Objectives of Presentations and Bloom's Taxonomy

      The Department of English- Maharaja Krishnakumarsinhji Bhavnagar University is widely recognized for its innovative approaches to teaching and learning. As an integral part of our academic journey, the students in the Department of English engage in presentations. Each year, Dilip Barad sir orchestrates these presentations in a distinctive and enriching manner. These presentations typically encompass the use of PowerPoint presentations, interactive question-and-answer sessions, and live streaming on platforms like YouTube and Facebook.

       The motivation behind live streaming these presentations is multifaceted. Firstly, it ensures that our work is archived, allowing us and others to access it at any time. Moreover, it provides an opportunity for a wider audience to witness and appreciate our efforts.

      One of the most significant advantages of this presentation method is the opportunity for self-assessment and improvement. Personally, I take advantage of this by reviewing my presentation videos to identify areas where I may have made mistakes or areas for improvement. This process enables me to continuously refine my presentation skills and enhance my performance.

      The primary objective of these live presentations is to document our progress. Within this presentation session, we employ two types of evaluation to gauge our growth and development.

By clicking here, you can access this semester's presentations

Click here to explore my blog, where you'll find all my presentations from the first three semesters, including videos, PowerPoint presentations, self-evaluations, and evaluation charts.

In the context of these presentation sessions, there are two distinct methods of evaluation:

1. Teacher's Evaluation: Dilip Barad sir assesses the presentations based on a rubric that covers aspects like content, verbal skills, content quality, non-verbal skills, and research and research writing.

2. Peer and Self-Evaluation: Students also receive feedback from their peers as part of the evaluation process.

Every day we can check how we are being evaluated by sir and our classmates. Self-evaluation is also there where we have to give a score to ourselves, which is included under Peer and Self-Evaluation.

The development of our skills through these presentations occurs in three distinct ways:

1. Subject
2. Presentation Skills
3. Digital Skills

1. Subject:

        In this first aspect, the goal is to enhance our understanding of the subject matter. By connecting various concepts and ideas, we expand our knowledge and develop new ways of thinking. To illustrate this, Barad sir shared Bloom's Taxonomy or Pyramid, which classifies thinkers into "LOT" (Low Order Thinkers) at the bottom and "HOT" (High Order Thinkers) at the top. We also aim to improve our articulation and language proficiency, including the formulation of questions for the subsequent question-and-answer session.

2. Presentation Skills:

         This involves enhancing our ability to create visually appealing and effective presentations. It contains aspects such as graphic design, color schemes, maintaining a consistent theme between the presentation topic and slides, and selecting appropriate fonts. Moreover, it extends to our delivery skills during the presentation, which tests both our verbal and non-verbal communication abilities. Many of us have overcome stage fright as a result of these presentation sessions, and we have noticed a remarkable improvement in the effectiveness of our presentations over the course of these three presentation seasons.

3. Digital Skills: 

        In the 21st century, digital literacy is of paramount importance. Through these presentations, we become more familiar with technology and its practical applications in our academic pursuits. We all use mobile phones, but learning how to harness them effectively for our studies is essential. Our digital skilling encompasses tasks such as handling mobile devices and laptops, live streaming via platforms like Stream Yard, and re-uploading our presentations to our personal YouTube channels. Additionally, Web Quest has always been difficult. There are so many sites available for study but to find authentic sources, it is very much important to learn how to search and what to search. Learning how to search for and utilize high-quality materials and proper citation techniques is integral to developing our research writing skills.

These are some of the key takeaways from my experiences in our initial presentation season.

Bloom's taxonomy plays a critical role in our presentations, falling under the cognitive domain of teaching and instructional objectives. It's structured into six stages:

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

1. Remember - This stage involves recognizing and recalling facts, which is something we all did during our childhood and is fundamental to learning.

2. Understand - It's not enough to merely remember facts; we must also grasp the meaning and significance behind these facts.

