for sterilization, and finally, request financial support from respective stakeholders.


2. Anti-trafficking

Organizations that work on the issue of human trafficking work actively to prevent human slavery. They focus on prevention of human trafficking, rehabilitation, and care for victims of trafficking. These organizations collaborate with law enforcement agencies, the judiciary, community-based organizations, and victims. Students who volunteered in this domain taught survivors basic computer skills, spoken English, and life skills. They were also responsible for documenting the ongoing progress of residents and conducting interviews with survivors.


3. Child & Youth Social Work

Organizations that work with children and youth focus on developing their skills and education within community settings. The target group typically consists of school-going children and adolescents. Students who volunteered in this domain took on various academic and administrative responsibilities related to education, awareness, and empowerment. They taught subjects such as languages, mathematics, sciences, and social studies, and conducted sessions on life skills, conversational skills, and basic computer skills. In administrative tasks, they prepared progress reports, event reports, quizzes, and more.


4. Community Health

Organizations focused on community health aim to improve local health systems. They often partner with self-help groups, hospitals, and government bodies. Students volunteering in this domain managed logistics for events like blood drives and medical check-ups, drafted proposals, and assisted with data analysis and report generation. They also coordinated outreach programs, contributed to content creation, and supported palliative care teams, including field visits and documentation of program performance.


5. Civic Education

Organizations in the field of civic education equip citizens with information to actively participate in society. Students in this domain helped create digital content and manage social media. They were responsible for improving web design, curating the organization’s digital presence, and ensuring accessibility for target demographics. Other tasks included planning PR strategies, drafting press releases, coordinating with media outlets, and organizing events.


6. Disability

Organizations working in the field of disability assist individuals with physical disabilities and their families. These organizations focus on overcoming challenges and raising societal awareness. Students in this domain contributed by assisting with translation, content creation, and data entry. They also supported educators and therapists, helping design accessible content and enhancing communication for individuals with disabilities.


7. Environmental Protection

Organizations in the environmental protection sector work on the conservation of natural resources. Students in this domain were involved in developing waste disposal guidelines, overseeing waste segregation, and researching youth awareness on climate change. They also managed social media accounts, created content, and analyzed performance to improve outreach.


8. Geriatric Social Work

Organizations working in geriatric social work focus on supporting the elderly. Students participated in on-field visits, provided medical assistance, led individual projects, and contributed to article writing.


9. Gender Issues

Organizations addressing gender issues work with marginalized communities and combat gender-based discrimination and violence. Students in this domain assisted in women’s empowerment, vocational training, and website development for rural women. They also supported administrative tasks, coordinated workshops, and participated in community volunteer activities like clothing drives and legal aid education.


10. Heritage & Handicrafts

Organizations in the heritage and handicrafts domain promote cultural preservation and support artisans. Students created content for ongoing projects, assisted with research for proposals, and produced videos related to museums and monuments, including taking part in interviews and field visits.


11. Rural Development

Organizations working in rural development adopt strategies like rainwater harvesting, health, education, and nutrition to uplift rural communities. Students volunteered by assisting with office tasks, orientations, and raising awareness in villages. They also educated women on menstrual health, distributed hygiene products, supported local schools, and managed social media and events.


12. Mental Health

Organizations focused on mental health work with individuals experiencing mental illnesses. Students facilitated therapy sessions, led activities for individuals with disabilities, organized awareness campaigns, and assisted with outreach and on-field events.


13. Urban Development

Organizations in urban development address issues such as sanitation, health, and education in city slums. Students contributed to these initiatives by conducting awareness sessions, handling cases in health and education, and engaging in community fieldwork. They also worked remotely on NGO projects related to social media campaigns, fundraising, and environmental protection.


IV. Photo Proof


Animal Welfare

Img. 2

A student giving food to the dogs at organization Ashari.



Anti-Trafficking

Img. 2

A student capturing videos and photos of survivors and their family in Grant Road, Mumbai.

Child & Youth Social Work

Img. 2

A student using flashcards to teach Tamil speaking children basic English.

