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                <text>Challenges such as climate change, water and environment or even food security were not considered under the traditional security paradigm. In 1994, the UN Human Development report brought to the forefront the need to shift focus to the concept of people‟s security and identified several essentials including economic, health and environment security. Water, which lies at the core of these essentials did not find adequate prominence and while „water wars‟ was under the subject of academic scrutiny, the concept of water security as a global challenge did not receive adequate attention. Currently, water and its inextricable relationship to energy, food and development, and political stability is placed at the core of every security debate. In 2015, leaders at the WEF in Davos ranked water as the No.1 risk to societies. The paper explores how a change in attitude is required from policy makers to the end user.</text>
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                <text>Artha Journal of Social Sciences; Vol. 18 No. 4 (2019): Artha Journal of Social Sciences; 103-116</text>
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                <text>The Role of Water as a Non Traditional Security Challenge</text>
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                <text>Artha Journal of Social Sciences; Vol. 18 No. 3 (2019): Artha Journal of Social Sciences; iii-vi</text>
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                <text>This essay examines the illustrated version of the Universal Declaration of Human Rights. The use of stick-figures, it argues, is a verbal-visual discourse that performs the human subject as an anonymous yet identifiably human person. Emphasising the constructed nature of the human, the combination of text and image functions as an instance of ‗expository discourse‘. In the second section of the essay I propose that the UDHR‘s illustrated version uses the aesthetics of ‗figurative realism‘ wherein the representation of the human person as a stick means that we see a figure who stands in for the person. It concludes by arguing that these minimalist representations signal the UDHR‘s foundational nature rather than its simplicity. The UDHR‘s reliance on the drawn line forces attention to the process, the mechanics by which we make human persons, or unmake them.</text>
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                <text>Artha Journal of Social Sciences; Vol. 18 No. 3 (2019): Artha Journal of Social Sciences; 65-77</text>
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                <text>Drawing (Upon) Human Rights: Reading the Illustrated Version of the UDHR</text>
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                <text>This article is an experiential insight into the undergraduate and postgraduate education in English Studies. It can be considered as a vantage point from which certain prevalent institutional questions may begin to be raised. While there is a clear policy imperative on interdisciplinarity, the category makes little sense unless there is a strong sense of the terrain on which such ideas may be foisted. Therefore, an evaluation in terms of student-grounded reality of capacity, institutional breadth and actual faculty strengths and limitations is essential. The paper is an analysis from the demand side‘ that is a doctoral student, who engages with how such attempts are received by the student. Future research could study how widely applicable this is to the various scales and types of universities.</text>
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                <text>Artha Journal of Social Sciences; Vol. 18 No. 3 (2019): Artha Journal of Social Sciences; 55-64</text>
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                <text>Written as a reflective account emerging from the process of reviewing and revamping an MA in English and Cultural Studies at CHRIST (Deemed to be University), Bangalore, in the year 2018-19, this essay takes the form of a tapestry woven out of four separate but related inquiries. Section I reflects upon the experience of having taught introductory courses in Cultural Studies (Henceforth CS) in India and Ireland separated by a gap of 15 years, and germane questions of cultural specificity and curricula. Section II provies an overview of the available narratives of CS within India, focusing on the distinctive approach taken in each account. Section III looks at the relationship between CS, Postcolonial Studies (henceforth PS) and Subaltern Studies (henceforth SS), as they developed in play with one another in 1980s England and America. And Section IV comments on some wider institutional and creative practices of relevance, and the implications these hold for possible future directions of CS. In totality, the article attempts to assess what transformative work it might be possible to do through CS in the future.</text>
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                <text>Artha Journal of Social Sciences; Vol. 18 No. 3 (2019): Artha Journal of Social Sciences; 25-42</text>
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                <text>Localising Curriculum</text>
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                <text>Decolonising Cultural Studies</text>
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                <text>English Literature today is very different from what it was in the early 1990s, when the discipline was called upon to justify its existence by a vocal section of teachers and students. As a result of the changes inaugurated by the crisis in English Studies‘ and due to the comfort afforded by the demand for English language, the discipline has been relatively free from internal and external pressures to justify its existence. This is, therefore, a good time to raise the question of disciplinary relevance. I draw on my experience as a student, teacher and researcher formed by the 1990s to argue that the transformation of the discipline was at least partly facilitated by its investment in the engagement with texts and texutality. Reading and interpretation, albeit framed by a very different set of concerns, remain at the heart of Literary Studies as well as its offshoot, Cultural Studies. I, therefore, suggest that we consciously focus on building this capability, even as we introduce our students to an every-expanding range of textual forms.</text>
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                <text>Artha Journal of Social Sciences; Vol. 18 No. 3 (2019): Artha Journal of Social Sciences; 1-23</text>
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                <text>Capabilities and English Studies</text>
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                <text>Close Reading in Literature</text>
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                <text>After English: What do we Teach when we Teach Literary and Cultural Studies?</text>
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                <text>India implemented various projects for improving the quality of lives of its citizens. In Kerala, the Cochin International airport and ICTT of Vallarpadam are two major initiatives undertaken to boost the economy of the state; the cost of the initiative unfortunately includes displacement of people. The study aims to inquire into the marginalisation of displaced people of both these projects. The study identifies that the economic, social, psychological and political marginalisation faced by the displaced population could be avoided if measures are taken to address them prior to the displacement.</text>
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                <text>Copyright (c) 2019 Artha - Journal of Social Sciences</text>
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                <text>Marginalisation in Displacement</text>
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                <text>The Marginalisation of the Displaced of Kerala</text>
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                <text>Development Induced displacements are usually accompanied by a „downward spiral of impoverishments‟. They result in widespread psychological and socio-cultural impacts. The worst hits are women and children who are counted among the marginalised segments in these situations. The present paper brings out the narratives of five women displaced during the building of a dam at Almatti in Bagalkot district of northern Karnataka. The thematic analysis reflects the theoretical formulations of risks to which displaced people are exposed and the narratives bring out the deterioration of their living conditions.</text>
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                <text>Copyright (c) 2019 Artha - Journal of Social Sciences</text>
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                <text>Artha Journal of Social Sciences; Vol. 18 No. 2 (2019): Artha Journal of Social Sciences; 65-80</text>
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                <text>Development Induced displacements</text>
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                <text>Women, Displacement and Exclusion: Narratives of Women Affected by Development-Induced Displacement</text>
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                <text>Kumari, Pinki</text>
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                <text>Development and displacement seem to be directly related to each other. As India is a densely populated country, any development project leads to the displacement of lakhs of people. Displacement is not just the physical relocation of displaced people but is also associated with social and economic consequences that disrupt the lives of people. The insecurities resulting from the same are manifold. They include human insecurity, social insecurity, economic insecurity, food insecurity, health insecurity, and gender-based insecurity. This paper briefly analyses the situation of displacement in India and reflects on the insecurities faced by the people displaced due to development projects.</text>
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                <text>Copyright (c) 2019 Artha - Journal of Social Sciences</text>
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                <text>Artha Journal of Social Sciences; Vol. 18 No. 2 (2019): Artha Journal of Social Sciences; 49-64</text>
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                <text>Project Affected People</text>
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                <text>Insecurities and Human Rights Issues of People Affected by Development-Induced Displacement</text>
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