3. Apply - Taking that understanding a step further, we must learn to apply these facts, rules, concepts, and ideas in practical and meaningful ways.

4. Analyze - The ability to break down information into its component parts is the next level of cognitive development. This helps us see the intricate details within a broader context.

5. Evaluate - Beyond analysis, the capacity to judge the value of information and ideas becomes paramount. This stage involves critical thinking and discernment.

6. Create - The highest level of Bloom's taxonomy is the act of combining these parts to form a new whole, fostering the development of new ideas and innovative thinking.

       Education is not confined to the mere accumulation of facts and ideas. Instead, it encompasses our capacity to analyze, evaluate, and apply these ideas in various contexts, including history and cultural aspects. True education lies in our ability to think critically and act upon our knowledge. In this context, the final stage, 'Create,' does not refer exclusively to artistic expression like poetry or art, but rather to the synthesis of diverse elements to generate new, innovative ideas.

The purpose of our presentations aligns with the same goal. As students in the Department of English, we select topics, seek historical connections, and then apply these insights to contemporary issues.

Another significant element is the question-and-answer session. This practice enhances our ability to delve deeper into our chosen topics. This develops a habit to look deep into the topic we have selected, how aware we are in the areas related the topic.

During my first and second semesters, I faced challenges in effectively conveying my ideas in most of the presentations. However, I'm delighted to share that this time, I scored 100% in every presentation. I believe that this success stems from my comprehensive approach. I diligently considered past, present, and future aspects, along with their implications and advantages. I do acknowledge that there is still room for improvement, and I aim to make my future presentations even more engaging and impactful.

Happy to share that during this presentation season, I succeeded in clearly articulating my ideas, and I am pleased with my performance. I am optimistic that in the upcoming and final presentation, I will excel even further.

       Thank you Barad sir for always introducing us to new ways of learning and filling that enthusiasm in us to work.

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Presentation: 15 Paper no. 205

CANCEL CULTURE

This is my presentation on Paper no. 210: Cultural Studies

 

Here is the video recording of my presentation.

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Presentation: 14 Paper no. 204

 Digital Preservation and Cultural Heritage: Preserving the Past for the Future

This is my presentation on paper no. 204: Contemporary Western Theories and Film Studies.

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Presentation: 13 Paper No. 203

 

Friday: The Muted Tongue of the Postcolonial World

This is my presentation on paper no.203: Postcolonial Studies.

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Presentation: 12 Paper no: 202

 Fictionalized Narrative of History: A Comparative Study of ‘Midnight’s Children’ with ‘Bharat’ and ‘Laal Singh Chadha’

This is my presentation on paper no. 202: Post-Independent Indian English Literature:

Fictionalized Narration of History: A Comparative Study of 'Midnight's Children' with 'Bharat' and 'Lal Singh Chadha' from Trushali Dodiya

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Presentation: 11 Paper no: 201

 'The Impoverished Gift: Reading the Title of the Poem'

This is my presentation on paper no 206- Pre-Independence Indian English Literature:

The Impoverished Gift: Reading the Title of the Poem from Trushali Dodiya

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Comparative Study of Daniel Dafoe's 'Robinson Crusoe' and J. M. Coetzee's Foe

Thinking Activity

Comparative Study of Daniel Dafoe's 'Robinson Crusoe' and J. M. Coetzee's Foe

This blog is written is response to the thinking activity on Comparative study of Daniel Dafoe's 'Robinson Crusoe' and J. M. Coetzee's 'Foe' assigned by Megha ma'am

Introduction:

'Foe' is a novel written by J. M. Coetzee which is a satirical reinvention of Daniel Dafoe's 'Robinson Crusoe'. Before doing the comparative study of both the novels, one point should be noted here is that 'Robinson Crusoe' talks about colonialism whereas 'Foe' is a postcolonial novel. Let's first have a brief introduction of both the novels.