Community health

Img. 2

A student engaging in a blood donation drive.

Civic Education

Img. 2

Example of a creative made by a student for LinkedIn and Facebook marketing.

Disability

Img. 2

A student doing a logical reasoning activity

Environmental Protection

Img. 2

Student with a group of daycare workers who were respondents in a survey by the environmental organization, Jeevitnadi.

Geriatric Social Work

Img. 2

A Student engaging elderly people with games and activities.

Heritage & Handicrafts

Img. 2

A student involved in a field visit to Dr. Rajsheskhar Reddy State Museum, Nampally Garden.

. Rural Development

Img. 2

A student in a village with kids post an awareness session.

Mental Health

Img. 2

A group photo of the student, instructors and women with down syndrome and intellectual disability

Urban Development

Img. 2

Our student conducting a session on breastfeeding at Bhat Nagar


Gendered Understandings
International Gender Conference

STUDENT PRESENTATIONS

The Student Presentation Panel for IGC 2024 was the first panel on Day 2, moderated by Ms. Damini Kulkarni and Mr. Manoranjan Ghosh. The first presentation was conducted by Riddhi Rohatgi, Taniya Madan, and Zoya Parwani on the topic of “India’s Health Divide: Gender, Economy, and Society,” wherein they showcased the nuances and intersections within the healthcare system in India and the way it differs with the social positions that individuals occupy. They focused their presentation on gender-based violence, mainly female sexual violence, and utilized three different cases, Bilkis Bano, Nirbhaya, and Hathras, to impress upon this point. Further, they tried to understand and analyze the varying public outcry and reception they garnered and the possible reasons for them. They studied them qualitatively, concluding with the suggestion of the need to understand and provide medical care and provisions to all victims indiscriminately.

Idika Joshi and Madhumita Lokanandan then followed it with their presentation on “Why are most Sports Mascots Male? Decoding Gender Narratives, Sustainability, and Social Responsibility in Mascot Representation.” Throughout the duration of their presentation, they focused on the intersection between gender and sports and the manner in which Sports Mascots, as good luck charms and providers of a collective identity, have over the years been used to reinforce masculine characteristics, biases, and social constructs while strengthening stereotypes concerning the lives and practices of indigenous populations. They explored the history of Sports Mascots, their role, and the possible reasons for the existence of primarily male mascots. They further proposed the possibility of using these mascots to promote sustainability and to communicate and promote good attitudes while stating the need to modernize these mascots to complement the contemporary needs of society.

The third student presentation, titled “LGBT-inclusive Development in India for Sustainable Development,” was centered on how to make LGBT-inclusive development in line with the main principle of the 2030 Agenda for Sustainable Development, which is "Leave No One Behind." The lecture underlined the need to shift from the gender binary to a gender spectrum. It highlighted the voices and needs of LGBTQ+ persons, who continue to face discrimination and lack of acceptance. The talk emphasized how important it is that grassroots policies be created to solve the housing, healthcare, and education issues that the LGBT population faces. While noting that there is still much work to be done, it promoted the development of national and state committees to guarantee that LGBT voices are heard in the formulation and execution of policies.

The fourth student presentation was titled “Queer Empathy, Liberal Activism and the Complexity of Sustainable Responsibility.” It advocated the use of a feminist ethical framework in liberal activism, placing particular emphasis on the interconnection of social concerns and an inclusive understanding of nature. The presentation challenged standard sustainability models that stifle queer voices and devalue local knowledge networks, advocating instead for a non-hierarchical approach to LGBTQ and ecological campaigning. It criticized the instrumental approach to sustainability and promoted decentralized resource management and decision-making. It promoted a more localized and context-specific approach to sustainable development and emphasized the value of knowing and respecting diverse, marginalized, and LGBT populations. It criticized the predominance of Western paradigms in the discourse on sustainable development and called for a more complex and varied approach to the creation of knowledge in this area.

