Department of History Spring
2024
HISTORY 314
CONTEMPORARY INDIA: 1947 TO THE PRESENT
A Liberal Studies Course in the Social and Political Worlds Block. Also fulfills the NAU Global Diversity Requirement.
Instructor: SANJAY JOSHI Meeting Time:
Tu-Thu 12:45-2:00
Office: LA 206 Class
Location: Liberal Arts, Room 111A
E-mail:
Sanjay.Joshi@nau.edu Office Hours: Tu-Thu 11:15am-12:15
pm
Phone: 523-6216 and by appointment
Course Web Page: http://jan.ucc.nau.edu/~sj6/contemporaryindia.html
CHECK THE COURSE WEB PAGE FOR THIS SYLLABUS WITH
LINKS TO ELECTRONIC READINGS. NAU’s Policy Statements: https://nau.edu/university-policy-library/syllabus-requirements/
(and at the end of this syllabus)
COURSE DESCRIPTION
This course examines
social, political and economic developments in India
since independence in 1947 and places these developments in a historical and
comparative context. Exploring the sources of India’s diversity as well as
unity, riches as well as poverty, the roots of cooperation as well as conflict,
progress as well as limitations, the course aims at achieving a nuanced
understanding of the working of the world’s largest democracy. Studying the
work of well-known scholars, fiction, films, as well as some sources of
information available over the Internet, this course introduces students to
multiple facets of contemporary India.
Each semester, this course also
focuses on a particular theme. For this semester, I have chosen to focus on the
history of populist Hindu majoritarianism. Though we will be studying a history
specific to India, this is a phenomenon with many comparisons possible across
the globe in our times.
The class will be run in a
lecture-cum-discussion format. I hope discussions between the students and the
instructor will form a significant part of the learning experience. There will,
of course, be a considerable amount of lecturing too, whose frequency and
content will depend on my agenda as well as the nature of questions asked by
the students! The course demands that students come to class having done the
assigned readings and prepared to discuss them with the instructor and fellow
students.
READINGS
Just one textbook has been
ordered for this course at the NAU Bookstore and is required reading for all
students.
Ramachandra
Guha. India After Gandhi: The History of the World's Largest Democracy. New
York: Ecco (Harper Collins), 2007. ISBN-13: 978-0060958589
However, there are several
shorter required readings available on the internet. There are direct
clickable links to most of these readings available through the electronic
version of this syllabus on the COURSE WEB PAGE. These are as much a required part
of the class readings as your textbook. As a matter of habit, I urge you
to visit all course-related web sites in advance and save or print the required
readings. As I am sure most of you are aware, connections to web sites often
fail at the very time we need them most! For that reason, having soft or hard
copies of the readings in advance will prevent panic the night before class, or
a few hours before!! Please note that many links require you to be logged in
via an NAU domain, either from campus or via VPN.
STUDENT LEARNING
EXPECTATIONS/OUTCOMES FOR THIS COURSE
Fifteen weeks from now, you
all will have developed some sense of the complex history of the Indian
subcontinent from 1947 to the present day. To help you understand this history,
the course assigns a variety of readings. It is critical that you complete your
assigned readings before coming to class. Lectures will always relate to the
topics assigned but will not summarize assigned readings. Instead, they will
introduce additional material, different interpretations, and theoretical
concepts that are not always in the text. I expect you to be motivated to learn
about the subject and to improve your skills as a historian. I will do my best
to help you understand more about the subject. But my efforts will only help if
you bring an active engagement with the contents of this course. An active
engagement will allow students to:
·
Learn through texts,
lectures, and films, the important events of processes of South Asian history
since 1947.
·
Demonstrate, through the
in-class examinations, their grasp of the details of this complex history.
·
Demonstrate through
in-class discussions and discussion notes, their understanding of assigned
textual materials and participate in critical discussions of sources and their
interpretation.
·
Demonstrate through the
term paper as well the essay sections of the examinations, their ability to independently
identify, and critically read, analyze, and compile information from a variety
of sources: fictional as well as historical, and information from Indian news
and scholarly sources.
WORK HABITS: I strongly urge all students to back up their written work
in multiple locations. In addition to your hard drive, please back up your work
on the cloud (working on or uploading regularly to Google Docs is one
possibility) and an external “thumb” drive. “My computer crashed” or “the file
was accidentally deleted” are treated on par with excuses like “the dog ate my
homework.”