Robinson Crusoe: 

"Robinson Crusoe" is a novel written by Daniel Defoe in 1719 - in the early 18th century. The story revolves around the main character, Robinson Crusoe, who embarks on a sea voyage but ends up stranded on a remote, uninhabited island after a shipwreck.

Robinson Crusoe was a man who really wanted to go to the sea, but his parents wanted him to be a lawyer. He ignored their wishes and went on a sea voyage. His first journey was full of disasters, including being captured by pirates. Eventually, he found himself on an island near Venezuela. On this island, he learned to survive by making things and growing food. He met some cannibals but decided not to harm them. Instead, he saved a man named Friday and taught him English and Christianity. Later, some Spaniards arrived on the island, and Crusoe helped them. When a mutiny happened on an English ship, he struck a deal to help the loyal crew take back the ship. After many years on the island, Crusoe finally left and returned to England. His family thought he was dead, and he didn't get any inheritance. He went to Portugal to get his wealth from Brazil, and he and Friday had one last adventure as they fought off hungry wolves in the mountains. In the end, Crusoe's story is about survival, adventure, and learning to live with others from different backgrounds.

Foe:

"Foe" is a novel written in 1984 by J. M. Coetzee, a Nobel Prize-winning author from South Africa. The story is built around the original plot of "Robinson Crusoe." However, "Foe" is told from the perspective of a castaway named Susan Barton, who arrives on the same island where "Cruso" and Friday are already living their adventures. It's similar to "Robinson Crusoe" in that it's a story within a story, with Susan Barton narrating her experiences in England as she tries to get the writer Daniel Foe to help her turn her tale into a popular book. The novel primarily explores themes related to language and power. When it was released, it faced criticism in South Africa for being seen as politically irrelevant. In his Nobel Prize acceptance speech in 2003, Coetzee revisited the themes of "Robinson Crusoe" in his work. 

In the novel "Foe" by J. M. Coetzee, a woman named Susan Barton is shipwrecked on an island where she meets a man named Cruso and a guy named Friday. They've been on the island for a while. Cruso has lost his ability to speak, and they live there peacefully. Eventually, they are rescued, but Cruso dies on the way back to England.

Back in England, Susan wants to write about her time on the island, but she struggles to make it interesting. She asks a famous writer, Daniel Foe, for help, but he wants to change her story and make it more about a mother searching for her lost daughter. They also become romantically involved, but Foe is more concerned about his own problems than writing Susan's story. Then, a person shows up, claiming to be Susan's missing daughter, which adds a new twist to the story. So, the book is about Susan's efforts to tell her island adventure, her relationship with Daniel Foe, and the unexpected return of her daughter. It explores themes of storytelling and power.

Comparative Study:

If we are comparing both the works, following differences stands out clearly:

	Robinson Crusoe	Foe
Writer	Daniel Defoe	J. M. Coetzee
Time	18th Century	20th Century
Period	Colonial	Postcolonial
Narrator/Protagonist	Robinson Crusoe/Male	Susan Barton/Female
Friday	A Black Slave	Tongue less

Marxist Critism

Thinking Activity

This blog is written in response to the thinking activity assigned by Dr. Dilip Barad sir, Department of English, MKBU. In this blog, I am going to apply Marxist criticism to 'Animal Farm' and 'Naya Daur'.

What is Marxism?

      Karl Marx, a German philosopher, and Friedrich Engels, a German sociologist were the joint founders of this school of thought. Marx and Engels announced the advent of Communism in their jointly-written 'Communist Manifesto of 1848'.

 

        Marxist criticism is founded on the economic and cultural theories of Karl Marx and Friedrich Engels, addressing the evolving history of humanity, its social structures, institutions, and ways of thinking are largely determined by changes in the mode of material production. Marxism talks about the following points: It deals with the evolving history of humanity, its social structures, institutions, and ways of thinking are largely determined by changes in the mode of material production, Changes in the fundamental mode of material production affect changes in the class structure of a society, establishing the dominant and subordinate classes. And finally, it talks about ideology which is constituted by human consciousness. Human consciousness is shaped by ideology, representing the beliefs and values of a particular class. The dominant ideology in any era serves to legitimise and perpetuate the interests of the ruling class.