The panel concluded with the last student presentation by Aditi Madavgane, Aniya Kulkarni, and Nandini Garimella, whose presentation, “From Grindstones to Cultural Phenomenon: Bahinabai's Ovis in the Ecofeminist Discourse” centered around the figure of Bahinabai, a woman from Maharashtra, and her ovis, that offered a unique perspective to locate the ecofeminist discourse. They further explored the themes of her works that revolved around the interconnected relationship between women and nature, nature as a nurturing force, and her daily life, presenting an exciting glimpse into the Indian ecofeminist perspective.

This concluded the student presentations of the 6th International Gender Conference 2024, hosted by Symbiosis School for Liberal Arts and DePaul University, all of which dealt with various aspects and intersectionalities of Gender and Sustainability across disciplines.


DAY 1

The International Gender Conference (IGC) of 2024 commenced with Dr. Shweta Sinha Deshpande, the Director of SSLA, welcoming all guests and speakers and introducing the theme for this year’s conference: “Bridging the Gap: Advancing Sustainability through Gender-Inclusive Solutions.” Dr. Deshpande talked about the need to understand gender as a lens through which to look at and examine the world while understanding the intersectionalities that exist within. She also reflected on the need for such a conference that incites and allows for discourse regarding everyday issues and topics, especially when considering themes of this year’s conference, like gender and sustainability, which should be looked at as both broad and specific. She then went on to talk about the way both affect different spheres of life over time and space, which further necessitates the contemporary need to value and understand traditions across cultures concerning sustainability that pre-existed.

Prof. GianMario Besana, from DePaul University Chicago, followed Dr. Deshpande and talked about the need to understand the impact of gender in our lives and went on to talk about the themes of gender and sustainability from an intersectional lens. He also proposed the idea of looking at gender inclusivity as understanding women to be possible change-makers at historic moments. He impressed upon this by listing examples like women's leadership fostering sustainable practices and women, who are usually left with the duty of rearing children, embuing sustainable practices within the new generation like those of sustainable garbage disposal.

Dr. Sheetal Ranjan, from Montclair State University, agreed with the previous speakers and professed her delight at this partnership between the three institutions for arranging such a critical discourse that is so relevant in the contemporary scenario. She added emphasis on the need to examine sustainability with a gendered lens while stating her interest in the proceedings of the next two days and awaiting the wide variety of perspectives and conversations to follow, especially with the participation of students.

Keynote Address

During his welcoming address at the International Gender Conference, Ambassador Pavan Verma highlighted how India has a particular respect for the feminine principle, represented by the concept of Shakti, which is unparalleled by major faiths around the globe. Women had important roles as goddesses and consorts to male deities from the period of the ancient Indus Valley civilization until the Vedic era, demonstrating respect for both genders and the natural world. However, there is a significant difference between religious philosophy and women's treatment. Though theories such as Sankhya recognized gender equality, interpretations such as Manusmriti limited women to inferior positions. However, ancient literature like Arthashastra portrays women as monarchs' counselors and guardians. It is critical to bridge the gap between theory and practice, recognizing the inherent relationship between women and the environment in order to create a more fair and sustainable future.

Dr. Vibhuti Patel followed with her keynote speech, where she stated the importance of understanding the social, political, and historical contexts when looking at sustainability from a gendered perspective. She acknowledged the historical contributions of working-class women and talked about several dates in history that are important concerning women’s rights and positionality today while addressing the importance of the same within the contemporary scenario, which had worsened recently due to the COVID-19 pandemic. She also placed particular emphasis on UN Goals and the need for gender equality to achieve them.

Panel 1: Gender, Environment and Climate Change

The first panel of the conference, titled ‘Gender, Environment and Climate Change,’ moderated by Dr. Priyadarshini Karve, sought to explore environment and climate change through a gendered lens and understand their intersections.

Dr. Chindu Sreedharan was the first speaker of the panel, and he talked about the interaction between gender, climate change, and journalism. He focused on disaster journalism for his presentation, wherein he addressed women's role in journalism and the gender disparity that exists within those statistics. He talked about disaster journalism as being a very male-dominated field due to the number of risks involved while also talking about the published content being mainly rooted in male perspectives. He also touched on the fact that disasters differently affect different populations, and due to the display of only a singular perspective on the frontlines, there is a lack and even silencing of several voices, mainly gender-based in this case.