ASSESSMENT OF LEARNING OUTCOMES
The course uses primarily three types of
instruments to assess your achievement of the learning objectives listed above.
In addition to regular participation in class activities, you must take one
exam, produce short discussion notes responding to specific questions three
times during the semester, and write one formal paper evaluating
Hindu Nationalism in the context of
culture and politics of India since 1947. All assignments are due on the dates
indicated in the schedule. I do not accept late assignments unless allowed for
by University policy. Health-related absences or
tardiness in submitting assignments will require documentation.
I. Mid Term Exam: The mid-term exam (closed book, in class) worth 25 points, will consist of short answer and longer-answer questions and may include a map component. No final exam.
II.
Discussion
Notes: This may be a relatively
new kind of assignment for you, so do pay attention to the following:
You will
be given specific questions or topics around which to frame your discussion
notes a few days in advance of the discussion day. You need to submit your
notes (two to three single spaced typed pages) on Canvas and come to class with
another copy of your notes available to participate in the discussion.
To evaluate the notes, I will be looking for both a clearly outlined THESIS in response to each question, AND relevant data/evidence to support your thesis. As the assignments will indicate, the evidence/ data can be in “note” form. Notes that do not indicate a clear thesis or sufficient supporting data will be penalized at my discretion. To allow you to get used to the requirements of this assignment, they have been weighted progressively. The first set of notes will be worth 10 points, the second 15 points, and the last 20 points. Together discussion notes comprise 45 out of the total 100 points for the course.
The class
will be divided into small groups to facilitate the formal discussions. Attendance
and participation in all discussions is mandatory. Please make sure that your
other commitments (academic, work-related, or personal) do not conflict with
the discussion dates; there is no possibility of make-ups in this assignment. In
rare cases, where University-policies permit, I will allow you to submit one
set of notes (treated as your FINAL notes) in advance of your departure.
III.
Evaluating
Hindu Nationalism: Your
task will be to write a formal paper between 7 to 10 pages (double
spaced, one-inch margins, fonts between ten and twelve points) evaluating the history,
impact, or implications of Hindu Nationalism in the context of the history you
have learnt in this course. All conventions of academic writing and citations
need to be followed while writing this paper. I will be giving you a more
detailed assignment sheet well before the paper is due.
Requirements
In addition to course material, this paper requires you
to conduct some independent research. Your paper should use at least five
sources beyond course readings (at least three journalistic sources
and two scholarly sources) on the history of Hindu majoritarianism in
India since 1947. Journalistic sources should include at least one source from
the Indian subcontinent. You may also use more polemical websites to gather
research material, but these should be
used to represent perspectives, rather than factual evidence. Scholarly
sources can include peer-reviewed journals (or their websites), books published
by reputable academic presses, or proceedings of conferences. I would
particularly urge you to look at journals such as Economic and Political Weekly (EPW) http://www.epw.in/ or
Seminar from India http://www.india-seminar.com/semframe.html. EPW is archived on JSTOR and Seminar
back issues are searchable and accessible on their website. This assignment
will be worth 25 points.
I strongly recommend that you clear your
research and outline of the paper with me well before the due date of the paper.
IV. Class Participation: My subjective assessment of your attendance and participation in class activities (including the discussions) will count toward 5 points of the total course grade.
EVALUATION
Grades will be determined
using the following criteria:
Discussion
Notes 45
points (10 for the first, 15 second, and 20 third)
Mid Term
Exam 20 points
Paper on Evaluating
Hindu Nationalism 25 points
Class Attendance
and Participation 10 points
TOTAL
FOR COURSE 100
points
The
grading scale for the course will be as follows:
90+ = A;
80 - 89= B; 70-79= C; 60-69= D; below 60= F.
COURSE POLICIES
I expect regular class
attendance of course, without which there is no point in your being enrolled in
this class. Missing too many classes will undoubtedly and negatively impact on
your class performance, especially given the discussion-oriented nature of this
class and will be penalized at my discretion.
If you miss a class,
whatever your reasons for doing so, it is YOUR RESPONSIBILITY to meet or call a
classmate and find out what happened in that class. I also expect you to come
to class having done all the required reading and prepared to engage in
discussion. Finally, I expect you to be motivated to learn about the subject,
and to improve your skills as a historian and social critic.