         This identity is the product of its structure resulting in class relations and interest. Marx considers ideology as Superstructure, as he says, 'Infrastructure(economy)' is 'Superstructure(society or structure)'. Engel considers it a false consciousness, which means ideology is an illusion.

          Marxist literary criticism interprets literature within this framework, viewing it as a product of specific historical and economic conditions rather than timeless artistic criteria. Some Marxist critics analyze literary works in direct correlation with the present stage of class struggle, calling for the replacement of bourgeois literature with "social realism." More flexible Marxists acknowledge the autonomy of traditional literary works, allowing them to transcend prevailing bourgeois ideology and represent aspects of objective reality.

Material production determines the history, Class structure, and struggle, ideology, and class interests,

Georg Lukács argued that great literary works create their own worlds, reflecting essential tendencies and determinants of their epoch. Realist novels, in particular, reveal class conflict, economic contradictions, and individual alienation.

Bertolt Brecht Rejected Aristotelian concepts of tragedy and advocated for an "alienation effect" in literature. He believed that literature should disrupt the passive acceptance of capitalist society and encourage active cooperation with forces of change.

Walter Benjamin explored the effects of changing material conditions on the arts, emphasising the transformative impact of mass media on the concept and status of works of art.

Louis Althusser Incorporated structuralism into Marxist theory, arguing that the structure of society is constituted by diverse "ideological state apparatuses" with relative autonomy. He redefined ideology as a multifaceted force in the struggle for cultural power.

Antonio Gramsci Introduced the concept of hegemony, emphasising the role of culture, including folklore and popular media, in maintaining social power. Hegemony involves the pervasive acceptance of ideological views by subordinate classes.

Stuart Hall Expanded on Gramsci's ideas, viewing ideology as a multifaceted force in the production of meaning and emphasising the role of discourse in shaping individual subject positions.

Ernesto Laclau and Chantal Mouffe Grounded society in language and argued for a view of society open to innovation, transformation, and self-invention. Their adaptation of Saussurean language theory challenged strict economic determinism.

Raymond Williams Adapted Marxist concepts to a humanistic concern with the texture of individuals' lived experiences.

Terry Eagleton Expanded Althusser's and Macherey's concepts, integrating poststructuralist analyses into Marxist criticism to undermine prevailing beliefs and certainties.

Fredric Jameson, An eclectic Marxist critic who synthesised various critical viewpoints. He proposed a "political interpretation" of literary texts, exposing the hidden role of the "political unconscious" and rewriting texts in an allegorical mode to reveal their repressed historical and ideological subtext.

In the latter half of the twentieth century, Marxist criticism became more open to other critical perspectives, acknowledging its own evolution as a historical process and emphasising the role of non-ideological and artistic determinants in literary structures and values.

Influential Marxist critics include Georg Lukács, who argued that great literary works create their own worlds reflecting essential tendencies of their epoch; Bertolt Brecht, who advocated for an "alienation effect" in literature to disrupt passive acceptance of capitalist society; and Walter Benjamin, who explored the transformative impact of mass media on the concept and status of works of art.

Louis Althusser incorporated structuralism into Marxist theory, redefining ideology as a multifaceted force in the struggle for cultural power. Antonio Gramsci introduced the concept of hegemony, emphasising the role of culture in maintaining social power. Stuart Hall expanded on Gramsci's ideas, viewing ideology as a multifaceted force in the production of meaning. Ernesto Laclau and Chantal Mouffe grounded society in language, challenging strict economic determinism.

Raymond Williams adapted Marxist concepts to a humanistic concern with individuals' lived experiences. Terry Eagleton expanded on Althusser's and Macherey's concepts, integrating poststructuralist analyses into Marxist criticism. Fredric Jameson synthesised various critical viewpoints, proposing a "political interpretation" of literary texts that exposes the hidden role of the "political unconscious" and rewrites texts in an allegorical mode to reveal their repressed historical and ideological subtext.