Dr. Padmini Ray Murray examined the complex interplay between technology and the law. She argued for a move toward "design justice," which puts the demands of the community ahead of those of big business. Ray underlined the value of approaching technology from the standpoint of systems design and co-designing infrastructure to address issues facing the community. She criticized the idea of "tech neutrality," emphasizing how it exacerbates inequality. Initiatives like an interactive 3D game and a feminist server, which support data ownership and democratize information access, are examples of Ray's feminist methodology in action. Ray emphasized how technology can empower communities and promote environmental sustainability through creative methods, including locally-owned health narratives and community-owned data archives. Her observations demand that the way that technology is used to solve urgent global concerns be rethought.

The crucial topic of cooking energy was covered in detail in Dr. Priyadarshini Karve's talk at the International Gender Conference's session on gender, environment, and climate change. Dr. Karve emphasized how women predominate in the culinary arts and the adverse effects that conventional biomass and fossil fuel consumption have on human health and the environment. Despite efforts to introduce cleaner alternatives such as LPG, rural families continue to rely on wood fuels due to their versatility and usefulness. Program designers and end users don't communicate well thus solutions that meet user demands are required. Since the adoption of LPG frequently transfers responsibilities to women, Dr. Karve questioned the gender dynamics of energy control. In the context of climate change, bridging the gender gap in energy usage between renewable and non-renewable sources in rural households is a challenging task. According to her ideas, energy transition initiatives should use a comprehensive strategy that prioritizes the demands of users and gender parity.

Ms Anuja Bali, speaking for rural women, highlighted their disproportionate susceptibility to environmental concerns. Bali lamented the absence of female perspectives in decision-making procedures, which resulted in inadequate resolutions and sustained gender inequalities. She attacked corporate social responsibility programs for taking a hierarchical approach and failing to take into account the unique requirements of women. Bali emphasized the several difficulties that women encounter, such as poor sanitary facilities, uneven pay, and a lack of secure transportation. To bring about significant change, she called for women to be meaningfully included in decision-making.

Policy expert Mr Karthik Ganesan spoke at the International Gender Conference on Gender, Environment, and Climate Change, emphasizing the crucial role that women play in efforts to mitigate the effects of climate change and adapt to them. Women mostly use non-motorized and public transportation, according to Ganesan, who underlined the gendered impact of transportation regulations. He promoted gender-neutral transportation upgrades to improve women's safety and mobility, pointing to subsidies as a successful strategy to encourage women to use public transit. Ganesan also emphasized the need for women to be included in decision-making by highlighting the disproportionate consequences of air pollution on women and children, especially from biomass cooking. Ganesan celebrated women's tenacity in the face of adversity and their leadership in local climate change initiatives, such as Mandakini's radio campaign to put out forest fires. In conclusion, he emphasized the critical role that women play in community self-help organizations and agricultural solutions, and he urged increased recognition of their contributions to efforts to build climate resilience.

Panel 2: Global Voices: Understanding Gender in the Context of Environmental and Climate Change

The second panel of the conference was titled: “Global Voices: Understanding Gender in the Context of Environmental and Climate Change” and was moderated by Dr. Sheetal Ranjan. The first speaker of the panel was Dr. Margarita Alario, who talked about the environmental sustainability crisis as also being a crisis concerned with gender equality. She emphasized how human encroachment on animal habitats led to the rapid spread of viruses, devastating wildlife populations, and leading to several environmental crises, the consequences of which become a contemporary concern. She also took great care in contesting the notion of ‘crisis as the great unifier’ and instead stated the different ways in which crisis affects different populations. Dr. Alario also specified the manner of the journey that led to the development of an environmental crisis into a gender crisis.