PLEASE NOTE: I do not give extensions, incompletes, or make-up exams,
except in cases allowed for by University Policy. Plagiarism or other forms
of academic dishonesty will not be tolerated and will result in failing the
course. Please consult the section on “Academic Integrity” and “Artificial
Intelligence” in the link to NAU Policy Statements at the top of this
syllabus (and appended below) for further details. IT IS THE STUDENTS'
RESPONSIBILITY TO FAMILIARIZE HERSELF/HIMSELF WITH THESE MATTERS AS DEFINED BY
THE UNIVERSITY.
PROVISIONAL SCHEDULE (dates, readings and assignments subject to change)
The readings listed below are expected to be completed BEFORE the
start of class period.
N.B. I am still working on trying to get you access to the
two-part documentary film, “The Dynasty: The Nehru-Gandhi Story” via
Canvas. If that is not possible, please
run a search on You Tube for the film if the links below are dead by the time you need to view
the films.
SECTION I. INTRODUCTIONS
January 16 Introduction to the Course and Area
January 18 Introduction to Contemporary India
Required Reading
Guha, "Prologue:
Unnatural Nation." And, Chapter One.
Required
Viewing “Dynasty: The
Nehru-Gandhi Story”. Complete watching Part One in over the next two weeks.
Part One of the film available on https://www.youtube.com/watch?v=tshyh8DnJzI or up to 1:29:00 on this link, https://www.youtube.com/watch?v=J44lxwORYOk I am
still trying to get you access VIA THE Canvas Page for the class
Recommended
You may also want to refer to three other links:
1. A
List of Commonly Used Abbreviations and Acronyns in
Contemporary India.
2. A
GLOSSARY OF INDIAN POLITICS
3. Library
of Congress, Country Studies: India, an updated profile
SECTION II. BACKGROUND TO
NEHRU’S INDIA: PARTITION and the HINDU RIGHT
January 23-25 Legacy of Nationalisms and Partition
Required Readings
Guha, Chapters One and Two.
I strongly recommend that
you read, or at least skim Guha, Chapters Three and Four over the weekend.
Though I will not be lecturing on those chapters, I am happy to address any
questions in the next class.
January 30 Looking Back at Hindu Nationalism
Required Reading
Christophe Jaffrelot, “The
Hindu Nationalist Power Quest,” and “Hindu Nationalism: A Different Idea of
India.” From his Modi’s
India: Hindu Nationalism and the Rise of Ethnic Democracy (Princeton:
Princeton University Press, 2021), pp. 7-30.
February 1 The Place of Muslims
in early Independent India
Required Reading
Gyanendra Pandey, “Can
a Muslim Be an Indian?” Comparative
Studies in Society and History, Vol. 41, No. 4 (Oct., 1999), pp. 608-629
February 6 Father
of Hindu Nationalism?
Required Reading
V.D. Savarkar, Essentials
of Hindutva (first published 1923) (52
pages) I would recommend reading
the chapter “Who is a Hindu” first, followed by the last
chapter, then the first three chapters, and then the fifth. Others, optional
February 8 Savarkar and Assassination
of Mahatma Gandhi
Required Reading
1.
Vinayak Chaturvedi, “Vinayak
& Me: ‘Hindutva’ and the Politics of Naming.” Social History,
Vol. 28, No. 2 (May, 2003), pp. 155-173.
2.
Ajaz Ashraf “History
revisited: Was Veer Savarkar really all that brave?” Scroll.in (May 27, 2016) and “Reading
Savarkar: How a Hindutva icon justified the idea of rape as a political tool.” Scroll.in (May 28, 2016)
Reccommended
1.
A.G. Noorani, “Savarkar
and Gandhi’s murder.” Frontline, Volume
29, Issue 19 (Sep. 22-Oct. 05, 2012). Because the original is no longer in the
public domain, this links to a “wayback machine” copy of the article. Here is a
link to a much clearer online copy of the article
2.
Vinayak Chaturvedi, “Violence
as Civility: V.D. Savarkar and the Mahatma’s Assassination.” South Asian History and Culture 11:3(2020), pp.,
239-253.