       In the latter half of the twentieth century, Marxist criticism became more open to other critical perspectives, acknowledging its own evolution as a historical process and emphasising the role of non-ideological and artistic determinants in literary structures and values.

What Marxist Critics do?

2. Marxist critics a division between what is obvious in a story (overt content) and what's hidden or implied (covert content). It connects this hidden content to basic Marxist ideas, like class struggle or the changes societies go through over time. Thus, the conflicts in King Lear might be read as being 'really' about the conflict of class interest between the rising class (the bourgeoisie) and the falling class (the feudal overlords).

2. They also consider the social class of the author and how it might unconsciously influence what they write. This is similar to how psychoanalytic critics think authors might reveal things in their work without realising it.

3. A third Marxist method is to explain the nature of a whole literary genre in terms of the social period which 'produced' it. This means critics link entire literary genres (like novels, tragedies, or ballads) to the social periods that gave rise to them, For instance, The Rise of the Novel, by Ian Watt, that might say that novels in the 18th century represented the interests of the expanding middle class.

4. They connect a literary work to the social beliefs of the time when people are reading or consuming it. This is especially true in a later form of Marxist criticism called cultural materialism.

5. Some Marxist critics argue that the way a story is written (its literary form) is influenced by political circumstances. For example, they might say that certain writing styles support or validate existing social structures.

       Marxist critics explore how a story, its author, and its genre are connected to social and political ideas, especially those related to class and societal changes.

Now let’s read ‘Animal Farm’ through the lens of Marxist criticism:

Animal Farm by George Orwell

Animal Farm is a beast fable, in the form of a satirical allegorical novella, by George Orwell, first published in England on 17 August 1945. It tells the story of a group of anthropomorphic farm animals who rebel against their human farmer, hoping to create a society where the animals can be equal, free, and happy.

All the Marxist reading of te text can be applied to this literary work. Animal farm makes a clear difference between Overt and covert content. The overt content id that The story is about a group of farm animals that rebel against their human farmer. But after getting rid of their farmers Napoleon rules over which gain is the concern of communalism. The Covert Content is The power struggle among the animals which indicates the class struggle between the proletariat (working class) and the bourgeoisie (ruling class). The working class sufferers while the ruling class is not having a bit of the concern about it.

While talking about the second aspect of Marxist reading, it is clear that George Orwell, the author, was critical of totalitarian regimes and identified as a democratic socialist. He was not the Marxist but rather was believing in liberalism. Thus, His views on class struggle and disdain for oppressive systems align with Marxist ideas. Most of his works are characterized by lucid prose, social criticism, opposition to totalitarianism, and support of democratic socialism. His works like Animal Farm, The Road to Wigan Pier and 1984 deals with the idea of class struggle.

"Animal Farm" can be seen as a satirical allegory for the Russian Revolution and the rise of communism. The novella reflects the social and political context of Orwell's time, particularly the criticism of authoritarian regimes.

Readers in Orwell's time (mid-20th century) could have related the events in "Animal Farm" to the political dynamics of the Soviet Union and other authoritarian regimes.

The simple and accessible fable-like structure of "Animal Farm" serves as a powerful tool to convey political messages. The form of the novella is crafted to criticize political corruption and abuse of power.

"Animal Farm" can be analyzed through a Marxist lens by examining its portrayal of class struggle, the author's own political stance, its connection to the historical period, and the political messages embedded in its literary form.

In a nutshell, Marxist critics explore how a story, its author, and its genre are connected to social and political ideas, especially those related to class and societal changes.

'Naya Daur'

"Naya Daur," a classic Bollywood film directed by B.R. Chopra and released in 1957, canbe analyzed through a Marxist lens. Only by examining the poster of the film, one can get an idea about the Marxist ideology in the film.