Dr. Abby Cordova followed Dr. Alario with her presentation, which focused on migration and its increasing rates due to climate change and domestic abuse in the areas of Latin and Central America. She addressed the reception of migrants in these areas and their changing perceptions due to the changing circumstances and needs. She highlighted the current trend of increased migration in women, unlike before, due to increasingly worse climatic conditions and disasters. She also stated the inability of these migrants to benefit from the policies made for them and instead suggested the implementation of better and more empathetic policies. She highlighted the precarious position the gender of these migrants places them in as they become more vulnerable to other kinds of violence, like sexual violence.

Functioning within a similar understanding, Dr. Paloma Amar and Ms. Francis Blanco made their presentation concerning gender-based violence in New Jersey and its disproportionate nature. They presented their efforts, which were more rooted in funding programs to prevent such violence that provide people with legal, educational, and cultural support and services that may help their circumstances. They emphasized the need to support and encourage self-sufficiency in the form of financial independence by combining entrepreneurship and business development. Their model consisted of primary prevention at the community level by providing culturally sensitive programs based on providing all kinds of required support and services.

Dr. Lora Forsythe discussed the relationship between gender inequality in agricultural systems and climate change. She underlined the serious hazards to gender that are made worse by violence and socioeconomic injustice. Forsythe used a gendered perspective to describe the three categories of vulnerability: exposure, adaptive capability, and sensitivity. She emphasized the need to have adaptive capacity in order to counteract unhealthy coping strategies. She emphasized the value of enhancing human capital and livelihoods and pushed for women to have equal access to and control over resources. In order to address structural concerns, participants in the Q&A session discussed policy-level solutions, focusing on gender mainstreaming techniques and including women in decision-making processes. Forsythe's observations highlighted the need for revolutionary legislation and women's movements in order to properly address gender inequality brought on by climate change.

A number of important questions were brought up during the Gender, Environment, and Climate Change panel's Q&A session. In answer to Ms. Katheryne Pugliese's inquiry on meeting the unique needs of LGBTQ people, the statement stressed the need to offer inclusive services, educate providers, and grow programs that cater to LGBTQ groups. Michelle Crespo asked about the connection between gender-based violence and anti-immigrant sentiments, emphasizing the necessity for advocacy and education programs to counteract false beliefs. When it came to strategies for combating gender-based violence, it was recommended that grassroots initiatives headed by LGBTQ people be given the freedom to create and modify solutions. The topic of reducing gender inequities was also discussed, with an emphasis on the value of inclusive policies and practices, women's movements, civil society, and political will in the fight against inequality brought on by climate change. These observations emphasized how cooperative efforts are necessary to handle intersectional difficulties successfully.


DAY 2

Panel 2: Gender, Livelihoods and Migration

In her talk on the gendered nature of migration, Dr. Suchita Krishnaprasad concentrated on employing migration as a means of subsistence. She emphasized how migration, which men's need for income has traditionally fueled, frequently limits women's ability to find employment because of caring obligations. Women are seen as augmenting family incomes and mainly traveling with their families. Women choose work-from-home opportunities while having comparable qualifications, and a sizable portion of them work in healthcare and caregiving professions. Due to factors including dangerous working conditions, lack of written contracts, and absence of maternity benefits, migrant women frequently find themselves in the unofficial sector. Social conventions have a significant influence on women's migration decisions, which limits their prospects. She underlined that in order to assist migratory women in pursuing employment, safe housing, reliable transportation, and childcare facilities are essential.

The talk by Prof. Tania Das Gupta highlighted the intersections between gendered experiences and women's oppression, especially in nations that welcome immigrants. She stressed that although patriarchy affects all women, some additionally have additional difficulties as a result of racial concerns. She illustrated how migratory women workers, who were frequently temporary migrants, lost their employment as a result of institutional failures using the example of wildfires in North America. When they are jobless or deported, these migrant workers, who are primarily women in caregiving roles, face housing difficulties and depend on support from friends and family. She talked about how colonialism and capitalist exploitation have left indigenous communities vulnerable to mercury poisoning. Her talk emphasized the need to address the particular difficulties encountered by migrating women, particularly those who come from underrepresented racial and ethnic groups.

