Development is inextricably embedded in political processes and the politics of institutions intensely interacts with other social and economic factors. In addition, the state and the impact of state power on markets and society in general is a critical area of study that any student of development needs to engage with. The interaction and negotiation between political institutions of governance and other contesting social formations is a key domain of interest in a fast changing society like India. This area of scholarship, therefore is of key importance and we invite applications to faculty positions here. Political theory, politics of development, politics of post-independence India, law and governance in India and politics of public policy are some of the areas of relevance to us.
Psychology has an undisputed role in the understanding of teaching, learning and schooling. Research in psychology in the past few decades has contributed valuable insights into the nature of child development. Indian education systems have barely begun to adopt and internalise the implications of these research programmes. The University considers the various branches of psychological research - social, cognitive, developmental and educational - to be of critical importance. Psychologists who have strong interest in teaching and research in these areas an encouraged to apply.
It is increasingly clear that early experiences influenced by social, economic and biological circumstances have deep influence on child development. Early interventions that compensate for disadvantage and deprivation are therefore of critical importance. India is still to orient its policies toward addressing challenges in this area. We invite applications from educators, social scientists, psychologists and policy specialists with a strong interest in this area to apply.
The University has a strong interest and focus in philosophy of education without, however, excluding issues of general philosophy. Our interest is in the body of knowledge concerning education that philosophers have built over centuries, including methods of philosophical investigation. We aim to acquaint our students with this body of philosophical knowledge but emphasise more the disposition to enquire into meaning, justification, assumptions and implications of educational ideas.
Scholars we are looking for should have a deep knowledge of some area of philosophical enquiry, a disposition to engage in examination of ideas with an open mind, a willingness to employ their philosophical knowledge and capabilities in the study of education, and an interest in teaching and helping students become good philosophers of education.