  The film tells the story of a traditional village that faces economic challenges due to the introduction of a bus service, which threatens the livelihood of the local bullock cart drivers. The conflict between the bullock cart drivers(Shankar) and the bus service(Kundan -bus driver) can be seen as representing the broader struggle between traditional, agrarian communities (often associated with the working class) and the modern, industrialized world. The film was released at a time when India was grappling with questions of economic development and social change. Viewers would have connected with the challenges faced by the characters, reflecting the larger social and economic shifts happening in the country.  The film highlights the impact of industrialization on rural communities and the exploitation associated with modernization.

   In the context of Indian cinema in the 1950s, the filmmakers, including B.R. Chopra, often had social and political perspectives. While not explicitly Marxist, the film does reflect concerns about societal changes and the impact on traditional ways of life.

  "Naya Daur" can be seen in the context of the social changes in post-independence India, where industrialization and modernization were affecting traditional livelihoods. The film could be seen as a commentary on the clash between rural and urban life, echoing broader debates about progress and development.

In summary, "Naya Daur" can be examined through a Marxist lens by considering its portrayal of economic change, the clash between traditional and modern ways of life, and the broader societal shifts in post-colonial India. The analysis would focus on class dynamics, economic transformations, and the film's stance on the consequences of progress.

(Note: I have taken help from ChatGPT to modify the grammatical errors and language)

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Ecocriticism

Thinking Activity

This blog is a response to a thinking activity assigned by Dr. Dilip Barad from the Department of English at MKBU, exploring Ecocriticism, its emergence, and application in literary texts.

What is Ecocriticism?

             The representation of the natural environment in literature has been present since the beginning of literary records. For example, the idealized portrayal of the Eden Garden represents a simplistic and harmonious rural life that contrasts with complex urban societies. The genre of nature writing, involving intimate and realistic descriptions of the natural environment, began with works like Gilbert White's 'Natural History and Antiquities of Selborne' (1789) in England and William Bertram’s 'Travels through the Carolinas, Georgia, and Florida' (1791) in America. However, as urbanization and industrialization posed threats to the environment in the mid-nineteenth century, writers like Thoreau drew attention to these environmental concerns.

The Emergence of Ecocriticism:

          The term "Ecocriticism" was coined in the late 1970s by combining "criticism" with a shortened form of "ecology." It involves critical writings that explore the connections between literature and the biological and physical environment, with an acute awareness of the environmental damage caused by human activities. Notable works like Aldo Leopold’s 'A Sand County Almanac' (1949) and Rachel Carson’s 'Silent Spring' (1962) drew attention to environmental degradation. By the end of the century, widespread concern about the environmental crisis led to the inauguration of Ecocriticism as a movement.

Ecocritics don't adhere to a singular theoretical perspective or approach. Instead, their explorations of environmental literature showcase a diverse range of traditional, poststructural, and postcolonial viewpoints and analytical methods. Amidst this diversity, certain issues and concerns consistently emerge, Like,

1. Critics argue that Western religions and philosophies are deeply anthropocentric, influenced by biblical views giving humans dominion over the Earth. The alternative proposed is "deep ecology," emphasizing the value of all living things and their environment.

2. Ecocriticism critiques binaries such as man/nature or culture/nature, emphasizing their interconnectedness. In literature, it challenges the idea of man versus nature, recognizing the influence of culture on our perception of nature.

3. Ecocritics advocate for the extension of "green reading" to all literary genres, analyzing texts for their environmental implications and political action.

4. Ecocriticism analyzes differences in attitudes toward the environment based on a writer’s race, ethnicity, social class, and gender. Ecofeminism explores the role of women in fantasies of the natural environment by male authors and studies feminine conceptions of the environment in works by female authors.

5. There is a growing interest in animistic religions of so-called "primitive" cultures and non-Western civilizations that lack the opposition between humanity and nature found in Western thought. Native American traditions, emphasizing the sacredness of nature and living in harmony with it, are particularly focused on in the U.S.