Ms. Kavita Murlidharan, the last speaker on the panel, presented her perspective as a journalist regarding the migrations she’d written about in Tamil Nadu that explored the historical and contemporary way that divinity was utilized to cope with disease outbreaks. She talked about the challenges faced by women during migration due to their inability to care for and provide for their families. She also spoke about marginalized communities and women from those communities being more vulnerable to changes that led to migration, like urbanization and industrial pollution, due to the disproportionate effect of migration. She concluded by further emphasizing the need for understanding migration through a gendered lens as well as increased dialogue regarding the same.

These speakers were then followed by a fruitful Question and Answer session consisting of discussions revolving around the intersection of democracy and the gender gap, the cyclic oppression and lack of opportunity faced by Indian migrant women after being employed in the informal sector, and the understanding of migration as a structural issue. This marked the end of the second Panel of Day two of the International Gender Conference 2024.

Panel 3: Paper Presentations

The paper presentation titled “Learning to be Gendered: Imprints of Community Environment on Gender Socialisation” highlighted how different community settings have a pervasive impact on gender socialization. Gender norms are shaped in large part by family dynamics, peer pressure, school policies, community contacts, and role models. These impressions eventually affect people's development since they frequently result in opportunities being restricted, discrimination based on gender, and problems with body image. Initiatives for gender resocialization were proposed, highlighting the necessity of community members, educators, and parents intervening to question and alter deeply ingrained gender preconceptions. The presentation emphasized how crucial it is to amend laws and raise public awareness in order to combat gender inequality and build more welcoming environments where people may transcend conventional gender stereotypes.

The paper presentation, "Weaponizing the Environment: Interrogating Gender, Nature, and Power in Contemporary Conflicts," used examples from the Manipur conflict and the Russia-Ukraine war to examine the intersection of gender, nature, and power in contemporary conflicts. Women were found to be disproportionately affected by environmental deterioration, having to deal with issues including scarcity of supplies and dangerous ways to get water. In order to adequately address these concerns, the presentation stressed how crucial it is for policy efforts to acknowledge women's autonomy and empowerment. It also emphasized the necessity of an integrated framework that uses intersectionality to confront oppressive institutions and advance climate justice while recognizing the diversity of perspectives and communities impacted by conflicts.

Ms. Saba Afreen presented the next paper presentation titled: “Empowering Women in Seed Enterprise Development through Self-Help Groups: A Pathway to Sustainable Agriculture,” which was based on a project in Odisha concerning a seed enterprise unit owned and managed by Women Self Help Groups. It focused on mobilizing women farmers and providing them with the training to manage and maintain their crops, which, in this case, was held in Hyderabad. Extensive training sessions and capacity-building sessions were conducted under this project to ensure good crops by motivating and educating the farmers. It was based on the model of working from the community level and then further leading seed production to different states and levels. Ms. Afreen further specified through this project and paper, the large-scale impact that it had on tribal women farmers and the role of women in sustainable development goals by engaging in sustainable agriculture run only by women (as sole decision makers).

Dr. Truptee Borulkar and Ms. Siya Borulkar followed Ms. Afreen with the paper presentation “Weaving Gender Equality: Assessing the Impact of Traditional Sustainable Artisanal Practices to Empower Women,” wherein they talked about handicrafts as an integral part of Indian culture and the role of women in that industry. This paper and research were based in Aurangabad and dealt with the lives of women working in this industry and their reception by society. Dr. Borulkar explained the challenges faced by these women while working and the altered sense of independence and self-sufficiency that they occupied towards the end of the study, which also led to upward social mobility. In this way, this paper by Dr. Borulkar presented a dialogue between traditional sustainable practices and women's empowerment.