3.
Vinay Lal, “The
Assassins of Gandhi’s Memory.” Lal
Salaam: A Blog by Vinay Lal. Reflections on the Culture of Politics & the
Politics of Culture. (January 30, 2021)
4.
Ashis Nandy, “Final Encounter: The Politics of the
Assassination of Gandhi” in his At the Edge of Psychology (Delhi: Oxford
University Press, 1991), pp. 70-99.
Questions for Discussion One assigned February 8th
(for discussion February 15th)
February 13 Problems
of the Early Indian State
Required Readings
1. Guha, Chapters Five and
Six.
2. “Indian Politics Since
Independence: An Overview
February 15 DISCUSSION # 1: Hindu
Nationalism and the Indian State
SECTION III. MAKING
INDIA MODERN
February 20 A Modern State
Required Readings
Guha, Chapters Seven to Nine. Read Seven and Eight, Skim chapter Nine.
February 22-27 Ruling the Republic
Required Readings
Guha, Chapters Ten to
Thirteen. Read Ten and Eleven. Skim Twelve and Thirteen.
Mid Term Study Guide handed out February 22nd
February 27 MID TERM REVIEW
February 29 MID
TERM EXAM
March 5 Challenges to
the Nehruvian Model
Required Readings
SKIM Guha, Chapters Fourteen, Fifteen, Sixteen. READ Chapter Seventeen
March 7 NO CLASS if we
are on schedule
Questions for Discussion Two assigned March 7 (Discussion
March 21st)
March 11-15 SPRING
BREAK. No classes but you must watch the documentary “Dynasty: The Nehru-Gandhi
Story” PART TWO, over the break. Film Available Streaming online AFTER 1:30:00
on this link, https://www.youtube.com/watch?v=J44lxwORYOk I am still trying to get you access VIA THE Canvas Page
for
SECTION IV. INDIA AFTER
NEHRU: POPULISM AND ITS DANGERS
March 19 Recourse to Populism: Indira is India
Required Readings
Guha, Chapters Eighteen and
Nineteen.
March 21 DISCUSSION # 2: Nehru and the
making of contemporary India
March 26 Consequence of Populism
Required Readings
Guha, Chapter Twenty, SKIM
Chapter Twenty-One, and READ Twenty-Two
March 28 Consequence of Populism
Required Readings
Guha, Chapters Eighteen,
Nineteen, Twenty
April 2 Dynasty and
Democracy
Required Readings
Guha, SKIM Chapter
Twenty-One, and READ Twenty-Two
April 4 Indian
Democracy
Required Readings
Guha, Chapters
Twenty-Three, Twenty-Four and Twenty-Five.
April 9-11 Two
Themes in Recent Politics
Required Readings
Guha, Chapters Twenty-Six,
Twenty-Seven, and Twenty-Eight.
Powerpoint on Caste: A historical approach
Questions for Discussion Three assigned April 9th
Paper Assignment handed out April 11th
April 16th DISCUSSION # 3: Evaluating Indian Democracy
SECTION V. HINDU
NATIONALISM IN CONTEMPORARY INDIA
Please note: All news articles below are
“placeholders” that may well be replaced with other, more current news
pieces. The aim of this set of readings
is to get you as current as possible with the themes relating to the subject in
contemporary Indian media discussions.
April 18 The Rise of the BJP
1. Pankaj Mishra, “Ayodhya: The Modernity of Hinduism.” Kamala Visweswaran ed. Perspectives on Modern
South Asia: A Reader in Culture, History, and Representation (Oxford:
Blackwell Publishers, 2011), pp. 187-198.
2. Pankaj Mishra, “How Narendra Modi Seduced India With Envy
and Hate”
op-ed New York Times (May 23, 2019) or try this link
3. Ajaz Ashraf, “Babri Masjid: Now a Metaphor of Hindus
Harming Themselves.”
NewsClick (December 6, 2021)
4. Gita Sahgal, “Hindutva Past and Present: From Secular
Democracy to Hindu Rashtra.”
Feminist Dissent. Number 5 (2020) Click on PDF button or try this link
April 23 Women and the Hindu Right
Required Readings/Viewing
1.
Nisha Pahuja, “The World Before Her.” Documentary
Film (90 minutes). See film via Canvas page for the class. Or free on Vudu and
Tubi.