Ecocriticism encompasses a diverse range of perspectives and modes of analysis, contributing to a broader understanding of the relationship between literature and the environment.

What critics do?

1. They re-read important literary works from eco-centric perspective, focusing on how nature is portrayed.

2. They use ecological ideas like growth, balance, and sustainable use of resources in ways that go beyond just nature.

3. They give extra attention to writers who talk a lot about nature, like the American transcendentalists or British Romantics.

4. They include different kinds of writing, like essays, travel stories, and regional literature, in literary analysis.

5. They move away from theories that focus on language and social construction and instead highlight values like careful observation, shared ethical responsibility, and considering things beyond ourselves.

Now let's try to apply these concept in 'Hard Times' and 'Sherni'

Hard Times

Charles Dickens's "Hard Times" can be considered from an ecocritical perspective, although it's more commonly examined through other critical lenses like social criticism or industrial criticism. Nevertheless, the novel does contain elements that intersect with ecological themes.

"Hard Times" is set against the backdrop of the industrial revolution and portrays the harsh realities of life in a rapidly industrializing society. While the primary focus is on the social and economic consequences of industrialization.

 The novel depicts the grim environmental consequences of unchecked industrialization. The polluted air, the desolate landscapes, and the degradation of the natural environment are implicit in Dickens's portrayal of Coketown. The novel indirectly explores the strained relationship between humans and nature in an industrialized setting. The emphasis on utilitarianism and the relentless pursuit of profit at the expense of the environment reflects a disconnection from nature.

     The deteriorating health of the characters, such as Stephen Blackpool, can be linked to the environmental conditions prevalent in an industrial society. The poor air and water quality contribute to the physical and mental well-being of the characters.

While "Hard Times" might not be a central text in ecocritical discussions, it offers a glimpse into the environmental consequences of rapid industrialization during the Victorian era. An ecocritical reading could delve into how Dickens uses the environment as a backdrop to emphasize the dehumanizing effects of unchecked industrial progress. though it in terms of human relations but re reading this takes us to the ecological concerns. The name of the town is Cocktown which is polluted. 

Sherni

"Sherni" is a Hindi-language film that was released in 2021 and directed by Amit Masurkar. The film features Vidya Balan in the lead role and revolves around the theme of human-wildlife conflict in the context of a female forest officer's efforts to address the issue of a tigress on the loose in a village.

From an ecocritical perspective, "Sherni" provides an opportunity to explore the complex relationships between humans and the environment, particularly the impact of human activities on wildlife habitats. Here are some ecocritical aspects to consider in relation to the movie:

The film explores the conflict between human interests and wildlife conservation, especially in areas where human and animal habitats overlap. This reflects broader ecological issues arising from urbanization, deforestation, and encroachment into natural habitats. The narrative involves the challenges faced by a female forest officer in navigating bureaucratic hurdles and societal expectations to address the issue of the tigress. This can be analyzed through an ecocritical lens in terms of the systemic obstacles to effective conservation efforts.

 The film might touch upon the ecological consequences of developmental activities, such as infrastructure projects and human settlements, on the natural environment. Ecocriticism often examines how these activities disrupt ecosystems and impact flora and fauna.

The tigress in the movie can be seen as a symbolic representation of the wider environmental challenges faced by wildlife due to human actions. It could represent the broader issue of endangered species and the need for conservation efforts. "Sherni" may also delve into cultural attitudes towards nature and wildlife. Ecocriticism often considers how cultural beliefs and practices influence human interactions with the environment.

An ecocritical analysis of "Sherni" would involve examining how the film portrays and comments on the relationship between humans and the environment, the ethical considerations related to conservation, and the broader ecological implications of human activities. It's an opportunity to explore how popular media engages with environmental themes and raises awareness about ecological issues.

To sum up, ecocriticism tries to focus on the environmental issues that has damaged the natural resources and its solutions.

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