The paper presentation "Shifting Dynamics: Female Autonomy and Injected Urbanism in Bihar" examined how gender roles and power dynamics are changing in Bihar's rural and urban areas. It spoke on how the lines separating urban and rural communities are becoming blurred and how traditionally metropolitan traits are also present in rural places. The changing power dynamics brought to light the growing involvement of women in governance and decision-making roles, especially in light of the migration of males to metropolitan regions. The presentation focused on how women's rising autonomy and influence, which are defying established gender stereotypes and driving societal change, are a result of their increased access to government programs and their active participation in times of crisis like the COVID-19 epidemic.

Dr. V. Sebastian then presented the final paper presentation of the Conference titled: “The Bar Dance Girl as Subaltern: Female Resistance by Subversion of the Male Gaze,” which focused on resisting the Male Gaze and the reclaiming of control by the bar dancers. Dr. Sebastian focused on the lives of these women who worked in dance bars due to the lack of any other alternatives and were thus alienated from society due to their ‘immoral’ actions. He emphasized the violence they faced in their profession by presenting the case of Leela and talked about the ‘Male Gaze’ they were regarded by, which viewed women as bodies for men’s pleasure. To subvert this understanding, he proposed a subalternate way of understanding their dance as an act of exerting control and dominance by earning money through capitalizing on the men’s desires and setting boundaries as acts of resistance.

Engaging questions posed during the question and answer session following the paper presentations gave more insight into the papers presented. Dr. Trupti explained how her research came about, stating that it was a result of her in-depth knowledge of the financial hardships that underprivileged groups in the Maratha region experienced. She provided a nuanced view of community relations and underlined the collective efforts made to handle post-COVID difficulties. An additional question explored the intricate correlation between India's crime rates and dance clubs. The presenter emphasized the financial and societal conditions that push women into this line of employment, highlighting more general concerns about abuse and poverty that influence their decisions. A question was asked regarding whether there is a choice competition in relation to the kinds of seeds being used for production. The presenter answered by saying that repetitive usage of indigenous seeds has a significant impact on agricultural systems' output. On the other hand, new seed systems and hybrid types have the potential to increase production if they are promoted and made available. Productivity may be significantly raised by giving farmers access to these seeds and assisting them in growing and repurposing their own.

The International Gender Conference of 2024 was concluded with a brief note of thanks from Dr. Suchetana Banerjee to all the speakers and to the students who were a part of the IGC teams and helped ensure the smooth functioning of the conference.

Img. 2

Course Title: Project Ecology- an experiential learning program
Course Code:
Number of Credits: 4
Level: 2
Student intake: Upto 25 students

Introduction:

The last few decades have seen a drastic shift in the way humans relate to the natural world around them. At the heart of the present environmental and climate crisis is a loss of connection with nature, especially in cities. The United Nations declared 2020–2030 to be a Decade of Ecosystem Restoration. Urban green spaces, if restored to bio-diverse gardens and food-growing hubs, can serve as powerful tools for experiential learning. Through these green spaces we can teach ecological thinking, lessons about interdependence in life and food security, and practical skills in sustainable living to students and citizens. The knowledge, if scaled-up to multiple gardens and stakeholders, can translate into building healthy communities, which is the long-term vision of Project Ecology. This program is seen as an opportunity to encourage young people to find creative, compassionate solutions for the eco-climate crisis. With the average university student spending hours in classrooms, an ecologically-enriching green space can play a significant role in helping them explore their role as stewards of our planet.

Project Ecology is designed to enable experiential learning for the students. A unique collaborative program, it will be conducted by SSLA in collaboration with an NGO partner- Society for Christ Jesus, and Technical Partner- Ecosphere Connect (an ecological consultancy). Additional collaborations will be made as required. The course will be offered as a blend of classroom and field sessions, as well as provide opportunities to students to engage with the various communities the NGO partner works with such as the caregivers program, after-school tuition for underprivileged students.