2.
Shoaib Daniyal, “The Greys of
Religious Bigotry: Reading Nishita Pahuja's The World Before Her” Economic
and Political Weekly of India. Vol. XLIX no. 45
(November 8, 2014) pp. 20-22.
3.
Shirin M. Rai, “India: from
populist nationalism to popular constitutionalism” Open
Democracy (July 21, 2020)
4.
Tanika
Sarkar, “Love, Faith and Consent in a Hindu
Rashtra”
The Wire (India) (December 6, 2020).
April 25 Winding Up: Hindutva in the
News (REVISED READINGS)
Required Readings
1.
Hannah Ellis-Peterson, “‘Messianic spell’:
how Narendra Modi created a cult of personality.” The Guardian
(UK) (April 19, 2024).
2. Jawaharlal Nehru,
“We Want No Caesars:
Nehru’s Warning to Himself.” Reprinted
from 1937) The Caravan (November 16, 2016).
3. Christophe Jaffrelot, “Is India Still a
Democracy?” The Nation (April 12, 2024).
4. Mujib Mashal and
Hari Kumar, “Modi’s Party Doesn’t
Control All of India. But He’s Working on It.” The New York Times (March 23, 2024).
5. Nachiket Joshi,
“‘H-Pop’: A cut-throat
digital economy and deep-rooted hatred have fundamentally changed India.” Scroll.in (February 25, 2024).
6. Hannah
Ellis-Petersen, Aakash Hassan and Shah Meer Baloch, “Indian government
ordered killings in Pakistan, intelligence officials claim.” The Guardian
(UK) (April 04, 2024).
Recommended
1. Chietigj Bajpaee, “India’s geopolitical
heft will trump concerns over the state of democracy as it goes to the polls.” Chatham House
(geostrategic thinktank) (April 11, 2024).
2. Samanth
Subramanian, “The Long Read: How
Hindu supremacists are tearing India apart.” The Guardian (February 20, 2020).
3. Ashutosh
Varshney “Jim Crow Hindutva” The Indian
Express (October 20, 2021).
4. Atish
Taseer, (FILM) “In Search of India's
Soul: From Mughals to Modi.” Al Jazeera, (February 13, 2020).
5. Nicholas Kristof,
“He’s the World’s
Most Popular Leader. Beware.” New York Times (March 18, 2023) or
try this archived link (if you can, do read some of the comments
too!)
6. Mujib Mashal,
Suhasini Raj and Karan Deep Singh, “Modi’s Power to
Sideline Challengers Is Only Growing” New York Times (March 29, 2023) or try this archived link
PAPER EVALUATING Hindutva due by May 2nd, on Canvas
by 5 pm. Late submissions cannot be accepted unless there is a documented
excuse covered by NAU policies. THERE IS NO FINAL EXAM FOR THIS COURSE.
LIBERAL STUDIES REQUIREMENTS
Liberal Studies Mission
The mission of the Liberal
Studies Program at Northern Arizona University is to prepare students to live
responsible, productive, and creative lives as citizens of a dramatically
changing world. HIS 314 supports the mission of the Liberal Studies
program in the following ways:
*It
helps students gain a deeper understanding of the history of the world’s
largest democracy and about a fifth of humanity.
*It
helps them understand the historical factors that have created a rich cultural,
political, social, and religiously diverse environment in India since
independence from the British in 1947.
*Understanding
how such diversity emerged and how traditional identities have been
transformed, mobilized and managed in an modern
electoral system students better appreciate the changing and complex world
around them.
*In
seeking to understand and evaluate competing interpretations of this rich and
complex history, through a variety of sources, the course helps students gain
the skills to do the same for the world they inhabit.
Distribution
Block: Social and Political Worlds.
This
course provides students with:
*The opportunity to study
economic, social, and political developments in India since independence and understanding
India’s place in the global comity of nations, promotes a better understanding
of the social and political world we inhabit.
*An analytic framework that
foregrounds the very different ways in which democracy works in the Indian
context, which allows students to understand the diversity that can inhabit
what has become the central organizing and rhetorical concept of the modern
world order.
Essential
Skill: Critical Thinking. The
following assignments will help foster this skill among students of HIS 314.
*students will be able to identify the broad contours of the
political, social, and cultural history of India from independence to the
present day in written examinations.
*
through writing a term papers, preparing notes for discussion, and most of all
through the final project, students will be able to demonstrate the ability to
critically read and interpret primary (particularly news sources)and
secondary sources, and reach their own conclusions about the merits of
different arguments.
* in all their writings, students will be able to combine
evidence from secondary and primary sources to describe the complexities of
political, social, and cultural life of India since independence.
Syllabus Policy
Statements
ACADEMIC INTEGRITY
NAU expects every student to firmly adhere to a strong
ethical code of academic integrity in all their scholarly pursuits. The primary attributes of academic integrity are honesty, trustworthiness, fairness, and responsibility. As a student, you are expected to submit original work while
giving proper credit to other people’s ideas or contributions. Acting with
academic integrity means completing your assignments independently while
truthfully acknowledging all sources of information, or collaboration with
others when appropriate. When you submit your work, you are implicitly declaring that the work is your own. Academic integrity
is expected not only during
formal coursework, but in all your relationships or interactions that are connected to the educational enterprise. All forms of academic deceit such as
plagiarism, cheating, collusion, falsification or fabrication of results or
records, permitting your work to be submitted by another, or inappropriately
recycling your own work from one class to another, constitute academic
misconduct that may result in serious disciplinary consequences. All students
and faculty members are responsible for reporting suspected instances of
academic misconduct. All students are encouraged to complete NAU’s
online academic integrity workshop available in the E-Learning Center and should review the full Academic Integrity policy available at https://policy.nau.edu/policy/policy.aspx?num=100601.
ARTIFICIAL INTELLIGENCE
Artificial intelligence (AI) technologies bring both
opportunities and challenges. Ensuring honesty in academic work creates a
culture of integrity and expectations of ethical behavior. The use of these
technologies can depend on the instructional setting, varying by faculty
member, program, course, and assignment. Please refer to course policies, any
additional course-specific guidelines in the syllabus, or communicate with the
instructor to understand expectations. NAU recognizes the role that these
technologies will play in the current and future careers of our graduates and
expects students to practice responsible and ethical use of AI technologies to
assist with learning within the confines of course policies.
COPYRIGHT
INFRINGEMENT
All lectures and course
materials, including but not limited to exams, quizzes, study outlines, and
similar materials are protected by copyright. These materials may not be
shared, uploaded, distributed, reproduced, or publicly displayed without the
express written permission of NAU. Sharing materials on websites such as Course
Hero, Chegg, or related websites is considered copyright infringement subject
to United States Copyright Law and a violation of NAU Student Code of Conduct.
For additional information on ABOR policies relating to course materials,
please refer to ABOR Policy
6-908 A(2)(5).
COURSE TIME COMMITMENT
Pursuant to Arizona
Board of Regents guidance (ABOR Policy 2-224, Academic Credit), each unit of credit requires a minimum of 45
hours of work by students, including but not limited to, class time,
preparation, homework, and studying. For example, for a 3-credit course a
student should expect to work at least 8.5 hours each week in a 16-week session
and a minimum of 33 hours per week for a 3-credit
course in a 4-week session.
DISRUPTIVE BEHAVIOR
Membership in NAU’s academic community entails a
special obligation to maintain class environments that are conductive to learning, whether
instruction is taking
place in the classroom, a laboratory or clinical setting,
during course-related fieldwork, or online. Students
have the obligation to engage in the educational process in a manner
that does not interfere with normal class activities or violate the rights of others. Instructors have the authority and responsibility to address
disruptive behavior that interferes with student learning,
which can include
the involuntary withdrawal of
a student from a course with a grade of “W”. For additional information, see
NAU’s Disruptive Behavior in an
Instructional Setting policy at https://nau.edu/university-policy-library/disruptive-behavior.