*The course is offered for 120 hours over 2 semesters. The final grades will be incorporated at the end of the second semester of the course

Learning Objective: (using Blooms taxonomy) The broad objective of this program is to enhance environmental literacy through experiential learning and equip students to be stewards for community-nature outreach, with the following specific objectives:

  1. To understand the role of urban biodiversity using scientific and citizen science tools, for supporting resilient food-webs for human and ecosystem health.
  2. To develop practical skills in ecological farming, designing urban wildlife habitats, and experimenting with various growing techniques.
  3. To understand and revive traditional home remedies using herbal plants for health.
  4. To interpret one’s ecological footprints and demonstrate various sustainable-living practices such as a waste-to-food model using composting methods.
  5. To translate their learnings for community outreach to build sustainable communities.

Learning Outcome (s)

  1. The students will be able to understand the significance of biodiversity, the interconnectedness of life, learn scientific monitoring techniques, interpret their findings, and draw linkages between biodiversity and human health.
  2. The students will demonstrate tangible green skills and improve environmental literacy through experiential learning.
  3. They will summarize and interpret traditional ecological knowledge, such as documenting forgotten home herbal remedies using herbs grown in the garden.
  4. They will reflect on their ecological footprint, develop values of environmental responsibility, and explore potential lifestyle changes by demonstrating an understanding of sustainable-living practices.
  5. The students will be able to demonstrate community service.

Pre-learning / Pre-requisite: None

Course Outline:

Sr. No. Topic Hours
A Ecological Farming & Food Security (40hrs)
1 Evolution of agriculture, need for ecological farming 2
2 Urban Farming- site analysis, flows, design, planning, techniques 8
3 Food Forest- guilds, planning, design, multi-layer cropping, food chains and food webs 8
4 Food calendar & cropping patterns 4
6 Water resources and conservation strategies 4
7 Soil resource and conservation strategies 4
8 Nursery management- understanding planting material and propagation techniques, Seeds- collection, saving, dispersal; sapling making 4
10 Organic farm maintenance and management practices 6
B Urban Ecosystems & Biodiversity (40hrs)
1 Urban ecosystems and challenges 4
2 Introduction to urban biodiversity; Measuring biodiversity of indicator taxa using citizen science and scientific tools 12
3 Urban trees- field identification, phenology, monitoring 4
4 Nature journaling 2
5 Gardening for wildlife 10
7 Introduction to ecological restoration- principles, succession, guilds, habitat & niche, native/exotic/invasive species, planting right, ecosystem services, application to urban ecosystems 8
C Community Outreach and Sustainable Living (40hrs)
1 Volunteering on activities conducted by the NGO partner 40
2 Knowledge sharing and documentation- traditional ecological knowledge; ancient herbal remedies; farm to table- forgotten recipes, weeds for health, wild foraging
3 Nature experiential walks for the community
4 Waste Management- Circular economy, Composting strategies
5 Sustainable lifestyle - DIYs (knowledge sharing)
Total hours 120

Pedagogy

  1. Hands-on, field-based learning activities
  2. Interactive classroom sessions
  3. Exposure visits
  4. Interactions with the community
  5. Guest lectures by Subject-Matter Experts
  6. Group Projects

Books Recommended:

Campbell N.A., Biology 8th ed. Masanobu Fukuoka, The one-straw revolution Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants Peter Wohleben, The hidden life of trees Michael Lewis, INVENTING GLOBAL ECOLOGY: Tracking the Biodiversity Ideal in India (1945-1997) Additional reading material, field guides, and online resources will be provided as required.

Suggested Assessment/ Evaluation Methods (4 credits- 100marks):

Group Projects
Class Presentations
Individual Assignments
Class participation

Benchmarked against similar courses in other national/ international universities /organizations - Not applicable

Justification for change in an existing course / or a new course:

Name of Members
Designation
Org. / Inst. SSLA
Signature
Name of Experts
Designation
Org. / Inst.
Signature

Expert: Prerna Agarwal
Consultant/ Advisor: Dr. Barry Rodrigue
Signature of Dean:
Date:


Student Research and Publication
CJIDS: Confluence Journal of Interdisciplinary Studies

Img. 2
Img.
Img.




Copyright © 2025 SSLA. All Rights Reserved.

Privacy Policy

You will hear back from admissions@ssla.edu.in for Admissions.

BA in social science
Please leave your contact details