NONDISCRIMINATION AND ANTI-HARASSMENT
NAU prohibits discrimination and harassment based on
sex, gender, gender identity, race, color, age, national origin, religion,
sexual orientation, disability, veteran status and genetic information. Certain consensual amorous or sexual relationships between
faculty and students are also prohibited as set forth in the Consensual Romantic and Sexual Relationships
policy. The Equity and Access Office (EAO) responds to complaints regarding
discrimination and harassment that fall under NAU’s Nondiscrimination and Anti- Harassment policy. EAO also assists
with religious accommodations. For additional information about
nondiscrimination or anti-harassment or to file a complaint, contact EAO located
in Old Main (building 10), Room
113, PO Box 4083, Flagstaff, AZ 86011, or by phone at 928-523-3312 (TTY: 928-523-1006), fax at 928-523-9977,
email at equityandaccess@nau.edu, or visit the EAO website at https://nau.edu/equity-and-access.
TITLE IX
Title IX of the Education Amendments of 1972, as
amended, protects individuals from discrimination based on sex in any
educational program or activity operated by recipients of federal financial
assistance. In accordance with Title IX, Northern Arizona University prohibits
discrimination based on sex or gender in all its programs or activities. Sex
discrimination includes sexual harassment, sexual assault, relationship
violence, and stalking. NAU does not discriminate on the
basis of sex in the education programs or activities that it operates,
including in admission and employment. NAU is committed to providing an
environment free from discrimination based on sex or gender and provides a number of supportive measures that assist students,
faculty, and staff.
One may direct inquiries concerning the application of
Title IX to either or both the Title IX Coordinator or the U.S. Department of
Education, Assistant Secretary, Office of Civil Rights. You may contact the Title IX Coordinator in
the Office for the Resolution of Sexual Misconduct by phone at 928-523-5434, by
fax at 928-523-0640, or by email at titleix@nau.edu.
In furtherance of its Title IX obligations, NAU promptly will investigate
or equitably resolve all reports of sex or gender-based discrimination,
harassment, or sexual misconduct and will eliminate any hostile environment as
defined by law. The Office for the Resolution of Sexual Misconduct (ORSM): Title IX Institutional Compliance, Prevention
& Response addresses matters that fall under the university's Sexual
Misconduct policy. Additional important information and related resources,
including how to request immediate help or confidential support following an
act of sexual violence, is available at https://in.nau.edu/title-ix
.
ACCESSIBILITY
Professional disability specialists are available at
Disability Resources to facilitate a range of academic support services and
accommodations for students with disabilities. If you have a documented
disability, you can request assistance by contacting Disability Resources at
928-523-8773 (voice), ,928-523-8747 (fax), or dr@nau.edu
(e-mail). Once eligibility has been determined, students register with
Disability Resources every semester to activate their approved accommodations.
Although a student may request an accommodation at any time, it is best to
initiate the application process at least four weeks before a student wishes to
receive an accommodation. Students may begin the accommodation process by
submitting a self-identification form online at
https://nau.edu/disability-resources/student-eligibility-process or by
contacting Disability Resources. The Director of Disability Resources, Jamie
Axelrod, serves as NAU’s Americans with Disabilities Act Coordinator and
Section 504 Compliance Officer. He can be reached at jamie.axelrod@nau.edu.
RESPONSIBLE CONDUCT OF RESEARCH
Students who engage in research at NAU must receive
appropriate Responsible Conduct of Research (RCR) training. This instruction is
designed to help ensure proper awareness and application of well-established
professional norms and ethical principles related to the performance of all
scientific research activities. More information regarding RCR training is
available at https://nau.edu/research/compliance/research-integrity.
MISCONDUCT IN RESEARCH
As noted, NAU expects every student to firmly adhere
to a strong code of academic integrity in all their scholarly pursuits. This
includes avoiding fabrication, falsification, or plagiarism when conducting
research or reporting research results. Engaging in research misconduct may
result in serious disciplinary consequences. Students must also report any
suspected or actual instances of research misconduct of which they become
aware. Allegations of research misconduct should be reported to your instructor
or the University’s Research Integrity Officer, Dr. David Faguy,
who can be reached at david.faguy@nau.edu
or 928-523-6117. More information about misconduct in research is available at
https://nau.edu/university-policy-library/misconduct-in-research.
SENSITIVE COURSE MATERIALS
University education aims to expand student
understanding and awareness. Thus, it necessarily involves engagement with a
wide range of information, ideas, and creative representations. In their
college studies, students can expect to encounter and to critically appraise
materials that may differ from and perhaps challenge familiar understandings,
ideas, and beliefs. Students are encouraged to discuss these matters with
faculty.
Last revised November 28, 2023